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MORAVIAN Course Catalog 2018-2019

1 CATALOG DESIGNED BY MORGAN FEHNEL TABLE OF CONTENTS THE COLLEGE Course Schedules History Mission Transfer of Courses and Cross- Interdisciplinary Programs History and Heritage; Registration International Management Accreditation and Compliance Course Changes International Studies Statements; Affiliations Attendance Policy Italian The Moravian Campus Grade Appeals Japanese Grade Changes Latin STUDENT LIFE Class Standing Management Student Life Academic Standing Mathematics and Computer Advising Science ADMISSION Withdrawal from the College Medieval Studies Admission and Financial Aid Withdrawal by the College Modern Languages and Leave of Absence Literatures CHARGES AND FEES Graduation with Honors Music Tuition, Room, and Board Commencement Participation Natural Resource Management Refund Policy Policy Neuroscience Nursing EDUCATIONAL PROGRAMS AWARDS, HONOR SOCIETIES Occupational Therapy Glossary Prizes and Awards Peace and Justice Studies Degrees and Programs of Study Honor Societies Philosophy Interdepartmental Majors Physical Education Self-Designed Majors ACADEMIC DEPARTMENTS/ Physics and Earth Science Double Majors PROGRAMS Political Science Minors Introduction Pre-Medical Program Teacher Certification Accounting Psychology Degree Requirements Africana Studies Public Health Learning in Common Arabic Religion Add-Venture Program Art Russian Independent Study; Internship Athletic Training Science Education Honors Program Biochemistry Social Studies Education Study Abroad Biological Sciences Sociology and Anthropology Washington Semester Chemistry Spanish Reserve Officer Training Corps Chinese Theatre Career Planning and Preparation Computer Science Women’s Studies Graduate Study Earth Science Writing Law Economics and Business Health Professions Education DIRECTORIES, CALENDAR, MAPS Ministry Engineering Board of Trustees Teaching English Faculty Moravian Theological Seminary Environmental Studies and Seminary Faculty Sciences Artist-Lecturers in Music ACADEMIC POLICIES & Forestry Administration REGULATIONS French Athletics Staff Policy on Academic Code of German Faculty and Staff Emeriti Conduct German Studies Committees Grades and Quality Points Greek Academic Calendar Repeating a Course Health Sciences Campus Maps Auditing Hebrew Credit by Examination Historical Studies THE COLLEGE The Mission of coeducational institution, Moravian Moravian College’s liberal arts education College. Moravian Theological Seminary, a prepares each individual for a reflective graduate professional school of theology, life, fulfilling careers, and transformative remains a part of the corporate institution, leadership in a world of change. offering a separate academic program but sharing the campus and its facilities with History and Heritage; Accreditation and the undergraduate college. Compliance Statements; Affiliations With this rich heritage of education, Moravian is an independent liberal arts Moravian today is recognized as America’s college founded by and affiliated with the sixth oldest college, after Harvard in America, a branch of a (1636), the College of William and Mary historic Protestant denomination dating from (1693), St. John’s College in Annapolis, 1457 and emphasizing progressive liberal Maryland (1696), (1701), education from its beginning. and the University of (1740).

In 1732, settlers from Germany and Moravia The early Moravians gave to the world a (now a province of the Czech Republic) began pioneer educator, , coming to the New World. On Christmas whose achievements and international Eve 1741, they founded the community of recognition have caused him to be known Bethlehem in Pennsylvania. Their concern as the “father of modern education.” The for education led to the founding in 1742 statue of Comenius on the College campus, of two schools, one for boys and one for given to the College by girls. By 1759, the boys’ school developed of Prague in 1960 and rededicated by into Academy, which became President Vaclav Havel of Czechoslovakia in instrumental in the founding of Moravian 1991, is a symbol of Moravian’s unique and Theological Seminary in 1807. In 1858, diverse educational heritage. the Seminary was reorganized as Moravian College and Theological Seminary and in One of the few American educational 1863 was chartered as a men’s college. The institutions in their third century of service, girls’ school became known as Bethlehem Moravian has a strong sense of identity and in 1749 and was opened purpose firmly rooted in a long and rich to students from outside the Moravian tradition. That tradition is maintained today. community in 1785, when it became a boarding school. In 1863, it was chartered Accreditation and Compliance Statements as Moravian Seminary for Young Ladies and Moravian College is accredited by the reorganized in 1913 as Moravian Seminary Middle States Association of and and College for Women. Schools and approved for professional preparation by the American Chemical In 1954, after nearly 200 years of Society, the Department of Education of parallel development, Moravian College the Commonwealth of Pennsylvania, and and Theological Seminary and Moravian the National Association of Schools of Seminary and College for Women Music. The prelicensure nursing program is merged to form a modern undergraduate approved by the Pennsylvania State Board American Association of Colleges of Nursing of Nursing. The baccalaureate degree in Commission on Collegiate Nursing Education nursing and master’s degree in nursing One Dupont Circle, NW Suite 530 programs at Moravian College are accredited Washington DC 20036 by Commission on Collegiate Nursing Phone: (202) 462-6930 Education (http:// www.aacn.nche.edu/ Fax: (202) 785-8320 ccne-accreditation). Moravian Theological http://www.aacn.nche.edu/ccne-accreditation Seminary is accredited by the Association of Theological Schools in the United States The Accreditation Council for Business Schools and Canada. Undergraduate majors in and Programs (ACBSP) accounting, management, and economics, 11520 West 119th Street and the MBA and MSHRM degrees are Overland Park, KS 66213 USA accredited by The Accreditation Council for Telephone: (913) 339-9356 Business Schools and Programs (ACBSP). Email: [email protected] www.acbsp.org Middle States Commission on Higher Education 3624 Market Street, 2nd Floor West, Notice , PA 19104 Moravian’s academic catalog contains the Telephone: (267) 284–5000 most accurate information available at the website: http://www.msche.org/ time of publication. Because the catalog E-mail: [email protected] is now published in an online format, it is Spanish: españ[email protected] updated regularly throughout the year, as appropriate. Moravian College reserves the Pennsylvania Department of Education right to change without notice statements 333 Market Street in this catalog concerning, but not Harrisburg, PA 17126-0333 limited to, curricula, fees, rules, policies, Main Information Number: 717-783-6788 scholarships and tuitions. TTY Number: 717-783-8445 http://www.pde.state.pa.us/portal/server.pt/ Emergency Procedures community/pennsylvania_department_of_ Moravian College has adopted an education/7237 Emergency Preparedness Plan that provides contingency procedures for Moravian College Committee on Professional Training administrators, staff, faculty and students in American Chemical Society the event of a campus emergency. For more 1155 Sixteenth Street, NW information, please see the Campus Safety Washington, DC 20036 website. The College also has implemented Phone: (202) 872-4589 an Emergency Notification System that allows FAX: (202) 872-6066 the College to send immediate, time-sensitive www.acs.org voice and text notifications to students, faculty and staff in the event of a campus National Association of Schools of Music emergency. Students, faculty and staff can 11250 Roger Bacon Drive, Suite 21 update their emergency contact information Reston, VA 20190 via the College’s AMOS web portal. Phone: (703) 437-0700 FAX: (703) 437-6312 e-mail: [email protected] 5 Federal Compliance Statements Financial Information The College’s annual financial report is Program Integrity Statement available for review by prospective students, Beginning July 1, 2011, the U.S. alumni and the public upon request at the Department of Education regulations Treasurer’s Office. It can also be found online to improve the integrity of programs under the Community and Visitors section, authorized under Title IV of the Higher in the Resources – Financial Reporting and Education Act (HEA), as amended (the Information for Bond Holders. “Program Integrity Rule”), take effect. The Program Integrity Rule requires, among Nondiscrimination Statement other things, that each college or university Moravian College is a welcoming community authorized to offer postsecondary education that embraces and values the diversity of in one or more States ensure access to a all members of the campus community. complaint process that will permit student We acknowledge the uniqueness of all consumers to address the following: individuals, and we seek to cultivate an environment that respects, affirms, and 1. Alleged violations of State consumer defends the dignity of each member of the protection laws that include but are not community. Moravian College complies limited to fraud and false advertising; with all federal and state laws regarding 2. Alleged violations of State nondiscrimination in recruitment, admission, laws or rules relating to the licensure of and employment of students, faculty, and postsecondary institutions; and staff. Inquiries concerning this policy may 3. Complaints relating to the be directed to Mr. Mark Reed, vice president quality of education or other State or for finance and administration, Moravian accreditation requirements. College, Bethlehem, Pennsylvania 18018 (610 861-1360). Moravian College, as an institution authorized to provide postsecondary education in the Retention Commonwealth of Pennsylvania, is committed For the past five years, the fall-to-fall to full compliance with the Program Integrity retention rate from first-year to second-year Rule, and provides the following confirmation students has averaged 81%. The six-year to all current and/or prospective students: degree completion rate for the last five graduating classes has ranged from71% to Campus Crime 76% with an average of 75%. Moravian College abides by the Student Right- to-Know, the Campus Security Act of 1990 Students with Disabilities and the Higher Education Act Reauthorization Moravian College is committed to complying of 2008. The College makes information with Section 504 of the Rehabilitation concerning campus crime statistics Act of 1973 and the Americans with available in printed form and electronically Disabilities Act (ADA) of 1990 by providing to the campus community each year. This access to campus facilities and reasonable information is also available to prospective accommodations in programs, services students upon request. and classroom activities. Students with disabilities who require accommodation should contact the Office of Academic and Disability Support to initiate services. 6 Complaint Process procedures to address concerns and/or Moravian College seeks to resolve all student complaints in as timely a manner as possible. concerns in a timely and effective manner. On occasion, however, a student may believe To that end, this complaint process serves that these administrative procedures have as an ongoing means for students to discuss not adequately addressed concerns identified concerns or register formal complaints under the Program Integrity Rule. In those that pertain to alleged violations of State select cases, the following independent consumer protection laws that include but procedures are provided: are not limited to fraud and false advertising; alleged violations of State laws or rules 1. The Division of Higher and Career relating to the licensure of postsecondary Education of the Pennsylvania Department of institutions; and complaints relating to Education is prepared to receive and review the quality of education or other State or complaints against any college, university, or accreditation requirements. seminary certified to operate in Pennsylvania, if the complainant has already followed the Moravian College takes student complaints institution’s published grievance policy in an very seriously and works with students attempt to resolve the dispute, and did not to resolve formal complaints in a timely receive a satisfactory resolution. For a full manner. If you have concerns related description of the requirements to file such a to academic programs, accreditation, complaint, please see the PA Department of academic advising, or academic records, Education website. please contact the Office of the Provost 2. A variety of other State agencies, at (610) 861-1348 or academicaffairs@ State Boards, and national accrediting moravian.edu. If you have concerns bodies which are involved in the evaluation related to student and campus life, or and approval of institutional programs, or residence life, please contact the Office in the granting of professional certification of Student Affairs at (610) 861-1503 or or licensure, may also be contacted. [email protected]. If you have Those agencies are listed above, under concerns related to admissions eligibility “Accreditations.” or financial aid, please contact the Office of Admissions and Financial Aid at (610) If you are currently enrolled, or anticipate 861-1320 or [email protected]. enrollment, in an educational program that For concerns regarding programs, policies, requires State agency or board authorization or procedures at Moravian Theological and/or licensure and do not see it listed Seminary, please contact (610) 861-1516 here, please contact the Office of the or [email protected]. If you have Provost at: (610) 861-1348. concerns related to programs, policies, and procedures offered in Moravian College’s Affiliations Graduate and Adult Studies, please call The College is a member of the American 610.861.1400 or email us at graduate@ Council on Education, the National moravian.edu. If you are not certain where Association of Independent Colleges and to direct your concern, contact the Office , the Pennsylvania Association of the Provost, and someone there will of Colleges and Universities, the Association redirect you appropriately. of Independent Colleges and Universities of Pennsylvania, the Council of Independent It is expected that students will fully utilize Colleges, and the . any/all of the College’s administrative 7 Moravian College is one of the six institutions number of corporations and businesses in that constitute the Association service and technology fields. of Independent Colleges (LVAIC). The other members of the consortium are Cedar Crest It is a city that has blended culture and College, DeSales University, Lafayette commerce, progress and preservation. Among College, , and Muhlenberg its cultural highlights are the Bach Festival in College. Under the leadership of a board May, the ten-day in August, which of directors and an executive director, draws more than 1,000,000 visitors annually, LVAIC’s mission is to broaden educational the Celtic Classic in September, and the opportunities for students, offer professional events and displays of the Christmas season, development for faculty and staff, achieve which attract many thousands of guests from greater economy and efficiency of operation, all over the world. A special Christmas event establish a structure for regional planning, is the College’s annual candlelight Christmas and provide a vehicle for relating to the Vespers in Central Moravian Church, attended community. Collaboration permits smaller by more than 6,000 people. colleges and universities to retain the many advantages that flow from humanly scaled Most College activities and instruction take institutions while providing many services place on the Main Street Campus. Here, in a and opportunities often associated with larger residential setting, are classroom buildings, but less personal schools. LVAIC administers residence halls, administrative offices, a cross-registration policy that makes it the College student center, athletics and possible for students, faculty, and staff to recreation facilities, and the College library. take courses at other member institutions at no additional tuition charge. It coordinates a In Fall 2017, the institution dedicated the women’s studies program and a continuing new Sally Breidegam Miksiewicz Health studies program in the humanities. LVAIC Sciences Building, a 55,000-square foot, promotes reciprocity in student admission to state-of-the-art facility housing the Helen many campus events and programs, sponsors Breidegam School of Nursing, and the a consortial professors program that enables departments of Public Health, and Math faculty to teach at other member schools, and Computer Science. Highlights of and offers summer foreign study in language the building are the virtual cadaver lab, and culture at five locations. The consortium informatics lab, and lo- and high-fidelity operates an interlibrary loan service nursing simulation labs. and shared administrative services and purchasing initiatives. More than 35 groups In Spring 2016, the institution opened a new and committees with representatives from Sports Medicine and Rehabilitation Center the member institutions meet with LVAIC at 1441 Schoenersville Road. This 33,000 staff on a regular basis to share in consortial square foot facility houses the College’s planning and programming. Department of Rehabilitation Sciences as well as a St. Luke’s University Health The Moravian Campus Network Sports Medicine and Physical Therapy outpatient facility. Bethlehem, Moravian’s home, is an attractive tree-lined city of 75,000, The Priscilla Payne Hurd Academic Complex, central to the greater Lehigh Valley at the center of the Main Street campus, community, whose population totals more opened in 2003. Connected to Collier Hall than 700,000. Known as the Christmas of Science, this 55,100-square-foot complex City, Bethlehem is home to a growing 8 features two tiered classrooms, six 48-seat Breidegam Field House. Johnston Hall’s classrooms with flexible seating, two computer gymnasium is the focal point for indoor classrooms, a computer science laboratory, athletic events, including home games of the a data and statistics laboratory, a psychology Greyhound men’s and women’s observation cluster, an experimental teaching teams. Its 1,600-seat indoor arena also classroom, three seminar rooms, and student is used for convocations, concerts, and a research areas. It contains faculty and staff variety of other campus and community offices for the Departments of Education, events. It contains a weight-lifting room. Mathematics and Computer Science, Breidegam Field House, adjoining Johnston Psychology, and Sociology. Hall, includes an indoor track, a weight room and fitness center, an aerobics and dance Collier Hall of Science, a 72,000-square- studio, and four regulation multipurpose foot structure, houses the Departments of courts for intramural and recreational sports. Biological Sciences, Chemistry, Nursing, Outdoor athletics facilities at the nearby Steel and Physics and Earth Science. Collier Hall Field complex include football fields and provides 35 laboratories for teaching and stadium, an all-weather track, baseball and student-faculty research, the Dana and Mellon diamonds, courts, and a field lecture halls, classrooms, and faculty offices. house. Additional fields for intercollegiate competition, intramurals, and informal play The Haupert Union Building provides are located near College residence halls. dining and food court services, lounges and entertainment space, meeting rooms, The Priscilla Payne Hurd Campus on Church offices for student organizations, the College Street, eight-tenths of a mile south of the bookstore, Arena Theater, and Prosser Main Street Campus, formerly housed Auditorium for lectures, performances, Moravian College for Women. The campus and other events. It also houses the Center is in the heart of the city’s colonial historic for Leadership and Service, part of the district, where Moravian settlers constructed leadership initiative that began in the 2003- buildings of renowned beauty and endurance. 2004 academic year. Church Street has been identified as one of the 10 most distinctive historic streets Reeves Library, expanded in 1992, contains in America, with the Single Brethren’s seating for 400, shelf space for 400,000 House (1748) considered to be one of volumes, individual study carrels, seminar the best examples of Colonial Germanic rooms, and the Center for Moravian Studies. architecture in the country. Given the rich The library’s electronic services include tradition of the Moravians’ love for music searchable databases and links to peer- and art, nothing could be more appropriate reviewed web sites in numerous academic than for the College’s academic center for areas, as well as tutorials on research skills these two disciplines to be located on this such as searching, evaluating sources, and historic site. The Hurd Center for Music and documenting scholarship. Reeves Library is Art encompasses six buildings, including part of an interlibrary loan system with the the Single Brethren’s House and the Payne other colleges of the Lehigh Valley, giving Gallery, as well as Foy Concert Hall, which Moravian students access to more than was added in 1982. The Hurd Campus 2,000,000 volumes. provides a variety of classroom, practice, recital, performance, and exhibition spaces The College’s Athletics and Recreation Center in a unique and beautifully restored setting. includes Johnston Hall and the Timothy M. There are three residential options for

9 students on the Hurd Campus: Main Hall (all with individual and group assistance from women), Clewell Hall (all men), and the HILL professional staff and peer tutors, who help (a co-ed residence built in 2009); and two students develop specific strategies for dining facilities (Clewell Dining Hall and the learning, time management, test preparation, Root Cellar Café). test-taking, and other skills required for success in the college classroom. The Hurd Campus is bounded by Monocacy Creek, a long stretch of natural beauty; the attractive downtown shopping area; The Academic & Accessibility Support and Bethlehem’s contemporary public Center also provides disability support library and city government offices. All and accommodations for students with these harmonize with the stone and brick documented disabilities under the Americans historic structures, making Church Street with Disabilities Act (ADA, 1990; ADAAA, an unparalleled example of the progression 2008), the Rehabilitation Act of 1973, the of architecture in America over the past two Fair Housing Act, and other applicable laws. and a half centuries. Services Provided The College provides transportation to enable The Academic & Accessibility Support Center students to travel between campuses. is committed to helping all students achieve academic success. Individual appointments The St. Luke’s University Hospital campus is are available for students who would like to across the Lehigh River, approximately a mile improve their academic performance. from the Hurd Campus. Students Moravian College students utilize the Priscilla Payne Hurd Education Center, Trexler Hall, and Services provided include (but are not the hospital facilities of this campus. Allied limited to): health and nursing students also use facilities throughout the Lehigh Valley operated by St. 1:1 help with: Luke’s University Health Network. • Greyhound Tutoring Program, course- To Fire Up Your Spirit: specific peer tutoring, is available either by appointment or drop-in tutoring. 80+ Clubs & Organizations. Learn more about Greyhound Tutoring by Your inner go-getter is itching to get out clicking here. and do something. And you can. Build • Accessibility support is available to houses—and connections—with Habitat for students with documented disabilities Humanity. Write an article or two (or 10) who require classroom and other for The Comenian. Find your spotlight with accommodations, as outlined by the the theatre company. And if you don’t find Americans with Disabilities Act and something that catches your eye, start your Section 504 of the Rehabilitation Act own club. Here’s how. of 1973. Contact AASC for detailed information about documentation Academic & Accessibility Support Center requirement and accommodations by The Academic & Accessibility Support Center clicking here. (AASC) is committed to providing services to • Academic coaching is available for help help students achieve academic success. The with identifying personal strengths Center supplements the classroom experience and achieving other goals related to 10 individual academic achievement and services. AASC staff determine approved success. accommodations after reviewing your • Extended absence notification is sent to request for support services, your past use faulty when a student must miss two or of accommodations, and the likely impact more days of class for reasons of illness, of your disability on your educational injury, or family emergency. It is the experiences at Moravian College and responsibility of the student to notify Moravian Theological Seminary. the Academic & Accessibility Support Center in the event of an extended If you are a visitor and require access to any absence and to communicate directly of our events or programs, please contact with faculty about completing missed our Director of Academic and Accessibility assignments. Read more on extended Support via phone (610 - 861-1401) or email absences by clicking here. ([email protected]). • Referrals to other campus support services. What Is A Disability? Accessibilty Support According to the Americans with Disabilities Act Moravian College’s Academic & of 1990 (as amended), “Disability” means, with Accessibility Support Center (AASC) serves respect to an individual: many individuals, including students with • a physical or mental impairment that disabilities. Moravian College adheres to substantially limits one or more major life Section 504 of the Rehabilitation Act of activities of such individual; 1973 and the Americans with Disabilities Act Amendments Act of 2008 in ensuring • a record of such an impairment; or accessibility of its programs and services. • being regarded as having We welcome all students with disabilities such an impairment. to Moravian College and Moravian Theological Seminary. Major life activities include, but are not limited to: The Director of Academic and Accessibility • Caring for oneself, performing manual Support is responsible for providing tasks, seeing, hearing, eating, reasonable accommodations and accessibility sleeping, walking, standing, lifting, for students with disabilities enrolled in bending, speaking, breathing, learning, the College and Seminary. The Director reading, concentrating, thinking, also serves as a resource for other College communicating, and working. departments regarding disability support.

A major life activity also includes: We value a collaborative process as we • The operation of a major bodily function, work with students to establish services. including but not limited to, functions of The AASC staff will work with you on an the immune system, normal cell growth, individual basis to determine reasonable digestive, bowel, bladder, neurological, accommodations that facilitate access to brain, respiratory, circulatory, endocrine, learning, living, and other experiences on and reproductive functions. campus. The information you provide is an essential component in the determination of reasonable accommodations and 11 An individual is regarded as having case-by-case basis through documentation a disability if: review and an interactive interview process. • They establish that they have been subjected to an action prohibited under In order to receive academic, residential, the ADAAA because of an actual or program and other accommodations, perceived physical or mental impairment please follow the disability disclosure whether or not the impairment limits or is process and documentation guidelines. For perceived to limit a major life activity. additional information, or if you require any information in an alternative format, please The determination of whether an impairment contact us by clicking here. substantially limits a major life activity shall be made without regard to the ameliorative effects Disclosure Process: of mitigating measures such as: Students with disabilities who are requesting • medication, medical supplies, equipment, accommodations at Moravian College must or appliances, low-vision devices (which do provide the appropriate documentation. not include ordinary eyeglasses or contact • Share the documentation guidelines with lenses), prosthetics including limbs your medical professional. and devices, hearing aids and cochlear • Complete and return the Disclose implants or other implantable hearing a Disability Form. devices, mobility devices, or oxygen therapy equipment and supplies; • Submit both your documentation and the completed Disclose a Disability Form. • use of assistive technology; • Once the materials have been • reasonable accommodations or auxiliary submitted, allow at least two weeks aids or services; or for the Director of Academic and • learned behavioral or adaptive Accessibility to review the materials. neurological modifications. Allow additional time during times when the campus may be closed for holidays, as well as during summer months. The College will provide reasonable accommodation(s), upon request, to students • You will be contacted via email or whose conditions meet the legal definition phone to schedule an appointment of a disability under the ADA and who are with the director. considered otherwise qualified. • Meet with the director to discuss the materials submitted and your needs. For more information on Americans • Accommodations will be sent to your with Disabilities Act of 1990 (as professors through the campus notification amended), click here. system called Momentum. • Meet with your professor(s) to Services And Accomodations discuss your accommodations. Students with disabilities are entitled Documentation Guidelines to services and accommodations that provide access to the College’s academic, Moravian College requires students with residential and program offerings. documentation disabilities to self-disclose Accommodations are determined on a their disabilities to the college in order 12 to receive academic, housing, program, functioning/aptitude, preferably, but not and other accommodations. We encourage limited to the Wechsler Adult Intelligence students to disclose their disability at Scale-III (WAIS-III) with standard and the start of the semester, but will happily scaled scores, including subtest scores. receive your disclosure and disability The Woodcock-Johnson III: Tests of documentation at any time. Cognitive Ability or the Stanford-Binet Intelligence Scale: Fifth Edition is also Click this link to access the acceptable. documentation guidelines for disclosing a • A comprehensive academic achievement disability or read them below: battery that measures current levels of functioning in reading (decoding and Disability Documentation Guidelines comprehension), mathematics and oral Please submit an integrated summary that and written language (e.g., Woodcock- includes the following information. This Johnson III: Tests of Achievement, summary should be provided from the Wechsler Individual Achievement Test healthcare professional (doctor, therapist, II (WIAT II), Stanford Test of Academic etc.) or from the educational system (i.e. Skills (TASK), Scholastic Abilities Test for school psychologist). Adults (SATA), or specific achievement tests - Test of Written Language-3 • Date of evaluation and/or visit. (TOWL-3), Woodcock Reading Mastery • Credentials of evaluator (title Tests-Revised/NU, Stanford Diagnostic and license number) Mathematics Test, Nelson-Denny). All • Clear statement of diagnosis; how standard scores, standard deviations and condition was diagnosed; & progression percentiles is recommended. and prognosis of diagnosis. • An assessment of specific areas of • Description of symptoms and current information processing (e.g., short- and functional limitations related to diagnosis. long-term memory, sequential memory, • Description of how the symptoms and sequential and simultaneous processing, functional limitations impact academic auditory and visual perception/processing, life in a post-secondary setting. processing speed, working memory, motor ability). Information from subtests on • Description of current and past the WAIS-III, the WJIII Tests of Cognitive accommodations, services, or medications Ability, or the Detroit Tests of Learning that are being used to treat symptoms. Aptitude - Adult (DTLA-A), as well as other • A list of recommended accommodations, instruments relevant to the presenting adaptive devices, assistive services, and/ learning problem(s) may be used to or other supports that address symptoms address these areas. and functional limitations. In addition • Other assessment measures such to the above information, for specific as non-standard measures and diagnosis areas, we recommend the informal assessment procedures following in order to receive appropriate or observations may be helpful in and reasonable accommodations: determining performance across a variety of domains. Formal assessment Learning Disabilities/Diagnosis instruments may be integrated with • Specific Diagnostic methodology used: these types of measures to help A complete assessment of intellectual determine a learning disability and

13 differentiate it from co-existing of symptoms, flare-ups, how often the neurological and/or psychiatric flare-ups could occur, management of disorders (i.e., to establish a flare-up conditions. differential diagnosis). In addition to standardized tests, it is also very useful Psychological and/or Psychiatric to include informal observations of the Disabilities/Diagnosis student during the test administration. • Specific Diagnostic methodology used: Description of methods used Attention Deficit Hyperactivity Disorder (ADHD) to diagnose including interview • Specific Diagnostic methodology used: information, tests administered (include A discussion of the neuropsychological names of tests), and other. or psycho-educational assessments • Description of major life activities administered to determine the current or impacts specific to the impact of the diagnosis on the student’s psychological diagnosis. ability to function in an academic setting. Such data should include • Impact of medication on the student’s standard scores, standard deviations and ability to meet the demands of the percentiles reported in table format for postsecondary environment. those subtests administered. • Prognosis for therapeutic interventions, • A specific psychiatric diagnosis as per list of what the student has tried and work/ the Diagnostic and Statistical Manual- didn’t work, and list of any interventions IV TR (DSM-IVTR) of the American student is recommended to take part in Psychiatric Association (2000). Symptoms • Describe whether the student of hyperactivity/impulsivity which were currently pose threat to themselves or present in childhood and the current others. Housing and Residence Hall symptoms which have been present for at Accommodations Requests In addition least the past six months and which impair to the information above on the specific functioning in two or more settings (e.g., diagnosis information, the following school, work, and home) is recommended. information is needed to process housing and residence hall requests Physical, Medical, Mobility • Severity of the Condition. Disabilities/Diagnosis • Statement on whether or not condition is • Specific Diagnostic methodology life threatening if the request is not met. used: Description of methods used • Statement on the impact on academic to diagnose including interview performance and social development as information, tests administered (include related to the request. names of tests), and other. • Provide information on the requested • Medical information relating the accommodations including housing to the student’s needs in the configurations to meet the student’s postsecondary environment. functional limitations/needs. • Impact of medication on the student’s ability to meet the demands of the Emotional Support Animals postsecondary environment. Requests Emotional support animals (ESA) • Any relevant tests or information on serve as a therapeutic accommodation medical condition in terms of severity typically in residence halls only prescribed 14 only to the student requesting the animal. In To access the complete service and addition to the information required under the emotional support animal policy for the psychological/psychiatric diagnosis section Academic and Accessibility Support above, the following information is needed: Center and Moravian College, click here. • Name of Animal • Type of Animal Peer Mentor Program For • Size of Animal Students With Disabilities • Age of Animal Beginning in August 2018, this volunteer based program eases the • A description of the relationship between transition from high school to college the student requesting and animal in for students with disabilities so that terms of therapeutic impacts. they may become strong students for • Statement the animal is specifically their first year and beyond. prescribed as part of treatment for the student’s diagnosis. Who are Peer Mentors? • Description of how student’s Peer mentors are carefully chosen well-being is impacted with and students who maintain a 3.0 GPA, have without animal in residence hall. a record free of conduct violations, and are strong self-advocates who Dietary or Dining Hall Requests are confident in discussing their In addition to the information required under own experiences with a disability. the medical diagnosis section above, the Peer Mentors use Moravian College following information is needed: resources and are active members of • Clear description of the diet recommended the Moravian College community. A due to medical diagnosis. Peer Mentor’s primary role is to assist first-year students in their transition to • Clear description of any health risks the College. or hazards, and/or allergies related to dietary needs. If you are a first year student with a Service and Emotional disability and wish to have a peer mentor, Support Animal Policy contact us by clicking here! It is the policy of Moravian College to comply with all applicable federal, What are our peer mentors saying state and local laws regarding the use about the program? of service animals on campus. Under “This experience really helped me Pennsylvania law, individuals with grow and experience college from disabilities who use guide or support another persons perspective all while animals, or trainers of such animals, making a difference in someone else’s are entitled to equal opportunity in all life!” - A. Padilla aspects of employment and education, “Being a peer mentor provided an as well as equal access to and treatment opportunity to help a student during in all public accommodations, and any their first year at Moravian and guide housing accommodation or commercial them to tools that will help them property without discrimination. succeed!” - Anonymous 15 Greyhound Tutoring Information Overview of Tutoring: The Greyhound Tutoring Program, in Tutors can help you understand course partnership with Moravian College faculty, concepts in new ways, enhance your study strives to support the learning and growth of skills, and devise learning strategies. every student, help each individual realize his or her full potential, encourage each While tutors can help you if you encounter student’s intellectual curiosity, and enhance challenges in your courses, tutoring is not each student’s academic knowledge and only for students who are struggling in a study skills so that each student may achieve class. Students who are excelling in a course academic excellence in his or her courses, also benefit from tutoring! successfully complete college, and engage in an ongoing journey of lifelong learning as a This year the Greyhound reflective citizen and professional. Tutoring Program is using WC Online for scheduling. Who are Greyhound Tutors? Greyhound tutors support the learning Making an Appointment or Viewing a and success of Moravian College students Drop-in Schedule by facilitating individual appointments, small group tutoring sessions, and drop- If this is your first time using WC Online for the in tutoring. Utilizing a creative tutoring Greyhound Tutoring Program pedagogy that is customized for the needs of each individual student, Greyhound If you haven’t registered for an account on tutors help students realize their the Greyhound Tutoring WC Online page, click potential and achieve success in their here to complete the registration form. Be courses. In addition, Greyhound tutors sure to use your Moravian College e-mail when encourage students to adopt a positive creating an account. Also note that you will growth mindset; serve as a trusted need to register for a WC Online account for guide to academic culture and faculty Greyhound Tutoring even if you already have expectations; help students become a WC Online account for the Moravian College independent self-regulated learners Writing Center. These are separate websites. equipped with study strategies and tools that align with their needs; facilitate each If you already have registered for an account on student’s critical thinking, deep learning, the Greyhound Tutoring WC Online site and information literacy; and inspire Once you are signed in, select a students to embrace their intellectual schedule from the drop-down menu at curiosity and desire to learn more as the top of the page. lifelong learners. • Choose “Appointments FA18” if you would like to schedule an individual or If you have any questions, please small group appointment in advance contact Barry Saturen • Choose “Drop-In FA18” to see when Coordinator of Tutoring and Academic Support tutors are available for drop-in (no prior Reeves 213 appointment needed) [email protected] After you select a schedule, select the course you are seeking tutoring in from the “Limit to:” menu. This will filter the 16 schedule to only show tutors who tutor each student’s learning the course you select. and pursuing one’s own opportunities to learn and grow To make an appointment, click on any open • Outstanding interpersonal and time slot (white box), fill out the appointment communication skills including the ability request form, and click “Save Appointment.” to empathize with others

If you would like to make an appointment • Desire to support the success of a during a future week, navigate to the week diverse group of students from a you are looking for by clicking “Next Week” variety of educational, cultural, and near the top of the page or by clicking the socioeconomic backgrounds calendar icon and selecting a date. • Positive growth mindset • Ability to collaborate effectively with Benefits of being a Tutor: others as a team player As peer tutor, you will: • Ability to maintain confidentiality • Enjoy the rewarding opportunity • Knowledge of Moravian College to make a positive difference by policies, resources, services, and helping other students opportunities for engagement within the Moravian College community • Receive training that will not only empower you to help others, but also • Conscientious and thorough approach to provide you with skills and tools you can all administrative aspects of the position use to excel in your own classes • Good conduct record • Develop a deeper understanding of what you have already learned by explaining Greyhound Tutor Responsibilities: ideas to others in a variety of ways • Clarify course concepts and offer students • Bolster your communication, analytical, opportunities to apply their knowledge and and leadership skills in ways that are practice skills relevant to your future employment • Customize tutoring approaches in a way and will benefit you throughout your that aligns with each student’s individual professional career. learning style and needs • Serve as a peer academic coach to help Position Requirements: students set and achieve goals, acquire • Written recommendation(s) from faculty/ academic skills, devise effective study instructor(s) of the course(s) you wish to strategies, prepare for exams, develop tutor (can be submitted through form or confidence, and manage their time through e-mail from professor) • Help students achieve a growth mindset • Earned an B+ or above in the course you and recognize their ability to learn in wish to tutor new ways and overcome challenges • Cumulative GPA of 3.00 is • Serve as a trusted guide to academic strongly preferred culture and faculty expectations • Genuine desire to help • Actively promote each student’s others succeed critical thinking, deep learning, and • Commitment to facilitating information literacy 17 • Inspire students to pursue their 2. Upon receiving the candidate’s application intellectual curiosity form and a recommendation from faculty, • Attend orientation, initial training, the coordinator will verify that the candidate meetings, and other events meets the academic requirements. The coordinator will also request a review of the • Attend all scheduled appointments and/or applicant’s conduct history to be completed scheduled drop-in hours by the Student Development office on behalf • Complete progress reports for of the Greyhound Tutoring Program. For each session student-initiated applications, the coordinator • Maintain regular and ongoing may also contact the faculty member from communication with the coordinator of whom the recommendation was received. tutoring and academic support 3. Candidates who meet the position • Uphold the ethical standards requirements will be invited for an of the tutoring program and interview with the coordinator. Candidates maintain confidentiality who do not meet the academic requirements will be notified and will be • Refer students to professionals with informed how they can potentially meet greater expertise and experience the requirements in the future. when appropriate 4. Candidates who successfully complete the interview will be notified and referred to Peer Tutor Application: Financial Aid to complete hiring paperwork. https://docs.google.com/forms/d/e/1FAIpQLSdf 5. Once completed, tutors will be NXOLVTQy8G6UYP5kxHfXHEEDLHl3vBbK81 informed about initial training and will be heeyRSSgrLZw/viewform?usp=sf_link scheduled to serve as tutors on the basis of demand and current staffing needs in Tutor Application Process: the subject areas they tutor. 1. Students or faculty can begin the application process. • Students can begin the process by If you have questions: completing the peer tutor application If you have any questions, please form and then contacting faculty to contact Barry Saturen (saturenb@ recommend them for the course(s) moravian.edu) or stop by Reeves they wish to tutor. Faculty then Library Room 213 for more complete the recommendation form or information. e-mail the coordinator of tutoring and academic support, Barry Saturen, to recommend the candidate. TAB - Tutor Advisory Board • Faculty can begin the process by completing a recommendation form or Who can join? by e-mailing the coordinator of tutoring • Tutors. and academic support, Barry Saturen, to • Tutees. recommend a candidate. In these cases, • Anyone interested in supporting the coordinator will contact the students who have been recommended and refer Greyhound Tutors! them to the tutor application form. 18 What is TAB? your way. After all, we have a long history • An organization of volunteer of being a little revolutionary ourselves—of students who help develop turning small acts into big impacts. Today, various Greyhound Tutoring our Greyhounds still share that spark. documents, coordinate Our students are football-playing nurses drop-ins and residence hall and dancing neuroscientists who become tutoring, maintain the Tutor globe-trotting activists and piano-playing Talk Board, plan the Spring physicians. In other words: They like to shake Tutor Appreciation Ceremony, things up a bit. and just help keep everything running smoothly. Tuition & Fees

TUITION & FEES 2018-2019 When & Where Does TAB Meet? • Tuesdays at 4pm Tuition Refund Policy • Reeves 212 Full-time undergraduate students who officially withdraw from the College are eligible for refunds of tuition charges But Why? as indicated in the schedule below. • TAB believes in the program Specific withdraw deadline dates will be and works extra hard to indicated for each standard Fall and Spring maintain its effectiveness. semesters each year on Moravian College’s • It also is a great official Academic Calendar. opportunity to build skills applicable to future employment Comprehensive Tuition and Fee Refund Schedule (i.e. leadership, –Undergraduate DAY Program communication, programming, just to Date of Tuition Tuition name a few). Withdraw Incurred Refunded 1st Week 0% 100% If you’re interested, reach out to a current (Drop/Add) TAB member or contact the Coordinator of 2nd Week 30% 70% Tutoring and Academic Support (Barry Saturen, 3rd Week 50% 50% [email protected]). 4th Week 70% 30% Boundaries? After 4th 100% 0% Week There Are No Boundaries. None that will restrict your freedom to learn, The above schedule only applies to full- to dream, to do something a little greater than time students OR part-time students [in the yourself. So go ahead: Make your own major. undergraduate day program] as of the last day Build homes in Jamaica. Start a club. to drop/add, and are based on the standard academic calendar for Fall and Spring This is your chance. Be a little revolutionary. semesters. Full-time students who fall below full-time status by dropping or withdrawing At Moravian College, we won’t stand in 19 from a course after the drop/add deadline Administrative Withdraw or Withdraw by College will not be eligible for any refund. Part- When a student has been withdrawn by the time students who withdraw from all courses College for any reason after the semester after the drop/add deadline are eligible for a begins, which may include Administrative tuition refund based on the above schedule. Withdraw, suspension or expulsion from the In those circumstances the refund amount College for disciplinary reasons, refunds are would be based on the official withdrawal not available except for a pro-rated board date as determined by the Registrar’s Office refund and M-Flex. Further, if disciplinary and Office of The Provost. If a part-time action results in the loss of any College or undergraduate day student (as of the last College-contracted service for the student, day to drop/add) withdraws from one or more no refund except pro-rated board is available, courses in a standard fall/spring semester but unless required by federal, state, or other are still concurrently enrolled in at least one regulations. Students withdrawn by the class, those withdrawn courses are not eligible College or administratively withdrawn in- for a tuition refund. between semesters would be eligible for a refund tuition refund for an upcoming term. Non-Refundable Fees (including but not limited to): Tuition Refund Policy for Students Billed by • Fee Credit Hour or Unit • Housing/Room Fee (see full policy at https://www.moravian.edu/rlh/policies-and- Includes the following (but is not limited to): procedures) • Undergraduate DAY Students enrolled in • Tuition Overload Fees Winter or Summer Terms • Lab Fees (Chemistry, Biology, Physics, • Graduate Students in Education, Business, Art, etc.) or Nursing • Art Kit Fees • RN to BSN • Course Fees (Nursing, Music, • Adult Undergraduate or Adult Education, etc.) Post-Bac Students • Private Lesson Fees • Graduate Students in the Moravian Seminary Program • Departmental Fees (Health Center Fees, ID Replacement Fees, etc.) Refunds for any course that is billed by unit • Student Health Insurance or credit hour are calculated based on the • Audit Fees official course withdraw date as indicated by the Registrar’s Office. Students are • Fines (Parking, Library, etc.) responsible for following proper procedure • Technology Fee and Lab Fees are not for officially dropping/withdrawing from any refundable for students billed by credit course. Last date of recorded attendance hour or unit. will NOT be used as the date to determine the appropriate tuition refund amount for Board Fee: Board refunds will be granted on a any course. Any course that operates in a prorated basis. standard 16 week fall/spring term will be held to the same tuition refund schedule as the Undergraduate DAY refund schedule. Class schedules that operate in shorter duration 20 will have 100% tuition refund through the the circumstances. Students may not scheduled drop/add period of that course. appeal the tuition refund policy for any After the drop/add period, up to 75% of other reason, including Administrative tuition would be refunded through the first Withdraw or Withdraw by College. 25% of the course length (based on number of days in the course). Once the student’s The committee will not typically consider withdraw date exceeds 25% of the scheduled tuition refund appeal requests for the length of the course, no refund will be given. following reasons: • Registering for the wrong course or having Tuition Refund Policy for Cohort Programs no knowledge of being registered • Misinterpretation, lack of knowledge, Includes the following (but is not limited to): understanding, or failure to follow official • Accelerated Nursing Program drop/withdraw procedures • M.S. Athletic Training • Non-attendance or minimal attendance in class Students who begin a semester/term have • Inadequate investigation of the first academic week of their program to course requirements prior to withdraw and be eligible for a 100% tuition registration and attendance refund. After the first week of the term has concluded, the student would not be eligible • Non-qualification of financial aid for a tuition refund. and/or scholarships • Financial hardships Appealing the Tuition Refund Policy • Textbook, software, hardware, or Students who formally withdraw from the technical difficulties College mid-semester or in the middle • Failure to meet course prerequisites of a class session based on extreme • Other personal errors in judgment hardship in the specific cases of medical involving transportation, childcare, illness, mental illness, injury, unforeseen availability of finances, academic ability, life circumstances, or death of an and time management immediate family member may appeal to have their tuition refunded for the term Students with unresolved student conduct in question. Students who are called to allegations or incomplete student conduct active military duty or training are also sanctions will not be permitted to appeal. eligible to appeal. Students who wish No request will be considered after the last to appeal must provide their completed date of classes in the succeeding semester and signed Tuition Refund Appeal Form (Fall or Spring) as published in the academic to the Director of Student Accounts calendar, and the appeal must be initiated detailing the reason for appeal, along and submitted by the student. Any decision with any supporting documentation that rendered by the Committee is final. the student can provide. The Director of Student Accounts, in cooperation Academic Policies & Regulations with an appeal committee and VP for Finance and Administration will review the student’s case to determine the Policy On Academic Code Of Conduct most appropriate course of action and Moravian College expects its students to any amount of tuition refund based on perform their academic work honestly 21 and fairly. A Moravian student, moreover, should neither hinder nor unfairly assist In an academic community, students are other students in efforts to complete their encouraged to help one another learn. own work. This policy of academic integrity Because no two students learn in exactly the is the foundation on which learning at same way or absorb exactly the same things Moravian is built. from a lecture, students are encouraged to study together. The boundaries on what is The College’s expectations and the or is not acceptable work may not always be consequences of failure to meet those clear; thus, if at any point in academic work expectations are outlined in the current at Moravian, students are uncertain about Student Handbook, and in the Statement their responsibility as scholars or about the on Academic Honesty at Moravian College, propriety of a particular action, the instructor available from the Office of the Provost. should be consulted. Students can violate the If a student, at any point in an academic academic code of conduct without intending career at Moravian, is uncertain about his or to do so; it is therefore important that they her responsibility as a scholar or about the familiarize themselves with both institutional propriety of a particular action, the instructor definitions and expectations (as defined in should be consulted. the policy below) as well as departmental, program, and instructor expectations. The Recording In Class Committee does not consider intent when Students are not permitted to record a reviewing alleged violations of policy. class by any means without prior express authorization of the faculty member. Respect For Academic Honesty Unauthorized recording may be deemed a Failure to respect academic honesty includes violation of the Student Code of Conduct. but is not limited to: • Plagiarism Academic Code Of Conduct • Cheating Academic integrity is the foundation on which learning at Moravian College and Moravian • Helping or hindering others Theological Seminary is built. Students are • Falsification expected to perform their academic work • Violations of copyright law honestly and fairly. In addition, students • Damage to academic resources should neither hinder nor unfairly assist the efforts of other students to complete their This list is not to be considered complete work successfully. Institutional expectations but rather covers the most common areas and the consequences of failure to meet those of concern. In general, students should be expectations are outlined below. guided by the principles as described here. In the policy below, “the Committee” refers Plagiarism to the Academic Standards Committee for undergraduate and graduate students and Plagiarism is defined as the faculty in the School of Arts, Humanities use, deliberate or not, of any and Social Sciences or the School of Natural outside source without proper and Health Sciences; “the Committee” acknowledgment. While the work of refers to the “Admissions and Standing others often constitutes a necessary Committee” for students and faculty in resource for academic research, Moravian Theological Seminary. such work must be properly used 22 and credited to the original author. Students may not present oral or written This principle applies to professional reports written by others as their own work. scholars as well as to students. This includes incorporating formal lecture notes written or dictated by someone other An “outside source” is any work (published than the student. or unpublished) composed, written, or created by any person other than the student Students may not use writing or research who submitted the work. This definition is obtained from a term-paper service or adapted from Napolitano v. Princeton, which purchased from any person or entity, established the accepted legal standard. unless they fully disclose such activity to the instructor and are given express All work that students submit or present as permission. They may not use writings or part of course assignments or requirements research obtained from any other student must be their own original work unless previously or currently enrolled at Moravian otherwise expressly permitted by the or elsewhere or from the files of any student instructor. This includes any work presented, organization unless expressly permitted to in written, oral, or electronic form or in any do so by the instructor. other technical or artistic medium. When students use the specific thoughts, ideas, Students may not submit or present work writings, or expressions of others, they must prepared in whole or in part to fulfill course accompany each instance of use with some requirements for more than one course, form of attribution to the source. Direct unless expressly permitted to do so by all quotes from any source (including the instructors involved. This includes work Internet) must be placed in quotation marks submitted for courses at other institutions (or otherwise marked appropriately) and as well as in previous semesters at Moravian accompanied by proper citation, following College or Moravian Theological Seminary. the preferred bibliographic conventions of the Students must keep all notes, drafts, and department or instructor. It is the instructor’s materials used in preparing assignments responsibility to make clear to all students until a final course grade is given. For work in in the class the preferred or required citation electronic form, they may be asked to keep all style for student work. Ignorance on the intermediate drafts and notes electronically student’s part of bibliographic convention and or in hard copy until final grades are given. citation procedures is not a valid excuse for All such materials must be available for having committed plagiarism. inspection by the instructor at any time.

When writing creative or research papers in Cheating a foreign language, students may not use Students may not submit homework, electronic translation services. Utilizing computer solutions, lab reports, or any other such tools without express permission coursework prepared by, copied from, or of the instructor constitutes plagiarism. dictated by others (either inside or outside of The use of electronic dictionaries for the institution). If the student is employing single-word inquiries or short idiomatic the services of a tutor (whether from the expressions is permissible at the discretion campus community or elsewhere), the tutor of professors in the Department of Modern may not prepare the student’s work for class. Languages and Literature. Students may not provide or receive unauthorized help in taking examinations, 23 tests, or quizzes, or in preparing any Students may not collaborate during an in- other requirements for a course. Such class examination, test, or quiz, or work with restrictions are illustrated by but not others on out-of-class assignments, exams, or limited to the following: projects unless expressly allowed or directed • Using unauthorized material in an to do so by the instructor. If students have any examination, test, or quiz. reservation about their participation in any out-of-class assignments, they should consult • Using notes in any form, regardless of with the instructor. who prepared them, unless authorized by the instructor. Falsification • Using calculators or any other electronic Students may not offer a falsified excuse devices unless authorized by the for an absence from an examination, test, instructor. The instructor has the right quiz, or other course requirement, directly to insist that electronic devices must be or through another source. Students may turned off, put away, or collected until the not falsify an excuse for an absence from conclusion of the assessment. class, even when there is to be no graded • Using e-mail or text-messaging assessment on that day. during any exam without the permission of the instructor. Students may not falsify laboratory • Stealing, using, or transmitting in results, research data, or results. They writing, electronically, or verbally, actual may not invent bibliographical entries for examinations, tests, quizzes, quiz banks, research papers or handouts. They may or portions thereof prior to, during, or not falsify information about the date of following an exam. submission for any coursework.

• Reading or observing another student’s Violation of Copyright Law work without that student’s consent and the instructor’s consent, whether that In the preparation of course, program, or work be on paper, in electronic form, or in degree work, students are directed to comply any other medium. with the copyright law of the United States (Title XVII, U.S. Code, available in Reeves • Sharing of electronic documents or Library). Violations of copyright law and of notes during the exam, including regulations regarding the use of copyrighted during take-home exams, without prior material for educational purposes are permission of the instructor. violations of this policy. • Soliciting or using a proxy test-taker or acting in that capacity. Students may not copy print or non- • Posting to a public or private website print media or download copyrighted any course materials without the files (including music) from the Internet instructor’s permission. beyond accepted norms. Reeves Library staff should be consulted concerning Helping or Hindering Others U.S. copyright policies on “fair use” for educational purposes. Students may not tamper with, damage, or otherwise hinder the work of others to Damage to Academic Resources complete their own assignments. Damage to or abuse of library, media, computing, or other academic resources

24 is prohibited by the laws of the in question or a failing grade in the course Commonwealth of Pennsylvania. in which the violation occurred. In cases of plagiarism, the instructor can request to the FILING OF VIOLATIONS OF THE ACADEMIC Academic Standards Committee that the CODE OF CONDUCT student be allowed to redo an assignment for Any student currently enrolled at the a lesser grade (but not zero), for educational institution may be charged with a violation purposes. The Committee can decline to of the Academic Code of Conduct, even allow this lesser penalty without disclosing where the violation is not tied to a specific their reasons. This path does not prevent the course. Alleged violations of the Academic student from submitting an appeal of the Code of Conduct are normally submitted charge through the normal processes. by a faculty member and are generally tied to a specific course. However, the initial The instructor may recommend that the suspicion of a violation may be identified Academic Standards Committee consider by anyone on campus, from other students suspension or expulsion, if the instructor and to other faculty/advisors, to members of the chair feel that the circumstances of the the administrative or support staff; such alleged violation are particularly egregious suspicions should be brought the the course or if professional standards in a program instructor or vice provost. When charges leading to licensure or other professional are ties to a specific course, the penalty is credential have been violated. The Academic decided by the instructor, in accordance Standards Committee is not bound by this with the consequences listed below. When recommendation, but will take it under the student is charged without tied to a advisement and require a hearing with the specific course, the Academic Standards student who has been charged. Committee can determine the penalty or may refer the case to Student Development The student must be informed in writing for potential adjudication in accordance with (which may be via email) of the alleged the Student Code of Conduct. Students, violation and penalty; and a copy of this faculty, or staff who bring forth charges memo must be sent to the vice provost may not do so anonymously if they wish for or (for students in Moravian Theological the charge to be processed and potentially Seminary) to the Dean of the Moravian adjudicated, through they may make their Theological Seminary. A message within the initial conversation with a faculty member course management system is not sufficient. private and confidential. A record of the violation will be kept in the Office of the Provost (or Seminary PROCEDURES FOR AND CONSEQUENCES OF Dean’s Office, with a copy in the record VIOLATING THE ACADEMIC CODE OF CONDUCT of the Office of Vocation and Enrollment). An instructor who suspects a student of In alignment with the Student Code of violating the academic code of conduct Conduct, these records are considered with regard to an assignment, requirement, part of a student’s educational record as examination, test, or quiz will consult with defined by the Family Educational Rights the department chair or another full-time and Privacy Act (FERPA) and may be faculty member in the department, using a released in certain circumstances as allowed blind copy of the work in question, to verify by that law. The College will comply with the violation. If they agree that a violation has requests for release of these records in taken place, the instructor will, in almost all accordance with FERPA when a current cases, assign either a grade of 0 to the work or former student seeks admission to

25 another institution of higher education or Seminary dean may notify the advisor without for employment for a period of seven years specific permission from the student, in following a student’s last date of attendance compliance with FERPA. for most cases and indefinitely in cases involving suspension or expulsion. Students Accusations of violations of the Academic may petition the Academic Standards Code of Conduct must be presented to the Committee to have their records sealed, vice provost or Seminary dean by the end so that a prior violation is not reported of the drop/add period of the subsequent to prospective employers or graduate/ spring term (for violations related to fall professional schools; however, the decision term courses) or within 30 days of the end as to whether or not to seal such records lies of the spring term or summer term (for with the Academic Standards Committee. violations related to spring term courses or Requests to have records sealed will not summer term courses, respectively). In the be accepted until at least on calendar year event where a violation was discovered when has passed since the incident has been a student was initially awarded a grade of reported; requests to seal records will not incomplete, accusations of a violation of be granted where the resulting penalty was the Academic Code of Conduct must be suspension or expulsion. Students may presented to the vice provost or Seminary request to have a single incident sealed, but dean within 30 days after all work for the requests involving multiple incidents will course has been submitted. No charges may not be granted. Although a student’s records be brought after that date. would be effectively sealed, the student needs to be aware that there are some situations where the student might apply For students in accelerated or cohort-based for a job or for admission for additional programs, faculty members have three weeks education (e.g., grad school, law school) and from the end of a term to present charges of that institution requires records be shared, code of conduct violations. Students have even these sealed ones. In these cases, 30 days from the time of notification of the Moravian College will not share your records alleged violation to file an appeal. Students in without the student’s permission, but the these situations may continue in the program student must realize that they may not be until the appeal has been reviewed and a eligible for that position without allowing course of action determined by the Academic that institution access to these records. In Standards Committee. Should the student other words, if they don’t give permission wish to appeal decisions of the Academic in those cases where the institution or Standards Committee, the student may employer requires access to these records, continue in the program until the appeal has the student may need to rescind your been heard and the student has been notified application to that institution or could of the decision. Students who are subject to expect that their application for admission program dismissal or institutional suspension or employment might not be accepted. or expulsion may remain in the program until they are notified that their appeals The institution strongly recommends that any are complete and given a date of dismissal, finding of academic impropriety be disclosed suspension or expulsion. Students in this to the student’s faculty advisor, to assist the situation are not eligible for refunds of any student in understanding the implications tuition paid up to the date of their separation of the finding and to assist the advisor in from the institution. counseling the student. The vice provost or

26 If a student is charged with a violation of student in question will submit a written the code of conduct in the last term of explanation of the situation. If the charge study and faces possible course failure, is found to be valid, the committee will suspension, or expulsion as a result, the determine whether the penalty was sufficient Academic Standards Committee may and reasonable. At this point, the student instruct the registrar to withhold the could be suspended or expelled. student’s diploma and delay conferral of the degree until the case is adjudicated. If the Committee determines that suspension or expulsion is reasonable and A faculty member who wishes to impose advisable, the student will be informed a penalty other than course failure or of this action in writing. If an appeal is assignment failure must confer with the vice requested, a formal hearing will be held. provost or Seminary dean before notifying the No parents or friends may be present. student of the penalty. Material witnesses will be asked to submit testimony in writing and may be asked to Graduate students who are charged with a testify in person. No character witnesses violation of the academic code of conduct or written statements from such parties may face suspension or expulsion for a single are permitted. Students may consult with offense. The decision to expel will be made by their academic advisor in preparing an the Academic Standards Committee, but will appeal or defense before the Committee. be informed in part by a recommendation by The provost may elect to hear appeals the appropriate graduate program director. of suspensions or expulsions. Once the process (including appeals) for suspension Students wishing to appeal either the charge or expulsion is finalized, the student’s of a violation of the academic code of conduct transcript is updated to show suspended or the penalty are encouraged to first consult or expelled, as appropriate. with the faculty member. If they wish to pursue an appeal, students should meet with In the event of a third charge, the case the department chair or program director. To will be automatically referred to the seek an appeal beyond this, students should Committee for a formal hearing, following do so in writing to the Committee. Student the procedure described above. Should appeals must be filed within 30 days of the the committee determine that a student instructor’s filing of the violation. The faculty has violated this code of conduct for the member will be asked to explain in writing third time, the result is typically immediate the charge and circumstances surrounding expulsion; for students at Moravian it. Letters from material witnesses may be Theological Seminary, this action occurs submitted by either the faculty member or the without the necessity of a Seminary faculty student, but letters in support of the student’s vote. Students wishing to appeal must character will not be accepted or considered make their request in writing. Appeals of an by the Committee. expulsion or suspension must be received by the provost within five class days of Students charged with a second violation receipt of the original hearing verdict. The of the Academic Code of Conduct will be provost shall evaluate the written appeal referred automatically to the Committee so as to determine whether grounds exist. after the faculty member assigns the initial Once the process (including appeals) for penalty. As with student appeals of charges suspension or expulsion is finalized, the or penalties, the faculty member and the student’s transcript is updated to show

27 suspended or expelled, as appropriate. • To see the evidence of the charge collected by the faculty member. Any member of the Committee who feels he • To discuss with the instructor the or she has a conflict of interest in reviewing alleged violation and penalty, though the case must be recused from discussion official appeals of charges may only and voting. For a case to be reviewed, a be adjudicated by the Academic simple quorum is required. If more than Standards Committee. two faculty or administrative members of the committee recuse themselves from • To know all of the names of the persons deliberations, the vice provost or Seminary accusing them of violations of the dean will appoint ad hoc replacements from academic code of conduct. the faculty to review the case. • To review all material submitted to the Committee before it makes its Undergraduate students may not withdraw determination. Response to the material from a course in which they have been may be made orally or in writing. If the charged with a breach of this policy, except instructor provides a written response to with the instructor’s written permission, the student’s appeal, the student may view and only if the charge has been filed prior that response and provide one additional to the last day to withdraw from any course. submission to the committee, if the Dropping the class does not invalidate the student chooses to do so. charge of misconduct. If the charge is • Within one month of the filing of overturned by the Committee, the student the alleged violation, to appeal may choose to withdraw with a W from the in writing the alleged violation or course without assessment of a late fee. In penalty to the Committee. this event, no refunds of tuition are granted. • To receive assistance from the academic advisor in preparing an appeal to the CONSEQUENCES OF CHARGES AFTER Committee. In addition, members of the CONFERRAL OF THE DEGREE current student body and current full- If a faculty member uncovers evidence of time employees may assist the student in a academic dishonesty committed by a preparing an appeal or defense. student who has already received a degree, the student will be marked as ineligible for • To receive a decision from the Committee admission to any graduate programs offered within a reasonable time. by the institution, pending a review of the • To have all record of the alleged violation case. The charge is kept in the records of the removed from the student’s file in the Office of the Provost and may be reported to event of an acquittal. employers or other higher education programs, • To have at the hearing a member of the as per policy above. Students will be notified faculty, administration, or student body by the vice provost of the charge so that they to provide support to the student but not have the right to appeal. participate in the proceedings. Individuals other than those listed above (including STUDENT RIGHTS WITH REGARD but not limited to family members and TO VIOLATIONS OF THE ACADEMIC attorneys) will not be admitted. CODE OF CONDUCT Students have the right: • To appear in person and present information on their own behalf, to call • To have the alleged violation and penalty witnesses, and to ask questions of anyone described in writing. present at a hearing. In determining 28 the validity of and responsibility for the • To review in a timely fashion the alleged violation, the Committee will student’s written appeal and respond permit witnesses of fact but not character. in writing to the Committee before the • To refuse to answer or make a case is reviewed, as well as to review any statement. Decisions will be based on subsequent response provided by the the available evidence. student to the instructor’s response cited above. (At this point, there is no further • To elect not to attend a hearing, without “back-and-forth” with review of materials penalty, in which case the hearing will be between the instructor and student.) conducted in students’ absence with the evidence available, and decisions will be • To be apprised of the based on that evidence. Committee’s decision. • To request that a previous record of Grades And Quality Points a charge be sealed; for legal reasons, however, the institution may be obligated Academic achievement is designated by to report sealed charges. letter grades, distinguished by plus and minus, to which numerical quality points are • To receive written documentation of assigned. Students are expected to attain the outcome of a hearing and any certain quality-point averages to meet various sanctions imposed. academic standards. For graduation, as an • To request an appeal of the process of example, the cumulative GPA must be no less any hearing by the Committee. Appeals than 2.00 in all courses for undergraduates will be heard by the provost, who will and 3.00 for graduate students. The determine whether proper procedures requirements and quality points assigned for have been followed and return the case to each grade are as follows: the Committee if appropriate. Appeals to the provost must be submitted in writing A: 4.00 points and A–: 3.67 points. within 2 weeks of receipt of the decision These grades indicate achievement of the of the Academic Standards Committee. highest caliber. They involve expectations of independent work, original thinking, FACULTY RIGHTS WITH REGARD TO and the ability to acquire and use ALLEGATIONS OF VIOLATIONS OF THE ACADEMIC knowledge effectively. CODE OF CONDUCT The faculty member filing the violation A (Honors): 8.0 points. This grade, given has the right: for the two course units in senior Honors, • To have the chair or other faculty member merits the degree citation with Honors in present in meetings with the student. the field of study. • To confer with the vice provost or Seminary dean on an appropriate penalty for the B+: 3.33 points, B: 3.00 points, and alleged violation. B–: 2.67 points. These grades indicate higher than average achievement. • To negotiate with the vice provost or Evidence of independent work and Seminary dean an alternative penalty original thinking is expected. if the instructor feels there are mitigating circumstances. C+: 2.33 points, C: 2.00 points, and C–: • To submit to the Committee any materials 1.67 points. These grades are given when relevant to the decision. the student has devoted a reasonable amount of time, effort, and attention to 29 the work of the course and has satisfied INC: No points. An incomplete is assigned the following criteria: familiarity with the only when, in the judgment of the instructor, content of the course, familiarity with the circumstances beyond the student’s control methods of study of the course, and active prevented completion of the work of the participation in the work of the class. course within the term or session. Instructors should not make this judgment alone, but D+: 1.33 points, D: 1.00 point, and D–: 0.67 rather must consult with the associate provost, point. These grades indicate unsatisfactory appropriate school dean, dean of student work, below the standard expected by the student or professional staff in the Academic College, in which one or more important and Accessibility Office. This consultation aspects falls below the average expected of is required to ensure fair and equitable students for graduation. The work is, however, treatment of students, as well as alignment sufficient to be credited for graduation if with institutional and federal laws regarding balanced by superior work in other courses. students with disabilities. (Permission of the Office of the Provost, however, is required to F: No points. This indicates failure. postpone a final examination.) Under such circumstances, a student is given 42 calendar P: No points. Indicates Pass in courses days from the last day of examinations to taken on a Pass/No Credit basis. Does not complete the course. (Instructors must provide affect the GPA. the student, in writing, with a list of missing assignments and a timetable for completion.) NC: No points. Indicates failure in courses At the expiration of the 42 calendar day taken on a Pass/No Credit basis. Does not period, the INC will be replaced by a grade affect the GPA. assigned by the instructor or, if the work has not been completed, by an F. Because of the W, WF: No points. These designations indicate accelerated nature of Winter Term, May term withdrawal from a course before completion. and summer courses, incompletes normally W is assigned for all withdrawals prior to are not permitted for classes taken during the official withdrawal deadline, normally these sessions, except where ADA regulations before the last four weeks of the term; WF would apply. A grade of incomplete is never to is assigned if withdrawal takes place after be given when the instructor needs more time to the official withdrawal deadline, except grade, to allow a few extra days for students to that in cases of illness or other extenuating finish an assignment, or because a student has circumstances the Office of the Provost may stopped attending class. authorize a grade of W. A WF is computed in the quality-point average as an F. W does not Note: A grade earned in a final examination, affect the GPA. paper, or presentation is not weighted more than one-third in computing the final grade AUD: No points. The designation Audit is for a course. This restriction does not apply to used for students granted permission to Honors, independent studies, internships, or attend classes for the benefit they can recitals. derive from lectures and discussions but who are not taking the course for credit. An Pass/No Credit audit designation indicates attendance at a In order to counteract excessive preoccupation minimum of two-thirds of the class meetings with grades and to encourage students to of the course. take advanced courses outside their major areas of study, courses may be taken on a 30 Pass/No Credit basis subject to the following Note: Certain physical education courses, limitations and regulations: student teaching, music ensemble • The option is open only to students who participation, music lessons (for non-majors are degree candidates and who have and non-minors), and specified other courses earned a minimum of 14 course units. are graded Pass/No Credit for all students. These do not count toward the maximum • Pass/No Credit is allowed for no more than of four course units of P/NC work specified one course unit per academic term. above, nor do the other restrictions outlined • A maximum of four course units may be above apply to these courses. taken on a Pass/No Credit basis. • The option is limited to elective courses Repeating A Course outside requirements for the major or A repeated course is one in which the minor and outside LinC requirements. student received a passing grade (D– or • Students normally declare their intention better) but decides to retake the course to take the Pass/No Credit option for a with the hope of improving the grade. In course at the time of registration, but in this case, the student may receive credit no case may they indicate this option later for the course only once (exception: music than the end of the first five calendar days performance and ensembles). Both grades of the fall and/or spring terms. Instructor factor into the overall quality-point average, permission must be sent, in writing, to the but only the higher grade counts in the Office of the Registrar. student’s major (if applicable). • A grade of P is assigned if the course is passed. A grade of NC (No Credit) is There is no limit on the number of times a assigned if the course is failed. In neither student may repeat a course, but under no case will the grade be computed in the circumstances will the credit be awarded term or cumulative GPA or the average in more than once toward graduation. Students the major field. who have passed Writing 100 may not enroll in it again as a repeated course. Students • A student who elects to take the course may not repeat any physical education on a Pass/No Credit basis is permitted course in which they have already earned a to change to a graded basis at any P grade. A student may retake any course in time during the term up to the official which the student has received a F (Failing), withdrawal deadline, normally before the W (Withdrew), WF (Withdrew Failing), WP last four weeks of a term, by submitting (Withdrew Passing) or NC (no credit) grade. to the registrar a Change of Roster form Credit is earned only once. signed by the teacher of the course. Under no circumstances, however, is a student Auditing permitted to change from a graded basis to Pass/No Credit after the first seven A student who is interested in calendar days of the term. becoming familiar with the content of a course without the constraints of credit • After due consultation with the work may register for a course as an instructor of the course, a student who auditor. Registration for a course audit has maintained an average of B or or a change from audit to credit status better in a course taken on the Pass/No must be carried out no later than the end Credit basis has the option of not taking of the first five calendar days in a fall or the course’s final examination. spring term or the first two class days in

31 an intensive winter or summer session. receive advanced placement and credit by Instructor permission must be sent, in examination are detailed in the following writing, to the Office of the Registrar. tables. A maximum of 8 course units for credit by examination, in any combination, However, up to the last day in the term may be applied to a Moravian College degree. for withdrawal with a W, a student who is registered for credit in a course may Advanced Placement Examination change to audit status, provided the course Moravian College awards credit to students instructor assures the Office of the Provost who have passed at an acceptable level in writing that the student’s grade at the certain Advanced Placement Examinations time of the change is C or better. The taken prior to admission. Minimum scores are student, moreover, must attend two-thirds of given below: all classes after the change to audit status, as reported by the instructor, to receive a Minimum Scores for AP Examinations grade of AUD on the transcript. Failure to do Art History 4 so will result in a W notation. Art (studio) 4 Auditors are not expected to submit written Art (studio): 2-D 4 work or to take examinations, nor should Design they expect the instructor to evaluate such Art (studio): 3-D 4 work. Students must attend a minimum Design of two-thirds of the class meetings of the Art (studio): Drawing 4 course in order for an audit to be recorded Biology 4 on a transcript. Students may not register to audit Independent Study, Internship, studio Chemistry 4 art, applied music and music ensembles, Chinese Language 3* computer science courses numbered above and Literature 110, Writing 100, nursing clinical courses, Comparative 4 online or hybrid courses, or other courses Government and that by their nature are inappropriate for Politics auditors, as determined by the College. Computer Science 4 Auditing is available on a space-available English Language 4 basis only; that is, if the course is closed, and Composition auditors will not be accepted. English Literature 4 A student may not audit a class for the and Composition purposes of preparing for a challenge exam. Environmental 4 Science Credit By Examination European History 4 Moravian College recognizes the concept French Language 4 of “course equivalency,” which permits German Language 4 the College to certify the educational value Human Geography 4 of private study and other out-of-class International English 4 experiences and, following appropriate Language evaluation by the College, enables the student to receive academic credit toward a Japanese Language 3* degree. Some ways by which students may and Literature 32 Latin: Literature 3* (formerly New Regents College Examinations), ACT-PEP Examinations, Latin: Virgil 3* and DSST (formerly DANTES—Defense Macroeconomics † 4 Activity for Nontraditional Education Calculus AB 4 Support) program. These may be taken Calculus BC 4 prior to admission or after a student has Microeconomics † 4 enrolled at the College. Students with nontransferable coursework from other Music Theory 4 colleges may qualify for credit through Physics B 4 CLEP and DSST examinations. Minimum Physics C 4 scores in the various CLEP and DSST Psychology 4 tests are given below. In some cases Spanish Language 4 (indicated by ‡) a supplemental essay is required. Inquiries about credit for CLEP Spanish Literature 4 and DSST examinations listed below Statistics 4 should be addressed to the associate U.S. Government and 4 dean for academic affairs. Politics U.S. History 4 Minimum Scores for CLEP Subject Examinations World History 4 1 unit/4 credits per test * Acceptance conditional upon American 50 departmental approval. Departments Government reserve the right to verify test results and to American Literature ‡ 55* make supplemental assignments. Analyzing and 55* Interpreting † The Department of Economics and Business Literature ‡ will waive the requirement for Economics 152 upon the student’s completion of both tests Calculus with 50 with a minimum score of 4. Elementary Functions College French I/II 50/62 International Baccalaureate College German I/II 50/62 Moravian College awards credit to students College Spanish I/II 50/62 who have passed any higher-level International English Literature ‡ 55* Baccalaureate exams with a score of 5 or Freshman College 50 better (6 is the minimum required score Composition ‡ for English language). Departments reserve General Biology 55 the right to verify test results and to make supplemental assignments. General Chemistry 55 Introduction to 55 College Level Examination Program Psychology Moravian College awards credit to History of the U.S. I 55 students who have passed at an History of the U.S. II 55 acceptable level various tests of the Human Growth and 50 College-Level Examination Program Development (CLEP), Excelsior College Examinations

33 Introduction 50 100-level course in biology may not take to Educational the Biology CLEP exam. Psychology • Students who have completed any Principles of 50 100-level course in chemistry may not Management take the Chemistry CLEP exam. Principles of 50 • Students who are working towards a math Accounting major or minor may not take the College Introductory Business 51 Mathematics CLEP exam. Law • Students who have completed their F3 Principles of 50 (foreign language) requirement may not Macroeconomics take a CLEP in the same language in Principles of 50 order to earn additional credit. Students Marketing who take a foreign language CLEP exam prior to completing their F3 requirement Introductory 50 may be placed into level 105 of the Sociology same language at Moravian with a score Western Civilization I 55 of 50; students who earn a score of 62 Western Civilization 55 or higher may be placed into level 110 II of the same language. Students who subsequently earn a grade of C (not C–) Minimum Scores for CLEP General Examinations or better will be awarded one unit of 1 unit/4 credits per credit for the CLEP (without a grade) and test complete their F3 requirement. Natural Sciences 50 Minimum Scores for DSST Examinations College Composition 50 (4 credit hours awarded unless otherwise Modular with Essay ‡ noted) Humanities 50 Social Sciences/ 50 Business History Principles of Finance 47/410 College Mathematics 50 Principles of 47 Financial Accounting Note: CLEP general examinations may not be Human Resource 48 used to fulfill requirements within Learning in Management Common or in a student’s major or minor. Organizational 48 Behavior * Departments reserve the right to verify test results and make supplemental assignments. Principles of 46/400 Supervision ‡ Essay required. Business Law II 50 • Students who are majoring in biology, Introduction to 47/410 biochemistry, neuroscience, or Computing environmental studies may not take the Introduction to 46/400 Natural Sciences CLEP exam. Business* • Students who have completed any Money and Banking 48

34 Humanities * 2 credits. Ethics in America 50/420 † To receive credit at Moravian for Principles Introduction to World 49/410 of Public Speaking, the student is required Religions to submit on VHS-format videotape or DVD a Introduction to the 48 3-5 minute persuasive speech in addition to Modern Middle East completing the examination at an acceptable Human/Cultural 50 level. Geography A History of the 50 ‡ Course equivalency and credit determined Vietnam War by physical education chair. Art of the Western 48 World § This test is not available to students who have completed Education 160 or its Western Europe since 50 equivalent. 1945

Proficiency Examinations Mathematics Principles of 48/410 Moravian College awards credit to students Statistics who have passed at an acceptable level proficiency examinations administered

by the College for certain of its courses. Physical Science An “acceptable level” is normally defined Astronomy 52 as a C (or equivalent) or better. A simple Here’s to Your 48/400 passing grade (D–, for example) is not Health ‡ considered “acceptable” to receive credit Environment and 50 on a proficiency examination. Individual Humanity: The Race departments reserve the right to define to Save the Planet “acceptable” differently for the purpose of Principles of Physical 52 preparing a student to continue into other Science I courses in their curriculum. Information about a proficiency examination for a specific Physical Geology 50 course, an indication of the scope of the course, suggested readings, and preparation Social Science for the examination may be obtained from Foundations of 49 the appropriate department chair. Education § Lifespan 50 If a student decides to take one or more Developmental proficiency examinations, he or she should Psychology obtain a Proficiency Exam (Challenge Exam) General Anthropology 50 Form in the Office of the Registrar and pay Introduction to Law 50 a fee of $85 for each examination to the Enforcement Student Accounts Office. Criminal Justice 49/410 A student who passes a proficiency Fundamentals of 50 examination will be given credit for the course Counseling but no grade will be recorded. A student who fails a course may not take a proficiency 35 examination for that course in the term It is the student’s responsibility to contact immediately following the failure. the Financial Aid Office to verify the effect that any change in courseload will have on A student may not take a proficiency or financial-aid eligibility. challenge exam for a course the student previously has audited. Final Examinations And Reading Days If a student is unable to take a final Course Schedules examination, the instructor’s permission must Students register, online, via AMOS be secured in order for a makeup exam to (student portal) during predetermined be arranged. The College does not recognize registration dates/times. airline schedules or other travel plans as a legitimate reason for rescheduling final It is undergraduate students’ responsibility examinations. Students must check the final to consult their faculty advisor and secure exam schedule before making travel plans. “registration clearance” (granted by the The schedule is posted on AMOS prior to the advisor, through AMOS). Undergraduate start of each term. Appeals of the decision students normally take four (4) course of the instructor should be directed to the units in a term. In addition, they may appropriate dean. A student scheduled for schedule physical education activities, three final exams on a single calendar day music ensembles (choir, women’s chorus, is entitled to have one exam rescheduled. orchestra, marching band, wind ensemble), Requests for any changes in the exam music performance (private lessons), and schedule must be submitted in writing to the certain other courses up to a maximum load appropriate academic dean (arts, humanities, of 4.5 course units. and social sciences; or natural sciences and health sciences) by midterm. With an advisor’s approval, a student with sophomore, junior, or senior standing may The College generally provides 1 or 2 reading schedule a fifth course unit in the Fall and/ days prior to or during final exams each fall or Spring terms. An additional tuition charge or spring term. The purpose of these days will apply for a fifth course unit. is for students to prepare for final exams and presentations without the distraction Under no circumstances may an of other activities and work. Nonetheless, undergraduate student register for the institution does allow student-organized more than 5 course units. Credit activities during the reading days, with the earned for English Tutorship, permission of the vice president for student Amrhein Investment Club, affairs and provost. Requests to schedule LeaderShape, and Emerging Leaders such activities must be made in writing to are excluded from this restriction. both vice presidents, with a clear description of the intended audience, schedule of events, Course Drop Or Withdrawl and facilities needs. No mandatory events are permitted during reading days. All events The Add/Drop period and official offered must be voluntary. withdrawal deadlines are specified on the Academic Calendar for each term. No course may be added after the add/drop Cross-Registration period. All course withdrawals will appear Moravian College, with , on the student’s official transcript and DeSales University, , Lehigh carry a designation of W or WF. University, and , is a 36 member of the Lehigh Valley Association of terms. Cross-registration forms and additional Independent Colleges (LVAIC). One of the information about policies and procedures benefits of this association is the opportunity for taking summer or winter courses at other for full-time students to take courses at one or LVAIC institutions are available at the Office more of the member colleges at no additional of the Registrar. tuition charge. Regulations for Moravian College students include: LVAIC also has extended to part-time degree candidates the opportunity to cross-register 1. A full-time day-session student of Moravian for courses offered by member institutions College in good academic standing who has with established programs for part-time day earned at least six course units may enroll and evening students. Both grades and credits for up to two course units per term, to a total earned in one of the cooperating colleges of eight course units, at any of the LVAIC under this policy will transfer automatically institutions, provided: to the student’s home institution. Cross- • The student has submitted the cross- registration provides an opportunity to take registration form online at www.lvaic.org. courses not available at the home institution and thus eases the scheduling difficulties • The student cannot schedule a course at sometimes experienced by working adults. another LVAIC institution if it is offered at A part-time student may cross-register for Moravian the same semester. a maximum of two courses for each year of • The student’s total courseload for the equivalent full-time study. Students interested term, including the cross-registered course in learning more about this opportunity should unit, does not exceed 4.5 course units. contact the registrar.

2. A course carrying three or more semester Enrollment in cross-registered courses hours of credit at an LVAIC institution will be is permitted only on a space-available accepted at Moravian as a full course unit basis. At Moravian College, private music when taken as one course of a normal four- instruction, nursing courses, independent course-unit load during a fall or spring term. study, internship, Honors, student teaching (including the associated seminar), and online 3. All grades earned in courses courses are excluded from cross-registration taken through cross-registration except by permission of the associate provost. at LVAIC institutions are entered on the Moravian Transfer Of Courses transcript and computed in the (Non-LVAIC Institutions) cumulative GPA based upon grade equivalencies determined Moravian College welcomes by the College. applications for admission from students currently attending other 4. Students who register for courses at other colleges and universities. A student LVAIC institutions assume responsibility may be admitted to Moravian as a for the costs and means of transportation transfer student at the beginning and accept the inconvenience of differing of either the fall or the spring academic calendars. term. A candidate for transfer admission must complete the College 5. Online cross-registration is not available application, submit a nonrefundable for courses offered during summer or winter fee of $40 (unless the student uses the College’s online application form, 37 in which case the fee is waived), and College as course units: secure a recommendation from the 4 credit hours = 1 unit dean of students at the institution he or she is currently attending. 3 credit hours = 0.75 units • Maximum of 16 credit hours (4 course Candidates seeking admission for the fall term units) may be taken in one summer or are encouraged to submit the application and winter session supporting documents no later than March 1. Students seeking admission for the spring The final decision on transfer of credits rests term should apply by November 1. with the Office of Registrar.

Credit is granted for courses completed with In order for transfer courses to count in a grade of C (2.0) or better at an institution fulfillment of most major requirements or in accredited by regional or national accrediting fulfillment of any Learning in Common course, body recognized by the United States the transfer course carry at least 3 credit Department of Education. The courses hours (0.75 units). All degree candidates must be the equivalent of courses taught at must complete with a passing grade at least Moravian or be judged by the College to be one multidisciplinary (M) and one upper- consistent with Moravian’s curriculum. In division (U) course at Moravian College. A 3- some cases, a portfolio review or proficiency or 4-credit hour course may be used to satisfy test may be required (for example, in art or a LinC requirement with prior approval. music) to determine the transferability of a particular course. Credits for courses completed at foreign institutions accredited by the respective A maximum of 80 total credit hours (20 total Ministry of Education or with an official course units) may be transferred for credit: transcript evaluated by World Education Service (WES) with a grade of C (2.0) or • 64 credit hours (16 course units) higher may be transferred into Moravian maximum from a 2-year institution. College, provided that these courses are in • 80 credit hours (20 course units) subjects generally recognized as appropriate maximum from a 4-year institution. for liberal arts colleges and are either • Students who have or will earn 16 or more comparable to courses offered at Moravian course units towards a degree at Moravian College or are applicable to a degree program College at the time of taking the transfer at Moravian College. Such credits must be course must attend a 4-year institution (up evaluated and approved for transfer credit by to the maximum of 80 credit hours (20 the appropriate department or program chair course units)). and the Registrar. In some cases, a course description or syllabus, in English, may be • Transfer credit is awarded for grades required before a decision on transfer credits of “C” or better -- “Pass/No Credit” is finalized. If the course is approved for does not transfer. transfer, students will receive credit, but the • Grades from non-LVAIC institutions are grade will not be calculated in the student’s not recorded on the student record; only grade point average. course units earned (grades of “C” or better) will transfer. Courses taken while a Moravian College • Credit hours from other student is on a college-approved study institutions transfer to Moravian abroad program are eligible for transfer to 38 Moravian College if the courses are taken Credit and Transfer Accumulation System) for a letter grade (no pass/no credit or pass/ should be advised that ECTS credits fail) and the grade earned is equivalent to a count for half of a standard US credit. C or better. Students must have their study So, for example, a student who earns 6 abroad courses approved in advance of ECTS credits will receive 3 US credits or enrolling in the courses. .75 Moravian College units for successful completion of those credits. Transfer students seeking AP, CLEP, or DSST/DANTES credit for examinations Attendance Policy taken prior to matriculating at Moravian At the beginning of each term, students must College must provide an original score report be present in class at least once during the from the College Board. Credit for these drop/add period in order to be considered examinations will not be granted based on a enrolled at the College and registered for a transcript from another institution. particular class. Exceptions to this policy are granted only by the dean of the faculty Approved transfer courses, including or associate provost. Absence from class those taken at an approved study-abroad during the drop/add period may be counted as program, are posted to the student’s excused or unexcused at the discretion of the Moravian College transcript as credits course instructor. earned only, without a grade. Students must complete at least half of any major or Students are expected to attend classes minor with courses taken for a letter grade regularly. If absences occur, it is the at Moravian College or an LVAIC school. student’s responsibility to make up the work missed. Permission to make up laboratory Policies regarding the transfer of graduate assignments, studios, quizzes, and period courses are established by program and are tests, but not final exams, may be granted at occasionally governed by external licensing the discretion of the instructor. As a matter of and accreditation requirements. Please courtesy, when students find it necessary to consult with the program director regarding be absent from class, they should inform the transfer of graduate courses into a Moravian instructor, in advance if possible. Students College graduate degree program. should notify the Academic Support Center in the event of an extended absence. Study Away/Study Abroad courses Students who elect to participate in a It is the responsibility of the instructor to set domestic or international study abroad forth in writing at the beginning of a course experience taken for credit may transfer any special conditions regarding absences in credits back to Moravian College as part of the course. In many classes (e.g., seminars, their academic record, where the course laboratories, studios, physical education), was pre-approved by the department chair participation in class constitutes a substantial and/or dean and the course earned a grade part of the work of the course, in which case of C or better. No credit will be awarded excessive absence will lower the student’s for courses taken on a pass/fail or pass/ grade. When a student’s progress is seriously no credit basis. Final approval for transfer impeded by excessive absence from class or rests with the institutional registrar. by other difficulties, the instructor may refer the student to the Academic Support Center. Students who enroll for study abroad at a school using the ECTS system (European 39 Students who frequently fail to attend classes psychological conditions, or injuries that or miss enough classes to preclude successful cause them to miss class. An excuse note completion of any academic course for the will be written only when the student has term may be removed from class with a grade been treated by a Health Center staff of WF (withdrawal failing) by the Office of the member and he or she has deemed it Provost. Such action will be taken only after necessary for the student to be out of students have had an opportunity to discuss class for a particular date or dates.Under their situation with the associate provost. no circumstances will the diagnosis be placed on the note unless requested in Students might occasionally miss class writing by the student. due to participation in College-sponsored • If the medical condition extends more athletic competitions and other College- than three days, the Academic Support sponsored activities. Student participation Center will be notified. Details will only is, however, a privilege and not a right. be given by the Health Center to the ASC The College sponsors these activities as with the student’s written permission. a part of the students’ educational and personal development. Faculty and staff • In the event that a note is required by members will make every effort to support the professor in situations other than the and encourage student participation, at the above, it is suggested that a “Statement same time recognizing that students have of Absence from Class” form be the responsibility to put forth their best effort completed by the student and given to in both their coursework and their chosen his or her professors.Falsifying absence co-curricular activities. A student’s failure to from class is a violation of the Moravian meet academic responsibilities could lead to College Academic Honesty Policy, which a forfeiture of his or her participation in the states in part that “students may not activity, as well as course failure. offer a falsified excuse for an absence from an examination, test, quiz, or other Health Center Excuse Policy course requirement, directly or through another source.” The policy presented below is congruent with policies of those campuses Individual Class Cancellations nationwide that recognize the adult relationship between college students Cancellations of individual class meetings and their instructors. Attendance/ will be posted on the College’s web portal participation policies related to specific AMOS. To view all cancellations for a specific courses should be outlined in class syllabi day, a student should click on the ‘Class and communicated to students by their Cancellations’ link found in the Quick Links instructors. Sickness is only one of the section on the left-hand side of AMOS or many reasons that a student may not go directly to the Class Cancellations page. attend class. Ultimately, attending class Students can see their personalized lists by is the responsibility of a student. going to the same location, after logging in to AMOS. Students in the class should also receive an e-mail at their Moravian College The health care providers at the Health Center e-mail account when an individual class is will not write excuse notes for illnesses or listed as cancelled on AMOS. problems of students for whom they have not provided care. Inclement Weather Policy • Students sometimes have illnesses, Commuting students who are absent or late 40 for class are not to be penalized when the no “a” or “b” periods. Morning and afternoon College has issued a 2-hour delay or when the science labs and studio art classes have their U.S. Weather Bureau has issued any of the own schedule. Music lessons and practices following notices: are cancelled for the day when the delayed • Traveler’s advisory schedule is in effect. The class schedule in these circumstances is as follows: • Heavy snow warning • Winter storm warning Two-Hour Delay Schedule Regular Beginning 2-Hour Begins Ends In hazardous weather conditions, the College Delay may be closed and classes cancelled, or the 1st 7:30, 1st 10:00 10:40 College may opt to run on a two-hour delayed Period 7:50, Period a.m. a.m. schedule (see below). or 8:30 a.m. To communicate delays or closures, Moravian College sends text and e-mail notifications via 2nd 8:55 2nd 11:00 11:40 e2Campus (see below), sends a College e-mail Period a.m. Period a.m. a.m. message, posts on AMOS, and posts on the 3rd 10:10 3rd 12:00 12:40 College webpage. Public announcements are Period or Period p.m. p.m. also made via WFMZ (website and television). 10:20 a.m. e2Campus is the College emergency 4th 11:45 4th 1:00 1:40 notification system. All students are strongly Period a.m. Period p.m. p.m. encouraged to opt in to this free service to 5th 12:30, 5th 2:00 2:40 receive text and e-mail messages for weather Period 12:45, Period p.m. p.m. and other campus emergencies. or 1:10 p.m. College-wide cancellations after the start 6th 2:35 6th 3:00 3:40 of the class day will be announced on the Period p.m. Period p.m. p.m. public-address system of the HUB, the campus e-mail system, e2Campus, WFMZ, 7th 4:30 7th 5:00 and AMOS and the College’s website. Period p.m. Period p.m. A. M. 8:30 A. M. 10:15 12:30 It is important to note that students Science a.m. Science a.m. p.m. will not be e-mailed at their Moravian Labs Labs e-mail account if the College is closed P. M. 12:45 P. M. 1:45 4:00 for the entire day or if the start of Science or 1:15 Science p.m. p.m. the day is delayed due to inclement Labs p.m. Labs weather unless they have opted to be A. M. 8:45 A. M. 10:15 12:05 notified via e2Campus. Studio a.m. Studio a.m. p.m. Art Art Two-Hour Delay P. M. 1:15 P. M. 2:00 3:50 If the decision has been made to open with Studio p.m. Studio p.m. p.m. Art Art a two-hour delay, the day does not begin with third-period classes; it begins with first- period classes on a shortened schedule. When following the delayed schedule, there will be 41 Grade Appeals Procedure Students are responsible for maintaining Student-initiated requests for changes in a standards of academic performance and final course grade must be submitted to the integrity. In order to provide a process by appropriate Dean not more than one calendar which a student may have a disputed grade year after the original grade was submitted. reviewed, the following procedures have been Such a time period allows for individuals to established. It should be understood however, appeal grades if they have been away from that students are responsible for maintaining campus for study abroad, leave of absence, standards of academic performance and or other separations from the College. It is integrity. Students who wish to appeal a not appropriate to change a grade based upon final grade in a course may do so within one options, such as supplemental assignments, year after completion of that course. For that are not equally available to all students. example, a student wishing to appeal a grade from a course in Spring 2012 may do so Class Standing during summer 2012, Fall 2012, or Spring Class membership of students is 2013, but after Spring 2013, the Academic determined by the number of course Standards Committee will not accept an units earned/completed: appeal of that grade. Appeals of grades in the student’s final semester of study must be Freshman: 0- 6.74 earned course units. made to the Academic Standards Committee Sophomore: 6.75-14.74 earned course prior to final certification of graduates by the units. registrar in that term. Junior: 14.75-22.74 earned course units. Senior: 22.75 or more earned course Grade appeals start with the course instructor. units. If the instructor does not believe a change of grade is warranted, the student goes to Students who receive financial aid are subject the department chair. If the department to additional course-completion requirements. chair does not believe the change of grade is See Financial Aid. warranted, the student takes his/her appeal to the Academic Standards Committee. (If Academic Standing the department chair is the course instructor, Dean’s Honor List: Undergraduate students then the student will skip the appeal to the who carry three or more graded (letter grade) chair.) While the student reserves the right to course units in a Fall or Spring and attain a speak to the Academic Standards Committee GPA for the term of 3.50 or higher are placed in person, all appeals must be presented in on the Dean’s Honor List. writing to the committee. Midterm Reports: As a courtesy, a midterm Grade Changes warning may be given if the instructor Under normal circumstances, a change feels the student’s work has been of grade after the end of the incomplete unsatisfactory or carries the expectation period (6 weeks after the end of a fall of course failure. This warning has no or spring term) may be submitted by the ultimate bearing on the final grade in the course instructor only to correct an error course, but the student is urged to consult in the original grade, or as a result of a the instructor and his or her advisor. successful grade appeal by a student to the Academic Standards Committee.

42 Academic Probation: When grades at the any of these GPAs is not reached. end of a term indicate that a student is not Students who transfer 4 or more course meeting minimum requirements, the student units to Moravian College may be held to a is placed on academic probation. The record different cumulative GPA standard, based of a student on probation is evaluated at on units remaining to complete their degree, the end of each term until the cumulative for the purposes of continuation as a degree GPA is above the minimum requirement for candidate and eligibility for financial aid. graduation (2.00 for undergraduate programs; Regardless of the number of units scheduled 2.75 for graduate programs at Moravian at Moravian College, all students who have 16 Theological Seminary; and 3.00 for all other or fewer course units remaining to complete graduate programs). After examination of a their baccalaureate degree must maintain a student’s academic record at the end of a cumulative GPA of 2.00 or higher in order to term, the Academic Standing Review Board be continued as a degree candidate. (the academic deans, the Dean of Student Success, and Director of Advising) may take Any undergraduate student in the first term any of the following actions: of study at Moravian who completes three • Place on probation. scheduled courses and achieves a GPA of less than .80 will be discontinued. (This • Continue on probation for an excludes courses from which the student additional term. already has withdrawn.) • Remove from probation. • Require withdrawal from the College for To be eligible to continue as a degree one or more terms with the opportunity to candidate for the subsequent academic request reinstatement at a future date. year, a student must successfully complete with passing grades at least 70% of courses • Discontinue for failure to meet academic attempted and attain the cumulative standards. Students who are discontinued minimum GPAs (listed above) corresponding will be provided an opportunity to appeal to his or her class status each academic to the Academic Standing Review Board. year to be eligible to continue as a degree candidate for the subsequent year. Work Students who receive financial aid may taken in summer session or other special be subject to different course completion sessions, if granted regular academic credit, requirements and academic standards for may be counted toward the required number continuation of aid. See the section on of course units in either the preceding or financial aid earlier in this catalog. following academic year but not both. Failed courses and course withdrawals do not count Whether or not they have been on probation as completed courses. Though full- or part- the previous term, undergraduate students are time students are not required to maintain subject to discontinuance if they fail to attain continuous enrollment to remain eligible as the following cumulative GPAs: degree candidates, students returning after a • 0.80 after 3 scheduled units period of time will have their records reviewed • 1.50 after 6 scheduled units before readmission is granted. • 1.80 after 12 scheduled units Graduate students are permitted • 2.00 after 16 scheduled units one term of probation, which occurs when the student’s overall Whether or not a student is discontinued, he GPA drops below the GPA required or she becomes ineligible for financial aid if 43 for graduation in that program. A so will be blocked from course registration. graduate student on probation who (Add-Venture students are exempted from fails to return to good standing after this requirement.) Students who transfer the next term of study is subject to to Moravian with 16 or more units will be dismissal from the program. The permitted to register once without a declared student may appeal for an extension major, but must declare a major before their of probation, which is reviewed by second term of enrollment at the College. the appropriate graduate program Registration holds may be lifted due to director and dean. extenuating circumstances. Such holds may only be removed by the Associate Provost or Advising the Director of Academic Advising. Every student at Moravian College has a To declare a major, students must submit a faculty advisor. Each first-year student completed declaration of major form to the is assigned an advisor to assist in the registrar’s office. While first-year students planning of academic work and in the enter the College as Undeclared, they may selection of a major, generally toward the submit the completed Declaration of Major end of the first year. form starting in the Fall of their first year. When a student has selected a major, a faculty member in the appropriate department Withdrawal From The College becomes the student’s advisor and continues Students who for any reason find it necessary in that capacity unless the student elects to to withdraw from the College and do not plan change the major to another area of study. on returning, should inform the director of At the time of registration for courses, the student success. The decision to withdraw student consults with the advisor about the is a serious one. Moravian College requires selection and sequence of courses as well as students to discuss withdrawal plans and about career plans and further study. decisions with their academic advisor.

Advisors are provided to assist students The effective date of withdrawal and in planning their academic programs. associated adjustment of tuition, fees, and They are not authorized to change the financial aid is determined as the date College’s established policies. Each on which the student began the formal student is responsible for ensuring that withdrawal process by notifying the director of his or her academic program complies student success of their intention. with the requirements for the major, the program of general education, and Students who do not attend classes by the any other degree requirements of the end of the drop/add period of a given term, College. Any advice at variance with or who attend but do not register for classes, established policy must be confirmed by are considered withdrawn from the College. the Office of the Provost in writing. Exceptions to this policy may be granted only by the associate provost or dean of the faculty. Declaration of Major In order to ensure better advising within Resident students must vacate rooms within the major and to allow departments to plan 24 hours of the effective withdrawal date, courses a year in advance, students are unless an extension is approved by the Office required to declare a major after earning of Student Affairs. 16 course units. Students who do not do 44 Students are strongly encouraged to follow student may incur additional charges if the withdrawal procedures in a timely manner. equipment is damaged or missing. Each day of delay may affect their refund. • Student returns room keys, locker keys, and all other College property. To withdraw from the College, students must follow the following procedures: Once the withdrawal process is initiated, • Student contacts the director of student a student who changes his/her mind success to inform him or her of his or about withdrawing from the College may her intention to leave the College. The do so by rescinding the withdrawal in director will provide the student the web writing to the director of student success. address where he or she can access the If the separation is to take effect at a step-by-step withdrawal instructions and time when classes are in session, the forms. Note that the student’s transcript rescission must occur within ten calendar will not be released until all steps of the days from when the process is initiated. withdrawal process are completed. • Student completes and submits the No refund of tuition and fees will be made withdrawal form electronically. Upon the for students who do not follow required student submitting the form, a signature procedures. Failure to follow the formal form will be generated and the student is procedures may result in withdrawal by the to print and sign that form. College (see elsewhere in this handbook).

• Student meets with each of the following If a student withdraws from the College within and subsequently obtains their signature the 60% point of the semester, charges and on the withdrawal signature form: financial aid will be adjusted according to the following schedule: Required signatures: • On or before the first day of classes, 100% • Academic Advisor of tuition, room, board, and other fees will • Business Office (Student Accounts) be cancelled. However, enrollment and • Student Affairs Office room deposits, where applicable, will be retained by the College. • Center for Information and Technology (if College issued laptop/iPad) • After the first day of class but within the 60% point of the semester, tuition Required signatures, if applicable: and fees will be adjusted based on the number of calendar days remaining in the • Financial Aid (if student receives financial semester; room and board refund policies aid) are outlined below. • International Studies (for international • After the 60% point of the semester, no students) adjustment is made in tuition and fees. • Athletics (for varsity athletes) Note: The last day for any adjustment of • Student returns the completed charges for Fall 2016 is October 31, 2016; signature form to the director of for Spring 2017, it is March 24, 2017. student success and participates in an exit interview with the director. Tuition and Fees: The adjustment will be made to tuition and fees • Student must return all computer included in the comprehensive equipment, including accessories. The 45 fee (e.g., student activity fee, technology fee, Health Center fee). The priority of return of financial aid funds No adjustment will be made to will be as follows: other fees such as those associated • Unsubsidized Federal Loan. with courses, labs, and physical education (i.e., after the first • Subsidized Federal Stafford Loan. day of classes there will be no • Federal Perkins Loan. reimbursement of these fees). • Federal PLUS Loan. • Federal Pell Grant. Room Fees: Residence hall rooms are rented on an annual basis. A student who signs a • Academic Competitiveness Grant. room contract is expected to reside in College • National SMART Grant. housing for the full academic year. After • Federal Supplemental Educational the first day of classes, in the event that a Opportunity Grant (FSEOG). student withdraws from the College, he or she forfeits the housing deposit and will receive • Other Title IV assistance (federal a pro rata refund of room charges only if the financial aid). residence hall lease can be transferred by • Other federal or state financial the director of housing to another student for aid as required. whom no other College accommodations exist. • Institutional aid. If this condition does not exist, the student will be held liable for the full amount of the • Other funds as required. contracted housing charges for the term in which the withdrawal was initiated. Reimbursement to Student A student may be eligible for a reimbursement Board Fee: Board fees will be adjusted of a portion of the amount paid after all on a pro rata basis, based on the Federal Title IV funds and other financial aid remaining number of unused weeks programs are reimbursed as required and all remaining in the semester. Unused outstanding balances with the College have dining dollars will be forfeited. been cleared. Private or alternative loans borrowed by or for the student are included Financial Aid Reimbursement with the student refund amount, if any. Because financial aid is intended to help meet educational costs, withdrawal Refund Policy from the College also means that it 1. The effective withdrawal date is the will be adjusted based on the schedule date on which the student began the above. Financial aid adjustments will be formal withdrawal process by notifying calculated and refunded to the source the director of student success of his of the aid, such as federal, state, or or her intention unless the student institutional aid programs. Normally the indicates the withdrawal is effective at amount returned to each source will be the end of a term. in proportion to the amount received 2. Students required to withdraw from unless federal, state, or other guidelines classes or from College housing for indicate differently. The College will disciplinary reasons are not eligible observe the federally mandated process in for any refund, except pro-rated determining the amount of money, if any, board, unless required by federal, that must be returned. 46 state, or other regulations. In the case of a withdrawal by the College 3. Upon request, a detailed official effective after the beginning of a term, policy with examples of application there is no adjustment of tuition, fees or of the College’s refund policy is institutional financial aid for that term. available in the Financial Aid Office However, federal financial aid must be and the Office of Student Accounts. adjusted according to regulations governing the return of Title IV funds. The student is 4. Dropping out of some classes, but not responsible to repay to the College the amount all classes, is not considered withdrawal; of any federal aid that is returned. It is to however, adjustments to financial aid still a student’s advantage to follow the formal may be required. See Dropping Courses. withdrawal procedures in a timely manner. 5. If funds are released to a student because Following are examples of the effective dates of a credit balance on the account prior to of withdrawal by the College for the purpose withdrawal or change in registration status, of the return of Title IV funds only: then the student may be required to repay • A student who engages in academically- some of the financial aid that contributed related activities and does not follow the to that credit balance. formal withdrawal procedures will be 6. Refunds will be determined, processed, considered an “enrolled” student and and paid within 30 calendar days of the will not be considered formally withdrawn determination of the date of withdrawal. until notification is made to the Office of the Provost. If notification is never Questions about the College’s refund policy made by the student to the Office of the and its application in particular cases may be Provost, the student’s withdrawal date is addressed to Dawn Snook, director of student the midpoint of the semester, unless the accounts, Colonial Hall. Appeals concerning College can determine the student’s last the application of this refund policy may date of engagement in an academically- be made in writing to Mark F. Reed, vice related activity after the midpoint. president for finance and administration, • A student who receives grades of F in all Colonial Hall, for final determination. courses due to failure to complete the semester will be considered withdrawn as Withdrawal By The College of the midpoint of the semester, unless A student who does not follow the formal the College can document the student’s withdrawal procedures may be withdrawn by participation in an academically-related the College. This may occur if the student activity after the midpoint. fails to complete the registration process, to show up for classes at the beginning of The College (not the student) must document a term, or to return when scheduled from both that an activity is academically-related an approved leave of absence, or simply and that the student participated in the “drops out” in the middle of a term. A activity. Examples of academically-related student who has been withdrawn by the activities include taking examinations, College is no longer matriculated and must quizzes, tutorials, or computer-assisted apply for readmission in order to return. instruction; receiving academic advising; A student who intends to return within a attending academic conferences; completing year is strongly advised to follow the formal an academic assignment, paper, or project; procedures for a leave of absence. or attending a class or study group where attendance is verified. Examples of activities that are not academically-related include 47 living in institutional housing, participating Once the leave of absence process is initiated, in the College’s meal plan, participating in a student who changes his or her mind about an athletic activity, participating in a music- taking a leave from the College may do so by related activity that is not required for class, rescinding the leave in writing to the director and working on campus. of student success. If the separation is to take effect at a time when classes are in session, Administrative Withdrawal From Class the rescission must occur within ten calendar days from when the process is initiated. Prior to the announced last day for students to withdraw with a “W,” instructors may Students on a leave also should be aware request an administrative withdrawal for that courses taken during the leave at other a student who has been absent from class colleges or universities may affect their without notification for a period of three academic standing at the College. Students weeks or more. The request will be submitted planning to take college courses while on to the registrar in writing. The registrar will a leave should consult with the director then consult with one of the academic deans of student success. In order to return to on the appropriateness of the request. If a the College, students must contact the student’s status changes from full-time to director of student success and apply for part-time as a result of the administrative readmission. The readmission process will “W,” the bursar and financial aid will make initiate the student’s course registration and appropriate adjustments to the student’s arrangements for housing. Students who fail account for said term. Students who are to return after the approved leave period will absent with notification may not be withdrawn be withdrawn from the College. by the instructor. To request a leave of absence, students must Leave Of Absence follow the following procedures: Students who find it necessary to leave the • Student contacts the director of student College but who plan to return within one year success to inform him or her of his or her may request a leave of absence. The decision intention to leave the College. The director to take a leave of absence is a serious one. will provide the student the web address Moravian College policy requires students to where he or she can access the step-by- discuss leave-of-absence plans and decisions step leave of absence instructions and with their academic advisor. forms. Note that the student’s transcript will not be released until all steps of the The effective date of an approved leave leave of absence process are completed. of absence and associated adjustment of tuition, fees, and financial aid is determined • Student completes and submits the as the date on which the student began the leave of absence form. Upon the student formal leave of absence process by notifying submitting the form, a signature form will the director of student success of his or her be generated and the student is to print a intention. Though a leave of absence for up hard copy of that form. to two academic terms will protect students • Student meets with each of the following against changes in academic requirements and subsequently obtains their signatures and will facilitate their return, there is no on the leave of absence signature form: guarantee that financial aid will be continued. Required signatures: • Academic Advisor 48 • Business Office (Student Accounts) Normally, students who have not fulfilled all • Student Affairs Office the requirements for a degree from Moravian College are not allowed to participate in Required signatures, if applicable: Commencement exercises. Exceptions to this policy will be considered for students who • Financial Aid (if student fulfill all the following conditions: receives financial aid) 1. They are not on academic probation. For • International Studies (for undergraduate students, have an overall international students) cumulative GPA of at least 2.00 , as • Athletics (for varsity athletes) well as a GPA of at least 2.00 in their major. For graduate students an overall • Student returns the completed signature cumulative GPA of at least 3.00. form to the director of student success 2. reasonably expected to complete and participates in an exit interview with all missing degree requirements the assistant dean. by the end of the summer term (by • Student returns room keys, locker keys, August 31) immediately following and all other College property. Commencement; and 3. have no outstanding incompletes Graduation with Honors on their transcript. Cum laude citations (sometimes called “Latin honors”) are awarded to Students who meet these requirements and graduates whose cumulative GPA meets wish to be “walkers”—i.e., to participate the following standards: in the Commencement ceremony—must complete the Commencement Participation • cum laude 3.50 Petition form in the Office of the Registrar. • magna cum laude 3.65 • summa cum laude 3.80 Students with an approved petition form must register and pay for the required summer- A student must have earned a minimum of session courses prior to the Commencement 16 letter-graded course units at Moravian Participation Petition form deadline. The College to be eligible for cum laude citations. Moravian College Tuition Refund Policy A candidate for a second baccalaureate applies. Any full-time day-session student degree must have earned a minimum of 16 who deliberately “under-registers” (takes graded course units at Moravian College in fewer than 4 course units) in the term prior the second degree program to be eligible for to Commencement may not apply to be a cum laude citation. “walker.” “Walkers” do not receive public or printed recognition of honors (cum laude, Questions concerning eligibility for cum etc.) in the Commencement program. laude citation may be addressed to the Office of the Provost. Students who participate in the Commencement ceremony without Students who complete the senior year having completed degree requirements Honors program with a grade of A are will be assessed a one-time deferred graduated with Honors. graduation fee. This is in addition to the regular graduation fee. Commencement Participation Policy 49 Prizes, Awards, Honor Societies applicant must be a full-time student, have been enrolled at least one class year prior to Prizes and Awards application, and have attained a minimum cumulative GPA of 3.00 for the class year The following prizes are awarded in the prior to application. judgment and at the discretion of the College in accordance with the conditions established. The American Chemical Society Award The Charles A. Albrecht Memorial Award Upon recommendation of the chemistry To two members of the senior class who faculty, to a senior chemistry major with an have the best four-year record at Moravian outstanding academic record and promise of College in scholarship and effective an academic or research career in chemistry participation in student activities. or a related discipline.

The Alumni Prize for Outstanding The American Institute of Chemists Award Achievement in Humanities Upon recommendation of the chemistry To a graduating senior in the humanities on faculty, to a senior chemistry major with the basis of GPA, independent study, and an outstanding academic record and involvement in college and community affairs. promise of a professional research career in chemistry or a related discipline. The Alumni Prize for Outstanding Achievement in Social Sciences The American Sociological Association To a graduating senior in the social sciences Departmental Student Achievement Award on the basis of GPA, independent study, and To the sociology major who, at the involvement in college and community affairs. completion of the junior year, has demonstrated excellence in the study of The Alumni Prize for Outstanding sociology and shows the most promise for Achievement in Natural Sciences future achievement in the field. To a graduating senior in the natural sciences on the basis of GPA, independent study, and The Irving S. Amrhein Prizes in involvement in college and community affairs. Modern Languages To graduating seniors for distinguished work The Alumni Prize for Outstanding Achievement in in one or more modern languages. Interdisciplinary Studies To a graduating senior engaged in The Louis and Esther Bader Memorial interdisciplinary study on the basis of GPA, Scholarship Prize in Chemistry independent study, and involvement in college To a junior or senior chemistry major who, in and community affairs. the judgment of the Department of Chemistry, exhibits outstanding professional and Alumni Fellowships academic qualifications in preparation for a Awarded by the Alumni Association to career in science. five students each year on the basis of scholarship, active participation, and The Willis N. Baer Award leadership in college and/or community To the junior economics and business student service. To be eligible for nomination, the who has shown the greatest improvement 50 over a period of five terms. Established by The Patricia Erskine Memorial Award the Epsilon Beta Alpha Society in honor To the junior or senior Moravian College of the first chairman of the Department of Theatre Company member who has Economics and Business at Moravian College. contributed most to that organization.

The James M. Beck Oratorical Prize The Fab MAB Pass-It-On Award Established in 1892 by the former Solicitor The Fab MAB Pass-It-On Award is a service General of the United States to encourage outreach award to be given annually to excellence in oratory. fund a project that is aimed at diminishinh health disparities among at-risk individuals The James M. Beck Shakespeare Essay Prize or populations, living within the local Lehigh For the best essay on a Shakespearean Valley community, the United States, or a topic by a student. developing nation. The aim of this award is not only to diminish health disparities among those “underdogs” that are at-risk The Biochemistry Prize because of health disparities, but to enrich To a student who, in the judgment of the and futther the professional viewpoint of biochemistry faculty, has demonstrated those who receive the award. The award is outstanding achievement in biochemistry made in memory of Dr. Michele August-Brady, and shows potential for significant future Associate Professor of Nursing. contributions to biochemistry or related fields. The Albert Ferkel Jr. Memorial Prize The Biological Sciences Prize To a senior political science major To the senior biology major with the highest for demonstrated service in raising cumulative GPA in biology. awareness of social justice issues to his or her fellow students. The Timothy M. Breidegam Memorial Student Service Award The Judith Green Memorial Prize To the student who has unselfishly To a music student who has demonstrated given his or her service to the College outstanding achievement and an community, following the example of exceptional talent in writing about Timothy M. Breidegam ‘78. music or has demonstrated excellence in musical scholarship and shows promise The Delta Kappa Gamma Society Delta for future achievement. Chapter Award To a graduating woman student for The History Prize academic achievement and participation in To the history major who, in the judgment of extracurricular activities while preparing for a the History Department, has demonstrated career in the education of youth. excellence in historical scholarship and shows the most promise of future achievement. The English Prize To the graduating English major The Priscilla Payne Hurd Prize in Nursing who has demonstrated outstanding To a nursing student selected on the basis achievement in the discipline. of “best of the class” in overall outcomes 51 of academics, professionalism, student The Marlyn A. Rader Memorial involvement in campus programming, Prize in Mathematics athletics, and community care. The recipient of the award must have completed at least six courses in mathematics The Stuart S. Kulp Scholarship at the College, including at least one Prize in Chemistry 300-level course, and be among the top To a chemistry major who, in the judgment students whose mathematics cumulative of the chemistry faculty, deserves recognition grade point average is 3.7 or above. Normally, for superior academic achievement and the recipient will be a senior. demonstrates the potential to contribute to the field of chemistry. The St. Luke’s Hospital Award for Nursing Practice Excellence The George Diamond Prizes To the nursing student who has demonstrated For the best academic essay, best personal outstanding performance in practice essay, best short story, and best poem written excellence and professionalism. by a student during each academic year. Also awarded for the best Writing 100 essays The E. C. Schultz History Prize following both fall and spring terms. To a student who has demonstrated distinction in historical scholarship and The Leon Prokofy Leonovich Memorial Prize indicated a commitment to continued To a member of the sophomore class who has excellence and studies in the field, according shown significant growth and excellence in to the wishes of Edward C. Schultz ‘62. the study of music. The Augustus Schultze Greek Prize The Eugene Daniel Lucas Accounting Awards To the best student of second-year Greek. To two junior or senior students (one man and one woman) majoring in accounting The T. Edgar Shields Memorial Prize in Music who have maintained high scholastic To a member of the graduating class for standing and show great promise in their progress and proficiency in music studies. chosen field of endeavor. The Edwin L. Stockton Prize in The Pennsylvania Institute of Certified Public Economics and Business Accountants Award To the senior who has achieved the highest To the outstanding accounting student cumulative GPA in the Department of in the graduating class. The award Economics and Business. includes a two-year subscription to the Journal of Accounting. The Ronald J. Stupak Award

The Psi Chi Service Award To a student who, in the judgment of the political science faculty, has performed To a Psi Chi member who has shown distinguished work in political science. outstanding achievement, dedication, enthusiasm, and participation in the field of psychology.

52 The Daniel W. Tereshko Memorial Prize Alpha Psi Omega: National Honorary in Studio Art Theater Society To the senior art major who Advisor: Bill Bauman has demonstrated outstanding creative, technical, and Alpha Sigma Lambda: National for intellectual achievement in the Students in Continuing Higher Education field of studio art. Advisor: LaKeisha Thorpe

The George Tyler Award Beta Beta Beta: National Biology Honor Society To a graduate from the Comenius Center Advisors: Christopher Jones and for Continuing, Professional, and Graduate Kara Mosovsky Studies for academic excellence; for contribution to the institution, the community, Delta Omicron: International Music or his or her profession; and for triumph Honors Fraternity over difficult circumstances encountered in Advisor: Paula Zerkle pursuing a college degree. Gamma Sigma Alpha: National Greek The Steven K. Van Auken Memorial Prize in Honor Society Music Performance Advisor: Elizabeth Yates To a member of the junior class for notable achievement in vocal or Iota Iota Iota: National Women’s Studies instrumental performance. Honor Society Advisor: Belinda Waller-Peterson The Zeta Psi Award To the senior art major who, in the Kappa Delta Pi: International judgment of the art faculty, has Honor Society in Education demonstrated leadership ability while Advisor: Tristan Gleason maintaining a superior scholastic record and outstanding artistic achievement. Kappa Pi: International Honorary Art Society Advisor: Angela Fraleigh The Zinzendorf Award To the graduating senior English major with Omicron Delta Epsilon: International Economics the highest cumulative GPA in English. Honor Society Advisor: Eva Marikova Leeds Honor Societies Omicron Delta Kappa: National Honorary Society Alpha Alpha Alpha: First Generation for Scholarship and Leadership Honor Society Advisors: Nicole Loyd Advisors: Carol Traupman-Carr and Amy Saul Phi Alpha Theta: National History Honor Society Advisor: Heikki Lempa Alpha Kappa Delta: International Sociology Honor Society Advisor: Debra Wetcher-Hendricks

53 : National First-Year Student Academic Departments/Programs Honor Society Advisors: Kevin Hartshorn and Lisa Johnson Introduction A course unit is a unit of work Phi Sigma Iota: National Foreign Language occupying approximately one-fourth Honor Society of a student’s time over a 15-week Advisor: Claudia Mesa term. A few courses carry fractional values, in which case the course Phi Sigma Tau: National Philosophy numbers are followed by .1 or .2, Honor Society indicating quarter or half courses. For Advisor: Carol Moeller example, MUS 103.1 (Piano Class) is a quarter-unit course. Pi Mu Epsilon: National Mathematics Honor Society Frequency and duration of class meetings Advisor: Michael J. Fraboni are determined by the nature and level of a course and the manner in which its subject matter may best be learned. Pi Sigma Alpha: National Political Science Honor Society Courses are numbered as follows: Advisor: Yayoi Kato

Psi Chi: National Psychology Honor Society 110-199: Advisor: Michelle Schmidt Introductory courses, normally open to all students without prerequisites, applicable to Psi Rho Nu: Neuroscience Honor Society the major and typically taken in the first or Advisor: Cecilia Fox sophomore year.

Sigma Iota Rho: Honor Society for 200-209: International Studies Reserved for courses not applicable to the Advisor: Christian Sinclair major, and which typically are taken in the sophomore or junior year. Sigma Pi Sigma: National Physics Honor Society Advisor: Edward A. Roeder 210-299: Intermediate courses, normally open to Sigma Tau Delta: National English sophomores, juniors, and seniors, with Honorary Society Advisor: Nicole Tabor prerequisites as designated in the course descriptions.

Sigma Theta Tau: International Nursing Honor Society 300-309: Advisor: Janice Farber Reserved for courses not applicable to the major, and which typically are taken in the Theta Alpha Kappa: National Religious Studies/ junior or senior year. Theology Honor Society Advisor: Jason Radine 54 310-399: The Moravian College Art Department Advanced courses, open to students majoring cultivates a vibrant academic community in the area and to other students with committed to creative and critical thinking. sufficient preparation in the field. Our faculty and students share a passion for art as a celebration of the mind’s imaginative and intellectual powers. Art is by nature an 400-401: Honors. interdisciplinary and trans-cultural field that invites students to consider how art reflects and shapes society, politics, ethics, and A hyphen between two consecutive course culture. At Moravian College, art-making numbers indicates a double course of is a form of meaning-making that relies one-year duration, the second term of on invention, research, and an infinitely which may not be taken without the first, curious mind to construct new knowledge, e.g., PHYS 111-112. foster self-expression, and explore visual communication. Students are given the In the course descriptions that follow, those opportunity to unleash their creativity through courses approved for LinC requirements dynamic projects that embrace risk-taking, at the time this catalog was compiled problem-solving, revision, and self-reflection. are marked (F2, M3, etc.) to indicate the requirement they fulfill. Working at the forefront of new approaches to teaching, learning, and technology, the Art The course descriptions provided here are Department is grounded in strong traditional based upon reasonable projections of faculty foundations. Our program lays the groundwork and facility availability. Course offerings for students to integrate and appreciate are subject to change based on changes in art throughout their lives, encouraging circumstances upon which these projections leadership in their fields and within the were based and as deemed necessary by the global community. Under the mentorship College to fulfill its role and mission. of our outstanding faculty, our students are provided with a strong, personalized academic Accounting major, combined with innovative hands-on See Economics and Business learning experiences and opportunities for community engagement and collaboration. Africana Studies The Art Department is committed to providing professional opportunities through See Interdisciplinary Programs our internships; in-house graphic design studio; student teaching; on- and off- Arabic campus student exhibitions; visiting guest See Modern Languages and Literatures lectures; study abroad experiences; student- run organizations; and participation in Art conferences, workshops and presentations. Chair: Associate Professor Fraleigh Five concentrations or tracks are available: Associate Professors: Baxter, Radycki; studio art, studio art, photography/media Assistant Professor: Morelock, Murphy; Visiting concentration; art history and criticism; Instructor: Amin; Adjunct Faculty: Ciganick, art education; and graphic and interactive Colegrove, Faggioli, Galbiati, Hurwitz, Kearns, design. Foundational courses in studio art Kuhn, Myers, Torok, Wynne, Zucco are the basis for all tracks. Working from

55 observation, students learn technique while 142, 170, and 180. The student then selects developing conceptual strategies. Students one of the art tracks: utilize a variety of traditional and digital • Studio Art. This track is designed to media. Advanced students are eligible to prepare students for careers in the fine apply for studio space to encourage sustained arts in areas such as drawing, painting, production of their work. A variety of classes sculpture, ceramics, or printmaking. in media-related arts including photography, It may also serve as a foundation for video, website design, and printmaking are graduate study in the fine arts. offered; the studio art photography/media concentration allows students to specialize in BA in Studio Art: This track consists of this area. The study of art history integrated 13 course units and is built on the foundation into the studio experience is an essential of the four common-core courses listed above. element for creative and intellectual growth; In addition, ART 114, 229, 270, 280, 370, students may also pursue the track in art 371, 372, 375, and 380, are required. history and criticism. Art education students BFA in Studio Art: This track take courses in art and education and spend consists of 17 course units and is built on a semester in supervised student teaching in the foundation of the four common-core order to receive Pennsylvania Department of course units listed above. In addition, ART Education teacher certification. Art education 114, 119 (or 159), 131, 228, 229, 268, activities support and challenge the cognitive, 270, 280, 370, 371, 372, 375, and 380, artistic, and social development of all children and one art elective as approved by the and adolescents. Studio majors create and adviser, are required. develop a cohesive body of work that becomes • Studio Art, Photography/Media their thesis, and exhibit their work on and concentration. This track is designed off campus. Graphic and interactive design to prepare students for careers in students pursue advanced coursework that photography and media arts, including focuses on professional creative work and historic, darkroom and digital complete an internship in their field. photography and digital video. It may also serve as a foundation for graduate The Major in Art study in the fine arts. Moravian College offers programs in BA in Studio Art, Photography/Media Studio Art; Studio Art, Photography-Media concentration requires the same four common Concentration; Graphic and Interactive core courses, except substituting ART 114 Design; Art History and Criticism; and Art for 113 (or taking ART 220 for the art history Education. The BA is available in all art requirement). In addition, ART 167, 220, programs (tracks), and the BFA is available 228, 229, 268, 371, 372, 375, either 267 in Studio Art; Studio Art, Photography-Media or 368, and two electives to be chosen from Concentration; or Graphic and Interactive ART 228, 254, 262, 263, 267, 354, 367, Design. The BFA requires 17 course units in 368, 369, independent study, or internship, Art. The BA in art consists of 10 to 13 course as approved by the adviser, are required. units in art, depending on the track. Both BFA in Studio Art: Photography/Media the BFA and BA, in all art tracks, utilize a concentration requires the same four common common core of four courses that emphasize core courses, except substituting ART 114 the historical traditions of art, introduce for 113. In addition, ART 131, 167, 220, the elements of design and principles of 229, 263, 268, 346, 368, 371, 372, 375, composition, and develop skills in drawing and two electives to be chosen from ART and painting. These courses are ART 113, 56 228, 254, 262, 263, 267, 354, 367, 369, Also offered is the MAT (Masters of Art in independent study, or internship, as approved Teaching) with teacher certification in art. by the adviser, are required. Practicing (in-service) teachers can also earn • Art History and Criticism. This track is their M.Ed. in Curriculum and Instruction designed for students to pursue careers with a focus on Art Education. Please see the as art historians, critics, or curators in Education Department section of the catalog museums or galleries. It may also serve for more information. as a foundation for graduate study in art history. It consists of 10 course units The Minor in Art and is built on the foundation of the four The minor in art consists of ART 113, common-core courses listed above. In 170, and three additional course units addition, ART 114, 218, 229, 310, and selected with the approval of the advisor. at least two additional art history courses Two of the additional courses must be at (approved by the advisor) are required. the 200 or 300 level. A student may choose • Art Education. This track is courses that emphasize studio art, graphic designed for students to receive and interactive design, or art history and certification in teaching art (PreK- criticism. The art minor is available only to 12) and to pursue careers in art students who are not art majors. It is not education. This track is built on possible to minor in art education. the four common core courses lists above and includes 11.5 course The Minor in Art History and Criticism units in art and 9.5 course units This program is designed for students in education, as follows: ART 113, outside the art department with an interest 114, 119, 131, 142, 146.2, 159, in art history. It includes ART 113, 114, 160, 170, 180, 270, 280, and 218, 229, and one additional course in art EDUC 100.2, 130, 160, 244, 250, history at the 200-level or above. Certain 366, 375-377, and 379. special topics courses may count towards • Graphic and Interactive Design. the minor. Consult with an advisor. This track is designed for students interested in careers in the field of The Minor in Graphic Design and Interactive design, including graphic, publication Design interactive, marketing, or branding This program is designed as a minor for design, or as preparation for graduate students outside the art department with an study and teaching. interest in graphic design. It includes ART BA in Graphic and Interactive 131, 142, 230, and 231; plus one additional Design consists of 13 course units and course chosen from among ART 254, 268, is built on the foundation of the four 331, 346, and 374. Certain special topics common-core courses listed above. In courses may count towards the minor. Consult addition, ART 131, 229, 230, 231, 268, with an advisor. 331, 346, 373 and 374 are required. The Minor in Photography BFA in Graphic and Interactive Design consists of 17 course units and is built on the The minor in photography will consider the foundation of the four common-core courses medium as a professional and academic listed above. In addition, ART 131, 229, discipline. Creativity, visual literacy, and 230, 231, 236, 268, 331, 346, 356, 358, communication skills will be stressed through 373, 374, and 378 are required. practice and critical theory via strategies 57 emphasizing interdisciplinary relationships doing so, they cultivate a more peaceful and among a broad range of curriculum and socially just world, and education becomes personal experience. The following 5 courses transformative. This child-centered approach constitute the photography minor: ART 167, to art education exceeds the Pennsylvania 268; one course in art history (ART 220, Department of Education Academic 114 or 229); and two additional courses in Standards for the Visual Arts. Photography or Media Arts: ART 131, 254, 262, 263, 267, 346, 354, 363, 367, 368, To carry out the goals of this 369, 381, or 386. Certain special topics approach to art education, pre- courses may count towards the minor. Consult service art educators must develop with an advisor. The photography minor is not their own art practice and use their available to students pursuing a major in art. practice to inform their pedagogy. Thus, they come to understand their The Interdepartmental Major in Art studio art practice as research, as The studio art Set I of the interdepartmental the place where they are constructing major includes ART 113, 142, 159, 170, new knowledge. By mastering art and two additional courses that, with the six processes and techniques, through courses of Set II, are selected by the student the understanding of materials and with the approval of the advisor. their potential for shaping ideas, the pre-service educator calls on these The graphic and interactive design Set I of experiences while writing curricula the interdepartmental major includes ART that support and challenge the 131, 142, 170, 229, 230, and 231. One artistic development and learning additional course is chosen from among ART styles of all children. 268, 331, 373, and 374. This course and those of Set II are selected by the student Departmental Recommendations with the approval of the advisor. • Students of art history and criticism who plan to pursue graduate degrees in The art history and criticism Set I of the art history/museum studies are strongly interdepartmental major includes ART 113, recommended to pursue advanced study 142, 170, and three additional art history in a relevant foreign language (French, courses that, with the six courses of Set II, German, Spanish, etc.). are selected by the student with the approval • Students who plan to pursue graduate of the advisor. studies should contact their advisor to plan additional courses for study. Art Education • Majors in Graphic and Interactive The art education program at Moravian Design should consider taking courses, College places child-centered teaching minoring, or double-majoring in and learning theories into practice. The Computer Science or Marketing. primary outcome of this approach is that, through the creation and sharing of personal Notes on Art Courses and the Art Major meaning-making, students foster a greater understanding of themselves and others • In art history and some studio art and awaken to alternative possibilities courses, students are required in the world. Art education provides an to take a course-related field opportunity for children to answer the trip. Cost can be paid in advance question, “must things be as they are?” In to the art office; otherwise, 58 participating students will be Courses in Art History billed by the College. Note: All courses in art history meet for a • Art students are required to attend minimum of 140 minutes a week. lectures and workshops by visiting artists. • Art students are strongly encouraged ART 113. Art History Survey: Caves to to participate in exhibition Cathedrals. opportunities and arts events on Basic problems of the development of campus and in the community. Western art are considered in terms of major civilizations and epochs that produced them, • Gallery space is designated for from ancient times to the Renaissance. exhibitions by students. Introduces non-Western art such as African, • All art majors in graphic and interactive Asian, Islamic, Judaic, aboriginal (art of design; studio art; studio art, photo- media Australia and New Zealand), and/or art of the concentration; and art education must Americas. Fall. (M6) participate in a review of their art work Ciganick, Kearns, Radycki during the spring term of the sophomore year. (The review is optional for art history ART 114. Art History Survey: Renaissance majors.) Transfer students, those who to Abstraction. Major movements in declare their majors late, those studying Western art from the Renaissance to the abroad, and others will be scheduled for a present. Spring. (M6) review as soon as they are ready. Students Ciganick, Radycki who fail the review, as determined by the art faculty members conducting the ART 212. Artists as Activists. How do artists, review, will be required to repeat it in a graphic designers, writers and performing subsequent semester. artists raise questions and advocate social • Lab fees are required for some art change? Global examples of visual culture classes, including ceramics, printmaking, will include propaganda, graphic, design, three-dimensional design, graphic film music video, and theatre. Relationships design, digital video, and digital, historic between art, images, mass media, and acts and darkroom photography. Lab fees of conscience will be evaluated using ethical/ cover usage of the lab and lab supplies, philosophical frameworks and formal and such as photographic chemicals, clay, contextual analysis. Discussion will include printmaking supplies, and computer historical, social, and political context of art, software and hardware and printing costs. its method of production and distribution, and In courses that utilize the color printers its inherent privileges or risks. Prerequisite: in the graphic design lab, a portion of the Junior or senior class standing. (U2) lab fee goes toward color printing costs. Torok • Kit fees are required for some studio art ART 218. Art of the Renaissance. Development classes, including ART 142, 146.2, 170, and growth of art in Italy and northern Europe, 180, 270, and 280. Kit fees cover the 14th-16th centuries. Prerequisite: ART 113, costs for an art supply kit for the course ART 114, or permission of instructor. Fall, (paint, brushes, etc.) and are billed to alternate years. (M6) each student’s account. Radycki

ART 220. History of Photography. This course explores the social, cultural, 59 political, scientific, and artistic contexts contemporary art. Prerequisites: ART 113 or surrounding the history of photography, ART 114. Spring, alternate years. from its invention to the present day. The Baxter course will emphasize how the medium has influenced the way we interpret images ART 229. Modern Art. Development of and the impact that photography has had European and American art from the post- on visual culture. Through discussions, impressionists (1890s) to Pop Art (1960s). readings, hands-on activities, and museum Prerequisite: ART 113, ART 114, or visits, students will become familiar with permission of instructor. Writing-intensive. photography’s rich and diverse history. Baxter, Kearns, Radycki Hurwitz ART 310. Art History Methodology: ART 222. African Art. (also AFST 222) Criticism, Theory and Practice. What is Students will develop an aesthetic and it you want to know about a work of cultural overview of African art, from art? The questions you ask and how prehistory to the present day. Sculpture is you go about finding the answers lead the primary medium studied in the course, straight to the issue of methodology. but textiles, painting, artisanal works and This course’s goal is to understand the architecture are also included. Students development of the discipline of art will consider how religion and cultural history and its theoretical underpinnings. influences affect the development of It will survey the major art historians, the regional and national styles. The influence questions they asked, and the answers of the African diaspora on art in Europe, they proposed. Additional topics include Latin America, and the United States will connoisseurship and contemporary be considered. Students will acquire the exhibit practices. Prerequisites: ART 113 critical vocabulary required to analyze and and ART 114. Alternate years. interpret African art, and apply it in both Radycki discussion and writing. (M5) Kearns ART 190-199, 290-299, 390-399. Special Topics. ART 226. Art of the 19th Century. Development of art from neoclassical and romantic periods ART 286, 381-384. Independent Study. through the post-impressionists. Prerequisite: ART 288, 386-388. Internship. ART 113, ART 114, or permission of ART 400-401. Honors. instructor. Alternate years. Radycki Courses in Studio Art and Graphic Design Note: All courses in studio art and graphic ART 228. Contemporary Art. This course design meet for two 150-minute periods a introduces students to contemporary art, its week or as a five-hour seminar once a week. issues, and ideas. Students learn, make, and communicate critical observations ART 142, ART 170 and ART 180 are offered and analyze and evaluate diverse forms of as foundational studio art courses; they are contemporary art by artists from around the required for art majors, but open to non- world. This course examines the connections majors without prerequisites. ART 119 is between the artist’s ideas, materials and required in the Art Education track, but open processes, and how contemporary political, to other art majors and non-majors without social, and/or cultural circumstances shape prerequisites. ART 119, 167, 170 and 180 60 meet the M6 LinC rubric. Art majors in the application of two-dimensional design graphic and interactive design, studio art, and and color using various concepts, media, art education tracks should take ART 142 and and techniques. Weekly projects develop ART 170 in the fall term of the first year, and students’ awareness of formal elements of ART 180 in the spring term of the first year. composition and interrelationships between Art majors in the art history and criticism form and content. Utilizing fundamental track should take ART 170 in the fall term of design principles, including line, shape, color, the first year and ART 142 in the spring term value, space, balance, proportion, and scale, of the first year. students learn and use appropriate vocabulary to verbalize their creative process and critical ART 119. Art Processes & Structures: thinking. Learning to analyze one’s own work Material Investigations. Students and the work of others is as important a skill in this introductory, process-based as making the work. studio art course experiment Amin, Kuhn, Zucco extensively and in a variety of ways with tools and materials in drawing, ART 146.2. Printmaking and Book Arts. This painting, printmaking, collage, half-semester course introduces materials, sculpture, metals, and fiber. While tools, and procedures of printmaking and discovering the visual languages of may include linocut, woodcut, intaglio, materials and works of art, students solarplate, and paper-making. Final project learn cross-disciplinary skills such may include a book designed, produced, and as communicating ideas; problem bound by the student. Fall. solving; critical thinking and Zucco writing; recording and evaluating observations; forming meaning and ART 147. Screen Printing. For beginning metaphor; and constructing new through advanced students, this course knowledge. No prerequisites. (M6) addresses concepts of design; elements of Baxter color, motif, pattern, and repetition; and techniques of stencils, open-screen color, ART 131. Introduction to Graphic Design. drawing methods, photo emulsion, and Foundation skills in the formal and C.M.Y.K. registration and printing. Field conceptual principles of graphic design: trip to observe state-of-the-art commercial concept, composition, legibility, language, screen printing operations. Emphasis on typography. Projects develop visual student projects, student presentations, literacy and skills in text, drawing, and and instructor-led formal critiques. No prior image production using the Macintosh printmaking experience necessary. computer as primary design tool. Critical Zucco thinking is stressed through analysis of content and its most effective form of ART 159. Design: Three-Dimensional. In-depth visual presentation. Prerequisite: ART investigation of basic forms involving a variety 142 or permission of instructor. of multidimensional media. Recommended Galbiati, Murphy foundation course for sculpture. (M6) Faggioli ART 142. Visual Foundations: Composition, Color and Design. A guided investigation ART 160. Ceramics. This course introduces the of basic concepts and techniques of fundamentals of ceramic art—including hand- visual organization, addressing theory and built and wheel techniques—applied to tiles,

61 objects, and vessels, and methods of glazing. the principles of clear, strong, effective Outdoor raku firing will be introduced. The design using current design applications history and use of ceramics will be discussed. and technology. Projects will explore design The basics of operating a ceramics classroom as rhetoric, information, and expression. are included: loading, unloading, firing and Prerequisite: ART 131. maintaining electric kilns, including low-fire Murphy, Rhoads and high-fire; purchasing clay, glazes and other supplies; health and safety concerns. ART 231. Publication Design. Design of Faggioli magazines, books, and brochures requires collaboration between writers, editors, ART 167. Photography 1. This basic course and designers. Students learn to analyze covers the fundamentals of black and white and organize written and visual narratives. photography through a hands-on approach to Research, planning, editing, and computer the use of the 35 mm camera, light meter, skills are developed and combined with clear film developing, darkroom work and final and appropriate design vocabulary. Macintosh presentation of photographs. platform utilizing InDesign, Photoshop, Hurwitz Illustrator and Acrobat. Prerequisite: ART 230 or permission of the instructor. ART 170. Drawing 1. Skills and critical Murphy, Myers understanding of the fundamentals of drawing: composition, perspective, value, ART 236. Graphic Design History. This and balance, developed through rendering course is an overview of the history of visual the observed world. Students engage in communication with an emphasis on graphic the pictorial issues of drawing, especially design. The history of writing systems and the relation of subject and context. These images, and their interaction, will be explored fundamentals are taught in context with a in order to develop a better understanding pictorial language, rather than elements of of communication. Letterforms and design abstract design. Fall. (M6) thinking will be studied from the development Fraleigh, Kuhn, Zucco of the printed page to the present, with particular emphasis on the past century ART 180. Painting 1. Emphasis on investigation of design. Slide lectures and readings on as related to historical, individual, and graphic design history and theory will focus creative problems of space, composition, on grounding design in cultural and historical structure, and image. (M6) context. History-based design projects will be Fraleigh, Amin, Kuhn included. Prerequisite: ART 131. Spring. Galbiati, Murphy ART 230. Typography and Information Design. What language is to writing, typography is to ART 245. Printmaking 1. Introduction to graphic design. Today’s designers, who work traditional and innovative techniques and primarily in digital media, create messages ideas in relief, silk-screen, etching, mixed that are both “virtual” (time-based and in media. Prerequisite: ART 170 or permission perpetual motion) and fixed in place by ink on of instructor. paper. This course explores how typography Zucco shapes content. Designing with letters, words, and texts develops legibility, emphasis, ART 254. Digital Video. Focuses on the study hierarchy of meaning, personal expression, of moving imagery and its use as an artistic and appropriateness. Students will learn tool for creative expression and social

62 inquiry. Starting with problem solving and ART 267. Photography 2. This course will idea generation, students move into the introduce advanced darkroom and camera traditional language of film, and the theories, techniques. Emphasis will be placed on the disciplines, and procedures used to plan and formation of a personal point of view. Historic produce works in video. Through classroom precedents and contemporary examples will lectures, demonstrations, discussion, and be explored as well as issues pertaining to hands-on experience, students learn the basic form, content and craftsmanship. technical and operational skills involved in Hurwitz video making as well as creative strategies for producing their own individual works. Spring. ART 268. Digital Photography. A Morelock critical seminar for the production and study of digital image ART 259. Sculpture. Problems of various making. Students learn the basic aspects of sculptural form in a wide range of technical and operational skills media. Prerequisite: ART 159 or permission involved in creating photographic of instructor. Offered as independent study work electronically. Discussions with permission of instructor. and readings investigate issues Staff pertaining to art and media culture, as well as similarities and ART 262. Art of the Lens. This course will differences between the objective trace the evolution of the lens as it was used nature of traditional photography in optical devices producing images formed and the inherent subjective quality by light. The content of the class will cover of digital imagery. The class will the basic principles of photographic optics build a critical, theoretical, and from the period of the camera obscura artistic framework to help students through the invention of photography in the develop their own unique vision in mid-19th century. Emphasis will be placed the context of digital art making. on the design and application of lenses in Morelock, Wynne optical devices that altered society’s common experience of seeing. (U1) Summer. ART 270. Drawing 2. Development of Hurwitz composition through a wide range of techniques and media. Prerequisite: Art 170 ART 263. Historic Photo Processes. This course or permission of instructor. Spring. takes an exploratory approach to the earliest Fraleigh, Amin, Kuhn photographic processes in use from the mid- to late 19th century within the context of ART 280. Painting 2. Continuation of the modern aesthetics and contemporary image- investigations and problems explored in ART making. Slides, lectures, and critiques, 180. Prerequisite: ART 180. along with the freedom and encouragement Fraleigh, Amin to experiment, will commingle historic and contemporary examples of photography- ART 331. Graphic Design: History and Practice. based art. Combined with an introduction Students refine visual and problem-solving to the basic principles of chemistry and skills in design through research and writing, light, students will learn to apply the new using text- and image-based design programs. possibilities of old processes to original Projects may include identity design, résumé concept-based personal imagery. (U1) writing, and/or the creation of a robust social Hurwitz media presence. The business of design

63 will be discussed with a focus on building weekly reading is an essential component design management skills including Art to this course which gives students a Direction, Project Management, and Account critical, theoretical, and artistic context in Management. Prerequisite: ART 231. which to develop their own work as well as Murphy provide a platform for class discussion on issues pertaining to art and media culture. ART 346. Interactive Design. Introduction to Assignments will include various pre- the principles of website design, creation, production, production, and post-production and implementation. Creation and preparation deadlines where progress can be assessed and of web graphics, design and critiques of critical discussion can take place. Classes will websites, blogging and website development. be structured around group and individual Advanced work in image creation and critiques, screenings of works by prominent manipulation. Comprehensive introduction video makers and digital artists, technical and use of HTML/CSS development. demonstrations as needed, readings about the Prerequisites: ART 131 and ART 268, or history and technology of video and electronic permission of instructor. art, and presentations from students. Colegrove Prerequisite: ART 254. Morelock. ART 348. Animation for the Web. The purpose of this class is to give the student ART 356. Interactive Design 2. Expands on an overview of storytelling with motion to knowledge gained in Interactive Design 1 to create animation for the web. Within this design, develop and publish highly dynamic framework, the student will learn professional and creative websites. Builds on a solid practices of motion graphic design, background of HTML and CSS Development, including the fundamentals of animation and with focus on javascript frame-work jQuery. programming for animation. Skills will be Also includes advanced work in HTML and developed using major design applications, CSS, as well as responsive (design for mobile including Illustrator, Photoshop, Flash, platforms) design challenges and concepts. Fireworks and/or AfterEffects. Prerequisite: ART 346. Spring. Staff Colegrove

ART 354. Digital Video 2. This course is ART 358. UX-UI. User Experience and intended to provide Intermediate students User Interface is a senior level seminar with the opportunity to further develop their course, where students learn to use industry work and clarify their individual “voices” standard tools such as Sketch and Adobe in the context of video, film, and electronic XD to prototype, wireframe and then design media. Frequent workshops will expand upon solutions. Students will also put together a the concepts and techniques covered in Video full suite of UX documentation for a digital 1, covering areas such as special equipment, product, from user personas and wireframes lighting, sound recording/mixing, advanced to interactive prototypes. This course will help editing, special effects, and creating a DVD. students connect and convey how insights Projects will consist of short, video sketches into customer behavior — from problems that highlight particular technical skills and to solutions — can optimize any product or several longer projects that will conceptually service. Prerequisite: ART 346. Senior class explore a variety of genres in electronic media standing, advanced juniors with prerequisite (i.e., documentary, narrative, experimental, by permission of adviser or instructor. animation, interactive, installation). Outside Myers

64 ART 363. Historic Photo Processes 2. ART 363 “manipulation” in Photoshop. All assignments picks up where ART 263 left off. In addition are tailored to emphasize conceptual vision to introducing several new processes, and problem solving as students learn how students in 363 will be expected to develop images can communicate on both a visual their own personal projects that incorporate and intellectual level. Class examples, alternative processes in the context of discussions, and readings will investigate contemporary issues that working artists issues pertaining to art, photography, and face. ART 363 is much more self-directed contemporary culture, providing a critical, than ART 263. As such, students must be theoretical, and artistic framework for ready and willing to be self-motivated and students to develop their work. Along with responsible for researching their own original several short in-class exercises, there will ideas. Students will progress with guidance, only be 5 projects scheduled for the semester as needed, through the creative process. so that students can explore ideas in-depth Prerequisite: ART 263. and gain experience creating small, coherent Hurwitz bodies of work. A Digital SLR camera is required. Prerequisite: ART 268. ART 367. Photography 3. This is primarily an advanced portfolio class for self-motivated ART 369. Digital Photography 3. This is students who are capable of working an advanced course for self-motivated independently. In addition to the portfolio, students who are capable of working students will be introduced to the use independently. Drawing from the skills of medium and large-format cameras as and techniques learned in Digital Photo 1 well as studio techniques in lighting and and 2, students will spend the semester advanced darkroom methods. Students will building either one coherent series of 20 meet as a group and individually with the images or two smaller series consisting instructor to monitor the progress of each of 10 images. Projects must be tailored student’s work and participate in informal to be presented in group exhibitions, discussions regarding theory, practice and online portfolio, end of the year senior history. New work must be presented at exhibition, or in another format. Projects each meeting. Prerequisite: ART 267 or will be coupled with a research project permission of the instructor. and class presentation. Workshops and Hurwitz tutorials in lighting and advanced digital photo methods will be offered periodically ART 368. Digital Photography 2. This course throughout the semester as students is intended to provide intermediate students work on their project. Class examples, with the opportunity to further develop discussions, and readings will investigate their skills and individual “voices” in the issues pertaining to art, photography, and context of digital photography and imaging. contemporary culture, providing a critical, Treated as an experimental studio seminar theoretical, and artistic framework for for the production and study of digital image students to develop their work. Students making, the course will expand upon the will meet as a group and individually with processes and techniques covered in ART the instructor to monitor the progress of 268. Advanced demonstrations and tutorials their project and participate in informal will be offered, and students will develop discussions regarding theory, practice, several small photographic series. The focus and history. Samples of work in progress of this course, however, is on camera handling must be presented at each meeting. and image optimization rather than image Prerequisite: ART 368.

65 Morelock. is direction on creating and writing a body of work organized into a professional portfolio. ART 370. Advanced Drawing. Advanced Students develop expertise, self-direction, problems in developing skills of graphic and accountability. Prior design work is expression. Emphasis on the human figure. assessed and revised to meet professional Prerequisite: ART 270 or permission of portfolio standards. In addition to assembling instructor. Fall. a professional portfolio website, book Fraleigh, Amin and social media presence, students gain practice in job interviewing, resume ART 371. Advanced Studio Seminar. Advanced preparation, and purposeful job searching. discussion and studio/scholarly work focused Prerequisites: ART 231. Fall. on contemporary issues of art-making in Murphy the context of criticism and theory and as practice (studio/creative/scholarly work). ART 375. Professional Practices. Professional Site visits to installations and galleries. The Practices is one of the two capstone seminar culminates in group projects from experiences for studio art majors at written proposal to finished presentation, Moravian College; the other is ART 372, open to the public. Fall. Studio Thesis, which should be taken Fraleigh simultaneously. Professional Practices prepares students for the business aspects ART 372. Studio Thesis. This class is designed of a career in the fine arts, while Studio to let students advance their personal creative Thesis focuses on studio practice and thesis techniques, content, and vocabulary, using development. Classes will be structured a variety of traditional and digital media, around visiting artist/special guest and to develop their own practice. Advisors presentations, technical demonstrations, will come from full-time and adjunct faculty, readings, student presentations, a fieldwork working with the students to create a experience, and class discussions. The significant creative work or collection of work. course objective is to prepare studio art Prerequisites: ART 371 and senior standing, majors for a professional life after college. studio track. Spring. This course will cover professional practices Fraleigh in the fine art world as appropriate to an emerging artist. Topics will include ART 373. Graphic Design Internship. Qualified documenting artwork, artist statements, students work 12 hours per week at a graphic resumes, jobs, financial planning and design studio, web design firm, publishing fundraising, exhibition opportunities, company, in-house design department, or promotional material, networking, and other advertising agency. In addition, regular opportunities and tools that can support seminars focus on portfolio development, working in the field of art. Outside weekly ethical and professional standards, social reading is an essential component to this media, web design, pre-press specifications, portion of the course, which provides and printing. Prerequisite: ART 374. a platform for discussion on issues Murphy pertaining to professional practice and the contemporary art world. ART 374. Portfolio Seminar. An advanced-level Fraleigh course for graphic design students to prepare them for job searches and the professional ART 378. Graphic Design Thesis. This capstone environment. The primary focus of this class course will utilize investigation, writing,

66 research and design to create a cohesive, accredited four-year institution themed body of graphic or interactive design • Official Transcripts from all institutions work and an accompanying paper. Students listed in the Educational History section will be expected to offer a presentation on of the application this comprehensive thesis project, which will be included in the Senior Thesis Exhibition. • Preference is given to students with an Prerequisite: ART 374. Senior status, overall GPA of 3.00 or higher Graphic and Interactive Design track. (Spring) • Official Graduate Record Examination Murphy (GRE) Scores • Documentation of clinical observation ART 380. Advanced Painting. Advanced under the supervision of a certified / problems in painting, structured, licensed athletic trainer composed, and created by the student. • Completion of the following courses Prerequisite: ART 280. (or their equivalents) with grades of Fraleigh, Amin C or better: Anatomy & Physiology 1 ART 190-199, 290-299, 390-399. Special Topics. Anatomy & Physiology 2 ART 286, 381-384. Independent Study. Statistics ART 288, 386-388. Internship. • At least 3 of the following courses (or their equivalents): ART 400-401. Honors. Exercise Physiology Athletic Training Prevention and Management of Sports Injuries Program Director: James Scifers Undergraduate Advisors: James Scifers, Kinesiology Jennifer Ostrowski, David Wilkenfeld Physics Chemistry Beginning in Summer 2016, Moravian College offers a master of science degree Biology in athletic training. The Moravian College athletic training program is a full-time, If these courses were not included in two-year, entry-level, professional practice the baccalaureate degree, candidates program. Upon completion of the program and must provide evidence of additional successful accreditation with the Commission coursework demonstrating completion on Accreditation of Athletic Training of these prerequisites. Education (CAATE), students will be eligible • IELTS/TOEFL - Students who do not to sit for the Board of Certification to become consider English to be their primary a certified athletic trainer (please see below language are required to submit official for specifics regarding program accreditation). scores of a recent IELTS (International English Language Testing System) or Students from any undergraduate major TOEFL (Test of English as a Foreign or undergraduate institution may apply for Language) examination. Minimum scores admission to this program. To be considered for each test can also be found below: for admission, the following are required: IELTS: 6.5 or higher • A baccalaureate degree from a regionally TOEFL Paper: 577 or higher 67 TOEFL Computer: 233 or higher Submission of the self-study and completion TOEFL Internet: 90 or higher of a site visit does not guarantee that the program will become accredited. Students A pre-admission interview is required of that graduate from the program prior to all applicants to the Master of Science in accreditation WILL NOT be eligible to sit for Athletic Training Program. Applicants will the credentialing examination for athletic be notified of their application status and trainers and will not be eligible for licensure qualified candidates will be invited for an in most states. The program anticipates a interview within 30 days of completing spring 2018 accreditation site which, if their application for admission and successful, would allow students to be eligible submitting all required materials. to sit for the Board of Certification to become a certified athletic trainer. Admission is determined based on the following: Biochemistry • Overall Grade Point Average (20%) Co-coordinators: Christopher Jones and Carl Salter • Pre-Requisite Grade Point Average (30%) • Observation Hours (10%) – Must be Biochemistry focuses on questions that are completed with a licensed / certified both biological and chemical in nature: What athletic trainer molecules and chemical reactions are unique • Recommendations (10%) to living organisms? Which are also found • Essay (10%) in non-living systems? How are biochemical processes controlled in living systems? What • Interview (20%) – applicants must be enables certain organisms to survive, even recommended for admission by a majority to thrive, in environments that would kill of MSAT faculty members (51% or more) members of another species? How can we use our burgeoning understanding of the Each cohort in the MSAT program is limited biochemical basis of life to improve our own to 24 students lives and the world around us? What are the ethical implications of this vast knowledge Classes for the second cohort begin on of biochemistry and our technical abilities to May 30, 2017. manipulate the molecular basis of life?

Students who wish to enter the Moravian Biochemists are active in all sectors College master of science in athletic of scientific life, from academic, training in Summer 2018 or beyond should corporate, and government research complete the health sciences major, pre- labs to science journalism and law athletic training track. offices to hospitals and government agencies at all levels. They are Accreditation working to understand and combat Moravian College is currently seeking human diseases, carry out forensic accreditation for their new athletic training investigations for law-enforcement program and is not accredited by the agencies, develop new and better Commission on Accreditation of Athletic pharmaceuticals, ensure food Training Education (CAATE). The institution availability and quality, understand will be submitting a self-study to begin the impact of environmental changes the accreditation process on July 1, 2017. and toxins on living organisms, 68 struggle with patent issues in the Biological Sciences courts, and advise politicians and the Chair: Professor Jones public on the science behind many of Professors: Bevington, Fox, Husic, Irish; today’s major issues. Assistant Professors: Mosovsky, Thévenin; Visiting Assistant Professors: Proud; Biochemistry is a challenging field, and Faculty Associates: Cheever (nursing), Moravian’s major is designed to help students Johnson (psychology) develop their skills to meet its challenges. Because of its interdisciplinary nature, majors The mission of the Department of will take courses in a range of relevant areas, Biological Sciences is to instill in students all intended not only to acquaint them with an understanding and appreciation fundamental concepts and cutting-edge of the common thread that connects knowledge but also to help them become modern biological study at all levels, from adept at using that knowledge to formulate molecules to ecosystems. We strive to practical approaches to real problems. actively engage students in the process of scientific investigation, develop their The Major in Biochemistry spirit of inquiry, strengthen their ability to The major in biochemistry includes explore in both field and laboratory, hone 14 total course units. their analytical and quantitative skills, and foster their capacity to communicate Required courses include BIOL 112 or 119; effectively with professional peers and BIOL 210; CHEM 113, 114, 211, 212, the public. By helping students become 220.2 and 331; PHYS 111 and 112; BIOL/ independent thinkers and intellectually CHEM 327, 328, and 375.2 (or BIOL 370 vibrant individuals, we hope to enable with approval of the Biochemistry program them to achieve a lifetime of personal and co-coordinators); and BIOL 365 (or another professional success and service to society. course with the approval of the advisor) plus 1 elective from among the following: BIOL Biology today encompasses a very 235, 263, 265, 350, 351, or 363; CHEM broad range of knowledge, from 222, 311, 313, 314, 315, 332, or 341. A atoms and molecules to large-scale biology or chemistry research experience (as ecological interactions. As a result, defined by the Council on Undergraduate the department supports a variety of Research) such as Independent study (BIOL life science programs at Moravian: or CHEM 286, or 381–384) or Honors biochemistry, environmental studies (BIOL or CHEM 400–401) can also be and sciences, neuroscience, nursing, counted with prior approval of the major and rehabilitation sciences. The advisor and chairs of the Biological Sciences program in biology at Moravian College and Chemistry Departments. (Note that emphasizes the importance of gaining BIOL/CHEM 375.2 and CHEM 220.2 are appreciation for, and some mastery of, both half-unit courses.) Biology Seminar all aspects of modern biology as well (BIOL 370) may be substituted for BIOL/ as the interdisciplinary connections CHEM 375.2 with the approval of the major across the sciences. This broad base advisor and chairs of the Biological Sciences of knowledge gives our majors the and Chemistry Departments. ability to succeed in all arenas calling for biological expertise: teaching at all levels; academic, government, private, and industrial research; science 69 journalism and law; professional fields MATH 106 and 166 or MATH 170 or such as medicine, veterinary medicine, MATH 107 dentistry, and optometry; allied health CHEM 113 and 114 and CHEM 211 and 212 areas such as physical and occupational therapy; and graduate study. Students considering graduate work in biology or medical sciences should take PHYS 109 Biology majors use contemporary and 110 or PHYS 111 and 112. methodological approaches in laboratories, learn about the intricacies of the subject in BIOL 100, 102, 103, 104, 105, 107, 205, class, and discuss recent research findings 206, and 209 do not count as courses in the in seminars and other upper-level courses. major or minor. All students are encouraged to participate in an independent study or Honors project, The Minor in Biology in which they work closely with a member of the biology faculty on an original research The minor in biology consists of five (5) total topic. In addition, students may participate in course units: internship opportunities to see how they might BIOL 112 or 119 put their education to use after graduation. and four (4) additional BIOL courses; three of which must be at the 200-level or higher. The Major in Biology The major in biology consists of nine (9) BIOL 100, 102, 103, 104, 105, 107, 205, total course units. 206, and 209 do not count toward the minor.

Five (5) Core Course Units: The Interdepartmental Major BIOL112 The six courses that compose Set I of the interdepartmental major in biology BIOL119 include BIOL 112 or 119. The remaining BIOL 210 courses in biology and the six courses of BIOL 265 or 328 Set II are selected by the student with the approval of the advisor. BIOL 370 Departmental Recommendations Four (4) Biology Elective Units: Students considering graduate work The remaining four (4) biology electives in biology or the medical sciences are selected by the student in consultation should consider courses in economics, with the major advisor; at least three (3) statistics, and computer science. of these courses must be at the BIOL 200-level or higher. Students may also Students seeking certification to teach biology earn elective credits by taking Special in must complete the Topics, Independent Study, Internship, requirements for a departmental major with and Honors in Biology. At least three of the a GPA of at least 3.00. Students also must student’s biology elective courses must have complete the requirements for certification an associated laboratory and/or scientific described under education and science research component. Only one external education. Students interested in combining internship can count as a biology elective. biology and general science certification should consult the requirements for general Math and Chemistry Units (biology science certification under science education. majors must take): 70 Courses in Biology courses, and may do so only once.] BIOL 100. Principles of Biology. Introductory Fox, Christensen biology course for non-majors that covers major principles in biology as they relate BIOL 105. Introduction to Marine Biology. This to higher organisms. When possible, the introductory course will cover a wide range of human organism is selected to illustrate marine biology topics, covering habitats from a principle. Three 50-minute periods, one the beach to the deep sea and organisms from 3-hour laboratory. (F4) snails to whales. Class topics will include Biology faculty biodiversity, adaptation to habitats, global change, fisheries, and invasive species, BIOL 102. Biology of the Birds. Introduction among other issues. Lab sessions will provide to avian natural history and evolution. opportunities to examine the biology and Topics include anatomy, migration, behavior, ecology of marine plants and animals and and distribution, as well as identification to design and conduct experiments, with of common birds by sight and sound. particular focus on the scientific method. Laboratories include field trips to identify There will be one mandatory weekend field local bird species and study their behavior trip to the coast to observe animals in their and ecology. Cannot be used as a biology natural habitat. This course will not count as elective in the major. May Term. Mandatory an elective for the Biology or Environmental camping trip second weekend of class. (F4) Science majors. (F4) Henshue Lord

BIOL 103. Human Anatomy and Physiology BIOL 112. General Zoology. An introduction I. Introduction to concepts and principles to basic concepts in biology through study important to the understanding of the of the major lineages of invertebrate and human body, with clinical applications. vertebrate animals. Topics covered will Structure and function of tissue, include basic structure and function, integumentary, skeletal, muscular, development, systematics, and evolution. articulation, nervous and sensory The laboratory will focus on observation of systems. Fall. Three 50-minute periods, structure-function relationships in living one 3- hour laboratory. and preserved representatives of the major Fox, Christensen animal phyla. This course is designed for science majors. Three 50-minute periods, BIOL 104. Human Anatomy and Physiology II. one 3-hour laboratory. (F4) Second course in the anatomy and physiology Irish sequence. Emphasis on understanding structure and function of the human BIOL 119. Introductory Botany. Introduction systems with clinical applications. Topics to plant science, with attention to historical include endocrine, digestive, respiratory, and cultural importance of plants, cardiovascular, lymphatic, immune, structure and function of higher plants, excretory, and reproductive systems; early survey of major plant divisions. Laboratory development; genetics. Spring. Three emphasizes relationship between structure 50-minute periods, one 3-hour laboratory. and physiological function in major plant [NOTE: It is necessary for a student to earn divisions. Three 50-minute periods, one a grade of at least C– in BIOL 103 in order to 3-hour laboratory. (F4) be allowed to enroll in BIOL 104; a student Bevington may withdraw from only one of the two 71 BIOL 175. Ecology of Tropical Forests. BIOL 209. Humankind and the Global Introduction to the ecology of neotropical Ecosystem. Increases in human population forests with emphasis on the Amazon and advances in technology allow humans Basin. Examines the structure of tropical to modify or destroy ecosystems at a rate forests, their evolutionary history, and unimaginable a century ago. We will examine factors that contribute to biological current trends associated with environmental diversity. Geological history of the Amazon change in order to understand what they Basin, seasonality, forest and river types, mean for us and other species with which we forest structure, speciation and biodiversity, share the biosphere. Environmental issues epiphyte communities, gap dynamics, and are viewed through the lenses of economics, ecological succession. Special attention is politics, and culture. Topics include given to the adaptive strategies of plants ecology, population growth, environmental and animals and to examples of mutualistic ethics, ecological economics, sustainable interactions. Includes a required excursion development, and the loss of biological to the upper Amazon in Peru or Bolivia. diversity and the forces that cause it. (U1) During the excursion students conduct field Bevington research projects, and meet indigenous peoples. May Term. (F4) BIOL 210. Genetics. Introductory course Bevington with emphasis on eukaryotic organisms. Classical and contemporary aspects of BIOL 205. Pathophysiology. Mechanisms genetics, including Mendelian inheritance, of disease in humans. Emphasis is DNA and chromosome structure, gene on dysfunction at cellular, tissue, and regulation, dominance/recessivity, and organ levels. Chemical, physical, and molecular genetic techniques. Prerequisite: genetic stress factors are examined to Sophomore standing. Fall. Three 70-minute understand how they affect human systems. periods, one 3-hour laboratory. Prerequisite: BIOL 103 and BIOL 104. Fall. Jones, Thévenin Three 50-minute periods. Cheever, Staff BIOL 225. Invertebrate Zoology. Introduction to adaptive morphology, physiology, BIOL 206. Microbiology for Health Sciences. systematics, and development of selected This course is designed to provide students invertebrates. Laboratory work includes majoring in the health sciences with an anatomical, experimental, and field studies. introduction to general microbiology with Recommended for students interested in an emphasis on the clinical roles that marine biology, secondary school education, microorganisms play with regard to medical graduate school, and laboratory work. microbiology. The lab will entail teaching Prerequisite: BIOL 112. Three 50-minute basic skills of microbiology, such as aseptic periods, one 3-hour laboratory. techniques, inoculations of microbiological Staff media, staining of microorganisms, and identification of microorganisms. BIOL 230. Field Botany. Introduction to plant Prerequisites: BIOL 103 and BIOL 104 systematics and ecology. In systematics, and CHEM 108. Spring. Three 50-minute focus is on our concept of species: periods, two 2-hour laboratories. patterns and sources of variation in plant Mosovsky populations, compatibility and breeding systems, hybridization and introgression, and polyploidy; in ecology, the nature of local

72 plant communities and forces that shape functional aspect of brain organization; them. Fieldwork includes sampling of plant introduction to theories and research communities, collecting and identifying regarding a variety of neurological specimens, visiting botanical institutions. conditions and disorders through journal Prerequisite: BIOL 119. Fall. Two 50-minute club discussions. Laboratory includes periods, two 3-hour laboratories. gross anatomy and microscopic study of Bevington the central nervous system, computer assisted neurophysiology experimentation, BIOL 235. Microbiology. Nature and activities computerized and radiographic study of the of microorganisms as seen through brain and a semester-long behavior project. their morphology, physiology, genetics, Prerequisite: BIOL112. Fall. Three 50-minute biochemistry, and ecology. Special attention periods, one 3-hour laboratory. on the microbe as an infectious agent through Fox investigation of host-microbe interaction, action of antibiotics, and immunological BIOL 265. Cell Physiology. Introduction to responses of host organisms to infection. biochemical and physiological activities of Prerequisites: BIOL 112 or 119 and CHEM cells. Topics include metabolic pathways, 113 and 114. Fall. Three 50-minute periods, bioenergetics, enzyme kinetics, membrane two 2-hour laboratories. structure and function, molecular biology Mosovsky of the gene, cell motility, and cellular differentiation. Prerequisites: BIOL 112 or BIOL 245. Histology. The study of 119; CHEM 113 and 114. Spring. Three microscopic anatomy dealing with the 50-minute periods, one 3-hour laboratory. structures of cells, tissues and organs in Bevington relation to their functions. Students will be introduced to various histological techniques BIOL 310. Vertebrate Anatomy. An in-depth for preparing mammalian tissues for exploration of the structure and function microscopic study in the laboratory. This is of vertebrate animals in an evolutionary a lab-intensive experience accompanied by context. Laboratory exercises examine the discussion meetings. Prerequisites: BIOL structural diversity of vertebrate organ 112 and CHEM 113 and 114, or permission systems through dissection of representative of instructor. May Term. (F4) vertebrate classes. This course is designed Fox to provide a strong foundation in vertebrate anatomy for students going on to graduate BIOL 250. Animal Behavior. (Also Psychology school or a professional school in the human 250) Neurological, ecological, and health or veterinary sciences. Prerequisites: genetic basis of behavior, with emphasis BIOL 112. Fall. on evolutionary mechanisms that govern Irish acquisition of behavioral patterns. Prerequisite: BIOL 100 or 112 or PSYC 105 BIOL 327. Biochemistry I. (also CHEM 327) or 120. Fall, alternate years. Two 70-minute Focus on the structural features of the periods, one 3-hour laboratory. four major classes of biomolecules and Staff the basic functions of these molecules in cells. Coverage of the fundamentals BIOL 263. Neuroscience. Study of of information flow in biological systems, neuroanatomy, neurophysiology and enzyme kinetics and catalytic mechanisms neuropathology; special emphasis on will set the stage for Biology/Chemistry 328

73 (Biochemistry II). Students will also be the normal lab time to allow students introduced to many of the techniques used in to observe animals in their natural biochemistry laboratories and begin to learn environment. Prerequisite: BIOL 111. how to investigate biochemical problems. Three 70-minute lectures and one Prerequisites: BIOL 112 or 119 and CHEM 3-hour laboratory. 212 or permission of instructor. Fall. Three Lord 50-minute lectures, one 50-minute problem session, and one 3-hour laboratory. BIOL 350. Human Physiology. Functions of Sh. Dunham vertebrate organ systems, with emphasis on the human body. Topics include the BIOL 328. Biochemistry II. (also CHEM 328). cardiovascular, respiratory, nervous, muscular, Builds upon the biochemical foundations endocrine, and excretory systems. Laboratory covered in BIOL/CHEM 327. Areas include work emphasizes experimental techniques to metabolic pathways, strategies and analyze functional activities of animals and regulation, membrane transport, enzyme humans. Prerequisites: BIOL 112 and CHEM catalysis and regulation, bioenergetics, 113 and 114. Spring. Three 50-minute signal transduction pathways, and the periods, one 3-hour laboratory. biochemistry of disease. Students will Fox be exposed to additional laboratory techniques, experimental design, BIOL 351. Plant Physiology. Important bioinformatics, and grant proposal writing. physiological functions of higher plants and Analysis of primary literature is an integral relationships between these functions and component of the course. Prerequisite: the structural organization of plants. Topics BIOL/CHEM 327 or permission of include water relations and water balance, instructor. Spring. Three 70-minute mineral nutrition, transport phenomena, lectures and one 3-hour laboratory. assimilate allocation and partitioning, Thévenin plant metabolism, stress physiology, defense strategies against herbivores and BIOL 330. Marine Ecology. This upper- pathogens, plant growth and development level course will explore many of the (germination, flowering, dormancy, underlying principles governing the plant hormones and growth regulators). way that the ocean works, from waves Laboratory includes a core of experiments and tides to ecological processes. Why designed to illustrate important concepts can some marine organisms only be in plant physiology and a research project found in the harshest environments? of the student’s choice, investigative and How do predators contribute to open-ended in character. Prerequisites: biodiversity? Students will learn about BIOL 119 and CHEM 113. Three how similar ecological processes 50-minute periods, one 3- hour laboratory. operate in marine habitats including Bevington rocky shores, coral reefs, mud flats, and the deep sea. Lab sessions will BIOL 360. Ecology. Interactions between allow students to design and conduct organisms and their environment that independent experiments which will determine their distribution and abundance enhance understanding of the way in nature. Attention to evolutionary adaptation that organisms interact with their of species, population dynamics, community environment. Two field trips to the structure and function, and ecosystem New Jersey coast will extend beyond analysis. Laboratory emphasizes qualitative

74 and quantitative field investigations. BIOL 375.2. Senior Seminar in Biochemistry. Prerequisites: BIOL 112 or 119 or permission (also CHEM 375.2) Advanced topics in of instructor. Fall. Three 50-minute periods, biochemistry, designed to provide senior- one 3- hour laboratory. level students with an opportunity to explore Staff projects that illustrate how concepts from biology and chemistry relate to the study BIOL 363. Genomics. This course explores of biochemistry. Emphasis on development the techniques used to sequence and of ability for independent analysis of assemble whole genomes and to analyze biochemical problems. Includes lectures the results at the gene and genome levels; by visiting speakers on current research. it is extensively computer-based. By the Students also will complete literature end of the semester, each student will have research, submit written reports, and make improved the sequence quality of 40,000 oral presentations on a biochemical topic basepairs of DNA to a publishable level chosen in consultation with faculty advisor. and extensively annotated it, indicating the Prerequisite: BIOL/CHEM 328 or permission locations of genes, repeat sequences, and of instructor. Spring. One 100-minute other sequence motifs. Prerequisites: BIOL period. Writing-intensive. 210 and permission of instructor. Spring, Staff alternate years. Two 3-hour periods. Jones BIOL 190–199, 290–299, 390–399. Special Topics. BIOL 365. Advanced Genetics. Advanced genetics course emphasizing current BIOL 286, 381–384. Independent Study. knowledge and research in diverse aspects BIOL 288, 386–388. Internship. of genetics, primarily in eukaryotes. Topics BIOL 400-401. Honors. include genome structure, transcriptional control, genetic regulatory pathways, and Chemistry recombinant DNA technology. Spring, alternate years. Three 50-minute periods, Chair: Stephen Dunham, one 3-hour laboratory. Jones Associate Professors: Shari Dunham, Salter; Assistant Professors: Bertucci, Holliday; Adjunct BIOL 370–374. Biology Seminar. Writing- Professors: Burrows, Fairchild, Floyd intensive seminar in an area of biological science, with a focus on information literacy The chemistry major at Moravian and the oral and written communication of College provides you with a fundamental biology. Students will research and present understanding of chemical concepts and their written and oral reports on the general application to current problems. Beginning in topic. Emphasis on the development of the general chemistry course and throughout skills in using primary biological literature the curriculum, you’ll explore chemical and scientific databases, analysis and principles by carrying out experiments interpretation of data, and communication using modern chemical instruments. You’ll of ideas. Prerequisite: Junior or senior status receive hands-on experience with analytical or permission of instructor. Three 50-minute techniques such as optical and infrared or two 70-minute periods. spectroscopy, gas chromatography, and Biology faculty NMR. You may choose to work with faculty members on research projects in theoretical chemistry, analytical chemistry, physical 75 chemistry, organic chemistry, or biochemistry. degree certified by the American Chemical The American Chemical Society approved the Society are required to take a total of 13 department’s chemistry program, and we offer chemistry courses. These must include those coursework and research experience leading required for the basic major, plus CHEM to an ACS-certified B.S. in chemistry. 311, CHEM 327, CHEM 341, and one additional 300-level CHEM course. Students The Moravian College chemistry major are encouraged to use independent study provides a foundation for graduate study in (CHEM 381) or Honors (CHEM 400) to fulfill chemistry, biochemistry or medicine, and for the final course requirement. careers in the chemical and pharmaceutical industries. In conjunction with the teacher Students seeking certification to teach certification program in our education chemistry in secondary schools complete the department, chemistry majors can qualify requirements for a departmental major and for secondary school teaching certificates in the requirements for certification described chemistry and general science. under education and science education. Students interested in combining chemistry The Major in Chemistry and general science certification should The major in chemistry consists of nine consult the requirements for general science courses: CHEM 113, 114, 211, 212, 220.2, certification under science education. 222, 331, 332 and 370.2. The remaining course is selected by the student with the Courses In Chemistry approval of the major advisor. Chemistry CHEM 100. Chemistry and Society. This majors also must take MATH 170 (or its course for non-science majors explores equivalent sequence MATH 106 and 166), fundamentals of chemistry, scientific MATH 171, and PHYS 111 and 112. method of inquiry, and past, present, and future impact of chemistry on society. The Minor in Chemistry Illustrations of general principles come The minor in chemistry consists of five from areas such as the environment, course units: CHEM 113, 114, 211, 222, public health, and technological and either 212 or 331. advances. Fall. Three 50-minute periods, one 3-hour laboratory. (F4) The Interdepartmental Major Staff The six courses that compose Set I of the CHEM 108. Fundamentals of Chemistry. interdepartmental major in chemistry include Introduction to inorganic, organic, and CHEM 113, 114, 211, and 222. The biochemistry. Topics include atomic structure, remaining courses in chemistry and the six bonding, molecular structure, aqueous courses of Set II are selected by the student solutions, behavior of gases, acids, bases, with the approval of the advisor. buffers, respiration, energy, and radioisotopes. Emphasis on chemistry of life processes. Departmental Recommendations Fall. Three 50-minute periods, one 3-hour Students planning graduate work in chemistry laboratory. Prerequisite for nursing majors: are advised to take additional advanced BIOL 103. (F4) courses in chemistry, mathematics, computer Floyd science, physics, or biology. CHEM 113-114. General Chemistry. Atomic Students wishing to obtain a bachelor’s theory and structure, behavior of matter, 76 principles and laws, and the scientific of CHEM 114 with a grade of “C-” or better. method of working and reasoning. Laboratory Three 50-minute periods, one 50-minute consists of related physical-chemical problem session, one 3-hour laboratory. experiments in first term; second-term Bertucci lectures emphasize structure, chemical equilibrium, acid/base theory, and qualitative CHEM 220.2. Methods in Chemical Research. analysis, with laboratory work devoted to the Introduction to computer use in chemical same topics. Two 50-minute periods, two experimentation and research, including 50-minute problem sessions, one 3-hour spreadsheets and statistical programs to laboratory. Prerequisite for CHEM 114 is solve problems in chemical equilibrium and the completion of CHEM 113 with a grade chemometrics. Real-time data acquisition of “C-” or better, or placement by the hardware and software will be used to gather Department of Chemistry. (F4) data for analysis in spreadsheets. Course Sh. Dunham and St. Dunham also covers on-line searches of chemical literature using Chemical Abstracts and the CHEM 205. Environmental Chemistry. An Science Citation Index. Writing-intensive. overview of the primary chemical processes Prerequisites: CHEM 114 and MATH 170. that affect our environment. Topics Fall. One weekly 3-hour lab period. include natural cycles of the atmosphere, Salter hydrosphere, and biosphere, as well as some major perturbations introduced by CHEM 222. Quantitative Analysis. Theory and industrialized societies. Lab provides application of classical quantitative analysis hands-on experience with current important techniques, including gravimetric, titrimetric, analytical methods for studying the chemistry potentiometric, visible spectrophotometric, of the natural environment, analysis and and liquid-liquid extraction methods as interpretation of experimental data, and applied to organic and inorganic material. applications such as treatment of wastewater Introduction to statistical treatment of and abatement of atmospheric pollutants. experimental data and development of Prerequisite: CHEM 114. Three 50- minute comprehensive understanding of solution periods, one 3-hour laboratory. equilibria. Substantial laboratory component Holliday provides hands-on experience with each method, applied to the assay of real samples. CHEM 211-212. Organic Chemistry. Exploration Prerequisites: CHEM 114 and CHEM 220.2 of elementary concepts of organic chemistry or permission of instructor. Spring. Two and their application to study of structure, 70-minute periods, one 50-minute problem reactivity and synthesis of organic session, one 3-hour laboratory. compounds. Emphasis on correlation of the Holliday structures of molecules with their functions and explanation of these correlations on CHEM 311. Instrumental Analysis. Introduction fundamental scientific principles. Laboratory to principles and major applications of uses open-ended exploratory approach for modern instrumental techniques, including learning fundamental laboratory techniques, electrochemical, spectrometric and as well as providing experience with classical chromatographic methods, as applied to synthesis and qualitative organic analysis materials assay, quantitative spectrometric including hands-on experience with MS, FTIR, analysis of organic compounds, and and FTNMR spectroscopic techniques and investigation of properties of materials and chemical analysis. Prerequisite: Completion reactions. Laboratory component stresses

77 operation of key instruments to obtain data on synthetic utility of various organic typical of each. Prerequisites: CHEM 222 and reactions and logic of synthetic design. CHEM 331. Fall. Two 70-minute periods, two Prerequisite: CHEM 212 or permission of 3-hour laboratories. instructor. Fall. Three 50-minute periods, Holliday one 50-minute problem session. Bertucci CHEM 313. Physical Organic Chemistry. Physical methods for studying organic CHEM 327. Biochemistry I. (also BIOL 327) structures and reactions. Topics include Focus on the structural features of the Hückel molecular orbital theory; applications four major classes of biomolecules and of the concept of conservation of orbital the basic functions of these molecules symmetry to cycloaddition, electrocyclic in cells. Coverage of the fundamentals reactions, and sigmatropic rearrangements; of information flow in biological systems, kinetic isotope effects; linear free- enzyme kinetics and catalytic mechanisms energy relationships; trapping of reaction will set the stage for BIOL/CHEM 328 intermediates. Readings taken directly from (Biochemistry II). Students will also be chemical literature. Prerequisites: CHEM introduced to many of the techniques used in 212 and CHEM 332. Fall. Three 50-minute biochemistry laboratories and begin to learn periods, one 50-minute problem session. how to investigate biochemical problems. Staff Prerequisites: BIOL 112 or 119 and CHEM 212 or permission of instructor. Fall. Two CHEM 314. Bioorganic & Medicinal 70-minute lectures, one 70-minute problem Chemistry. The role of organic chemistry in session, and one 3-hour laboratory. understanding and manipulating biological Sh. Dunham systems. Organic reaction mechanisms related to processes such as enzyme CHEM 328. Biochemistry II. (also BIOL 328). catalysis and biosynthesis and the rational Builds upon the biochemical foundations development of pharmaceuticals to alter covered in BIOL/CHEM 327. Areas include these processes will be discussed. Topics metabolic pathways, strategies and include synthetic peptide, DNA, and sugar regulation, membrane transport, enzyme design, mechanisms of enzyme catalysis, catalysis and regulation, bioenergetics, drug development, structure-activity signal transduction pathways, and the relationships, pharmacokinetics, drug biochemistry of disease. Students will metabolism, and bioorthogonal chemistry be exposed to additional laboratory in the context of treatments for conditions techniques, experimental design, such as bacterial infections, allergies, bioinformatics, and grant proposal writing. inflammation, and cancer. Prerequisite: Analysis of primary literature is an integral CHEM 212 or permission of instructor. Fall. component of the course. Prerequisite: Two 70-minute periods. BIOL/CHEM 327 or permission of Bertucci instructor. Spring. Three 50-minute lectures and one 3-hour laboratory. CHEM 315. Synthetic Organic Chemistry. Thevenin Introduction to retrosynthetic approach for designing syntheses of organic molecules CHEM 331-332. Physical Chemistry. States and systematic investigation of synthetic of matter, chemical thermodynamics, use of organic reactions encountered theory of solutions, chemical equilibria, in Chemistry 211-212. Course focus is electrochemistry, chemical kinetics,

78 elementary quantum theory. Problems CHEM 375.2. Senior Seminar in Biochemistry. and laboratory reinforce theoretical (also BIOL 375.2) Advanced topics in discussion. Prerequisites: CHEM 220.2 biochemistry. Designed to provide senior- or 222, MATH 171, and PHYS 112. level students with the opportunity to deal Three 50-minute periods, one 50-minute with projects that bring together concepts problem session, one 3-hour laboratory. from different areas of chemistry and Salter biochemistry. Emphasis on development of ability for independent analysis of CHEM 333. Advanced Physical Chemistry. biochemical problems. Includes lectures Application of quantum mechanics to by visiting speakers on current chemical atomic and molecular structure, group and biochemical research, as well as theory, and atomic, molecular, and laser literature research, written reports, and oral spectroscopy. Prerequisite: CHEM 332. presentations on a biochemical topic chosen Spring. Three 50-minute periods and one by student in consultation with a faculty 50-minute problem session. advisor. In addition, students will critique Salter presentations by visiting scientists and other students. Prerequisite: BIOL/CHEM 328 CHEM 341. Inorganic Chemistry. Periodic- or permission of instructor. Spring. One table relationships, bonding theories, 100-minute period. coordination compounds, acid/base theories, Staff organometallic compounds. Laboratory stresses synthesis and characterization of CHEM 190-199, 290-299, 390-399. Special inorganic compounds. Prerequisite: CHEM Topics. 331 or permission of instructor. Spring. Two 70-minute periods, one 70-minute problem CHEM 286, 381-384. Independent Study. session, and one 3-hour laboratory. CHEM 288, 386-388. Internship. St. Dunham CHEM 400-401. Honors.

CHEM 370.2. Senior Seminar in Chemistry. Chinese Advanced topics in chemistry. Designed to provide senior-level students with the See Modern Languages and Literatures opportunity to deal with projects that bring together concepts from different areas of Computer Science chemistry and biochemistry. Emphasis on See Mathematics and Computer Science development of ability for independent analysis of chemical problems. Includes Earth Science lectures by visiting speakers on current chemical and biochemical research, as well See Physics and Earth Science as literature research, written reports, and oral presentations on a chemical topic chosen Economics And Business by student in consultation with a faculty Department Chair: Associate Professor advisor. In addition, students will critique Vinciguerra presentations by visiting scientists and other Chair of Graduate Programming and students. Prerequisite: Senior status or Accreditation: Associate Chair Kleintop permission of department chair. Spring. One Executive Director, Graduate Business Programs: 100-minute period. Associate Professor Desiderio Staff Professors: Kaskowitz, Leeds, Marabella, 79 J. Ravelle, West; Associate Professors: environmental areas of business, Aziz, Egan, L. Ravelle, Rossi, Terrizzi; including business administration, and Professor of Practice: O’Connor; Visiting serves as a foundation for graduate work Assistant Professors: Elhussini, Koscinski; in business and management. Adjunct Faculty: Bartkus, Berkow, Best, • The accounting major helps to Gerhart, Goch, Huff, Kar, Klatchak, Kline, prepare students for careers in Kowitz, Krohn, Kubel, Law, McDevitt, public accounting, private industry, Orlando, Ramson, Schmidt, Sclafani, and nonprofit organizations. It Stewart, Szmania, Taschler. is also a good foundation for graduate study in accounting, The Department of Economics and management, finance, and law, as Business offers majors in economics well as preparation examinations (theory and policy, finance), management for professional certifications such (marketing, organizational leadership), as Certified Public Accountant, accounting, international management, Certified Management Accountant, and environmental policy and economics. Certified Financial Management, and Students interested in business Certified Internal Auditor. administration pursue the management major, choosing either the marketing • The international management major, track, organizational leadership track, offered in conjunction with the Foreign or sports track. In addition to preparing Languages Department, prepares students for graduate work, these students for careers in international majors provide a background valuable business and administration. in a wide range of occupations in • The environmental policy and economics business, government, and nonprofit major, offered through the Environmental organizations. Typical positions are in Sciences and Studies Program, banking, certified public accounting, provides students an opportunity to finance and investment, marketing, develop interdisciplinary approaches to production, business administration environmental and social policy. The major and human-resource management, as prepares students for graduate study and well as positions in federal, state, and for careers in business, private policy local government, hospitals, social- organizations, and government. service agencies, schools, and colleges. The accounting, economics, and The Economics and Business Department management majors are accredited by offers graduate degrees to develop in students the Accreditation Council for Business a strategic balance of leadership and Schools & Programs (ACBSP). managerial skills for dynamic environments • The economics major, with tracks in theory in business, healthcare, and human resource and policy or finance, provides a good management. The programs are the Moravian background for careers in business and Master of Business Administration (MBA), government, work in business, economics, Master of Science in Human Resource law, public administration, planning, and Management (MSHRM), Master of Science in other professional disciplines. Predictive Analytics (MSPA), and Master of Health Administration (MHA). The Moravian • The management major, with tracks in MBA and MSHRM degrees are accredited marketing, organizational leadership, by the Accreditation Council for Business and sports provides a comprehensive Schools & Programs (ACBSP). background in the functional and 80 Effective for students entering Moravian College are required in the management major. on or after Fall 2018. The management major is accredited by the Accreditation Council for Business The Economics and Business Department Schools & Programs (ACBSP). has established course minimum grades on courses that serve as prerequisites across Courses in management are listed below. our majors. Before declaring a major in Accounting, Economics, or Management, The Minor in Management students must complete each of the following The minor in management consists of courses with a C- or better: ECON 152, ECON Economics 152, Management 223, and three 156 or MATH 107, and MATH 108 or MATH full-unit management courses. Students 166 or MATH 170. Students may repeat a cannot double-count courses in their major course to improve the grade in accordance and minor, and should consult their advisor with the college policy on repeating a course. about course selection.

The Major in Management The Major in Economics The management curriculum provides a The economics curriculum provides a comprehensive background for professional basic foundation in economic analysis positions in finance, marketing, human and an understanding of economic resources, and operations management. institutions. Students choose one of two tracks: economic theory and policy or Students choose one of three tracks: finance. Both tracks require Economics marketing, organizational leadership, 152, 156, 225, and 226. In addition, or sports management. All three tracks the track in economic theory and policy require Accounting 157, Economics requires Economics 256 and five 152, 156, and 225; and Management economics electives, including at least 223. In addition, the track in marketing three at the 300-level and one writing- requires Management 251, 256, 311, intensive course. The track in finance 365, one of the following controlled requires Accounting 157, Economics 231, electives: Management 227, 228, 250, 220, 341; Management 223 or 226; and or 333; and one free management two of the following controlled electives: elective. The track in organizational Economics 256, 335; Accounting 315; leadership also requires Management and Management 327. College-level 253, 342, 365; three of the following algebra and calculus (Mathematics 106- controlled electives: Management 226, 166, 108, or 170) are required in the 227, 231, 251, 310, 324, or 333; (or economics major. The economics major is another course approved by the advisor). accredited by the Accreditation Council for The track in sports management requires Business Schools & Programs (ACBSP). Economics 312; Management 255, 286 or 386, and 365; Philosophy 228 Courses in economics are listed below. or a course on sociology and sports (both are writing intensive); and a The Minor in Economics controlled elective, chosen from among the following: Management 231, 251, The minor in economics consists of five 253, 256, 311, 342, or Psychology course units: Economics 152 plus four 260. College-level algebra and calculus additional economics courses, three of which (Mathematics 106-166, 108, or 170) must be at the 200-level or above. Students 81 cannot double-count courses in their major sports (both are writing intensive); and a and minor, and should consult their advisor controlled elective, chosen from among the about course selection. following: Management 231, 251, 253, 256, 311, 342, or Psychology 260. College-level The Major in Environmental algebra and calculus (Mathematics 106-166, Policy and Economics 108, or 170) are required in the management The environmental policy and economics major. The management major is accredited curriculum provides students with the by the Accreditation Council for Business necessary interdisciplinary approaches Schools & Programs (ACBSP). required to create and develop more efficient ways to protect and enhance Courses in management are listed below. the world’s ecological and economic amenities. Sound foundational knowledge The Minor in Management and problem-solving skills are developed The minor in management consists of so that graduates understand the Economics 152, Management 223, and three complexity of environmental processes full-unit management courses. Students and the tradeoffs presented by alternative cannot double-count courses in their major policies. The environmental policy and and minor, and should consult their advisor economics major consists of twelve course about course selection. units. For details on course requirements and options, please refer to the section on The Major in Accounting Environmental Studies and Sciences. The accounting curriculum is designed to provide a broad foundation in The Major in Management accounting to prepare students for The management curriculum provides a careers in public accounting, private comprehensive background for professional industry, and the nonprofit sector. positions in finance, marketing, human resources, and operations management. Most states now require 150 credit hours of education to be completed before a candidate Students choose one of three tracks: may be licensed as a CPA. Students can marketing, organizational leadership, or meet this requirement at Moravian College sports management. All three tracks require through early planning and careful course Accounting 157, Economics 152, 156, and selection. One option is through admission 225; and Management 223. In addition, to the five-year B.A./MBA. program. Students the track in marketing requires Management who elect this option will receive a B.A. at the 251, 256, 311, 365, one of the following conclusion of three and one-half years (seven controlled electives: Management 227, 228, full-time terms) of study and an MBA on 250, or 333; and one free management completion of the program in the fifth year. elective. The track in organizational leadership also requires Management 253, The major in accounting consists of eleven 342, 365; three of the following controlled course units, including Economics 152, 156, electives: Management 226, 227, 231, and 225; Management 223; Accounting 251, 310, 324, or 333; (or another course 157, 213, 218, 219, and 340; and two of approved by the advisor). The track in sports the following controlled electives: Accounting management requires Economics 312; 258, 315, 322, and 324. College-level Management 255, 286 or 386, and 365; algebra and calculus (Mathematics 108 Philosophy 228 or a course on sociology and or 170 or 106-166) are required for the 82 accounting major. The accounting major is The Major in Environmental accredited by the Accreditation Council for Policy and Economics Business Schools & Programs (ACBSP). The environmental policy and economics curriculum provides students with the Accounting courses are listed below. necessary interdisciplinary approaches required to create and develop more The Minor in Accounting efficient ways to protect and enhance the The minor in accounting consists of five world’s ecological and economic amenities. course units: Economics 152 and Accounting Sound foundational knowledge and 157, 218, 219, and one additional course problem-solving skills are developed so that in accounting. Students cannot double-count graduates understand the complexity of courses in their major and minor, and should environmental processes and the tradeoffs consult their advisor about course selection. presented by alternative policies. The environmental policy and economics major The Major in International Management consists of twelve course units. For details (French/German/Spanish) on course requirements and options, please The major in international management refer to the section on Environmental is offered jointly by the Department Studies and Sciences. of Economics and Business and the Department of Foreign Languages. Notes for Majors and Minors in International management majors take Economics and Business Accounting 157, Economics 152 and • Students majoring in programs 236; Management 223 and 333; and in the Department of Economics one elective from Management 231, 251, and Business are expected to be or 253. Foreign language requirements computer-literate and acquainted include Foreign Language 110, 150, 155, with applications in word-processing, 220, Study Abroad Foreign Language at the spreadsheets, and statistical analysis. 200 or 300 level, Foreign Language 300 • Algebra and calculus are required after study abroad and MGMT 333 in the economics, management, and accounting majors. The algebra This program requires a semester abroad requirement ordinarily is met by in which one business-related course and the completion of three years of one foreign language course must be taken. secondary mathematics; the calculus All students interested in this major should requirement by taking Mathematics consult with James P. West and Nilsa Lasso- 108 or 170 (or its equivalent von Lang (Spanish), Jean-Pierre Lalande sequence, Mathematics 106-166). (French), or Axel Hildebrandt (German). A student wishing to elect a major in • Transfer students may satisfy the calculus international management with a language not prerequisite through courses taken at other listed should consult with Professor Lalande. institutions on approval of the Economics and Business Department chair. Students There is no minor offered in are advised that such courses might not international management. satisfy the College’s F2 requirement. • Mathematics 107 may be substituted for Economics 156 in the major or minor in economics, management, international management, or accounting; but those 83 students who have taken or are taking management. These three elective courses concurrently Mathematics 107, 231, or and the six courses of Set II are selected by 332 will not receive credit for Economics the student with the approval of the advisor. 156. Students intending graduate work in economics are encouraged strongly to take The M.B.A. Program Mathematics 171 and 220. The Moravian MBA program develops leaders • Majors in economics, management, with the skills and adaptability to manage international management, or accounting complex, diverse, and fast-changing situations are urged to develop a significant in today’s business world. The Moravian MBA concentration in some other area, whether program is flexible, convenient, and affordable it be mathematics, a natural science, one to meet the needs of today’s students in a of the humanities, a foreign language, or busy world, a curriculum gives you the tools another behavioral science. for a successful career. • Economics 152 will satisfy the M4 Learning in Common requirement in Working in small classes MBA students take Economic, Social, and Political Systems. a common core of courses in leadership, organizations, and people, including, • All students majoring in the department Management 511, Management 513, and must enroll in one writing-intensive course Management 521, then a second core within their major. of courses in microeconomics, finance, • Students may major in one field in the operations, and business research methods, department and minor in another but including Management 515, Management may not double-count courses (i.e., 517, Management 519, and Management count a single course towards both 555. Students specialize their knowledge the major and the minor). Students in business by completing four courses in a should consult their advisor or the chair concentration of their choosing including regarding acceptable substitute courses. • Accounting • Students may not double-major Management 552 within the department. three Management 500-level • Majors in this department may not take elective courses. any full-unit courses in the department on a pass/no credit basis. • Business Analytics • The department recognizes self- Management 553, 556, 557 designed and interdisciplinary majors one Management 500-level and minors and conforms to College elective course. policy with regard to their requirements. • Healthcare Management Advisors should consult the most recent edition of this catalog for requirements Management 532, 534, 536, and more information. one Management 500-level • Challenges to all course prerequisites must elective course. be approved by the department chair. • Human Resource Management Management 563 and The Interdepartmental Major three Management The six courses of Set I include Economics 500-level human resource 152 and 156, Accounting 157, and three management courses OR other courses in economics, accounting, or 84 Management 569, 572, All MSHRM students take core courses and one Management in leadership and advanced HR topics, 500-level elective course. including Management 511, 513, 521, 561, • Supply Chain Management 562, 565, 567, 571, and 579.

Management 545, 547, 549, Students specialize their HR knowledge one Management 500-level in either a Leadership Concentration elective course. consisting of Management 517, 563, • General Management and one Management 500-level elective course, or a Learning and Performance Management 523 Management Concentration consisting three Management 500-level of Management 569, 572, and one elective courses. Management 500-level elective course.

Coursework is completed with the The MSHRM program requires students application of expertise in applying to meet prerequisites requirements in economic, financial, project, and process- macro and microeconomics, accounting, based skills to strategic problems in a statistics, financial management, and capstone course, Management 571. human resource management, as well as holding a baccalaureate degree. The MBA program requires students to meet prerequisite requirements in macro The MSHRM program is accredited by and microeconomics, accounting, statistics, the Accreditation Council for Business financial management, information systems, Schools & Programs (ACBSP). and marketing, as well as holding a baccalaureate degree. Master of Science in Predictive Analytics (MSPA) The Moravian MBA is accredited by the The Master of Science in Predictive Accreditation Council for Business Schools & Analytics (MSPA) program is a graduate Programs (ACBSP). program in data science. Courses cover business management and communications, The Master of Science in Human Resource information technology, and modeling. Small Management (MSHRM) class sizes promote extensive interaction Aligned with the Society for Human Resource among students and our faculty. Students Management (SHRM) HR curriculum guide, gain critical skills for succeeding in today’s the MSHRM program develops the strategic data-­intensive world, including business human resource management knowledge of case studies, data analysis, and making students and how that knowledge contributes recommendations to management. They to the bottom line of organizations to create learn how to utilize database systems the human capital development skills that and analytics software, including Excel, credible Human Resource (HR) professionals SPSS, and R. Students learn how to make with business knowledge bring to the table. trustworthy predictions using traditional statistics and machine learning methods. The MSHRM program develops students’ With a wide range of elective courses to competencies in critical areas in HR and choose from, students can customize their business that will enable graduates to bring studies across a variety of data science a competitive advantage to employers. disciplines, including marketing analytics, 85 web analytics, data visualization, healthcare Business Department, Lizabeth Kleintop analytics, and supply chain analytics. for further information about the Five-Year Special topic electives are offered providing Combined Degree Programs. additional study opportunities, including decision analytics, financial market models, Graduate Professional Certificate Programs time series forecasting, sports analytics, Graduate Professional Certificates deliver operations management, mathematical expanded knowledge and enhance skills programming, simulation methods, and without the same investment of time and analytics for total quality management. money required to earn a graduate degree. The Economics and Business Department The Master of Health Administration (MHA) offers four certificate programs based in the Healthcare is an industry changing faster curriculum of the related MBA concentration. than any other. Bringing together the best practices in healthcare and business, the Students who hold only a baccalaureate Moravian MHA program prepares students degree must complete four courses to earn to manage health care organizations at all the certificate. Students holding a master’s levels -- health systems, hospitals, clinics, degree may be able to complete the certificate physician practices, rehabilitation centers, with three courses. skilled nursing facilities, and others -- in this dynamic environment. Course credits earned for a Graduate Professional Certificate may be applied toward The MHA curriculum develops students’ a Master of Health Administration, MBA, leadership, collaboration, analytical or Master in Human Resource Management and problem solving skills, and a degree at Moravian College. deep understanding of the healthcare industry in required courses, including The concentrations offered are Management 502, 504, 513, 520, 522 or • Business Analytics 524, 532, 534, 536, 571. Management 553, 556, 557 Students take three Management 500-level one Management 500-level elective courses in areas of their interest to elective course complete their coursework. Prerequisites include micro and macroeconomics, and statistics. The MHA program requires students to a prerequisite requirement in statistics, as well as holding a baccalaureate degree. • Healthcare Management Management 532, 534, 536, The Five-Year Combined Degree Programs one Management 500-level The Economics and Business Department elective course offers opportunities to Moravian College students interested in earning both a bachelor’s degree in any major and a master’s • Human Resource Management degree in either business administration Four Mangement 500-level courses in (MBA), human resource management human resource management (MSHRM), or health administration (MHA) Prerequisites include through a combined, five-year program. micro and macroeconomics, Consult the Associate Chair, Economics & 86 financial management, and non-Western societies; considerations human resource management. of crime by political scientists, psychologists, sociologists, and economists; recommendations for controlling crime. • Supply Chain Management Topics include crimes of theft and violence, Management 545, 547, 549, white-collar crime, capital punishment. one Management 500-level elective Open to all students with sophomore or course higher standing. Counts as an elective for economics majors. Writing-intensive. Prerequisites include micro and Staff macroeconomics, statistics, and management information systems. 211. The Economics of Health and Health Care. Human health, national and personal, from Undergraduate Courses in Economics an economic perspective. Expenditures on 152. Principles of Economics. Study of health are a primary determinant of quality of basic economic theory and major economic life. In the United States and in many other institutions, including the development of countries in the developed world, health-care economic thought. Emphasis on structure, expenditures are rising faster than consumer functions, and underlying principles of income. Thus, understanding the economics modern economic life. Includes elementary of health is important, especially given the macro- and microeconomic theory. increasingly complex ways in which health- Prerequisite: Three years of secondary care services are delivered. Topics include the mathematics through college-level algebra or value of health from an individual and societal consent of instructor. Fall & Spring. (M4) perspective; demand for physicians and Aziz, Egan, Leeds, L. Ravelle, Terrizzi, West other health services; supply of health care; insurance; international comparison of health 156. Economic and Business Statistics. expenditure and the role of government. May Introduction to statistical concepts and be counted as an elective for the economics methods. This course reviews descriptive major or minor. Prerequisite: junior or senior measures of location and dispersion, class standing, and Economics 152 or provides an overview of probability concepts permission of instructor. Spring. (U1) and distributions, and focuses on statistical Aziz, Terrizzi inference, hypothesis testing, and simple and multiple linear regression analysis. 220. Money, Banking, and Financial Policy. Additional topics may include quality control History and theory of money, banking and and time series analysis. Economics 156 financial markets: commercial banking may not be taken for credit by students who and bank management; money and capital have earned credit for Mathematics 107 markets; financial innovation and regulation. or 231. Prerequisite: Sophomore standing Central banking, monetary theory and policy and three years of secondary mathematics and international monetary issues are covered. through college-level algebra or consent of A critical examination of current monetary instructor. Fall & Spring. (F2) and regulatory policies to maintain economic Aziz, Leeds, L. Ravelle, Terrizzi stability, economic growth, and other goals. Prerequisite: Economics 152. Fall. 210. The Economics of Crime. Does Leeds, Terrizzi, West crime pay? Of course! How crime and criminals are dealt with in tribal and

87 225. Intermediate Microeconomics. Theory of Leeds, L. Ravelle production; market structures; equilibrium of the firm and the industry; pricing of 236. International Economics. Theories factors of production; analysis of consumer and policies of international trade and behavior; general equilibrium analysis; welfare finance. Balance of payments, exchange- economics. Prerequisites: Economics 152 rate determination, free trade and and 156, college-level calculus (Mathematics protectionism, evolution of international 108, 170, or 106-166), and sophomore economic institutions, contemporary issues. standing or permission of the instructor. Prerequisites: Economics 152. Fall.Leeds, Aziz, Leeds, Terrizzi West

226. Intermediate Macroeconomics. 240. Environmental Economics and Policy. Macroeconomic theory and policy. This course explores theories of externalities Development and historical background and public goods as applied to pollution of a unified macroeconomic model to and environmental policy. Trade-offs explain the national income, inflation, and between production and environmental unemployment; economic growth. Analysis amenities and assessment of non-market of current domestic and international value of environmental amenities. Topics economic events. Sophomore standing include remediation and clean-up policies, or instructor permission. Prerequisite: development, and biodiversity management. Economics 152 and 156. Prerequisite: Economics 152. Spring. Leeds, L. Ravelle, West Aziz

228. Economic Development. An integrative 241. Natural Resource Economics and Policy. approach to theories and challenges of This course introduces the economic economic development in developing dimensions of environmental and energy countries. Topics include population growth, issues. Use of economic models to education and health, capital formation and approach energy and environmental issues technology, socio-cultural foundations of in a way that leads to socially responsible development, trade, and the role of domestic and economically sound policy. Specific and international institutions, especially applications include fisheries, oil and the World Bank. Case studies are used from gas reserves, and wildlife management. around the world. Prerequisite: Economics Prerequisite: Economics 152. Fall. 152. Alternate years Spring. Aziz Leeds, West 256. Applied Econometrics. (Also Management 231. Managerial Finance. (Also Management 256) An introduction to regression- 231) Relevant theories of financial based modeling as applied to economic, management of business organizations, management, marketing, and other business- with emphasis on corporate form. Combines related examples. Emphasis is on how to use theoretical and environmental frames of econometrics to inform decision-making: to reference to determine how firms maximize formulate, model, and interpret results of real- value. Topics include real and financial- world problems based on data. In addition asset valuation, risk and rates of return, cost to learning various modeling techniques, the of capital, portfolio choice, and long- and course focuses on often encountered data short-term financing decisions. Prerequisites: problems such as multicollinearity and serial Economics 152 and 156, Accounting 157. correlation of errors. As an applied course,

88 there is significant emphasis on correct of competition. Analysis covers different specification of models and interpretation of industries and also firms’ decisions regarding results. Students will learn to use econometric quality, advertising and other business software to estimate models and detect and choices. Topics include: technological address common challenges inherent in data. innovation, the role of information and Prerequisites: Economics 152 and 156. advertising, and the dynamics of oligopoly and Aziz, Leeds, Terrizzi monopoly pricing. Prerequisites: Economics 152, 156, and 225. Alternate years Fall. 312. The Economics of Sports. This course Terrizzi applies economic theory to a variety of amateur and professional sports, including 329. Labor Economics. Analysis of supply and baseball, hockey, football, basketball, demand for human resources, functioning soccer, and golf. Principal areas of interest of labor markets and labor institutions. are labor, markets, industrial organization, Topics include discrimination, unionism and and public finance. Topics for discussion: collective bargaining, macroeconomic aspects unions and strike behavior, the monopoly of employment, unemployment, wage levels. power of leagues, the baseball antitrust Prerequisites: Economics 152 and 225. exemption, the effect of free agency on Alternate years. Writing-intensive. competitive balance and player salaries, Staff and the funding of stadiums. Prerequisite: Economics 225. Alternate years Spring. 330. Public Economics. Public sector of the Leeds economy and economic welfare. Institutions and financing of the public sector. Nature 325. History of Economic Thought. of public goods, theory of public choice, Development of classical and neoclassical principles of expenditure and tax analysis, or marginalist economic theory. Works by the welfare effects of specific programs Adam Smith, David Ricardo, Karl Marx, such as medical care, social security, Alfred Marshall, John Maynard Keynes, unemployment insurance and food stamps, others. Prerequisite: Economics 152 and taxes on income, sales, social security, and one 200-level Economics course. Writing- property. State and local government finance. intensive. Alternate years Spring. Prerequisites: Economics 152 and 225. Leeds, West Alternate years. Writing-intensive. Fall. L. Ravelle 326. Legal Environment of Finance and Credit. Aspects of legal environment of financial and 335. Current Topics in Finance. Assesses thrift institutions. Application of Uniform contemporary issues in financial markets Commercial Code to commercial paper, and institutions, corporate finance, deposits and collections, investments, and, investments, and the global economy. and secured transactions. Consumer credit Topics will vary and be chosen to reflect transactions, mortgages and realty, trusts and the dynamic and often revolutionary nature estates. Prerequisite: Accounting 157 and of financial markets in a globalizing and Management 226. Alternate years. technologically sophisticated environment. J. Ravelle The regulatory and ethical environment of finance will be included among the issues 327. Industrial Organization. This course studied. This course is designed for upper- applies economic theory to the pricing level economics-finance majors as well as practices of firms under varying degrees others with appropriate course background

89 and interest, with approval of the instructor. 216. Information Systems for Management. The course will also serve as one of the Management needs involving information controlled electives in the economics- systems have increased in importance finance track. Prerequisites: Economics 225. and range. Explore the role of information Recommended: Economics 220. technology in an organization and its impact Staff on the business environment. Understand the importance of using information 341. Investment and Portfolio Theory. (Also systems as a tool for managing. Topics Management 341) Principles underlying include impact of information technology on investment analysis and policy; salient organizations, ethical and security challenges, characteristics of governmental and technical foundations of hardware/software, corporate securities; policies of investment management of data, e-Business/e-Commerce, companies and investing institutions; business IT strategies, telecommunications, relation of investment policy to money and networking. Prerequisite: Management markets; forces affecting securities prices; 211.2 or permission of the instructor. construction of personal and institutional Best investment programs. Determination of investment values, portfolio analysis, optimal 223. Management and Organizational Theory. investment planning. Securities and Exchange Presentation of foundational knowledge of the Commission regulations. Prerequisite: management processes of planning, leading, Economics/Management 231. Spring. organizing and control, along with study of Leeds, L. Ravelle classic and emerging organizational theory. Management roles, functions, competencies 342.1. Amrhein Investment Fund. Management and practice are studied in businesses and of the Amrhein Investment Fund, with a not-for profit organizations and grounded maximum of one full unit of credit given in business ethics, multiculturalism, and over a two-year period if specific academic quality in the global business environment. requirements are met. Pass/no credit only. Prerequisite: Economics 152. L. Ravelle Desiderio, Marabella

190-199, 290-299, 390-399. Special Topics. 226. Legal Environment of Business. (Also Sociology 226) Legal principles related to 286, 381-384. Independent Study. conduct of business and industry. Topics of 288, 386-388. Internship. analysis include contracts, sales, agency, 400-401. Honors. business organizations, partnerships, corporations, pass-through entities, unfair Undergraduate Courses in Management competition, and cyberlaw. J. Ravelle 211.2. Applied Information Management. Problems of organizing and managing data 227. Consumer Behavior. Psychology of for use by managers, economists, and social consumers. Methods of psychological scientists, or anyone who must keep track of research for problems in consumer areas. information. Basics of information systems: Impact of personality, learning, motivation, what they are, how to design them, how they and perception on consumer decisions. are used; and two computer tools used to Topics include consumer stereotypes, manage them: spreadsheets and databases. social groups as consumers, advertising, Web research and usage. product or brand images and identification, Best 90 and attitude change in consumers. unique traditions regarding the role of Recommended: Management 251. Fall. the individual and the community, and Kaskowitz the obligation towards helping those less fortunate. Discussion of differences between 228. Telling and Selling Your Brand: The Art morality and ethics based on these three of the Story. (Also Interdisciplinary 228) perspectives, as well as approaches to social Explores the use of mythology, archetypes, justice as an obligation, an act of love, or a and storytelling to create a cohesive and practical solution. Discuss needs of the poor compelling identity for an organization. in emerging nations and how products could Focus on how legendary organizations have be created and distributed in these emerging built trust and created iconic brands by nations in accordance with these different understanding and applying these principles. ethical and moral perspectives. (U2) The use of symbolism (visual and mental) and Prerequisite: junior or senior class standing. metaphor to create a theme that is enduring, Kaskowitz powerful, and integrated throughout the organization. Explore ways that organizations 251. Marketing Management. The role of and people can develop deep and lasting marketing activities in management of relationships with their customers and other an organization. Emphasis on application stakeholders through the understanding and of marketing principles to design and application of these storytelling techniques. implement effective programs for marketing Prerequisite: Sophomore standing or higher. products and services to consumers and Kaskowitz industrial users. Market analysis and buyer behavior in the development of 231. Managerial Finance. (Also appropriate product, pricing, distribution, Economics 231) Theories of and promotional strategies. Prerequisite: financial management of business Economics 152 or permission of instructor. organizations, with emphasis on Kaskowitz corporate form. Combines theoretical and environmental frames of reference 253. Human Resource Management. Employee to determine how firms maximize motivation, recruitment and selection, value. Real and financial asset performance evaluation, training and valuation, risk and rate of return, development, compensation and benefit cost of capital, portfolio choice, long- plans, intra-organizational communication. and short-term financing decisions. Emphasis on case studies to develop Prerequisites: Economics 152 and problem-solving and decision-making 156, Accounting 157. abilities; operational practices; relevant Leeds, L. Ravelle behavioral- science theories; public policy and institutional constraints on effective use of 250. Moral Marketing - Serving the World’s human resources. Prerequisite: Management Poor. (Also Interdisciplinary 250) How 223 or permission of instructor. the ideas of tzedek (“justice”) and charity Desiderio, Kleintop, J. Ravelle (“love”) apply to marketing to the world’s poorest people (those living on less than 255. Mindfulness in Sport. Using $2 a day). Examination of three different Csikszentmihalyi’s theory of flow as the perspectives of social justice: Jewish, theoretical framework to guide this course, Christian, and American secular traditions. we will explore mindfulness and flow in the Each of these three perspectives has context of optimizing performance in sports

91 organizations. Together, we will discover how good,” the more likely the organization will leaders make meaning of their behaviors succeed on economic, social, and mission- in the context of doing good business in related levels/goals. Students will learn about the sports industry. We will explore ways the philosophy, history and practice of “doing of thinking, reactions to our readings, self- good” at work, and integrate what they have reflection, and how to express responses learned and what they believe to develop their in an analytical and thoughtful way. In an own model for “doing good” that they can effort to create awareness for happiness work and “live with.” Prerequisite: junior or at work, we must understand the cultural senior class standing. (U2) implications that stimulate our lives. Using Marabella a sports management lens, let’s explore how “… leaders and managers of any organization 311. Marketing Research. Methods of can learn to contribute to the sum of human collecting, analyzing, and interpreting data to happiness, to the development of an enjoyable aid marketing managers in identifying market life that provides meaning, and to a society problems and opportunities and to develop that is just and evolving” (Csikszentmihalyi, effective marketing strategies. Prerequisites: p. 5, 2003). Prerequisite: Management 223. Economics 156 and Management 251. Desiderio Writing-intensive. Spring. Kaskowitz 256. Applied Econometrics. (Also Economics 256) An introduction to regression- 324. Operations Management. Introduction based modeling as applied to economic, to managing the supply side of profit and management, marketing, and other business- not-for-profit organizations, and their related examples. Emphasis is on how to use production of goods and services. Includes econometrics to inform decision-making: to process improvement, scheduling, formulate, model, and interpret results of real- materials management, and quantitative world problems based on data. In addition methods for operations management. to learning various modeling techniques, the Prerequisites: Economics 156 and course focuses on often encountered data two of the following: Accounting 213, problems such as multicollinearity and serial Management 231, 251, 253. Spring. correlation of errors. As an applied course, Egan there is significant emphasis on correct specification of models and interpretation of 326. Legal Environment of Finance and Credit. results. Students will learn to use econometric Aspects of legal environment of financial and software to estimate models and detect and thrift institutions. Application of Uniform address common challenges inherent in data. Commercial Code to commercial paper, Prerequisites: Economics 152 and 156. deposits and collections, investments, and Aziz, Leeds secured transactions. Consumer credit transactions, mortgages and realty, trusts and 310. “Doing Good” at Work. (Also estates. Prerequisite: Accounting 157 and Interdisciplinary 310) “Doing good” is Management 226. Alternate years. philanthropy, ethical codes of conduct, J. Ravelle voluntarism, social responsibility, and environmental stewardship. “Doing good” 333. International Issues in Management. at work is not only the morally correct thing Issues in international business and to do for the individual employee, but the management from a world-system more individuals in the organization who “do perspective; development of management

92 as it influences and is influenced by and operations, and gives students multinational network of organizations, opportunities to apply these concepts and governments, and business enterprises. principles to the effective leadership and Theory and practice of global management, management of business and not-for-profit requiring perspective compatible with organizations. Prerequisites: Senior standing; changing nature of international relations. Management 223; one controlled elective; Prerequisite: Management 223 or permission and either MGMT 251 or MGMT 253. Spring. of instructor. Alternate years. Marabella West, Marabella 190-199, 290-299, 390-399. Special Topics. 341. Investment and Portfolio Theory. (Also Economics 341) Principles underlying 286, 381-384. Independent Study. investment analysis and policy; salient 288, 386-388. Internship. characteristics of governmental and 400-401. Honors. corporate securities; policies of investment companies and investing institutions; Undergraduate Courses in Accounting relation of investment policy to money 157. Financial Accounting. Introduction markets; forces affecting securities prices; to accounting, the language of business. construction of personal and institutional This course provides an introduction to investment programs. Determination of financial reporting. Topics include reporting investment values, portfolio analysis, of business transactions, application of optimal investment planning. Securities accounting theory, standards, and principles, and Exchange Commission regulations. and analysis of financial information. Prerequisite: Economics/Management 231. Rossi, Vinciguerra Writing-intensive. Spring. Leeds, L. Ravelle 213. Cost Accounting. An introduction to basic financial information used within business 342. Organizational Behavior and Leadership. organizations. Emphasis on cost analysis Examines the relationship between the to improve decision making and facilitate individual and the organization. Topics planning and control. Topics include cost to be considered include communication systems, budgeting, variance analysis, and motivation, leadership and power, group pricing and profit analysis. Prerequisites: dynamics and decision-making, interpersonal Accounting 157 and Economics 156. relationships and change. Theories and Vinciguerra practice of leadership will be studied in depth. Various pedagogical techniques will 218. Intermediate Accounting I. be utilized including lectures, case studies, Environment and theoretical structure examination of research and experiential of financial accounting, including learning. Prerequisites: Management 223 income statements and statements of and 253. Writing-intensive. cash-flows, income measurement, the Desiderio balance sheet, financial disclosures, time value of money concepts, cash and 365. Management Seminar. Senior seminar for receivables, inventories, operational management majors that presents classic assets, investments. Application of and emerging management strategy theory, accounting and economic concepts integrates functional aspects of business to analysis of a company’s financial including marketing, human resources,finance position and performance, as shown 93 in published information, primarily segment and interim reporting, foreign financial statements. Prerequisite: currency, and international accounting issues, Accounting 157. Fall. including global accounting standards and Rossi, Vinciguerra diversity. Prerequisite: Accounting 218 with a grade of C or better or permission of instructor 219. Intermediate Accounting II. Rossi Continuation of Accounting 218. Topics include liabilities, contingencies, 324. Auditing. An introduction to the practice stockholders’ equity, dilutive securities, and profession of auditing. Major topics earnings per share, investment, revenue include audit responsibilities and objectives, recognition, income taxes, pensions, post- audit planning, evidence accumulation, retirement benefits, leases, accounting materiality and risk, internal control, audit changes and error correction, statement of reports, professional ethics, and legal liability. cash-flows, financial statement analysis, Prerequisites: Accounting 218 with a grade of full disclosure. Prerequisite: Accounting C or better or permission of instructor. 218 with a grade of C or better or Vinciguerra permission of instructor. Spring. Rossi. Vinciguerra 340. Senior Seminar in Accounting. A capstone course related to financial reporting 258. Computers and Accounting Information and hot accounting issues. Emphasis on Systems. Introduction to hardware, understanding conceptual issues about software, networks, databases. Developing financial reporting; such as international information strategy, organizing reporting accounting standards and ethical issues as needs, setting up accounting systems. they relate to the profession. Understanding Discussion of Enterprise Resource Planning how business choices and ethical decisions (ERP). Prerequisites: Accounting 157 and affect financial statements and user Management 211.2 or equivalent experience. perspectives; researching a company’s Staff, Klatchak financial statements, press releases, and news reports. Materials include case studies of 315. Federal Income Tax. Personal tax actual companies. Prerequisite: Accounting concepts, structure, and planning, 218 with a grade of C or better or permission including rules of taxation that influence of instructor. Writing-intensive. personal or business decisions. An Rossi, Vinciguerra understanding of our federal tax system is required to succeed in such professions 351.2. Not-for-Profit-Sector Accounting. Issues as public accounting, banking, investment of financial reporting, managerial, taxation, management, and auditing, as well as other and information systems in not-for-profit occupations that involve decision-making. organizations. Principles and practices of Prerequisite: Accounting 157. Fall. nonprofit accounting, ethics and professional Rossi standards, measurement of efficiency and economical use of resources to satisfy 322. Advanced Accounting. A comprehensive legal, reporting, and societal requirements. study of the equity and cost methods of Emphasis on writing, speaking, critical accounting for investments in common thinking, and analytical skills. Prerequisite: stock and business combinations, including Accounting 157 with a grade of C or better or consolidated financial statements. Special permission of instructor. Spring. topics such as accounting for partnerships, Staff

94 352.2. Tax Planning for Business Entities. in improvement of health of the public and Fundamentals of individual and business of specific subsets of patients. 3 graduate income taxation, tax implications of various credits. Prerequisite: None. types of business entities, planning for Groller acquisition and disposition of property, tax- advantaged investments, financial planning. 511. Developing Leadership Competencies. Topics include employee compensation, Various personal skills – such as conduit entities, corporations, and estates communicating verbally and nonverbally, and trusts. Tax research and practitioner analyzing, reflecting, strategic thinking, concerns. Prerequisites: Accounting 157 and time management, managing information, 315 or equivalent experience. stress management, career management – Rossi contribute significantly to an individual’s ability to lead people. Using a variety of 190-199, 290-299, 390-399. Special Topics. tools and techniques, participants in this course will assess and develop their emotional 286, 381-384. Independent Study. intelligence, capacity to make judgments, 288, 386-388. Internship. and relationship management skills through 400-401. Honors. reflective practice that aligns their theoretical knowledge with their workplace experiences. Graduate Courses in Management Emphasis will be placed on problem-solving styles, building global and cultural awareness, 502. Epidemiology and Bioinformatics. This is ethical decision making, and developing an epidemiology methods course designed knowledge management skills. 3 graduate with the broad perspective required for credits. Prerequisite: None. determination of the distribution and Desiderio, Orlando, Law determinants of health and illness in human population groups. One focus is on the 512. Women in Leadership. As the information systems, data sets and algorithms opportunities for women’s advancement in used in solving health problems and finding the workplace become more competitive solutions needed for evidence-based practice. the ability to be prominent and exhibit Knowledge required for being a critical one’s capabilities to make a significant consumer of research reports in professional contribution toward an organization’s success literature is an additional focus. Designing is more important than ever. To substantiate health promotion and disease prevention those skills, women must strengthen their programs for important global and local health leadership skills, hone their abilities to problems is also stressed. 3 graduate credits. strategically network, develop strategies Prerequisite: MATH 107 Statistics, or ECON that cultivate the right relationships, and 156 Economics and Business Statistics, or understand the factors that lead to success equivalent, or permission of instructor. in diverse work forces. This course will Kohler, Hoffman examine current issues and trends of women and leadership from both the societal and 504. Policy, Quality and Safety. This course personal perspectives. Material will explore provides an overview of policies that affect opportunities and challenges that exist for the quality, safety, and cost-effectiveness women in the workplace and students will of health care. Students analyze the effects examine how gender, race, class, and other that paradigms, values, special interests, and factors, influence leadership styles. Students economics have in the delivery and financing will leave the course with heightened of health care that may or may not result 95 awareness and confidence to affect positive CCBU or ECON 152 Principles of change on behalf of women in the workplace. Economics or equivalent; MATH 107 Law Statistics, or ECON 156 Economics and Business Statistics, or equivalent, 513. Leading People in Organizations. Leaders MGMT 231 Managerial Finance, or and managers achieve goals working with equivalent, or permission of instructor. and through others. They must be skilled in Egan developing individuals to work in teams, in facilitating teams, and in managing conflict. 517. Corporate Financial Management. This Leaders and managers must understand course focuses on the integration of both the organizational and national cultures and how theoretical and practical aspects of financial they affect the achievement of goals. They and investment decisions in the corporate must not only hold strong ethical values, but environment. Students will learn to fully also model them. This course examines the utilize accounting and financial information role of managers as leaders in organizations to make sound, ethical decisions. Topics and develops knowledge and skills needed include financial statement analysis, risk & by managers in today’s business environment return, capital budgeting, cost of capital, to successfully achieve organizational goals. capital structure, financial decision-making This course focuses on who leaders are and under conditions of uncertainty, corporate what leaders do. It is important to know valuation, working capital management, what accounts for effective leadership and multinational finance, and current issues how one can become an effective leader. such as derivatives, bankruptcy, mergers Subsequently, course material will focus and acquisitions, divestitures and corporate upon fundamental principles of leadership governance. The legal and ethical aspects and how these principles relate to becoming of financial management are examined an effective leader. Emphasis will be placed within the context of the existing legal and on self-reflection and analysis in regard to regulatory environment. 3 graduate credits. developing one’s own leadership skills. 3 Prerequisites: ECON 152 Principles of graduate credits. Prerequisite: None. Economics or equivalent; ACCT 157 Financial Desiderio, Kleintop Accounting or equivalent; MGMT 231 Managerial Finance or equivalent; MATH 515. Microeconomic Foundations 107 Statistics, or ECON 156 Economics for Strategic Management. In this and Business Statistics, or equivalent, or course, participants explore the role permission of instructor. of economic theory and analysis in Szmania the formation of business strategy and policy. The course examines 519. Managing Operations. This course the importance of understanding focuses on the strategic and tactical issues the competitive environment, associated with managing the creation and including market structure, strategic distribution of goods and services. Concepts, interactions among competitors, and techniques, and tools of process and project government antitrust policies, as well management are emphasized. Specific as economic forces internal to the firm topics include, among others, operations such as costs. The course emphasizes strategy, quality management, time-based the importance of economic reasoning competition, and supply chain management. in the strategic management process. The application of these techniques in various 3 graduate credits. Prerequisites: settings including the industrial, service,

96 healthcare, and not-for-profit sectors is also Cheever examined. 3 graduate credits. Prerequisites: CCBU 152 Principles of Economics or 523. Marketing Management and Strategy. equivalent; ECON 157 Financial Accounting, This course focuses on the role of marketing or equivalent; MATH 107 Statistics, or ECON in establishing and maintaining the 156 Economics and Business Statistics, or relationship between the organization and equivalent, or permission of instructor. its internal, domestic and global customers. Egan Emphasis is placed on the analysis of market opportunities, customer behavior 520. Financial Management in Health Care and competitive conditions leading to the Organizations This course focuses on development of strategic marketing plans the synthesis of theoretical and practical for building and strengthening customer principles of financial and investment relationships. Specific topics include decisions within healthcare organizations. product and service strategy, pricing, Students utilize accounting and financial promotion and management of channels information to execute effective decisions of distribution including the role of the that enhance organizational objectives Internet and electronic commerce. 3 and patient outcomes. graduate credits. Prerequisites: ECON Ramson 152 Principles of Economics, or equivalent; MGMT 251 Marketing Management, or 521. Ethics, Law, & Social Responsibility. equivalent; or permission of instructor. This course explores the vital relationship Kaskowitz between business and the legal, political and social environments, and the impact of self- 524. Strategic Planning in Health Care regulation, market regulation, and government This course examines models of change regulations on corporate behavior. Specific within health care organizations and topics will include ethics and corporate social identify strategic and leadership decisions responsibility, occupational and industrial necessary to effect positive organizational codes of conduct, antitrust problems, outcomes. Factors that assure short-term corporate governance, securities markets, the and long-term success in a competitive employee-employer relationship, employment health care environment, including discrimination, consumer protection, product developing partnerships and cultivating liability, environment policy and social and human and other resources are analyzed. legal issues of multinational business. 3 Students utilize case studies to critique the graduate credits. Prerequisites: None. strategic decision-making process and make Taschler recommendations for effective strategic change. Prerequisite: None. 522. Project Management. This course Hitchings, Hoffman focuses on defining projects and identifying how to manage them within healthcare 532. Managing Healthcare Organizations. organizations. Students learn to identify This course examines the unique project management process groups, methods environment of healthcare and the to formulate and execute goals, break project challenges confronting managers in components into work breakdown structure, that environment. Topics examined and critique project case studies to assure include marketing healthcare services, performance improvement. 3 graduate credits. recruiting and retaining staff necessary Prerequisite: None. for meeting mission, the strategy of

97 healthcare services delivery, healthcare equivalent; MATH 107 Statistics, or ECON informatics, and decision making in the 156 Economics and Business Statistics, or healthcare marketplace. 3 graduate permission of instructor. 3 graduate credits. credits. Prerequisites: None. Goch Ramson 547. Integrated Logistics Systems. This course 534. Healthcare Financing Systems. This course looks at supply chain management as a reviews the history of healthcare financing in logistical system. Topics include inventory the United States and financial issues in the management and warehousing, including present healthcare environment. Principles inventory turnover, process management, of financial management and insurance are customer satisfaction, and investment integrated and applied to the healthcare recovery. Delivery issues, including sourcing environment. Topics include: healthcare vs. in-house systems, are examined. capital and operating budgets; healthcare Measuring the performance of the entire payment methods, including Medicare’s supply chain is emphasized. Prerequisite: payment systems for hospitals and physicians, MGMT 216 Information Systems for and risk-adjusted capitation payment systems; Managing, or equivalent; or permission of population-based healthcare finance and instructor. 3 graduate credits. managed care; and financing aspects of Kar public health policy. 3 graduate credits. Prerequisites: None. 549. Supply Chain Management Technology. Huff, Terrizzi This course examines the use of various individual technologies and technology 536. Law, Regulations, and Ethics in the systems to enhance the performance of Healthcare Environment. This course provides the supply chain function in organizations. an overview of legal issues associated with Technologies examined include RFID and healthcare, including HIPAA and Medicare auto-dispensing devices, barcode systems, fraud and abuse, and the regulatory and route optimization software, and others. accreditation environments of Medicare, Systems such as enterprise resource planning Medicaid, JCAHO, and OSHA. Ethical issues systems, work management, purchasing, associated with the practice of medicine inventory, and accounts payable, as well as and decision-making in the healthcare e-commerce and e-marketing technologies, environment are also examined. 3 graduate are examined for their strategic value to credits. Prerequisites: None. organizations. Technology implementation Schmidt design and management is also examined with a focus on performance measurement. 545. Procurement and Sourcing Strategy. This Prerequisite: MGMT 216 Information course examines the fundamental concepts Systems for Managing or equivalent; or of supply chain management. Topics permission of instructor. 3 graduate credits. include the roles and responsibilities of the Kar purchasing function, supplier relationship management and development, contract 552. Management Accounting. This development, negotiations, and management, course is designed to introduce strategic sourcing, strategy, purchasing students to the variety of ways in which ethics, and more. Prerequisites: ECON 152 management accounting information Principles of Economics, or equivalent; MGMT is used to support an organization’s 216 Information Systems for Managing, or strategic objectives. The role of

98 managerial accounting has been technologies and modeling methods expanded to include collection and for large-scale, distributed analytics. 3 analysis of measures of financial graduate credits. Prerequisites: MGMT 216 performance, customer knowledge, Information Systems for Managing. internal business processes, and Kar organizational learning and growth. To facilitate student comprehension and 554. Intellectual Property Asset Management. appreciation for the expanded role of It is widely commented that physical managerial accounting, the following assets are on a broad decline in relative issues will be considered: the nature of importance across many industries while costs incurred by firms and the variety intangible assets, particularly intellectual of ways by which organizations account property assets (e.g.: staff know how, for and manage these costs; the process brands, patents, proprietary software, and of evaluating the performance of firms data), are ascending rapidly in importance and their business units; the rationale as main sources of strategic advantage and behind the balanced scorecard; the use earnings generation potential. Intellectual of accounting information to motivate Property Asset Management will provide and evaluate performance. 3 graduate students with a full appreciation of the use credits. Prerequisites: ACCT 157 of their organization’s intellectual property Financial Accounting. assets. A considerable amount of complex Huff negotiations with other firms is frequently required to assemble and utilize intellectual 551. International Business Issues. Issues property asset portfolios effectively, both as and challenges facing top managers when stand alone assets and as integral parts of organizations operate in a global environment. partnership and joint venture arrangements. The strategic issues, operational practices and Therefore, the course also provides the governmental relations of multinational managers with negotiations skills training, companies are analyzed through cases which including both concepts and workshop bridge functional business areas. Topics mode negotiation practice. Prerequisites: include entry into foreign markets, operating ECON 152 Principles of Economics, or problems, alternative business strategies, and equivalent; ACCT 157 Financial Accounting, government policies. Topics are examined or equivalent; MGMT 251 Marketing both from the point of view of the central Management, or equivalent; MGMT 231 management of the firm, as well as the Managerial Finance, or equivalent; or expatriate executive’s perspective. 3 graduate permission of instructor. 3 graduate credits. credits. Prerequisites: None. Egan Taschler 555: Business Research Methods. Good 553. Big Data Management. This course business decisions and strategy depend covers fundamental issues in large-scale data on drawing inferences from data. Today management. The course examines issues businesses gather and store vast amounts of related to data organization, representation, data on customers, markets, and the business access, storage, and processing. Discussion itself. In this course students will learn how includes open source and commercial to predict and explain phenomena in the solutions, with special attention being paid environment through the gathering, analyzing, to large distributed database systems and interpreting, and reporting of information data warehousing. The course introduces that makes business decision makers more

99 effective. The course focuses on methods Egan of conducting business research, including data collection and sampling, measurement, 557. Big Data Analytics. Data mining is hypothesis testing, basic quantitative analysis, the process of selecting, exploring, and and multivariate statistical techniques. modeling large amounts of data to find Students will design and execute their own patterns and gain insights for making analysis of data in a business discipline of actionable knowledge. Several data their choice. Excel is used extensively in the mining techniques will be applied to large course as an analysis tool. Prerequisites: data sets from different business areas to MATH 107 Statistics, or ECON 156 support business decision making. This Economics and Business Statistics, or course will introduce students to data equivalent course, and familiarity with the mining tools, techniques, and the various use of Microsoft Excel, or permission of the problems that can be solved using the tools instructor. 3 graduate credits. and techniques. Students will learn to Kleintop select appropriate analysis methods, use statistical software to apply those methods, 556. Decision Analysis. This course presents and critically evaluate and communicate tools for decomposing complex decisions into the results. Prerequisites: MGMT 555 constituent parts allowing each part to be Business Research Methods, or permission solved separately and reintegrated into the of the instructor. 3 graduate credits. overall problem solution. Subjecting complex Kleintop decisions to a formal decision analysis process provides decision makers with much 561. Measurement Strategies and Methods greater clarity about the true nature and risks in HR Management. HR professionals inherent in the decision being made and must be able to gather data appropriately, produces more precise estimates of the range analyze it, and communicate findings to of outcomes that each decision option may managers and executives convincingly to yield. Decision analysis tools are commonly be strategic partners in the organization. used to assist decision makers in complex This course examines methods for decision environments such as those with collecting and analyzing data for a variety multiple quantifiable and non quantifiable of HR needs including satisfaction surveys, objectives, those that create, eliminate, or market analysis and benchmarking, change options faced in subsequent decision workforce profiling, and compensation and environments, and decision options whose benefits analysis. Both quantitative and impacts are shaped by risk and uncertainty in qualitative methodologies will be examined current and future environments. Techniques along with concepts of evidence based such as decision trees and probability management. Prerequisite: MGMT 253 distributions, influence diagrams, the Simple Human Resource Management and MATH Multi-Attribute Technique (SMART), Monte 107 Statistics, or their equivalents. Carol simulations, Bayesian analysis scenario Kleintop planning, and others will be discussed. Prerequisites: ECON 152 Principles of 562. Human Resource Information Systems. Economics, and MATH 107 Statistics, This course examines the strategic role or ECON 156 Economics and Business of human resource information systems Statistics, or their equivalents, and familiarity (HRIS) in the effective management of with the use of Microsoft Excel, or permission organizations, operationally and strategically. of the instructor. 3 graduate credits. Students and faculty will examine how to

100 determine organizational readiness and need topics may include equal employment for an HRIS and the factors that assist in the opportunity, human resource planning, selection and evaluation of an appropriate determination of staffing needs, internal and HRIS. HRIS concepts will be linked to HR external recruitment strategies, selection activities such as performance management, interviews, tests and assessment procedures, compensation and benefits, equal placement, promotion, transfer policies and employment opportunity and affirmative retention strategies. Prerequisite: MGMT action, labor relations, and human resource 253 Human Resource Management, MGMT planning, as well as enterprise computing 561 Measurement Strategies & Methods in needs. Students will gain knowledge of HR Management, or their equivalents, or the process of implementing, managing, permission of instructor. securing, and using data and information McDevitt, Kleintop stored in electronic HRIS databases. Prerequisite: MGMT 253 Human Resource 567. Managing Compensation and Benefits. Management, or permission of instructor. This course examines the goals of the Kleintop, Kubel organization in its employment of human resources including the use of reward 563. Current Legal Issues in HR Management. systems, monetary and non-monetary, This course examines the high priority legal intrinsic and extrinsic, in the motivation of issues in today’s current HR environment. goal-oriented behavior as a major factor in Working from a basis of laws and regulations influencing people’s actions in the workplace. governing the employment relationship, The effects of reward systems on recruiting, students and faculty examine how federal performance, satisfaction and tenure are and state legislation, court and administrative examined. The course also explores pay decisions, and regulatory processes are system components such as entry position changing interviewing, hiring, promotion, rates, job evaluation systems, merit pay performance assessment, termination, plans, and employee income security diversity, privacy, safety and health, and systems. Legal aspects of reward systems, union-management relations practices in such as federal wage and hour laws and the workplace. Emphasis is placed on the Employee Retirement Income Security analyzing the impact of changes in law and Act, are examined. The value of healthcare regulations and determining both operational benefits to organizations and employees and strategic impacts of those changes on is also discussed. Prerequisites: MGMT organizational practices. Prerequisite: MGMT 152 Principles of Economics, MGMT 253 253 Human Resource Management, or Human Resource Management, and MGMT permission of instructor. 565 Global Talent Management, or their Stewart equivalents, or permission of the instructor. Gerhart 565. Global Talent Management. Various methods for acquiring the critical skills 569. Training and Development Systems. This needed to produce products and services course is an introduction to behavioral are examined in this course. In addition to concepts and organization best practices the traditional staffing topics of recruiting, related to training and developing human selecting and retaining employees, resources. Emphasis is placed on the outsourcing and importing human resources investigation and development of proactive to meet organizations’ strategic skill and strategies to align the knowledge and skills knowledge needs will be examined. Other of the organization’s employees with those

101 needed to realize the organization’s strategic 513 Leading People in Organizations or goals. Learning technologies for delivering permission of instructor. training content are explored within the Kleintop, Law context of aligning training and development strategy with organizational needs. 577. Project Planning and Management. Prerequisite: MGMT 565 Global Talent Introduces project management—the Management, or permission of the instructor. administration of a temporary organization Law of human and material resources within a permanent organization to achieve a specific 571. Leading Change in Organizations. objective. You consider both operational Integrative Experience – Organizations are and conceptual issues. You learn to deal facing many environmental challenges with planning, implementation, control, and including new technologies, new methods of evaluation from an operational perspective. organizing, diverse consumer demands, new In the conceptual arena, you study matrix competitors, and diverse employee skills and organization, project authority, motivation, backgrounds. The common denominator is and morale and explore the differences and change. This course examines innovation similarities between project and hierarchical and organizational change from a strategic management. You investigate cases that and operational perspectives. Students’ illustrate problems posed by project knowledge and skills related to innovation management and how they might be resolved. and change management are developed with 3 graduate credits. Prerequisites: None. an emphasis on strategy and organizational Kar goals. Applied projects with small businesses and not-for-profit organizations 579. Strategic Human Resources Management. allow students to apply their knowledge of This course includes an overview of business innovation and change management in the strategy and emphasizes the role of human real world situations. 3 graduate credits. resource management for effective strategy Prerequisite: Final semester status, or implementation. Models of organizational permission of instructor. diagnosis and change, reengineering, Kleintop divesting, merging, acquiring, downsizing, and outsourcing are examined from a strategic 572. Managing Performance: Motivating, and operational human resource perspective. Coaching & Evaluating. Managers and Students will complete a service learning human resource professionals must have assignment with a not-for-profit organization a good understanding of performance or small business to apply the knowledge and management principles in order to skills learned in this course. This course is coach managers in managing employee normally taken by students as the last course performance. This course focuses on the in their program of study. Prerequisite: underlying principles of performance Permission of instructor. management and ways to intervene early to Kleintop manage behavioral problems. Topics to be covered include an overview of performance 590-599. Special Topics management, methods for motivating staff, coaching employees, including executives, 581-582. Independent Study. for success, establishing performance plans, 586-588. Internship. and conducting performance evaluations. 3 graduate credits. Prerequisites: MGMT

102 MGMT 602. Regression, Factorial, and Cluster and project­based course with a strong Analysis. This course is focused on methods programming component. Prerequisite: concerned with relations among variables MGMT 605 Generalized Linear Models. and/or significant group differences. Multiple regression will be covered. Other techniques MGMT 612. Marketing Analytics. This such as principal components analysis (PCA), course provides a comprehensive review of exploratory factor analysis (EFA), which predictive analytics as it relates to marketing examines the interrelation between variables, management and business strategy. The and cluster analysis (CA) and discriminant course gives students an opportunity analysis (DA), which are both concerned with to work with data relating to customer the interrelations between cases or groups will demographics, marketing communications, also be covered. Prerequisites: MGMT 555 and purchasing behavior. Students perform Business Research Methods and MGMT 557 data cleansing, aggregation, and analysis, Big Data Analytics. exploring alternative segmentation schemes for targeted marketing. They design tools for MGMT 605. Generalized Linear Models. This reporting research results to management, course extends linear OLS regression by including information about consumer introducing the concept of Generalized Linear purchasing behavior and the effectiveness Model (GLM) regression. The course reviews of marketing campaigns. Conjoint analysis traditional linear regression as a special case and choice studies are introduced as tools of GLM’s, and then continues with logistic for consumer preference measurement, regression, poisson regression, and survival product design, and pricing research. The analysis. The course is heavily weighted course also reviews methods for product towards practical application with large data positioning and brand equity assessment. sets containing missing values and outliers. Ethics and legal considerations of marketing It addresses issues of data preparation, analytics are discussed. This is a casestudy­ ­ model development, model validation, and and project­-based course involving extensive model deployment. Prerequisite: MGMT 602 data analysis. Prerequisite: MGMT 605 Regression, Factorial, and Cluster Analysis. Generalized Linear Models.

MGMT 608. Advanced Modeling MGMT 615. Web Analytics. A central part of Techniques. Drawing upon previous e­commerce and social network applications, coursework in predictive analytics, the World Wide Web is an important channel modeling, and data mining, this and data source for online marketing and course provides a review of statistical customer relationship management. This and mathematical programming and course provides a comprehensive review of advanced modeling techniques. It Web analytics, including topics in search explores computer­intensive methods marketing, social network marketing, social for parameter and error estimation, media analytics, user generated content model selection, and model evaluation. management and marketing, mobile The course focuses upon business advertising and commerce, and CRM applications of statistical graphics strategy. The course examines the use of and data visualization, tree­structured Web sites and information on the Web to classification and regression, neural understand Internet user behavior and to networks, smoothing methods, hybrid guide management decision­making, with a models, multi­way analysis, and particular focus on using Google Analytics. hierarchical models. This is a case­study­ Topics include measurements of enduser­

103 visibility, organizational effectiveness, click reports to support process improvement analytics, log file analysis, and ethical issues and quality improvement efforts. in analytics. The course also provides an Prerequisite: MGMT 602 Regression, overview of social network analysis for the Factorial, and Cluster Analysis. Web, including using analytics for Twitter and Facebook. This is a case­study­ and project­ MGMT 625. Supply Chain Analytics. This course based course. Prerequisite: MGMT 608 explores how firms can better organize their Advanced Modeling Techniques. operations so that they more effectively align their supply with the demand for their MGMT 618. Data Visualization. This course products and services using analytics applied begins with a review of human perception to enhance competitiveness. The course and cognition, drawing upon psychological provides both tactical knowledge and high­ studies of perceptual accuracy and level insights needed by general managers preferences. The course reviews principles of and supply chain management consultants. graphic design, what makes for a good graph, The course focuses on managing uncertain and why some data visualizations effectively demand, both within the firm and across present information and others do not. It the supply chain. Prerequisite: MGMT 555 considers visualization as a component Business Research Methods. of systems for data science and presents examples of exploratory data analysis, MGMT 628. Text Analytics. This course is visualizing time, networks, and maps. It focused on incorporating text data from a reviews methods for static and interactive wide range of sources into the predictive graphics and introduces tools for building analytics process. Topics covered include web­browser­based presentations. This is extracting key concepts from text, organizing a project­based course with programming extracted information into meaningful assignments. Prerequisite: MGMT 602 categories, linking concepts together, and Regression, Factorial, and Cluster Analysis. creating structured data elements from extracted concepts. Students taking the MGMT 622. Healthcare Analytics. This course will be expected to identify an area course focuses on developing skills in of interest and to collect text documents analyzing and improving healthcare relevant to that area from a variety of sources. systems and processes by integrating This material will be used in the fulfillment of systems analysis, quality management, course assignments. Prerequisite: MGMT 602 operations research techniques, Regression, Factorial, and Cluster Analysis. exploratory data analytics and data visualization. Emphasis is placed on the MGMT 671. Capstone Project. The capstone use of organizational data, especially course focuses upon the practice of predictive time­stamp data, to study processes analytics. This course gives students an and outcomes of care, particularly opportunity to demonstrate their business as it relates to flow analysis and strategic thinking, communication, and improving work flow. The course relies consulting skills. Students work individually heavily on hands­on use of computer­ on projects that can be work­related or part based modeling tools. Emphasis will of a consultative effort with an organization. be placed on formulating, designing, Students will present their project online to and constructing models, drawing faculty and peers. Prerequisite: Completion of conclusions from model results, and a minimum of 30 credits toward the degree translating results into written end­user and permission of the instructor

104 Education Admission to the Program Chair: Associate Professor DesJardin Acceptance to Moravian College does not Professor Shosh; Assistant Professor: Gleason; guarantee that a student will be accepted Assistant Professor: Gleason, Kahn, Mitten; into the teacher certification program. Faculty Associates: Baxter (art), LaRue There is a two-step process for admission (English); McKeown (world languages); Paxton into this program. Students are strongly (history); Hartshorn (mathematics); Krieble encouraged to complete Step 1 by the (physics, general science); Adjunct Faculty: end of the sophomore year. Aragona-Young, Beitler, Bilheimer, Colon, Conard, Correll, Dilendik, Donaher, Finlay, Step 1. For initial admission to the program, Frey, Fuini-Hetten, Grove, Heath, Hogan, students must have: Jacoby, Ketterman-Benner, Mancino, Massey, • 48 credit hours (12 course units). Modjadidi, Resende, Richmond, Rosario, • A 2.7 GPA. Sillivan, Torok, Villani, Ziegenfuss; Director of Field Experiences: Correll. • 6 credit hours (1.5 units) of college- level mathematics. (These credits may Moravian College offers programs to be part of the initial 48 credits, and prepare and certify students for careers one unit can be met by the Learning in in teaching from pre-K to grade 12. The Common F2 requirement.) College believes that a teacher is best • 3 credit hours in English composition and prepared through a program that integrates 3 credit hours in English literature. (These the principles of liberal education with credits may be part of the 48 initial concentrations of study in an academic credits and can be met by the Writing 100 discipline and in teaching, combined with course or the First Year Seminar and the extensive field experience in the schools. LinC M2 requirement.) • A passing score on the Moravian offers programs leading to PAPA (Pre-professional Pennsylvania public school teacher Academic Performance certification in art (grades K-12), early Assessment) in Reading, childhood education (pre-K - grade 4), middle Writing, and Mathematics. level education (grades 4-8), three world languages (French, German, and Spanish, • A successful stage 1 & 2 early field grades preK-12), music (grades preK-12), experience evaluation. special education, English as a Second • U.S. citizenship or a declared intent to file Language, and eight secondary education for U.S. citizenship. (This requirement is (grades 7-12) subject areas: biology, mandated by the Pennsylvania Department chemistry, citizenship education, English, of Education and applies to teachers of all general science, mathematics, physics, and subjects except world languages.) social studies. The Education Department’s Master of Education program also offers Step 2. Students who intend to obtain certification for ESL program specialists, teaching certification must make a formal reading specialists, principals, supervisors of application to the Teacher Education curriculum and instruction, online instruction Committee. Applications must be submitted and special education. The Master of Arts in two semesters prior to the student-teaching Teaching program offers initial licensure and semester, i.e., for fall student teaching, by advanced study at the graduate level. December 1 of the preceding year; for spring student teaching, by April 15 of the preceding 105 year. The committee approves applications on student who wishes to challenge an action the basis of these criteria: by the Teacher Education Committee may • Scholarship. Students must request a hearing and personal appearance achieve all the following for before the committee. If not satisfied by the admission to student teaching: hearing, he or she may appeal to the Office of the Provost. 3.0 overall GPA 3.0 GPA in the academic major Assignment of Advisors 3.0 GPA in the professional All students interested in teacher education sequence certification should meet with the appropriate • Recommendation of the major department Education Department advisor. based upon the mastery of content • Early Childhood. Once the student has knowledge in the academic discipline. identified his or her primary major, • Recommendation of the Education a Declaration of Major form may be Department based on the mastery of submitted to the registrar. Early childhood pedagogical content knowledge and education certification candidates have performance in successful stage 1 & two advisors. The primary advisor is a 2 early field and stage 3 pre-student faculty member from the academic major; teaching experiences. the secondary advisor is Jean DesJardin in the Education Department. Students will • Evidence of professional attitude and meet with their academic advisor as well behavior will be considered in light of as their Early Childhood advisor before field experience evaluations, College registering for courses. faculty and staff assessment, disciplinary information from the Student Affairs • Middle Level. Once the student has Office, and other sources. Submission identified his or her primary major, of a signed application to the Teacher a Declaration of Major form may be Certification program is required and shall submitted to the registrar. Middle-level constitute consent for the Student Affairs certification candidates have two advisors. Office to release all such information on The primary advisor is Joseph M. Shosh of file to the Teacher Education Committee. the Education Department. Students will meet with both advisors each semester After approval by the Teacher Education before registering for courses. Committee, a student is expected to maintain • Secondary. Students interested in minimum averages and continue to receive secondary certification should meet endorsements of the departments and offices with an advisor early—in the freshman involved. A student must meet all standards year, if possible. Once the student has and complete prerequisite coursework prior to identified his or her primary major and the student-teaching semester. submitted a Declaration of Major form to the registrar, the student should consult A student who has been denied admission with his or her advisor in the Education to the program may reapply at a later time Department. (The education advisor is the if criteria for student teaching have been student’s secondary advisor; the primary met. In such circumstances, completion advisor is a faculty member from his of certification requirements may involve or her academic major.) The Education extending the student’s program if the Department secondary education advisor requirements cannot otherwise be met. A is Tristan Gleason for all certification areas 106 except English. The Education Department Students may qualify for exemption secondary education advisor for English from the basic skills assessment exams certification candidates is Joseph M. based on their SAT or ACT scores. Please Shosh. After the initial consultation, contact the Education Department students should seek out the education regarding exemptions and other test advisors each semester before registering related questions you may have. for courses. • Art. Students interested in art certification Candidates are encouraged to take the should meet with Kristin Baxter in the Art PAPA or CORE exams prior to or during the Department sophomore year. If not exempt, all teacher certification candidates will be required to • Music. Students interested in music pass these tests prior to admission into the certification should meet with the Music teacher certification program and participation Department each semester before in any Stage 3 Field Experiences. registering for courses. • Transfer students should arrange an Content Area Exams appointment with the assistant dean for Early Childhood Candidates must also take academic advising following their interview The PreK–4 assessment which includes three with the Admissions Office. Completed modules. Examinees must take and pass all coursework, total Moravian equivalency three modules to qualify for Pennsylvania units, and the criteria listed on the teacher certification. Students are encouraged preceding pages will determine placement to print out the full-length practice test on in the professional sequence. the website to familiarize themselves with the testing format. Additional information Pennsylvania Department of Education is available at https://www.pa.nesinc.com/ (PDE) Required Testing for Teacher TestView.aspx?f=HTML_FRAG/PA006_ Certification TestPage.html. Candidates applying for certification in art, music or world language (K-12 programs) must pass the Praxis II The Pennsylvania Educator Fundamental Subjects: Content Knowledge Certification Tests (PECT) test and the appropriate Praxis II subject Students in all Pennsylvania Instructional test prior to being granted certification. I teacher certification programs must Information on these tests is available at the successfully complete basic skills Educational testing Service website: http:// assessments in reading, mathematics and www.ets.org/praxis/pa/requirements. writing. Currently there are two testing options. You may take either the Pearson Middle Level Candidates must PECT Pre- service Academic Performance pass the Pennsylvania Grades Assessment (PAPA) or the ETS Praxis Core 4-8 Core Assessment: Pedagogy, Academic Skills for Educators (CORE) English Language Arts and exams. Please consult test provider websites Social Studies, Mathematics for additional information regarding test and Science test prior to content, testing locations and registration being granted certification. In procedures. See: http://www.pa.nesinc.com, addition, they must pass the select ‘tests’, then ‘PAPA’ and/or https:// appropriate Middle Level Subject www.ets.org/praxis/about/core/. Concentration (Citizenship Education 4-8, English 4-8, 107 Mathematics 4-8, or Science 4-8) who decide to pursue teacher certification, test(s). For complete information, field experiences will progress from stage 1 see the Educational testing & 2 field experiences to stage 3 pre-student Service website: http://www.ets. teaching to stage 4 student teaching. All org/praxis/pa/requirements. field experience is directly related to material presented in the sequence of education Secondary Candidates must pass the courses. The Education Department’s director appropriate Praxis II Content Knowledge of field experiences is responsible for securing Test prior to being certified. For complete all field placements. Students are required to information, see the Educational testing secure their own transportation to and from Service website: http://www.ets.org/ field experience placements. praxis/pa/requirements. Cooperating teachers for field experiences Secondary, middle level, art, and hold appropriate certification and are music education students are strongly selected for their willingness and ability to encouraged to take the academic content mentor, their excellence in teaching, their test after they have completed the majority knowledge of teaching practice, and their of courses for their major, generally in the devotion to the teaching profession. The fall of the senior year, but before student cooperating teacher for any field experience teaching in the spring term. provides a valuable opportunity for students to observe a teaching professional and The Pennsylvania Department of Education participate in a classroom setting. (PDE) periodically revises testing requirements. Students should consult Students will not be permitted to enroll in regularly with their Education Department a course that includes a field experience advisor and the Pennsylvania Department of until all completed forms required by the Education website for updates from PDE. Pennsylvania Department of Education have been presented to the College’s director of Because the Moravian College Education field experiences. These clearance documents Department must approve every student’s include the FBI Federal Criminal History certification, it is necessary to have test Record (Act 114), the Pennsylvania State scores sent to the College. This is done on the Police Criminal Record Check (Act 34), examination’s registration form. and the Pennsylvania Child Abuse History Clearance (Act 151). Some of these forms The Commonwealth of Pennsylvania awards take six to eight weeks for completion, so certification to candidates who have passed students need to plan accordingly. Students the required tests and who have been who need to update their clearances or recommended by educational institutions with obtain initial clearances must personally accredited, state-approved programs. bring all original clearance documents to the Education Department to be reviewed Field Experience and copied before they will be permitted The purpose of the field experience is to to register for education courses with field provide students with appropriate classroom experiences. Photocopies, faxes, and scanned experiences at each level of their coursework. documents are unacceptable. Please note These experiences are meant to assist the that the last opportunity to add a course is student in determining whether teaching by 4:30 P.M. on the last day of the drop/ is an appropriate career choice. For those add period. The clearance documents must 108 be valid for the entire academic semester Education 160 Culture, Community, the student is in a field experience. Students and Diversity: will be placed in field experiences only when Introduction to all background checks indicate that no Critical Pedagogy. record exists. Information concerning how to Required for obtain and submit these forms is available all education in the Education Department and on the certification Education Department website. In addition, candidates. the Pennsylvania Department of education requires that all students participating in a field experience complete an Act 24 (Arrest/ Education 210 Child Development Conviction Report and Certification Form). 1. Required for all early childhood Students in field placements must be tested candidates. for tuberculosis. An acceptable test must be Education 211 Child Development administered not more than three months 2. Required for all before the first day of any field experience. early childhood A form indicating negative results of the test candidates. must be signed by a nurse or physician and Education 222 Emerging Language submitted to the Education Department prior and Literacy, Pre-K to to beginning a field experience. Students will 4th Grade. Required not be allowed to start a field experience until for all early childhood all required documents have been reviewed certification and copied. Students should contact Doris candidates. Correll, Director of Field Experiences, if they have questions regarding field experience

Stages 1 and 2 Field Experience: Observation and Exploration The first level in the field-experience continuum is an opportunity for the student to become familiar with classroom teaching and responsibilities under extensive support and direction. The student is required to complete a minimum of 40 hours for each experience. This experience is the field component for the following courses: Education 130 Student Development and Instructional Design. Required for all art, music, middle level (grades 4-8), world language (K-12), and secondary education candidates.

109 Stage 3 Pre-Student-Teaching Experience Education 364 Curriculum and This is an opportunity for the student, Instruction in before student teaching, to experience Science (110 hours) daily classroom activities as well and take responsibility for the planning Education 365 Curriculum and and presentation of lessons. All Instruction in Social certification candidates are required Science (110 hours) to complete a minimum of 150 hours. Pre-student-teaching is the field Art Education component for the following courses: Education 366 Curriculum and Early Childhood and Middle Level Education Instruction in Art (150 hours) Education 359.2 Pre-Student Teaching. Required for all early childhood Music Education and middle level Education 367 Teaching Music to candidates. Part 2 Children. (75 hours) taken along with Education 368 Teaching Music to EDUC 321,Language Adolescents and Arts for Children, Adults. (75 hours) Pre-K to 4th Grade and EDUC 322, Math Thinking or Stage 4 Student Teaching Experience EDUC 333, Literacy for Middle Level Student teaching is the culminating Learners and EDUC experience of the teacher-preparation 332, Math for Middle program. Its purpose is to help the student Level Learners. (75 develop into a competent professional. hours) Student teaching is physically and psychologically exhausting, but it is also Secondary and World Language satisfying. It is a full-time commitment and K-12 Education will consume most of the student’s time in the semester in which it occurs. It takes Education 360 Curriculum and place under the supervision of qualified Instruction in English program faculty and cooperating teachers. (110 hours) Student teachers will have two experiences Education 361 Curriculum and (different grades and different schools) Instruction in World over the semester. All placements are in Language (110 Pennsylvania schools near the College. In hours) addition to daily classroom experience, Education 362 Curriculum and students are required to attend a weekly Instruction in seminar with their College supervisors. Mathematics (110 hours)

110 Courses associated with student teaching sophomore year, Education 244 spring of the include: sophomore year, Education 163 in the fall Education 370 Seminar for Early or spring of the sophomore year, Education Childhood Educators: 260 fall of the junior year, Education 366 fall Advocacy, Ethics, of the senior year, and Education 375-379 Leadership, spring of the senior year. Collaboration. All students interested in teacher certification Education 371 Issues in Middle are reminded that they must complete courses Level Education. required for initial admission to the teacher Required for certification program. Specifically, students all middle must complete six credit hours (1.5 Moravian level education units) in mathematics as well as three credit candidates. hours in English composition and three credit hours in English literature. Education 375, 376, Student Teaching. 377 Required for all Music Education student teachers. Moravian offers a certification program Education 378 Seminar in in the teaching of music (K-12). The Secondary academic program is described under Student Teaching. music. Students complete Education Required for all 100.2 in the first year of study. Students secondary and world also complete Education 130 and language education Education 160 in separate semesters of candidates. the sophomore year and Education 244 Education 379 Seminar for Art in the spring of the sophomore year or Student Teachers. in the junior year. Student teaching and Required for all the concurrent seminar (Education 375- art education 377 and Music 374.2) are taken in the candidates. spring of the senior year.

All students interested in teacher certification Music 374.2 Music Education are reminded that they must complete courses Seminar. required for initial admission to the teacher Required for all certification program. Specifically, students music education must complete six credit hours (1.5 Moravian candidates. units) in mathematics as well as three credit hours in English composition and three credit hours in English literature. Art Education Moravian offers a certification program in the Early Childhood Education teaching of art (K-12). Students complete Students seeking certification in early a full major in art as described under the childhood education must complete a major Art Education track. Students should take of their choice as well as the College’s Education 100.2 in the fall or spring of the program of general education (Learning freshman year, Education 160 in spring of in Common). If preferred, early childhood the freshman year, Education 130 fall of the education certification candidates may 111 complete a pre-approved interdisciplinary 40-hour field experience in that semester; program, which is composed of either eight clearances and other documents for or nine course units. Students must select fieldwork required. Overall GPA of 2.70 Mathematics 125 to fulfill the Learning required to enroll. in Common Quantitative Reasoning (F2) requirement. (Students pursuing early Education 312, 323, 324, and 358.2 childhood certification who choose a major Taken in fall of the junior year; 75-hour field in math are exempted from this course experience required; clearances and other and requirement.) Students also need an documents for fieldwork required; overall GPA additional half-unit course in math. (Again, of 2.70 required to enroll; passing PAPA tests students majoring in math are exempted from required to enroll. this requirement.) In the multidisciplinary (M) categories, students must take either Education 213.2, 218.2, 321, 322, and History 113 or 114 to fulfill the requirement 358.2 Taken in spring of the junior year; 75- in Historical Studies (M1); English 101, 102, hour field experience required; clearances 103, 104, or 105 to fulfill the Literature (M2) and other documents for fieldwork required; requirement; Education 160 to fulfill the overall GPA of 2.70 required to enroll; passing Ultimate Questions (M3) requirement; and PAPA tests required to enroll. both Education 213.2 and 214.2 to complete the Aesthetic Expression (M6) requirement. Education 370 and 375-377 Early childhood candidates must complete an Taken in fall of the senior year; clearances M4 or M5 (but not both), which may be a part and other documents for fieldwork required; of the major. The requirement not completed overall GPA of 3.0 required to enroll; passing – M4 or M5 – is waived. In addition, early PAPA tests and approval of the Teacher childhood candidates must complete only one Education Committee are required to enroll. of the Upper-Division (U) categories, which EDUC 160 is a pre-requisite and EDUC 210 may be a part of the major. is a co-requisite for EDUC 244. A lab science (F4) course with a grade of C or better is Early childhood education certification required prior to enrolling in Education 323. students must complete the professional Mathematics 125 with a grade of C or better sequence in early childhood education: is the prerequisite for Education 322, and an American history course with a grade of C or Education 100.2 and 160 better is the prerequisite for Education 324. Taken in the freshman year, 40-hour field experience required for Education Middle Level Education 160; clearances and other documents for Students seeking certification in middle fieldwork required. level education (grades 4 through 8) must complete a major in mathematics, Education 210, 222, and 244 general science, English, history, or Taken in the fall term of the second year; historical studies, or they may complete a 40-hour field experience in that semester; pre-approved interdepartmental major in clearances and other documents for mathematics/general science, mathematics/ fieldwork required. Overall GPA of 2.70 English, or general science/English. See the required to enroll. Interdisciplinary Programs section for specific requirements for majors in general science Education 211, 214.2, and 216 Taken and historical studies and for pre-approved in the spring term of the sophomore year. interdepartmental majors. Students must also 112 complete the College’s program of general and other documents for fieldwork required; education, Learning in Common. Students overall GPA of 2.70 required to enroll; passing must select Mathematics 125 to fulfill the PAPA tests required to enroll. requirement in Quantitative Reasoning (F2) and Environmental Science 112 to fulfill Education 232.2, 330, 331, and 358.2 the lab science requirement (F4). (Students Taken in fall of the senior year; clearances majoring in mathematics, mathematics/ and other documents for fieldwork required; general sciences, or mathematics/English overall GPA of 2.70 required to enroll; passing are exempted from taking Mathematics 125. PAPA tests required to enroll. Students majoring in mathematics may substitute Physics 111 for Environmental Education 371 and 375-377 Science 112.) In the Multidisciplinary Taken in fall of the senior year; clearances (M) categories, students must take History and other documents for fieldwork required; 113 to fulfill the Historical Studies (M1) overall GPA of 3.0 required to enroll; passing requirement; Education 131 to fulfill the PAPA tests and approval of the Teacher Literature (M2) requirement; Education Education Committee are required to enroll. 160 to fulfill the Ultimate Questions (M3) requirement; Political Science 110 to satisfy EDUC 160 is a pre-requisite and EDUC the Economic, Social, and Political Systems 130 is a co-requisite for EDUC 244. (M4) requirement; and Interdisciplinary 110 Environmental Science 112 with a grade to fulfill the Cultural Values and Global Issues of C or better is the prerequisite for (M5) requirement. The Aesthetic Expression Education 331. Mathematics 125 with (M6) requirement is waived for these a grade of C or better and Mathematics students. In addition, middle level education 107 are prerequisites for Education students must complete one of the two Upper- 332. (Both Mathematics 107 and Division (U) categories, which may be a part 125 are waived for students majoring of the major; the other is waived. in mathematics, mathematics/general science, or mathematics/English.) History Middle level education students must 113 with a grade of C or better, Political complete the professional sequence in middle Science 110, and Interdisciplinary Studies level education: 110 are prerequisites for Education 330. Students must pass the reading, writing, Education 130 and 140.2 and mathematics PAPA exams prior to Taken in the fall of the sophomore year; enrolling in any stage 3 pre-student clearances and other documents for teaching course. These exams should be fieldwork required. taken in the freshman year.

Education 131 All students interested in teacher certification Taken in the spring term of the are reminded that they must complete sophomore year. courses required for initial admission to the teacher certification program. Specifically, Education 244 students must complete six credit hours (1.50 Taken in fall of the junior year; overall GPA of Moravian course units) in mathematics as well 2.70 required to enroll. as three credit hours in English composition and three credit hours in English literature. Education 332, 333 and 358.2 Taken in spring of the junior year; clearances

113 Secondary Education academic record above the minimum Moravian College offers teacher certification requirements for certification (in the programs in the following areas of secondary major, in education courses, and education (grades 7-12 unless otherwise overall) may request permission to noted): biology, chemistry, citizenship pursue an additional certificate in education (formerly social studies), English, special education or English as a French (K-12), general science, German second language (ESL). Students (K-12), Latin (K-12), mathematics, physics, approved for ESL supplemental social studies, and Spanish (K-12). certification enroll in a set of five The programs of study leading to these additional graduate courses offered for certificates are described under the advanced undergraduate students: appropriate departmental headings in this EDUC 410.3 ( = graduate 670) Language catalog. Individual program descriptions Acquisition and Development also are available through the Education EDUC 411.3 ( = graduate 671) ESL Department. See the sections on science Curriculum and Instruction education and historical studies for descriptions of general science and EDUC 412.3 ( = graduate 672) ESL citizenship education/social studies Learner and Community programs, respectively. Students are advised EDUC 413.3 ( = graduate 673) ESL to complete Education 160 and Education Assessment and Support 130 in the sophomore year. (They must be EDUC 414.3 ( = graduate 674) ESL taken in separate semesters.) Education Program Specialist 260 usually is taken in the fall term of the junior year and Education 360-365 in the Students approved for special education fall term of the senior year. Education 140.2 supplemental certification enroll in a set of and 244 should be taken any semester nine additional graduate courses offered for prior to student teaching. Student teaching advanced undergraduate students and an (Education 375-378) occurs in the spring approved special education student teaching term of the senior year. Physical Education practicum. The nine-courses set includes: 236 is required as one of the student’s EDUC 420.3 ( = graduate 610) physical education activities. Differentiating Instruction All students interested in teacher certification EDUC 421.3 ( = graduate 617) Special are reminded that they must complete courses Education Identification and Intervention required for initial admission to the teacher EDUC 422.3 ( = graduate 618) Effective certification program. Specifically, students Inclusionary Practices must complete six credit hours (1.5 Moravian EDUC 423.3 ( = graduate 623) Special units) in mathematics as well as three credit Education Processes and Procedures hours in English composition and three credit hours in English literature. EDUC 424.3 ( = graduate 624) Educating Students with Disabilities and Exceptionalities Special Education and English as a EDUC 425.3 ( = graduate 626) Second Language Comprehensive Literacy Pre-K to 4 Students pursuing teacher certification EDUC 426.3 ( = graduate 660) Literacy in early childhood, middle level, or any and Resistance/Secondary Schools secondary (7-12) or K-12 certification EDUC 410.3 ( = graduate 670) Language area listed above, and who maintain an 114 Acquisition and Development an underlying philosophy of reflective teaching EDUC 427.3 ( = graduate 676) Literacy and a focus on action research. Courses are Assessment and Evaluation available to all certified teachers and may be taken as part of the larger M.Ed. program, Full course descriptions are available from to satisfy Act 48 requirements, or simply for the Education Department or the Comenius intellectual and professional enrichment. Center. Please note that students who Advanced Pennsylvania certification options complete these courses at the undergraduate are also available in ESL, reading, the level may not count these same courses principalship, supervisor of curriculum and towards a graduate degree at Moravian instruction, and special education. Qualified College, but they may count these same graduate students may also pursue initial courses towards certification. licensure and/or earn a graduate degree in education through our innovative inquiry- The Minor in Education based Master of Arts in Teaching (M.A.T.) program. Those interested in learning more The minor in education for students not about Moravian College’s graduate degree and seeking teacher certification consists of certification options should contact Joseph M. five course units: Education 130, 210, or Shosh in the Education Department. 211; Education 160; Education 244; and two additional course units in education, Undergraduate Courses in Education selected with the advisor’s approval. Students seeking certification in one or more of the Note: Students must complete all foundation approved areas of secondary education will (100 level) courses with a grade of C or have a minor in education if they complete better in order to continue taking upper requirements for certification. level courses. All 100-level courses require an early field experience. They may not Interdepartmental Majors Including Education be taken in the same semester. Education 160 (all certification students) or 130 (for Students whose personal objectives middle level, secondary, art, music, and include study in education without world language certification students) should teacher certification may develop an be taken in the spring of the first year. The interdepartmental major with a Set other course should be taken in the fall or II concentration in education. Such spring of the sophomore year. Students in programs must be developed and early childhood or middle level certification approved by the Interdisciplinary programs should take Education 100.2 in Programs Committee as outlined their first term of study at the College. under interdepartmental majors in the educational programs section of In addition, all 200-level education courses this catalog. have a prerequisite of a minimum overall grade point average of 2.70 for enrollment. The Master of Education in Curriculum and Instruction (M.Ed.) & Master of 100.2. Introduction to Education of English Arts in Teaching (M.A.T.) Language Learners. Students will learn basic The Education Department offers a principles, issues, and strategies for English Master of Education degree in curriculum language teaching. This course will be an and instruction for practicing teachers. introduction to challenges of teaching English Each course in this 36-credit program is learners and offers a comprehensive overview immediately applicable to the classroom, with of learning theories and teaching strategies. 115 Attention will be given to such controversial 158.2. Early Field Experience. Designed for topics as the influence of culture on students who need stage 1 & 2 early field schooling, the cultural practices of schooling, experience in the K-12 classroom before and the sociopolitical context of education. stage 3 pre-student teaching. Students Students will learn clear models of strategic will be supervised by a teacher in a local teaching leading to students’ success. Fall. school and spend a minimum of 40 hours DesJardin, Sillivan in the classroom. They also will meet weekly for seminar with education faculty. 130. Student Development and Instructional Minimum of one education course taken Design. The purpose of this course is to at Moravian and permission of department introduce pre-service teachers to the most chair required. Clearances and other current and effective principles for teaching documents for fieldwork required. students from fourth grade through high Modjadidi school. Cognitive, social, emotional, and physical developmental issues are examined 160. Culture, Community, and Diversity: in the context of effective classroom Introduction to Critical Teaching. Through field instruction. 40-hour field experience. experience, reading, discussion, and intensive Clearances and other documents for fieldwork writing, students in the course will explore required. Fall and spring. the diversity affecting their teaching, both Dilendik within their classroom and within the broader community from which their students come. 131. Young Adult Literature. Introduces This examination will be both contemporary students to reader response, socio-cultural, and historical. They will examine many forms and New Historicist lenses for making of diversity, but in particular will examine how meaning of a variety of traditional and teachers need to consider language, culture, emerging texts from the amorphous body of multiple intelligences, and learning styles in American literature written specifically for their work with diverse learners, including young adults. As participants examine classic English language learners and students with and contemporary young adult texts, they disabilities. The course is unified through construct blogs, wikis, and a literary analysis philosophical exploration of critical pedagogy, essay with hyper-textual links to articulate including the work of Paulo Freire and a philosophy for the inclusion of young through the ethical issues related to teaching. adult literary texts in the secondary school (M3) Two 70-minute periods. 40-hour field curriculum, both individually and in tandem experience. Clearances and other documents with canonical texts. (M2) Spring. for fieldwork required. Fall and Spring. Shosh, Richmond DesJardin, C. Evans

140.2. Computer Technology in the Classroom. 210. Child Development and Cognition I: Instructional use of word processors, Pre-natal to Five. This course is devoted spreadsheets, databases, graphics packages, specifically to child development from pre- games, simulations, Web authoring birth to age five. This course will begin with programs. The Internet as a teaching/ an overview of child study in contemporary learning resource. Students will design contexts and the role teachers play in early lesson plans and demonstrate proficiency childcare settings. Major developmental with technology specific to their academic theories will be addressed as they relate to disciplines. Two 2-hour periods. physical and motor, social and emotional, and Zigenfuss, Fuini-Hetten cognitive domains. The course will also focus

116 on the application of knowledge to teaching EDUC 160. Fall and spring. and working with very young children and Baxter their families. Strategies and activities will be learned to work with young children from 214.2 Music and Movement. This course diverse populations. The concepts will be presents the comprehensive, current foundational for all of the courses in early professional research on music and movement childhood education. Prerequisites: GPA while providing links between theory and of 2.70, Education 100.2 and 160. 40- practice. Students will also learn about a hour field experience. Clearances and other young child’s physical and psychological documents for fieldwork required. Fall. health and safety. The role of the family DesJardin and diversity will also be discussed. Pennsylvania’s standards for the arts and 211. Child Development and Cognition II: Six humanities will also be addressed. (Note: to Nine Years. This course is a continuation In combination with Education 213.2, this of the study of development of young course fulfills the Learning in Common M6 children from six through nine. This course requirement.) Prerequisites: GPA of 2.70, will begin with research and contemporary Education 100.2 or 160. Fall and spring. issues in learning and teaching. Major Aragona-Young developmental theories as they relate to physical and motor, social and emotional, 216. Early Childhood Education Theories, and cognitive domains will be addressed. Practices, and Family Partnerships. This course It will also focus on the application of presents a broad foundational overview knowledge to teaching and working with that focuses on the concepts and issues early school age children. Strategies and of early childhood education. Students activities will be learned. The concepts will will develop a historical perspective as be foundational for other courses in early well as a contemporary view of issues and childhood education. Prerequisites: GPA public policies. Theories of learning and of 2.70, Education 100.2 and 160. 40- development, which are applied in practice, hour field experience. Clearances and other will be explored along with new directions documents for fieldwork required. Spring. in cognitive development. The concepts of DesJardin High Scope and programs are examples of the many being analyzed. 213.2. Imagination and Creativity in Young Other topics such as family and community Children. This course examines why art involvement, technology, guidance, play, experiences are valuable in young children’s assessment, diversity, special needs, ethics, development and how to incorporate and developmentally appropriate practices meaningful art activities across the preK-4 will be explored. Prerequisites: GPA of 2.70; curriculum. Students in this hands-on class Education 100.2 and 160. Spring. will make process-based artworks using a Unger variety of art materials and learn how to adapt art instruction to ensure all children 218.2. Movement, Health, and Safety Education succeed, including diverse learners such as for Young Children. This course is designed ELL’s and children with disabilities. Note: to inform future early childhood classroom In combination with Education 214.2, this teachers, as movement educators, about the course fulfills the Learning in Common M6 discipline of physical education and the role requirement. Prerequisites: GPA of 2.70. they can play in producing physically active Prerequisite or Co-requisites EDUC 100.2, and healthy, safe children. Specific attention

117 will be given to motor skill and movement strategies/interventions will be based on concepts and strategies, techniques, and accurate interpretation of assessment data, approaches that teachers can use to lay the content knowledge, and understanding of the foundation for healthy practices in children. students’ abilities and diversity. Third, it is to Prerequisites: Education 100.2 or 160; GPA prepare the pre-service teacher to evaluate the of 2.70; no freshmen (sophomore standing or effectiveness of the instructional strategies higher). Fall/Spring. and interventions and adjust them as needed Ketterman-Benner to promote on-going student success. Topics will include, but are not limited to, strategies 222. Emerging Language and Literacy, Pre-K specific to the diverse learner, collaboration to 4th Grade. The course begins with a techniques, research-based strategies and brief overview of the recent key national interventions, Response to Intervention, policies and initiatives that have impacted the Systematic Approach for Assessing/ the teaching of literacy from birth to Accessing the Learning Environment (SAALE), kindergarten. Students will learn key data collection and monitoring techniques, aspects of language and literacy that will variables which influence student success, promote early reading success in preschool assistive technology, differentiated instruction and childcare settings. They will be able and the Universal Design for Learning. to apply their learning into practice with a Prerequisites: GPA of 2.70; Education 100.2, field experience. Students will expand their 130, 160, 140.2, and 244. Fall. knowledge of the initial reading instruction Modjadidi practices that develop real readers. Students will also learn ways of preventing 244. Including Students with Disabilities. reading difficulties through developmental This course is designed to familiarize interventions. Assessment methods always students with current issues regarding inform programs so students know if a special education services as they relate to child is making process in reading-related students with disabilities, their families, skills and early reading. Students will and general education, the social model of also learn how to work with parents and disability, a historical perspective of special policy makers who always influence early education services, special education laws learning programs and who make decisions and regulations at the federal and state levels, regarding early reading instruction. 40-hour federal and state definitions, inclusionary field experience. Co-requisite: Education practices, and research-based methodologies. 210. Prerequisite: Education 100.2 and Prerequisites: Education 160; Co-requisite 160; GPA of 2.70. Clearances and other Education 130 or 210; GPA of 2.70; documents for fieldwork required. Fall sophomore standing or higher. Fall and spring. Unger Modjadidi

232.2. Interventions for Middle Level Learners. 250. Art and Child Development. This is an The purpose of this course is threefold. First, introduction to the artistic development of it is to prepare the pre-service teacher to children and adolescents and ways in which develop an inclusive learning environment, children’s cognitive, social, physical, and which specifically addresses the needs of the emotional growth affects this development. middle school learner. Second, it is to design Students learn how developmental theories and implement research-based interventions are applied to educational contexts. and instructional strategies, which address This class meets requirements for the the needs of the middle school learner. These Pennsylvania Department of Education,

118 including teaching instructional strategies 321. Language Arts for Children, Pre-K to for making Accommodations and Adaptations 4th Grade. An introduction to the literacy for Diverse Learners in Inclusive Settings and process as it relates to children in the English Language Learners. (M6) primary grades, kindergarten to fourth Baxter grade. The theory, knowledge, and teaching skills pertaining to the nature of the process will be explored by lecture, active 260. Reflective Teaching in Secondary Schools. participation, and classroom experience. Introduction to general research-based This course includes reviews of current techniques for use in secondary classrooms, theory and research in language acquisition, from teacher-centered strategies (direction cognition, and literacy. Literacy incorporates instruction) to student-centered strategies reading, writing, speaking, listening, and (cooperative learning, group discussion), visual representation. Responding to and introduction to essential skills in literature, reading comprehension, fluency, instructional design for diverse learners. word identification strategies, phonics, and Through videotaped lessons presented language systems along with phonemic to peers, students design instruction development and assessment forms will employing these strategies and learn how to be a significant part of this course. This self-critique their teaching. Prerequisites: course also emphasizes the incorporation of Education 150 or 160; and 130; 244; technology and information management. or permission of instructor; GPA of 2.70. Comprehensive literacy programs, including Two 70-minute periods. Forty-hour field basal reading materials, will be surveyed. experience. Clearances and other documents Inherent in the scope of the course is the for fieldwork required. Fall. nature of linguistics, learners’ abilities, and Gleason, Shosh cultural variations as these factors relate to literacy learning. This will include strategies 312. Data Driven Analysis and Decision that meet the needs of linguistic, cultural, Making in Early Childhood Education. This academic, and cognitive diversity. One of comprehensive course shows assessment the underpinning goals is to prepare the as a process early childhood educators student to think and respond like a teacher. use to improve instruction and ensure 75-hour field experience.Co-requisites: learning. It will provide students with the Education 322, 358.2. Prerequisites: most current research, best thinking and GPA of 2.70; Education 100.2 and 160; practical guidance to integrate assessment passing scores on PAPA Reading, Writing, with effective teaching. Students will and Mathematics. Clearances and other learn how to interpret and use many forms documents for fieldwork required. Spring. of assessment that will inform learning Staff for educators, parents, learners and accountability requirements. Assessment 322. Pre-K to 4 Instructional Strategies for is a comprehensive, reliable, and valid Math Thinking. Students will learn math as data-driven analysis that paves the way for a developmental process, which engages meaningful, relevant, and engaging learning children as they grow and develop. The new opportunities for children. Prerequisites: GPA National Council of Teachers of Mathematics of 2.70, Education 100.2 and 160. 40- focal points, which use a chronological hour field experience. Clearances and other approach to thinking about what should be documents for fieldwork required. Fall. taught in early childhood mathematics, will DesJardin be addressed. Students will learn that math

119 is a developmental and constructive process studies and integrate social studies with in which the teacher acts as an instructor and other sciences, art, literature, math, reading, facilitator. The course will view approaches and writing. Since play is the basic way for presenting math to different age groups. children learn, this course offers strategies For pre-school and kindergarten children, to incorporate “play” into its materials. math is learned through experiences with Students will develop a full thematic materials or projects. Grade school children unit as a major project in the course. Co- learn from combining environment, materials requisite: Education 323, Education 358.2. and traditional educational experiences. Prerequisites: GPA of 2.70; Education 100.2 The field experience will promote concept and 160; ​History 113 or 114 with a grade of understanding and development through C or better;​ passing score on PAPA Reading, authentic experience in the development Writing, and Mathematics. Fall. of students’ teaching skills and strategies Dilendik in developmentally appropriate ways. Co- requisite: Education 321, Education 358.2. 330. Social Studies for Middle Level Learners. Prerequisites: GPA of 2.70; Education 100.2 The purpose of this course is to introduce and 160; Passing score on PAPA Reading, pre-service teachers through practical Writing, and Mathematics; Mathematics 125 example to the “methods of mind” which with a grade of C or better. Spring children need to develop to become Staff scholars, social scientists, problem-solvers, and citizens. The goal is to have students 323. Pre-K to 4 Instructional Strategies for design a series of activities and experiences Scientific Reasoning. The aim of this course that incorporate the most important of is to inform pre-service early childhood these methods. Most class sessions will educators in science as a discipline. involve discussion of the material, small- Students will learn how to make learning group problem solving, or the presentation science both valuable and enjoyable for of learning experiences for children. Co- young children. Students will begin with requisite: Education 331, Education 358.2. an understanding of child development, Prerequisites: GPA of 2.70; Education interrelated math, literacy and science 100.2, 130, 160, 140.2, and 244; History processes. Students in the field experience 113; Interdisciplinary Studies 110; Political will use concept exploration design. Students Science 110; passing scores on PAPA will gain a solid understanding of scientific Reading, Writing, and Mathematics. Fall. topics, while they are learning how to Dilendik implement activities with children using constructivist and inquiry-based methods. 331. Science for Middle Level Learners. Co-requisites: Education 324 and 358.2. A course designed to help prospective Prerequisites: GPA of 2.70; Education 100.2 teachers interpret middle school students’ and 160; F4 science course​ with a grade of science experiences and guide their C or better;​ passing scores on PAPA Reading, understanding of scientific concepts. The Writing, and Mathematics. Fall. course involves application of science Gleason content through hands-on, inquiry-based activities. Co-requisite: Education 330, 324. Pre-K to 4 Social Studies. Students learn Education 358.2. Prerequisites: GPA of a multitude of practical ideas, strategies, and 2.70; Education 100.2, 130, 160, 140.2, activities that early childhood educators can and 244; and Environmental Science 112. use to both interest young children in social Passing scores on PAPA Reading, Writing,

120 and Mathematics. Fall. Writing and Mathematics. Spring. Gleason Staff

332. Mathematics for Middle Level Learners. 358 (or 358.2). Pre-Student-Teaching Field This course is designed to prepare pre- Experience.The pre-student-teaching service teachers to work with students in experience is the precursor to the final grades 4 through 8 to help them learn stage of the certification process, student important mathematical concepts, skills, and teaching. It is an opportunity for the student problem-solving techniques. In the process, to become closely involved with classroom it is hoped that thinking will be challenged teaching and responsibilities while still and interest in mathematics stimulated. Co- being given extensive support and direction. requisite: Education 332, Education 358.2. The focus of this course is on the student’s Prerequisites: GPA of 2.70; Education continuing professional development 100.2, 130, 160, 140.2, and 244; as they culminate their preparation for Mathematics 107 and 125 with a grade of C teacher certification. It is their challenge to or better; passing scores on PAPA Reading, demonstrate that they have the knowledge, writing and Mathematics. Fall. skills, desire, stamina, and attitude to Staff become an extraordinary teacher. The broad base of knowledge and fieldwork that 333. Literacy for the Middle Level Learner. they bring to this experience will help the This course is designed to introduce the students gain the expertise and confidence literacy process as it relates to children in that is needed to be an exceptionally the intermediate and middle school grades. effective teacher. Prerequisites: GPA of The theory, knowledge, and teaching skills 2.70; completion of Education 100.2, 130, pertaining to the nature of the process will be 160; clearances and other documents for explored by lecture, active participation, and fieldwork required; passing scores on PAPA classroom experience. This course includes Reading, Writing and Mathematics. reviews of current theory and research in Frey language, cognition, and literacy. Literacy incorporates reading, writing, speaking, 360, 361, 362, 364, 365. Curriculum and listening, and visual representation. Instruction in the Secondary Content Areas. Responding to literature, reading Explores the unique nature of subjects comprehension, fluency, word identification (English, world language, mathematics, strategies, language systems and assessment science, citizenship education/social studies) forms will be a significant part of this course. as they relate to the fundamentals of This course also emphasizes the reading pedagogy and planning within those content materials and reading in the content areas, areas in preparation for student teaching. will be surveyed. Inherent in the scope of the Major course requirement to design and course is the nature of linguistic, learners’ then implement a unit plan in the field. abilities and cultural variations as these Also examines avenues such as professional factors relate to literacy learning. One of the organizations for professional growth underpinning goals is to prepare the student (organizations, publications). Required for to think like a middle level teacher. Co- all students seeking secondary certification. requisite: Education 332, Education 358.2. Students should register for the course that Prerequisites: GPA of 2.70; Education 100.2, corresponds with their certification area. 130, 131, 160, 140.2 and 244; Writing 100 Prerequisites: Education 260 (may be taken or FYS; passing scores on PAPA Reading, together with Education 360-365), and GPA

121 of 2.70; clearances and other documents for Fall. Three 70-minute periods, fieldwork. fieldwork required; passing scores on PAPA Reading, Writing and Mathematics. 370. Seminar for Early Childhood 360. English Shosh Educators: Advocacy, Ethics, Leadership, 361. World Languages Jacoby Collaboration. This course is part of 362. Mathematics Donaher the student teaching/practicum in 364. Science Gleason early childhood education. Students 365. Social Studies Massey are assuming the responsibilities for teaching young children while receiving 366. Curriculum and Instruction in Art guidance and supervision. Students Education. While pre-student teaching will review theory as they put it into in an art classroom, students in this practice. This research-based course will seminar write an art education curriculum give practical advice on topics such as based on constructivist teaching and developmentally appropriate practices, learning theories that are aligned with teacher competencies, advocacy issues Pennsylvania Academic Standards for the and the role of a professional in early Arts and Humanities and the National childhood education. Prerequisites: GPA Visual Arts Standards. Prerequisites: of 3.0; admission to student teaching; Education 160 and 130; minimum 2.70 passing scores on PAPA Reading, GPA; clearances and other documents Writing, and Mathematics. for fieldwork required; passing scores on Frey PAPA Reading, Writing and Mathematics. Fall. One 3-hour period. Supervised 150 371. Issues in Middle Level Education. This hours of fieldwork. Writing-intensive. course is designed to support the student Baxter during the semester of student teaching. The course meets weekly to discuss 367. Teaching Music to Children. Developing the issues related to the challenges of capacity for thought and action; skill in teaching and the process of certification applying behavioral objectives, instructional and securing a teaching position. The strategies, methods of assessment, choosing student’s presence at each seminar is appropriate content, establishing rational essential for the successful exchange of and realistic learning goals. Orff, Kodály, ideas, information, and coping strategies. and Dalcroze methods. Prerequisites: Music The goal of this course is to develop the 130.1, 136.1, and 322.2, Education 160; understanding, skills, and attitudes of the 2.70 GPA; clearances and other documents professional teacher – the teacher who acts for fieldwork required; passing scores on PAPA with reflective consideration of principles, Reading, Writing and Mathematics. Spring. practices, and policies. The student will Three 70-minute periods; fieldwork. demonstrate evidence of professional knowledge and practice in the following 368. Teaching Music to Adolescents and areas: planning and preparation; classroom Adults. Continuation of Education 367. environment, instructional strategies, and Techniques of motivation and relevance, professionalism. Prerequisites: GPA of 3.0, conducting middle- and high school completion of all middle level education ensembles. Prerequisites: Education 367; courses, except student teaching, with 2.70 GPA; clearances and other documents grades of C or better; admission to student for fieldwork required; passing scores on teaching; passing scores on PAPA Reading, PAPA Reading, Writing and Mathematics. Writing, and Mathematics. Co-requisite:

122 Education 375, 376, and 377. Spring. Mathematics. Co-requisite: Education 375- Staff 377. One 2-hour period. Baxter 375-377. Student Teaching. Three course units. Students approved by Teacher 190-199, 290-299, 390-399. Special Topics. Education Committee work with qualified teachers in local Pennsylvania elementary 286, 381-384. Independent Study. and secondary schools for one entire academic semester. Scheduling and length 288, 386-388. Internship. of experience will vary according to grade level and teaching field. Under guidance of 400-401. Honors. Honors are normally taken cooperating teachers and College supervisors, fall and spring of the senior year. Because students have direct learning experiences teacher certification students fulfill their in their areas. Prerequisites: QPA of 3.0, full-time student-teaching requirement one completion of all required education courses, semester of the senior year, they will need to except student teaching, with grades of C complete their Honors work during the spring or better; admission to student teaching; of the junior year and one semester of the passing scores on PAPA Reading, Writing, senior year. Students interested in Honors and Mathematics. Co-requisite: Education need to plan for this early in their junior year. 378. Pass/No Credit grade. Staff. Graduate Courses in Education EDUC 500 The Teacher as Inquirer 378. Seminar in Secondary Teaching. The purpose of this course is to introduce Scheduled concurrently with student teachers to current issues in inquiry-based teaching. Students meet with subject area approaches to teaching and learning, with an supervisors and Education Department emphasis on developing essential questions supervisors on alternate weeks. Provides related to their own effectiveness in the opportunity for student teachers to analyze classroom. The influence of action research their experiences in the field in relation on curricular and instructional change will be to theory learned in previous courses. examined. (Three credits; Fall; Ziegenfuss) Prerequisites: QPA of 3.0, completion of all required education courses, except EDUC 506 The Teacher as Researcher student teaching, with grades of C or better; This course introduces participants to the admission to student teaching; passing methods and strategies of action research. scores on PAPA Reading, Writing, and The course will emphasize identifying and Mathematics. Co-requisite: Education 375- designing appropriate methods for collecting, 377. One 2-hour period. organizing, displaying, analyzing, interpreting, Gleason and summarizing qualitative and quantitative information. Ethical considerations in 379. Seminar for Art Student Teachers. Weekly the collection of data will be stressed. seminar integrates theory with classroom Prerequisite: EDUC 500 with B or higher. experience for pre-service art teachers’ (Three credits; Spring; Shosh.) professional development. Prerequisites: QPA of 3.0, completion of all required education EDUC 508 The Teacher as Evaluator courses, except student teaching, with grades This course prepares teachers to select, of C or better; admission to student teaching; administer, and interpret assessment passing scores on PAPA Reading, Writing, and instruments in an informed and 123 responsible way. Topics include the registrants will also learn the value role of assessment in teaching, issues of effective student feedback, of reliability and validity, grading accommodating diverse learners practices, and the use and interpretation through the assessment process and of standardized and teacher-made implementing various research-based tests. Formative and summative online assessment strategies, both assessment instruments and alternative formative and summative. (Three assessment strategies, including credits; Summer; Ziegenfuss.) portfolio development and performance assessment, are also explored. EDUC 602 Online Teaching for the Online Learner Pennsylvania’s Standards Aligned System Online Teaching for the Online Learner (SAS) is integrated throughout the course. examines the conditions necessary for (Three credits; Summer; Ziegenfuss.) an effective online or blended learning environment. Registrants will explore issues EDUC 600 Best Practices in Online Teaching of teacher and student ethics, including Best Practices in Online Teaching acceptable use, digital citizenship, legal introduces the primary research-based issues with online education, confidentiality concepts and structures necessary for procedures/protocols, copyright, academic effective instruction in blended and online honesty, and strategies for communicating learning environments. Through a variety of and collaborating with others in a global embedded projects in the field, registrants environment. The course also focuses on will design and deliver blended and online the ethical professional responsibilities experiences, developing skills in the of meeting the needs of diverse learners utilization of communications technologies including students with IEP and ELL in a variety of media to effectively supports. (Three credits; Fall; Ziegenfuss.) communicate ideas and information. (Three credits; Summer; Fuini-Hetten.) EDUC 603 The Online Endorsement Capstone Practicum EDUC 601 Online Teacher as This capstone course in the Online Instructional Designer Instruction Endorsement Program sequence The Online Teacher as Instructional explores the professional role of the online Designer provides opportunities teacher and includes a 60-hour practicum for registrants to develop learning under the mentorship of a certified classroom modules for both blended and instructor and college supervisor. Registrants online learning. Utilizing a variety will articulate a personal philosophy of available technology tools, of teaching and learning in an online students will create content modules, environment, conduct action research in the assessments and opportunities for blended/online classroom and collaborate learners to engage synchronously with school instructional and technology staff and asynchronously with other as they design and implement online/blended learners. Registrants will demonstrate learning to meet the varied needs of diverse effective online instruction as learners. Acting as an online instructor, appropriate through the Educator registrants will demonstrate their abilities Effectiveness model of teacher to plan, deliver, and assess instruction in a supervision and evaluation (adopted blended/online learning environment. (Three by the Pennsylvania Department of credits; Spring; Ziegenfuss.) Education). As an online teacher,

124 EDUC 604 Online Curriculum Development drill and practice. The purpose of this course This course will provide educators with an is to demonstrate how teachers can create opportunity to work with online resources that meaningful learning experiences that also are available for the classroom. Participants prepare students to do well on standardized will also examine their existing curriculum measures of achievement. This course will and develop an online module that can be utilize digital learning tools that focus on used in a traditional class setting. (Three inquiry, process and real-world relevance. credits; As Needed; Ziegenfuss.) (Three credits; As Needed; R. Ziegenfuss.)

EDUC 605 Media Production: The Power of EDUC 609 Teaching Grammar in the Digital Publication Context of Writing Using a framework for network literacies, How do teachers help students attend to this course will focus on digital participation matters of grammar, usage, and mechanics and the development of persuasion, within the context of a process approach to curation, discussion and self-presentation writing? This course is designed to answer skills through media production and digital this question by applying research in the field publication. A variety of publication tools of language education directly to participants’ related to print, web, video, audio and classrooms. Teachers will plan and interactives will be used to fully explore implement contextually based language mini what it means to publish on the web and lessons as part of a study of their teaching engage in participatory culture. (Three practice. (Three credits; As Needed; Shosh.) credits; As Needed; Ziegenfuss.) EDUC 610 Differentiating Instruction EDUC 606 Reading and Writing This course will emphasize strategies across the Curriculum of organizing learning opportunities Participants will explore a variety of process- of all students in today’s classrooms. based reading and writing strategies in Participants will develop real lessons and the content areas, including shared and handouts that utilize various strategies of guided paths to independent reading, differentiation. (Three credits; Fall of Odd- literature circles, and representing-to-learn Numbered Years; Modjadidi.) activities. The specific needs of students with disabilities and English language learners EDUC 612 Literacy Seminar in New Zealand will be addressed in the context of universal This study-abroad seminar is designed design of instruction and meaningful content to develop the knowledge and skills area literacy in K-12 classrooms within a pertaining to the nature of the reading reading and writing workshop setting. (Three process and the teaching of reading. credits; Fall of Odd-Numbered Years; Conard.) Inherent in the scope of the course is the nature of linguistic and cultural variations EDUC 607 Digital Alternatives to as these factors relate to literacy learning Test Preparation in New Zealand and in the United States. In the high-stakes testing environment (Three credits; As Needed; Unger.) of NCLB, much valuable instructional time is used for the purpose of preparing EDUC 614 English Education in London, , students for standardized tests. As a result, Stratford-on-Avon, and York meaningful learning with technology often Explore strategies for the effective teaching takes a back seat to paper-pencil test of English language and literature within the preparation exercises or technology-based largest European capital, England’s oldest

125 university city, and Shakespeare’s hometown evidence-based practices to build on in rural Warwickshire. Participants will students’ strengths to ensure academic examine the British public and private school engagement and achievement. Effective system and visit key sites of interest to strategies for data collection and English teachers, including the reconstructed analysis will be employed in an action Globe Theatre on the South Bank of the research context. (Three credits; Fall of Thames, Westminster Abbey, The National Even-Numbered; Modjadidi.) Gallery, the National Theatre of Great Britain, The British Museum, Oxford University, EDUC 618 Effective Inclusionary Practices the Royal Shakespeare Company, the Major topics include a history of special Shakespeare’s birthplace, grammar school, services to students with disabilities, and parish church. Written projects include emerging trends and important legal a journal, theatre critique, and English issues related to students with special language and literature unit plan. (Three needs. The primary focus of the course, credits; As Needed; Shosh.) however, is the design and application of strategies for effectively teaching EDUC 615 High Achieving Learners in the these students. (Three credits; Spring of Regular Classroom Even-Numbered; Modjadidi.) How do classroom teachers best meet the needs of all learners, including those EDUC 620 A Constructivist Approach to designated gifted and talented or those who Teaching Mathematics consistently meet and exceed classroom Participants will explore mathematical expectations? This course will examine the content and processes outlined in the NCTM research base as well as specific strategies Standards using a problem-solving approach. and techniques that classroom teachers Teachers will collect and analyze their own can use to promote student engagement students’ work, read and discuss recent and achievement of gifted, talented, and research findings, and design a teaching unit. other high achieving learners in the regular (Three credits; As Needed; Staff.) classroom. (Three credits; As Needed; Finger.) EDUC 622 School Law and Professional Ethics EDUC 616 Drama in Education This course focuses on the development and Participants will explore the use of drama field-testing of a Policy Alignment Action to facilitate student learning in the Plan, entailing an examination of federal content areas, K-12, and will construct and state curriculum regulations and an thematically-based curricula that analysis of the subsequent alignment of board incorporate drama-in-education principles. curriculum policies and procedures. Also, Theories of dramatic art and historical uses four position papers are required addressing of drama and theatre to promote mindful ethics and professional conduct, curriculum learning will be examined. (Three credits; policy alignment recommendations, school Summer of Odd-Numbered Years; Finlay.) policies and student success, and the over- representation of diverse learners in special EDUC 617 Special Education: Identification & education. (Three credits; Fall of Even- Effective Intervention Numbered Years; Grove). This course examines the reasons for over-representation of culturally and EDUC 623 Special Education linguistically diverse students in special Processes & Procedures education programs and examines Special Education Processes & Procedures

126 will use the seminar format. The course will EDUC 625 Making History Live: New Approaches cover a through analysis of foundational to History Teaching aspects of special education services, How can we teach our students in grades legal issues, ethical and professional 5 to 12 to think like historians and at issues, instructional planning, inclusionary the same time bring history to life for practices, collaborative practices, and them? This course will explore answers current trends regarding special education to this question by examining an exciting services as they relate to students with and continually developing research disabilities, their families, general base which suggests that students of all education, and the community. Emphasis ages can be guided to think historically. will be placed on the role of the special (Three credits; As Needed; Mayer.) education teacher in relationship to all topics discussed. (Three credits; Summer of EDUC 626 Comprehensive Literacy Practices for Even-Numbered Years; Modjadidi.) Grades PreK-4 This course is designed to prepare EDUC 624 Educating Students with teachers to utilize evidence-based Disabilities and Exceptionalities literacy assessment and instructional This course addresses the six interrelated strategies effectively in their elements of the standards-based system classrooms. Teachers will investigate adopted by the Pennsylvania Department a variety of ways to thoroughly assess of Education: standards, curriculum, various components of a well-balanced, instruction, materials and resources research-based literacy program for for instruction, fair assessments, and children from pre – K to 4th grade. appropriate interventions. Within this course, They will learn literacy assessment tools you will be expected to demonstrate your and techniques to identify students’ knowledge of how to effectively adapt or strengths and needs and strategies universally design curriculum and instruction to monitor students’ progress and for students with disabilities and students to plan effective interventions that who are gifted. This will be accomplished by will enhance literacy development, articulating the present level of performance especially for ELLs and special needs for such students and by applying the learners. Empirically-based literacy instructional and curricular concepts from teaching practices will be explored with course readings and in class activities. references to the Pennsylvania Literacy Determining appropriate interventions and Framework. (Three credits; Spring of assessments will constitute important foci Odd-Numbered Years; DesJardin.) of this course as well. Students enrolled in EDUC 624 will be expected to enhance EDUC 627 Comprehensive Literacy Practices their practice knowledge related to effective for Grades 4-8 teaching for students with disabilities by Teachers will actively explore current practice connecting that knowledge to theoretical and investigate contemporary research on constructs and research-based interventions. literacy development. Participants will The examination of one’s current practice as share literature for the intermediate grades a teacher, in light of the material covered in and examine a variety of topics including class, will be expected. (Three credits; Fall of comprehension, response to literature, word Even-Numbered Years; Hogan) analysis, process writing, the Pennsylvania Literacy Framework, and classroom management. (Three credits; Fall of Even-

127 Numbered Years; Matz.) to construct knowledge for themselves rather than receiving it ready-made from EDUC 628 Literature Circles others? This course examines contemporary What are literature circles and what does views of cognition that suggest learning reading research suggest about their role in is negotiated, distributed, situated, classroom literacy instruction? Participants constructed, developmental, and affective. It will examine a variety of models as they simultaneously explores the research base for examine how to design, implement, and managing transactional classrooms. (Three manage literature circles that support credits; As Needed; Staff.) Pennsylvania academic standards for reading, writing, listening, and speaking. (Three EDUC 633 Teaching Mathematics K-8 with a credits; As Needed; Unger.) Problem Solving Approach This course is designed to help elementary EDUC 629 The Literacy Specialist and middle level teachers discover how to This course provides reading specialist teach mathematics through real problem candidates with an opportunity to put into solving activities. Participants will review practice theories of reading diagnosis and current literature in mathematics education remediation, selection of materials and and examine the Focal Points of NCTM resources, and development of instructional and the Big Ideas from the PA Standards. plans for students. Under the supervision Activities from the NCTM Navigation Series of the Instructor and an additional certified will be explored. Teachers using the 2nd Reading Specialist, candidates will editions of Investigations and CMP will determine strengths and needs of individual explore units from these programs and gain students, including students with disabilities sufficient understanding for successful and English language learners, who are implementation in their classrooms. (Three experiencing difficulties in reading; develop credits; As Needed; Staff.) and implement intervention plans; and prepare professional case study reports. EDUC 635 Assessment in Mathematics K-6 Additionally, both in the classroom and in Teachers will analyze their current practices the clinical setting, registrants will examine while exploring related research on the role of the literacy specialist, focusing assessment. Teachers will design assessment on emergent literacy and the experiences tools to coincide with their curriculum. and environments that support it, the causes Performance assessment, rubric creation, and characteristics of reading and writing and observation techniques will be especially difficulties, and the reading specialist’s role stressed. (Three credits; As Needed; Staff.) as the coordinator of the multidisciplinary process and in the early identification of EDUC 637 Making Meaning in Mathematics special needs, including those of students Many people admit freely their with disabilities and English language inability to understand mathematics learners. (Three credits; Summer of Even- while asserting their need to use it as Numbered Years; Conard) part of their professional lives. This course will address numeric topics, EDUC 630 Managing the algebra, geometry, and statistics so that Constructivist Classroom participants can analyze the underlying How do teachers manage the transition principles of these fundamental from being the “sage on the stage” to the processes. A constructivist approach “guide on the side” when helping students will ensure that participants build

128 a conceptually sound basis for their EDUC 655 Standards-Based Curriculum Design mathematical thinking, enabling them to This course provides a systemic focus to use math confidently and apply its tools the alignment of academic curriculum successfully. This course is especially standards to student achievement through relevant for science teachers who want the development and implementation of an to strengthen the math areas that are action research standards-based curriculum integrated into many science topics. design school improvement project. The (Three credits; As Needed; Staff.) action plan for this project will integrate federal, state and district policies that EDUC 640 Environmental Science Education address curriculum alignment, staffing, Teachers enrolled in this seminar will scheduling, budgeting, learning environment, participate in a hands-on approach to and student capacity. (Three credits; Fall of the teaching of environmental science Odd-Numbered Years; Grove) with an emphasis on the opportunities for environmental education that abound in and EDUC 658 Building A Culture of Learning around school settings. An inquiry approach This course investigates processes and and outdoor fieldwork will be utilized to help strategies for inclusively building a participants develop practical experiences school culture of learning with multiple in environmental education for use in their stakeholder groups, both inside and respective school programs. (Three credits; outside the organization. An action As Needed; Evans.) research project focused on improving student achievement is required. The EDUC 650 Sociology of Education action plan for this project will address This course will explore the dynamics of effective communication, collaborative education and the socio-cultural narratives school improvement, teacher leadership, that emerge from rigorous governance of family involvement, and the professional both content and pedagogy. Of particular learning community. (Three credits; Spring importance is the role that textbooks and of Odd-Numbered Years; Conard) other forms of educational material plays in managing public ideologies and the EDUC 660 Literacy and Resistance in cultural linkage that underscore everything Secondary Schools from national mythologies to socialization What can intermediate and secondary schemes as informed through a wide range school teachers do when students in their of educational processes. (Three credits; As classrooms can’t or won’t read? How do Needed; Rosen.) learning disabilities and language issues affect students’ reading skills and desire and EDUC 653 Transforming Classroom Instruction motivation to read? Participants will examine through Curriculum Mapping specific strategies to help adolescents develop Curriculum mapping has evolved as an reading comprehension, vocabulary, fluency, invaluable communication, planning, and and word recognition. Participants will teaching tool. Using this dynamic method, also explore the research base on issues of educators can document what is being taught, particular interest to urban literacy educators, what students are learning, how well they including social class, language use, and are learning, and how closely the curriculum oppositional identity. (Three credits; Spring of reflects local and national standards. (Three Even-Numbered Years; Conard.) credits; As Needed; Staff.)

129 EDUC 667 Teacher Supervision & Evaluation best practices to facilitate the acquisition of This courses focuses on a research and English and promote the social and academic standards-based instructional systems model adjustment of all learners. (Three credits; of performance-based teacher supervision Summer; Sillivan.) and evaluation. Registrants will develop and field test component action plans for effective EDUC 671 ESL Curriculum and Instruction instruction, differentiated supervision, action Learn how to meet the educational needs research as professional development, and of your English Language Learner (ELL). student behavior interventions that promote This course examines various ESL methods an effective organizational and classroom and teaching strategies to facilitate climate. (Three credits; Spring of Even- language acquisition. Participants will Numbered Years; Resende) develop standards-based ESL lessons and instructional materials and explore strategies EDUC 668 Data-Driven Instructional Systems for adapting classroom activities according Students will design and field-test a to the proficiency level of the language Student Achievement and Tools Action learner. An emphasis will be placed on Plan, demonstrating how to access data current research and resources available to and compile reports, how to analyze and maximize the process of acquiring English report on student performance data, how and developing language skills. Additional to use student performance data in various topics will include the role of classroom planning scenarios, how to align curriculum management, multicultural materials, and the and instruction with student performance ELL acculturation process in planning and data, how to use data to support systemic instruction. (Three credits; Spring; Correll.) planning, and how to report results to multiple audiences. A variety of administrative EDUC 672 ESL Learner, Family, and Community tools, including those recommended by the This course will examine behaviors, belief Pennsylvania Department of Education, will systems, and attitudes of multicultural and be utilized to access, analyze, and report on multilingual learners, their families, and student performance and related data. (Pre- school personnel in promoting a culturally requisite: Admission to Principal Certification sensitive learning environment and Program with no grade in certification program community. Research-based best practices of less than a B. Three credits; Summer of will be explored, and emphasis will be Odd-Numbered Years; Ziegenfuss) placed on classroom/school implementation of strategies and techniques through EDUC 670 Language Acquisition action research methods. Comparison of and Development other cultures and how they relate to the Participants will examine the structure of American culture in the areas of education, the English language, including its lexical, language, support systems, and the morphological, syntactic, and phonological community will also be explored. (Three components. The process of first and second credits; Summer; Modjadidi.) language acquisition will be studied in support of the literacy development of native EDUC 673 ESL Assessment and Support English speakers and of English Language Participants will learn to use effective Learners (ELLs) at different stages of second assessment tools/practices to identify language acquisition. Teachers will learn to levels of proficiency and create assist ELLs in communicating verbally and assessments in speaking, listening, nonverbally. Registrants will also examine reading and writing to inform classroom

130 instruction. Participants will also learn to select, administer, and interpret literacy assessment of content areas to make assessment instruments in an informed and adaptations for language acquisition responsible way. Participants will explore a and content learning. This course will variety of formative and summative tools, combine readings, lecture, small group including norm and criterion referenced tests, cooperative activities and hands-on formal and informal inventories, portfolio assessment with English language based assessments, and anecdotal records. learners. (Three credits; Fall; Goldberg.) They will also learn to align instruction with PSSA testing data and examine how EDUC 674 The ESL Specialist to develop interventions and instructional This capstone course in the ESL program strategies for students with literacy-related specialist certification sequence explores learning difficulties, including students with the professional role of the second language disabilities and English language learners. teacher and includes a 60-hour practicum Additionally, registrants will learn about under the mentorship of a certified ESL the multi-disciplinary team process and classroom teacher and a college supervisor. the reading specialist’s role in the early Registrants will articulate a personal identification of students with learning philosophy of second language teaching and difficulties that may be related to specific learning, conduct action research in the ESL learning disabilities or to the unique needs classroom, create a professional development of English language learners. Finally, plan and collaborate with general and special participants will explore strategies for education school staff as they design and communicating assessment data effectively to implement instruction commensurate to the students, parents, and other school personnel. ELLs’ proficiency levels. Taking on the role of Students will gain clinical experience and the ESL program specialist, registrants will practice through one-on-one and small group also demonstrate their ability to advocate for work with participants in the summer reading English language learners, their families, and clinic. (Three credits; Summer of Odd- communities; develop classroom activities Numbered Years; Conard.) that involve families; and model the use of culturally and linguistically responsive EDUC 680-681 Independent Study pedagogies. (Three credits; Summer; Sillivan.) EDUC 690-699 Special Topics in Education EDUC 675 World Language Curriculum and Instruction EDUC 700 Curriculum Development and This course is designed to help foreign Action Research language teachers employ the ACTFL’s This course explores the relationships of proficiency and performance guidelines learning theory and action research to to teach reading, writing, listening, and curriculum design. Various models of speaking in contextualized ways. Methods curriculum development are explored, of integrating instructional technology, and strategies for curriculum design are managing the classroom, and assessing studied, leading to the development of a student performance, both oral and research question for the M.Ed. thesis. written, will be addressed. (Three credits; Prerequisite: M.Ed. Degree Candidacy with As Needed; Conard.) completion of 500-series and 600-series requirements with QPA of 3.0 or higher. EDUC 676 Literacy Assessment & Evaluation (Three credits; Spring; Grove.) This course is designed to prepare teachers

131 EDUC 701 Writing a Review of professional peer-reviewed journal and for Educational Research presentation at a local, state, national, or Central to practitioner research cycles international conference. Using their master’s of observation, action, and reflection is degree thesis data and analytic framework, an examination of a research base to registrants will design a conference poster, provide focus for subsequent observations, prepare a multi-media presentation, and draft suggestions for new classroom action, and a manuscript for submission to a professional theories through which to examine reflective journal. (Three credits; As Needed; Shosh. practice. This hands-on workshop will help Pre-Requisite: Successful Completion of participants to locate salient electronic EDUC 704-05 or equivalent.) and traditional secondary source research material, synthesize findings from multiple EDUC 713 Facilitating School Improvement research studies, and draft a review of Supervisory certification candidates the literature on a specific educational enrolled in this course will develop a research topic identified by each participant. School Improvement Case Study; analyze Prerequisite: EDUC 700 with B or higher. context and student performance data; (Three credits; As Needed; Shosh, Gilson) construct a consensual vision with stakeholder participants; conduct school EDUC 702 Reflective Practice Seminar improvement research appropriate to the This is a capstone course through which specific school improvement initiative; students will carefully examine the align challenges, vision, program and philosophical and empirical bases for school improvement strategy; and both reflective teaching and learning. Data implement and critique an action plan for for the action research thesis will be the project. (Pre-requisites: Admission to collected, coded, analyzed, and interpreted. Supervisory Certification Program; no grade Prerequisite: EDUC 700 with B or higher. in certification program of less than a B; an (Three credits; Fall; Shosh.) up-to-date coursework portfolio approved by the Administrative Certification Officer. EDUC 704-705 Action Research Thesis Three credits; Summer; Grove.) Candidates will work independently, under the guidance of a thesis advisor, to place action EDUC 714 Supervisory Practicum I research data within the context of published This course provides the student with studies and to report research findings in a the opportunity to demonstrate his or final thesis. An oral defense of the thesis will her knowledge of and competence in the be required. Prerequisite: EDUC 702 with B fundamental concepts of supervising an or higher. (Three credits each; Spring; Shosh, instructional program. Topics include Dilendik, and Grove.) identifying staff development needs and resources, planning activities to address EDUC 710 Writing Educational Research for the needs of the educational program, Publication and Presentation integrating curriculum across multiple Teacher research has the potential to improve disciplines, and budgetary planning for teaching and learning beyond the individual curriculum and personnel development. teacher researcher’s classroom only when it Please note: A signed statement of is disseminated to and critiqued by a wider approval from the Administrative audience of professional educators. This Certifications Officer indicating your course is designed to help master teachers portfolio of work satisfactorily addresses prepare their research for publication in a the supervisory coursework standards is a

132 requirement needed prior to registration Principal Certification Program with no grade for EDUC 714. Any standards not in certification program of less than a B. addressed in the portfolio must have Three credits; Summer; Grove) action plans developed for implementation in the practicum. (Co-Requisite: EDUC 724 Principal Certification Practicum I Supervisory Certification Candidacy and This course provides the student with final fall 600-series course with no grade the opportunity to demonstrate his or her lower than B. Three credits; Fall; Villani.) competence in meeting Pennsylvania Leadership Standards within a series of EDUC 715 Supervisory Practicum II ongoing performance based projects designed This course provides the student with to measure and document the knowledge, the opportunity to demonstrate his or skills, and dispositions required by school her knowledge of and competence in the leaders. Projects include a school district fundamental concepts of supervising an case study focusing on student achievement, instructional program. Topics include a multiple measures of data project linked designing curriculum scope and sequence, to school reform, and an instructional tools evaluating instructional methodologies project linked to classroom practice. (Pre- and strategies, monitoring and developing requisite: Admission to Principal Certification alternative forms of student assessment, Program and completion of required and assessing instructional service 600-series courses with no grade of less than delivery. (Co-Requisite: Supervisory a B. Three credits; Fall; Villani.) Certification Candidacy and final spring 600-series course with no grade lower EDUC 725 Principal Certification Practicum II than B. Three credits; Spring; Villani.) This course provides the student with the opportunity to demonstrate his or her EDUC 723 Organizational Leadership competence in meeting Pennsylvania Students enrolled in this course will Leadership Standards within a series of develop a School Improvement Case ongoing performance based projects designed Study, including a stakeholder analysis to measure and document the knowledge, and invitation to participate; school skills, and dispositions required by school context and student performance data leaders. Projects focus on improving student analysis; construction of a consensual achievement and include an action-based vision with stakeholder participants; school research project and the development and improvement research appropriate to the implementation of a curriculum project specific school improvement initiative; including scheduling and budgeting that alignment of challenges, vision, program integrates federal, state, and district and school improvement strategy; and the requirements and policies. (Pre-requisite: implementation and critique of an action Admission to Principal Certification Program plan for the project. Please note: A signed and completion of EDUC 724 with B or statement of approval from the Administrative higher. Three credits; Spring; Villani.) Certifications Officer indicating your portfolio of work satisfactorily addresses the PiL Graduate Education – MAT Courses standards is a requirement needed prior to EDUC 501 Young Adult Literature (MAT) registration for EDUC 723. Any standards Introduces students to reader response, not addressed in the portfolio must have socio-cultural, and New Historicist lenses for action plans developed for implementation in making meaning of a variety of traditional the practicum. (Pre-requisite: Admission to and emerging texts from the amorphous body 133 of American literature written specifically for be both contemporary and historical. They young adults. As participants examine classic will examine many forms of diversity, but in and contemporary young adult texts, they particular will examine how teachers need construct blogs, wikis, and a literary analysis to consider language, culture, multiple essay with hyper-textual links to articulate intelligences, and learning styles in their a philosophy for the inclusion of young work with diverse learners, including adult literary texts in the secondary school English language learners and students with curriculum, both individually and in tandem disabilities. The course is unified through with canonical texts. Spring. Undergraduate philosophical exploration of critical pedagogy, cognate: EDUC 131. including the work of Paulo Freire and through the ethical issues related to teaching. Two EDUC 502.2 Introduction to Education English 70-minute periods. 40-hour field experience. Learners (MAT) Clearances and other documents for fieldwork Students will learn basic principles, issues, required. Fall and Spring. (Undergraduate and strategies for English language teaching. cognate: EDUC 160). This course will be an introduction to challenges of teaching English learners and EDUC 511 Child Development and Cognition II: offers a comprehensive overview of learning Six to Nine Years (MAT) theories and teaching strategies. Attention This course is a continuation of the study will be given to such controversial topics of development of young children from six as the influence of culture on schooling, through nine. This course will begin with the cultural practices of schooling, and the research and contemporary issues in learning sociopolitical context of education. Students and teaching. Major developmental theories will learn clear models of strategic teaching as they relate to physical and motor, social leading to students’ success. and emotional, and cognitive domains will be addressed. It will also focus on the EDUC 503 Student Development and application of knowledge to teaching and Instructional Design (MAT) working with early school age children. The purpose of this course is to introduce Strategies and activities will be learned. pre-service teachers to the most current and The concepts will be foundational for other effective principles for teaching students from courses in early childhood education. fourth grade through high school. Cognitive, Prerequisite: QPA of 2.70, Education 507. social, emotional, and physical developmental 40-hour field experience. Clearances and issues are examined in the context of other documents for fieldwork required. effective classroom instruction. 40-hour field Spring. Undergraduate cognate: EDUC 211. experience. Clearances and other documents for fieldwork required. Fall and spring. EDUC 513.2 Creative Expression (the Arts) (MAT) Undergraduate cognate: EDUC 130. In this course the emphasis will be on the process and not the product. Students EDUC 507 Culture, Community and Diversity: will learn how to guide young children in Introduction to Critical Thinking (MAT) creatively expressing themselves in the Through field experience, reading, discussion, arts: visual, dance, movement, and drama. and intensive writing, students in the course Students will also learn how to extend the arts will explore the diversity affecting their into homes and families. National standards teaching, both within their classroom and will also be addressed. Prerequisite: QPA within the broader community from which of 2.70, Education 507. Fall and spring. their students come. This examination will Undergraduate cognate: EDUC 213.2

134 EDUC 514.2 Music and Movement (MAT) strategies, phonics, and language systems This course presents the comprehensive, along with phonemic development and current professional research on music and assessment forms will be a significant part of movement while providing links between this course. This course also emphasizes the theory and practice. Students will also incorporation of technology and information learn about a young child’s physical and management. Comprehensive literacy psychological health and safety. The role programs, including basal reading materials, of the family and diversity will also be will be surveyed. Inherent in the scope of the discussed. Pennsylvania’s standards for the course is the nature of linguistics, learners’ arts and humanities will also be addressed. abilities, and cultural variations as these Note: In combination with Education 513.2, factors relate to literacy learning. This will this course fulfills the Learning in Common include strategies that meet the needs of M6 requirement. Prerequisites: QPA of linguistic, cultural, academic, and cognitive 2.70, Education 507. Fall and spring. diversity. One of the underpinning goals is Undergraduate cognate: EDUC 214.2 to prepare the student to think and respond like a teacher. 75-hour field experience. EDUC 518.2 Movement (MAT) Prerequisites: QPA of 2.70; Education 503; Health and Safety Education for passing score on PAPA or PPST Reading and Young Children Writing. Clearances and other documents for This course is designed to inform future early fieldwork required. Spring. Undergraduate childhood classroom teachers, as movement cognate: EDUC 321 educators, about the discipline of physical education and the role they can play in EDUC 522 Emerging Language and Literacy, producing physically active and healthy, safe Pre-K to 4th Grade (MAT) children. Specific attention will be given The course begins with a brief overview to motor skill and movement concepts and of the recent key national policies and strategies, techniques, and approaches that initiatives that have impacted the teaching teachers can use to lay the foundation for of literacy from birth to kindergarten. healthy practices in children. Prerequisite: Students will learn key aspects of language Education 507; QPA of 2.70. Fall/Spring. and literacy that will promote early reading Undergraduate cognate: EDUC 218.2 success in preschool and childcare settings. They will be able to apply their learning into EDUC 521 Language Arts for Children, Pre-K to practice with a field experience. Students 4th Grade (MAT) will expand their knowledge of the initial An introduction to the literacy process as reading instruction practices that develop it relates to children in the primary grades, real readers. Students will also learn ways kindergarten to fourth grade. The theory, of preventing reading difficulties through knowledge, and teaching skills pertaining to developmental interventions. Assessment the nature of the process will be explored by methods always inform programs so students lecture, active participation, and classroom know if a child is making process in reading- experience. This course includes reviews related skills and early reading. Students of current theory and research in language will also learn how to work with parents and acquisition, cognition, and literacy. Literacy policy makers who always influence early incorporates reading, writing, speaking, learning programs and who make decisions listening, and visual representation. regarding early reading instruction. 40-hour Responding to literature, reading field experience. Co-requisite: Education comprehension, fluency, word identification 510. Prerequisite: Education 502.2 and

135 507; QPA of 2.70. Clearances and other EDUC 534 Including Students with documents for fieldwork required Disabilities (MAT) This course is designed to familiarize EDUC 525 Pre-K to 4 Instructional Strategies in students with current issues regarding Math Thinking (MAT) special education services as they relate to Students will learn math as a developmental students with disabilities, their families, process, which engages children as they and general education, the social model of grow and develop. The new National disability, a historical perspective of special Council of Teachers of Mathematics focal education services, special education laws points, which use a chronological approach and regulations at the federal and state levels, to thinking about what should be taught federal and state definitions, inclusionary in early childhood mathematics, will be practices, and research-based methodologies. addressed. Students will learn that math is Prerequisite: Education 507; Co-requisite: a developmental and constructive process in Education 503 or 510; QPA of 2.70. Fall and which the teacher acts as an instructor and spring. Undergraduate cognate: EDUC 244 facilitator. The course will view approaches for presenting math to different age groups. EDUC 553 Literacy for the Middle For pre-school and kindergarten children, Level Learner (MAT) math is learned through experiences with This course is designed to introduce the materials or projects. Grade school children literacy process as it relates to children in learn from combining environment, materials the intermediate and middle school grades. and traditional educational experiences. The theory, knowledge, and teaching skills The field experience will promote concept pertaining to the nature of the process will be understanding and development through explored by lecture, active participation, and authentic experience in the development classroom experience. This course includes of students’ teaching skills and strategies reviews of current theory and research in in developmentally appropriate ways. language, cognition, and literacy. Literacy Prerequisites: QPA of 2.70; Education 503; incorporates reading, writing, speaking, Passing score on PAPA or PPST Mathematics; listening, and visual representation. Mathematics 125 with a grade of C or better. Responding to literature, reading Spring. Undergraduate cognate: EDUC 322 comprehension, fluency, word identification strategies, language systems and assessment EDUC 530.2 Computer Technology in the forms will be a significant part of this course. Classroom (MAT) This course also emphasizes the reading Instructional use of word processors, materials and reading in the content areas, spreadsheets, databases, graphics packages, will be surveyed. Inherent in the scope of the games, simulations, Web authoring programs. course is the nature of linguistic, learners’ The Internet as a teaching/learning resource. abilities and cultural variations as these Students will design lesson plans and factors relate to literacy learning. One of demonstrate proficiency with technology the underpinning goals is to prepare the specific to their academic disciplines. student to think like a middle level teacher. Prerequisites: QPA of 2.70; Education 503 Prerequisites: QPA of 2.70; Education 501, and 507. Two 2-hour periods. Undergraduate 503, 507, 540.2 and 544; Writing 100 cognate: EDUC 140.2 or FYS; passing scores on PPST or PAPA Reading, Writing and Mathematics. Spring. Undergraduate cognate: EDUC 333

136 EDUC 558 Pre-Student Teaching Field EDUC 567 Teaching Music to Children (MAT) Experience (MAT) Developing capacity for thought and The pre-student-teaching experience is the action; skill in applying behavioral precursor to the final stage of the certification objectives, instructional strategies, process, student teaching. It is an opportunity methods of assessment, choosing for the student to become closely involved appropriate content, establishing with classroom teaching and responsibilities rational and realistic learning goals. while still being given extensive support and Orff, Kodály, and Dalcroze methods. direction. The focus of this course is on the Prerequisites: Music 130.1, 136.1, student’s continuing professional development and 322.2, Education 507 or 155; as they culminate their preparation for 2.70 QPA. Spring. Three 70-minute teacher certification. It is their challenge to periods; fieldwork. Clearances and other demonstrate that they have the knowledge, documents for fieldwork required. skills, desire, stamina, and attitude to become an extraordinary teacher. The broad base of EDUC 570 Seminar for Early Childhood knowledge and fieldwork that they bring to Educators: Advocacy. Ethics, Leadership, this experience will help the students gain Collaboration (MAT) the expertise and confidence that is needed This course is part of the student teaching/ to be an exceptionally effective teacher. practicum in early childhood education. Prerequisites: QPA of 2.70; completion of Students are assuming the responsibilities Education 502.2, 503, 507; clearances and for teaching young children while receiving other documents for fieldwork required. guidance and supervision. Students will review theory as they put it into practice. EDUC 559.2 Pre-Student Teaching Field This research-based course will give practical Experience (2nd experience) (MAT) advice on topics such as developmentally The pre-student-teaching experience is the appropriate practices, teacher competencies, precursor to the final stage of the certification advocacy issues and the role of a professional process, student teaching. It is an opportunity in early childhood education. Prerequisites: for the student to become closely involved QPA of 3.0. Admission to student teaching. with classroom teaching and responsibilities Passing scores on PPST or PAPA in Reading, while still being given extensive support and Writing, and Mathematics. Undergraduate direction. The focus of this course is on the cognate: EDUC 370 student’s continuing professional development as they culminate their preparation for EDUC 571 Issues in Middle Level teacher certification. It is their challenge to Education (MAT) demonstrate that they have the knowledge, This course is designed to support the student skills, desire, stamina, and attitude to become during the semester of student teaching. The an extraordinary teacher. The broad base of course meets weekly to discuss the issues knowledge and fieldwork that they bring to related to the challenges of teaching and this experience will help the students gain the process of certification and securing a the expertise and confidence that is needed teaching position. The student’s presence at to be an exceptionally effective teacher. each seminar is essential for the successful Prerequisites: QPA of 2.70; completion of exchange of ideas, information, and coping Education 502.2, 503, 507; clearances and strategies. The goal of this course is to other documents for fieldwork required. develop the understanding, skills, and attitudes of the professional teacher – the teacher who acts with reflective consideration

137 of principles, practices, and policies. areas. Prerequisite: Admission to Teacher The student will demonstrate evidence of Education Program. Pass/No Credit grade. professional knowledge and practice in the Early childhood and middle level education following areas: planning and preparation; candidates are encouraged to student-teach classroom environment, instructional in the fall; art, music, foreign language, and strategies, and professionalism. Prerequisites: secondary education candidates in the spring. QPA of 3.0, completion of all middle level Students seeking dual certification must education courses, except student teaching, student teach in the spring semester and will with grades of C or better. Admission to have 18 weeks of student teaching beginning student teaching. Passing scores on PPST or January 2. Clearances and other documents PAPA in Reading, Writing, and Mathematics. for fieldwork required. Three course units. Co-requisite: Education 595-597. Spring. Undergraduate cognate: EDUC 375-377 Undergraduate cognate: EDUC 371 EDUC 577 Student Teaching (MAT) EDUC 575 Student Teaching (MAT) Students approved by Teacher Education Students approved by Teacher Education Committee work with qualified teachers in Committee work with qualified teachers in local Pennsylvania elementary and secondary local Pennsylvania elementary and secondary schools for one entire academic semester. schools for one entire academic semester. Scheduling and length of experience will Scheduling and length of experience will vary according to grade level and teaching vary according to grade level and teaching field. Under guidance of cooperating field. Under guidance of cooperating teachers and College supervisors, students teachers and College supervisors, students have direct learning experiences in their have direct learning experiences in their areas. Prerequisite: Admission to Teacher areas. Prerequisite: Admission to Teacher Education Program. Pass/No Credit grade. Education Program. Pass/No Credit grade. Early childhood and middle level education Early childhood and middle level education candidates are encouraged to student-teach candidates are encouraged to student-teach in the fall; art, music, foreign language, and in the fall; art, music, foreign language, and secondary education candidates in the spring. secondary education candidates in the spring. Students seeking dual certification must Students seeking dual certification must student teach in the spring semester and will student teach in the spring semester and will have 18 weeks of student teaching beginning have 18 weeks of student teaching beginning January 2. Clearances and other documents January 2. Clearances and other documents for fieldwork required. Three course units. for fieldwork required. Three course units. Undergraduate cognate: EDUC 375-377 Undergraduate cognate: EDUC 375-377. EDUC 578 Seminar in Secondary Teaching (MAT) EDUC 576 Student Teaching (MAT) Scheduled concurrently with student Students approved by Teacher Education teaching. Students meet with subject area Committee work with qualified teachers in supervisors and Education Department local Pennsylvania elementary and secondary supervisors on alternate weeks. Provides schools for one entire academic semester. opportunity for student teachers to analyze Scheduling and length of experience will their experiences in the field in relation vary according to grade level and teaching to theory learned in previous courses. field. Under guidance of cooperating Prerequisite: Admission to the Teacher teachers and College supervisors, students Certification Program. Concurrent with have direct learning experiences in their student teaching. One 2-hour period.

138 (Undergraduate cognate: EDUC 378). Washington University. Following completion of the engineering program, the student is EDUC 579 Seminar for Art Student awarded the from Moravian Teachers (MAT) and the Bachelor of Science in engineering Weekly seminar integrates theory with from Washington University. classroom experience for pre-service art teachers’ professional development. 4/1 Graduate Program Prerequisite: Admission to Teacher A combined bachelor’s and master’s Certification Program. Concurrent with student degree program in physics and mechanical teaching. One 2-hour period. (Undergraduate engineering or mechanics is offered in cognate: EDUC 379). cooperation with Lehigh University. This program enables qualified students to earn EDUC 586.2 Early Field Experience (MAT) a Bachelor of Science in physics from Designed for students who need early field Moravian College and a Master of Science in experience in the K-12 classroom before mechanical engineering or mechanics from student teaching. Students will be supervised Lehigh University with an average time of 5.5 by a teacher in a local school and spend years of full-time study. a minimum of 40 hours in the classroom. They also will meet weekly for seminar with The Major Requirements education faculty. Minimum of one education course taken at Moravian and permission of Cooperative 3/2 engineering students department chair required. Clearances and complete the Learning in Common curriculum other documents for fieldwork required. (with some exceptions). They are exempt from the Foreign Language (F3) requirement, and they complete the Quantitative Reasoning Engineering (F2) requirement with Mathematics 170 and Advisor: Kelly Krieble the Laboratory Science (F4) requirement with Chemistry 113. In addition, they need 3/2 Undergraduate Program complete only five of the six Multidisciplinary In cooperation with Washington University, St. categories and one of the two Upper-Division Louis, Missouri, Moravian College offers the category requirements. following cooperative engineering programs: In addition to the general requirements Biomedical Engineering described above, 3/2 engineering students Chemical Engineering take four mathematics courses (170, 171, Computer Engineering 211, 221), four science courses (Chemistry Computer Science 113-114 and Physics 111-112), and four advanced courses to be chosen with the Electrical Engineering approval of the engineering advisor. All 3/2 Mechanical Engineering engineering students, except those interested Systems Science and Engineering in chemical engineering, schedule Physics 111-112 and Mathematics 170-171 in the Upon successful completion of three years at first year. Chemical engineering students Moravian College and upon recommendation schedule Chemistry 113-114 in the first year. of the College, a student in the cooperative engineering program may apply for transfer to the appropriate engineering department of

139 English 234, 360, 361) Chair: Professor Black Fiction (English 343, 353) Professors: Dougal, Hinnefeld; Associate Poetry (English 320) Professors: Shorr, Tabor; Assistant Professors: Or a special topics course approved by Fodrey, LaRue, Waller-Peterson; Emeritus the major advisor Faculty: Diamond, Reid, Wingard; Instructor of Writing: Mikovits; Adjunct Faculty: Alu, • Four electives, Comfort, Crooke, Gal, Harris, Joella, Ward. numbered at the 200 The Major in English level or above The field of English studies is one of the • Capstone experience: at least one cornerstones of a liberal arts education of the following: and also offers a variety of approaches to Senior Seminar (English 371) specialized study. At Moravian College, Student teaching in an education students are invited to explore the rich, multi- certification program dimensional nature of English studies through their engagement with creative expression and Teacher certification students follow modified the study of culture and history, linguistics, versions of the requirements listed above. literature, rhetoric, theatre and performance, Refer to the Teacher Certification in English and multimodal writing. section below. The English major consists of ten courses: a Notes on the Major in English five-course core, four major electives, and a capstone experience. 1. Students must take at least three courses at the 300 level. Core (five courses): 2. In preparation for creating an English • English 225 (writing-intensive) major portfolio in the Senior Seminar, students must save digital and hard copies • One of the 200-level writing courses that of their work in each course, including are designated as options for the required drafts with peer and instructor comments second English WI course 3. Students must complete a Hands-On- • Two literary period courses Learning Assignment (HLA). See https:// (British/Transatlantic or American) www.moravian.edu/english/programs/ (British/Transatlantic: English 240, hands-on-learning for more information 351, 352, 354, 355) 4. Internships (English 288 and 386-388) (American: English 340, and study abroad strongly encouraged 341, 342, 344) for all majors; an internship is required for all students completing the English Or a special topics course approved by major with Writing Arts Certification. the major advisor Students should consult with Dr. Note: one of the two period courses must be Hinnefeld (English Department chair) pre-20th century regarding internships and with the (English 340, 341, 351, 352, 355) Office of International Studies regarding study-abroad opportunities. • One genre course: 5. Writing 100, Learning in Common Drama (English 232, 233, 101, and the general literature courses (English 101, 102, 103, 104, 140 and 105) may not be used to satisfy English Studies requirements for the major, minor, 2. One of the 200-level writing courses that or interdepartmental major programs are designated as options for the required of the English Department. The second English WI course* general literature course restriction, however, does not apply to English 3. One literary genre requirement majors pursuing early childhood, 4. Two literary period requirements (one of middle level, or secondary education which must be pre-20th century: English certification programs. 340, 341, 351, 352, 355)

English majors are encouraged to supplement II. Internship Pre-Requisite required courses with elective courses in 1. A departmentally approved course English, minors complementary to English in digital writing, professional Studies, independent studies, related courses writing, or journalism. from the Learning in Common curriculum, internships, and study abroad, as well III. English Internship (at least one; a second as co-curricular involvement in theatre, internship may count as one of the Writing The Manuscript, The Comenian, SOAR/ Electives [section IV below]) undergraduate scholarship, and other relevant 1. ENGL 288 and/or ENGL opportunities. Students are strongly advised 386 (at least one): English to register for ENGL 225 early in their study. Internship** The Minor in English IV. Writing Electives The minor in English consists of five Four writing courses (chosen from the courses: English 225; English 211 or 212 following list of current English catalog and (or another course approved by the English special topics courses), at least two of which major advisor or English Dept. chair); one must be at the 300 level. Note that students literature course (200- or 300 level); and may complete an additional internship (386), two electives (200- or 300-level). following on the required internship listed under part III above, as one of these four The Interdepartmental Major required writing courses. The six courses in Set I of the 1. 211 WI*: Creative Nonfiction interdepartmental major include English 225, which should be taken in the year the student 2. 212 WI*: Introduction to Creative Writing declares the major. The five other English 3. 242: Environmental Writing courses, from the 200- and 300-level, and 4. 263: Writing as Activism the six courses of Set II are selected by the student with the advisor’s approval. 5. 310: Business & Community Writing 6. 311: Fiction Writing English Major with Writing Arts Certification 7. 312: News and Feature Writing in the English majors who seek Writing Arts Digital Age Certification within the major must complete 8. 313: Poetry Writing the following program: 9. 386: Internship I. English Major Core 10. Other special topics courses may be used 1. English 225 WI: Introduction to to fulfill this requirement. Please consult with 141 an English advisor. Students seeking a major in English and certification insecondary education (grades V. Capstone Experience 7-12) follow a modified version of the major 1. 371: Senior Seminar that requires English 221, 225, and 230; 330 or 350; two period courses (one British *Note that Writing Arts certification students and one American, one of which must may NOT “double-dip” with their chosen WI be pre-20th century); a genre course; a course (that is, a course taken as the core WI writing course (one of the 200-level writing course may not also be included as one of the courses that are designated as options for four required writing courses). the required second English WI course); the capstone experience (for certification **English majors seeking certification students, student teaching serves as the in Writing Arts will be required to have a capstone); and one course selected in cumulative QPA of 2.7 or higher before consultation with the advisor. enrolling in the English Internship (in keeping with the College-wide policy for internships). The advisors for teacher certification in English are John Black (early childhood Teacher Certification in English and middle level) and Theresa Dougal (secondary). Students who intend to pursue Students seeking a major in English and teacher certification are strongly urged to certification inearly childhood education contact the Education Department during (pre-K-grade 4) follow a modified version their first year at Moravian. of the major that requires English 225, two period courses (one of which must Courses in English be pre-20th century), a genre course, a writing course (one of the 200-level writing Note: Writing 100, Learning in Common 101, courses that are designated as options for or equivalent is a prerequisite for all courses the required second English WI course), in the English Department numbered 200 or the capstone experience (for certification above. students, student teaching serves as the capstone), and four courses selected in 101. American Literature. Introduction to consultation with the advisor. the development of the American literary heritage, with emphasis on analytical, Students seeking a major in English and written, and oral skills. (M2) certification inmiddle level education (grades Comfort, Crooke 4-8) follow a modified version of the major that requires English 221, 225, two period 102. British Literature. Introduction to courses (one British and one American, one distinctive British works, emphasizing of which must be pre-20th century), a genre analytical and communication skills. (M2) course, a writing course (one of the 200-level Black, Dougal, Tabor writing courses that are designated as options for the required second English WI course), 103. Western Literature. Selected major the capstone experience (for certification works in the literature of the Western world, students, student teaching serves as the emphasizing analytical and communication capstone), and three courses selected in skills through written and oral projects. (M2) consultation with the advisor. Staff

104. The Experience of Literature. Introduction 142 to major literary genres—fiction, poetry, and Prerequisites: LinC 101 or drama—from a variety of times and cultures, equivalent, interview with director, emphasizing analytical and communication and approval of director. skills through written and oral projects. (M2) Mikovits Black, LaRue, Tabor, Staff 214.2. Tutorship II. One-half unit of credit 105. African-American Literature. given for self-guided study and four hours of Introduction to the poetry, non-fiction, fiction, tutoring per week. Student’s written proposal and drama of the African-American tradition for study must be approved by Writing Center in literature from the beginnings of the director. Prerequisites: English 213.2, GPA of Colonial period to the present day. Emphasis 3.00, and approval of director. will be on identifying the uniqueness of this Mikovits literature within the larger mainstream of American literature. (M2) 221. The English Language. Introduction Waller-Peterson to phonology, grammar, lexicon, and other aspects of English from its beginning to 210.2. Business Writing. Introduction the present, with an emphasis on current to writing for the business sector language issues. Fall. (correspondence, reports, proposals, Black presentations, other forms of business writing). Prerequisite: LinC 224. Introduction to Journalism. An integrative 101 or equivalent. journalism course in which students Staff will learn how to report, write, edit and pitch news and features for a variety of 211. Creative Nonfiction. Guided practice media outlets; taught by an active media in public and personal essay writing. professional, with assistance and resources Workshop setting. Prerequisite: LinC 101 or from Moravian College’s Zinczenko Center equivalent. Spring. for Integrative Media. Fall. Fodrey, Harris Staff

212. Introduction to Creative Writing. 225. Introduction to English Studies. Guided practice in the writing of Introduction to various aspects of the poetry, fiction, and creative nonfiction. discipline, including analysis of literature, Prerequisite: LinC 101 or equivalent. (M6) bibliographic and research techniques, Hinnefeld critical thinking and writing, various literary approaches, literary theory, and history of the 213.2. Tutorship I. One-half unit of field. Writing intensive. Strongly encouraged credit given for completion of tutor as a prerequisite for upper-level English training course: extensive practice courses. Fall and spring. with student writing samples, Black, Tabor several writing assignments, full review of grammar. The practicum 230. Public Speaking. Basic theory of public is three hours of tutoring per week, speaking with emphasis on developing compensated at work-study wage. skills essential to effective interpersonal Interested students must apply communication in industrial, business, and to and be selected by the Writing academic settings. Fall. Center director before registering. Staff

143 232. Art of the Theater. Aesthetic, historical, questions regarding Native American and production aspects of theater. Practical identity will complicate our understanding experience in production. Alternate years. of fixed literary genres and the power Shorr relations they encode. Our readings, discussions, and writing assignments will 233. Modern Drama and Theater. offer the opportunity to develop questions Development of dramatic literature and at issue for our discourse community. theatrical practice in the 20th century. Writing especially will provide the chance Tabor to develop your own line of inquiry regarding specific texts. Prerequisite: ENGL 234. American Drama and Theater. 225 or permission of instructor. Development of dramatic literature Tabor and theatrical practice in America, 1665 to the present. 261. Prophets of Doom and Gloom? Science Tabor Fiction, Science Fact, and the Contemporary World. (Also Interdisciplinary 261) Creators 240. Post-Colonial Literature. Introduction to of science fiction often present dire warnings literature produced by 20th-century African, about the world to come in which science Asian, and Caribbean writers from former has subverted human values. By studying colonies of Western European empires, important developments in science and especially Britain. (M5) technology and significant works of science LaRue fiction, we can comprehend the nature of these warnings and attempt to formulate 242. Environmental Writing. This writing course a civilized response to the dehumanizing will survey a broad spectrum of environmental forces afflicting the contemporary world. literature, from Thoreau’s Walden to Cheryl Prerequisite: Junior or senior standing. (U1) Strayed’s recent bestseller Wild, as well as Staff images, music, and cinema that address environmental themes. Through writing, class 262. Literature and the Way We Live. (Also discussion, and other assignments, students Interdisciplinary 262) This course considers will reflect on our changing relationship with such moral issues as the environment; the natural world and consider what the identity, duties to kin; love, marriage and sex; engagement has meant for both the planet racism and sexism; as posed within a variety and its human inhabitants. The course follows of world literature that includes short stories, a workshop format, so reading and critiquing novels, poetry, and drama, ranging from the other students’ writing is required. era of Sophocles’ Antigone to the present. Harris Prerequisite: Junior or senior standing. (U2) Dougal 244. Contemporary Native American Literature. This course will provide 263/363. Writing as Activism. To what can students with an opportunity to closely extent can, or should, writing (and also read poetry, fiction, drama, and essays reading) function as a kind of activism? written by and about Native Americans. To Can written work change minds and hearts? truly understand these literary texts, we Should it be designed to do so? Can writing will need to learn about native peoples’ be more than a hobby--but also more than history, cultural contexts, oral traditions, a vocation? That is, can the acts of writing and identity. Developing and interrogating and reading be seen as moral acts, as part of

144 living a fully engaged life? In this course we Prerequisites: English 211, 212, or other will examine these and other questions as we 200-level writing course approved by the read, view, discuss, and emulate both factual/ English major advisor or English Dept. documentary and imaginative works (ranging Chair. Alternate years. (M6) from op-ed pieces and documentaries to Hinnefeld poems and short stories). Prerequisite: Junior or senior standing. (U2) Hinnefeld 320. The Art of Poetry. Designed to provide the student of literature with theories 310. Business and Community Writing. and techniques for understanding, Writing for business and nonprofit appreciating, and evaluating poetry. sectors with required community service/ Prerequisite: ENGL 225 or permission of consulting component in targeted agencies. instructor. Alternate years. Prerequisites: English 211,212, or other Dougal 200-level writing course approved by the English major advisor or English Dept. Chair, 330. Shakespeare. The major plays. and permission of instructor. Prerequisite: ENGL 225 or permission of Hinnefeld instructor. Spring, alternate years. Black 311. Fiction Writing. Focused study of contemporary fiction, writing of several 340. American Literature 1800-1865. A complete fictional works. Workshop setting. study of the range of literary voices that Prerequisites: English 211,212, or other constitute “American literature” from 200-level writing course approved by the 1800-1865, including works by Native and English major advisor or English Dept. African Americans, Hispanics, women, and Chair. Spring. (M6) a variety of ethnic and minority groups, as Hinnefeld well as by the better-known writers of the era—Irving, Emerson, Thoreau, Dickinson, 312. News and Feature Writing in the Hawthorne, Poe, Melville, and Whitman. Digital Age. Building on the foundation of Prerequisite: ENGL 225 or permission of Introduction to Journalism (English 224), instructor. Alternate years. this course combines advanced hard news Dougal reporting skills with creative storytelling techniques of feature writing. Students will 341. American Realism. Development write and edit story packages for print, online, of realism in American literature from and mobile media, incorporate photos and its late 19th-century beginnings to its video, and use the fundamentals of SEO and height in the early to mid-20th century. social media to promote the content they Prerequisite: ENGL 225 or permission of create. Prerequisites: ENGL 224 (Introduction instructor. Alternate years. to Journalism) or another 200-level English Waller-Peterson writing course approved by the English Department Chair. Alternate years. 342. 20th Century American Literature. Staff Nonfiction prose, fiction, poetry to 1950. Prerequisite: ENGL 225 or permission of 313. Poetry Writing. Focused study of instructor. Fall, alternate years. contemporary poetry, writing of a range of Waller-Peterson complete poetic works. Workshop setting.

145 343. American Fiction after World War II. Works 355. Literature and Culture of Medieval since 1950, with emphasis on living authors. Britain. Study of selected major and minor Prerequisite: ENGL 225 or permission of texts (mostly in translation) from Old instructor. Alternate years. English and Middle English literature, LaRue with corresponding interdisciplinary study of their cultural contexts. Examination of 350. Chaucer. The Tales the evolution of literary genres, styles, and and selected minor poems from the audiences. Exploration of the approaches perspective of textual and source analysis, and perspectives of contemporary scholarship as well as feminist, psychological, and to topics and issues in medieval studies, new historicist approaches. No previous with a consideration of the links between study of Middle English required but contemporary and medieval cultures. English 221 recommended. Prerequisite: Prerequisite: ENGL 225 or permission of ENGL 225 or permission of instructor. instructor. Fall, alternate years. Spring, alternate years. Black Black 360. Dramatic Literature and the Moral Life 351. British Renaissance and Neoclassicism. 1580-1642. Investigates issues of race, British poetry, non-Shakespearean drama, and ethnicity, religion, and gender in the dramatic prose, 1500-1800. Prerequisite: ENGL 225 literature of the early modern period in or permission of instructor. Alternate years. England. Special attention to the plays Black of Shakespeare for their sensitivity to the diversity of the human condition. Earlier 352. British Literature 1780-1830. A study and later playwrights attuned to these issues of literature by men and women of varying will also be studied. Prerequisite: junior or ethnicities and social classes, and of primary senior standing; ENGL 225 or permission of documents that reveal major historical instructor. Fall. (U2) conditions and social and cultural movements Staff to which these writers responded. Some emphasis upon major Romantic poets. 361. Dramatic Literature and the Moral Life Prerequisite: ENGL 225 or permission of 1875-Present. Examines moral problems instructor. Alternate years. and resolutions in modern and postmodern Dougal dramatic literature. Issues of race, ethnicity, religion, and gender, as well as other concerns 353. The British Novel. A study of the English that are part of the modern moral life. novel from its beginnings in the 18th century Prerequisite: Junior or senior standing; ENGL to the 20th century. Prerequisite: ENGL 225 225 or permission of instructor. (U2) or permission of instructor. Alternate years. Staff Tabor 370. Seminar. Detailed study of a single 354. 20th-Century British Literature. British and writer, school, genre, or theme in Irish poets and novelists, with some emphasis literature. Prerequisite: ENGL 225 or on writers who have gained recognition since permission of instructor. World War II. Prerequisite: ENGL 225 or Staff permission of instructor. Alternate years. Tabor 371. Senior Seminar. This course will synthesize and expand upon what students

146 have learned throughout their major. Weekly will share important common experiences, meetings will consist of readings, discussion, including a unique capstone course in and writing on topics within English Studies. which they will work in teams to investigate Course requirements will include an extended environmental issues. written work in a student’s chosen genre, as well as a portfolio. Prerequisite: ENGL 225 or Students who pursue environmental majors permission of instructor. Fall and Spring. at Moravian have the option of earning Staff either a B.S. in environmental science or a B.A. in environmental policy and economics. 190-199, 290-299, 390-399. Special Topics. All students in both majors will have a shared body of knowledge through common 286, 381-384. Independent Study. coursework before the upper-level courses in their respective tracks, and through 288, 386-388. English Internship. Practical the capstone seminar course, which B.S. field experience in writing for mass and B.A. students will take in combined media, business, industry, or nonprofits. sections. The balance of shared experience Designed in consultation with director of and field-specific knowledge is designed to internship program and field supervisor. By foster cooperative work and learning among arrangement. Prerequisites: Junior or senior students and faculty. standing; for 288: 200-level writing course approved by the English major advisor or Coursework English Dept. Chair; for 386-388: 200-level As prerequisites to the program, all writing course approved by the English major students must take Economics 152 advisor or English Dept. Chair; plus one and a course in statistics (Mathematics additional English course. 107 or Economics 156), preferably before the spring term of the 400-401. Honors. sophomore year. Additional coursework in mathematics is recommended, Environmental Studies And Sciences especially for those students interested Interim Director: Diane White Husic in pursuing graduate education.

The environmental studies and sciences The Common Environmental program at Moravian College acquaints Studies and Sciences Core students with the myriad environmental Students in both tracks are required to issues that face us today. It seeks to develop take six course units in a common core of a framework in which students can work study. Five courses are designed to create closely with faculty and one another to a foundation that fosters understanding analyze problems, test assumptions, and of this interdisciplinary field. The final debate issues as they affect our lives as writing-intensive course, which should citizens of our community, our nation, and be taken in the senior year, is intended the world. The perspective we seek to develop specifically to teach and demonstrate is strongly interdisciplinary, incorporating research methods through integrative the natural sciences as well as economics, group research projects and presentations. history, philosophy, and political science. In addition, it is designed to transcend national All students majoring in boundaries. All students in the program, environmental studies and regardless of their area of concentration, sciences must take the following 147 courses in the common Students in the environmental science environmental studies core. track must also complete at least two of the Environmental 110 Introduction to following. or Environmental Biology 225 Invertebrate Zoology Environmental 112 Studies Biology 235 Microbiology or Biology 250 Animal Behavior Environmental Science Chemistry 211 Organic Chemistry I Chemistry 212 Organic Chemistry II Chemistry 222 Quantitative Analysis Earth Science 110 Introductory Geology Earth Science 120 Meteorology Economics 240 Environmental Economics and Physics 109 Introductory Physics Policy for the Life Sciences I Political Science 237 Public Administration and Public Policy Philosophy 250 Environmental Ethics Physics 110 Introductory Physics Environmental 370 Environmental for the Life Sciences Studies Seminar II

Physics 111 Introductory Physics The B.S. Track in Environmental Science I Students in the B.S. track in environmental Physics 112 Introductory Physics science must take the following six courses in II addition to those in the core. Environmental 286, Independent Study Biology 112 General Zoology 381-384 or or Environmental 288, Internship Biology 119 Introductory Botany 386-388 Environmental 400- Honors 401 Biology 360 Ecology Appropriate advanced courses offered as Chemistry 113-114 General Chemistry I special topics or by other LVAIC institutions and II may be substituted as electives with the prior approval of the program director. Chemistry 205 Environmental The B.A. Track in Environmental Policy Chemistry and Economics Earth Science 210 Introductory Geographic Students who intend to pursue the B.A. track Information Systems in environmental policy and economics must take the following three courses in addition to those in the core. Economics 241 Natural Resource Economics and Policy 148 Political Science 240 Environmental Policy plus four (4) additional science courses currently approved for the Environmental Science (B.S.) major. These courses are to Political Science 340 Energy Policy be selected by the student in consultation with and approved by the Director of the They must also take two of the following Environmental Studies & Sciences Program. electives: At least three of these courses must be taken Economics 228 Economic at Moravian or through cross registration at Development other LVAIC institutions. These courses can Economics 330 Public Finance be from one department or selected from a number of different departments. At least two Economics 336 International courses should be numbered 210 or above Economics (excluding 300-309). In seeking to establish Earth Science 210 Introductory a minor, a student may count a course only Geographic once. For example, a student majoring in Information Systems Environmental Policy & Economics may not History 260 Environmental count Introductory Geology (EASC 110) for History both the major and a minor in Environmental Political Science 110 The American Science. An alternate course must be Political System substituted for the minor. Political Science 115 International Politics: How the World Works Courses that may be used to fulfill the Minor in Environmental Science: Biology 112 General Zoology Sociology 312 Environmental Law Biology 119 Introductory Botany Environmental 286, Independent Study 381-384 Biology 225 Invertebrate Zoology Environmental 288, Internship Biology 230 Field Botany 386-388 Biology 235 Microbiology Environmental 400- Honors Biology 250 Animal Behavior 401 Biology 360 Ecology Chemistry 113 General Chemistry I Appropriate advanced courses offered as Chemistry 114 General Chemistry II special topics or by other LVAIC institutions may be substituted as electives with the prior Chemistry 205 Environmental approval of the program director. Chemistry Chemistry 211 Organic Chemistry I A cooperative program with Chemistry 212 Organic Chemistry II in natural resource management is available. Chemistry 222 Quantitative Analysis Please see the section on Natural Resource Earth Science 110 Introductory Geology Management in this catalog. Earth Science 120 Meteorology The Minor in Environmental Science Earth Science 210 Introductory Geographic The minor in Environmental Science consists Information Systems of five (5) courses including ENVR 110 (Introduction to Environmental Studies) OR ENVR 112 (Environmental Science)[1],[2] 149 Environmental 286 Independent Study LVAIC institutions. These courses can be from one department or selected from a number of different departments. At least Environmental 288 Internship two courses should be numbered 210 or Environmental 381- Independent Study above (excluding 300-309). In seeking 384 to establish a minor, a student may count a course only once. For example, Environmental 386- Internship a student majoring in Environmental 389 Science may not count Environmental Physics 109 Introductory Physics Economics (ECON 240) for both the major for the Life Sciences and a minor in Environmental Policy & I Economics. An alternate course must be substituted for the minor. Physics 110 Introductory Physics for the Life Sciences Courses that may be used to fulfill the Minor II in Environmental Policy & Economics: Earth Science 210 Introductory Geographic Physics 111 Introductory Physics Information Systems I Physics 112 Introductory Physics II Economics 152 Principles of Economics Economics 228 Economic Appropriate special topics courses and Development advanced courses offered by LVAIC Economics 236 International institutions may be substituted with the prior Economics approval of the Environmental Studies & Economics 240 Environmental Sciences Program Director. Economics and Policy The Minor in Environmental Policy & Economics The minor in Environmental Policy & Economics 241 Natural Resource Economics consists of five (5) courses Economics and including ENVR 110 (Introduction to Policy Environmental Studies) OR ENVR 112 (Environmental Science), Economics 240 or 241, plus three (3) additional Economics 330 Public Finance science courses currently approved for Environmental 286 Independent Study the Environmental Policy & Economics Environmental 288 Internship (B.A.) major, of which at least one must be a course in economics. These courses are to be selected by the student in Environmental 370 Environmental consultation with and approved by the Studies Seminar Director of the Environmental Studies & Sciences Program. At least three of Environmental 381- Independent Study these courses must be taken at Moravian 384 or through cross registration at other 150 Environmental 386- Internship Prerequisites: Not open to students who 389 have completed Environmental 110. (F4) Staff Political Science 110 The American Political System ENVR 242. Environmental Writing. This writing course will survey a broad spectrum Political Science 115 International Politics: of environmental literature, from Thoreau’s How the World Works Walden to Cheryl Strayed’s recent bestseller Wild, as well as images, music, and cinema that address environmental themes. Political Science 237 Public Administration Through writing, class discussion, and other and Public Policy assignments, students will reflect on our Political Science 240 Environmental Policy changing relationship with the natural world and consider what the engagement has Political Science 340 Energy Policy meant for both the planet and its human inhabitants. The course follows a workshop Sociology 312 Environmental Law format, so reading and critiquing other students’ writing is required. Appropriate special topics courses and Harris advanced courses offered by LVAIC institutions may be substituted with the prior ENVR 370. Environmental Studies Seminar. approval of the Environmental Studies & Designed to apply research methods to Sciences Program Director. current environmental issues. Students will research and present written Courses and oral reports on the general topic. ENVR 110. Introduction to Environmental Emphasis is on the development of skills Studies. Introduction to the principles of in using primary literature, analysis ecology and the relationship of humans to and interpretation of data, and the their environment. Emphasis on scientific, communication of ideas. Writing-intensive. social, philosophical, and economic factors Staff related to global environmental issues. Topics include agriculture and food production, ENVR 190-199, 290-299, 390-399. water and air pollution, energy use and Special Topics. its environmental effects, toxic waste, and renewable/nonrenewable resources. ENVR 286, 381-384. Independent Study. Prerequisites: Not open to students who have completed Environmental 112. (M5) ENVR 288, 386-388. Internship. Staff ENVR 400-401. Honors. ENVR 112. Environmental Science. Introduces non-major students to Forestry fundamental principles of ecology and the relationship of humans to their See Natural Resource Management environment. Topics include agriculture and food production, water and air French pollution, energy use and associated See Modern Languages and Literatures environmental effects, toxic waste, and renewable/nonrenewable resources. 151 German and Biology 104, Anatomy and Physiology 1 See Modern Languages and Literatures and 2, as well as Psychology 120 and Health 310, Research Methodology in the Health Sciences Sciences (writing-intensive). In the German Studies third of fourth year of study (junior or senior See Modern Languages and Literatures year), all students enroll in HLTH 285.2 or 285, Clinical Observer, to complete the Greek required number of clinical observer hours expected for enrollment into the graduate See Modern Languages and Literatures program of their choice. In addition, in the last term of undergraduate study, students Health Sciences enroll in the capstone course, Health 385.2, Advisors: Dr. James Scifers Social Issues in Health Science.

The health sciences major is intended Upon declaring a major in health sciences, for students who wish to pursue careers students select one of the following tracks, in health professions after completing based on their intended career path: their undergraduate career at Moravian College. Such programs include physical Athletic training/exercise science therapy, occupational therapy, and athletic Chemistry 108 Fundamentals of training. Students wishing to pursue Chemistry medical school, veterinary school, dental school, or a physicians’ assistant program are advised to pursue majors in biology, Health 231 Nutrition for Health biochemistry, chemistry, or neuroscience, Sciences and are advised to consult with the health Health 260 Kinesiology professions advisor on an appropriate Health 261 Prevention and curricular choice for their interests. Management of Athletic Injuries Each of the program areas listed above Health 360 Exercise Physiology requires additional education beyond the Physics 109 -OR- Physics for Life undergraduate degree. Students are advised Sciences 1 -OR- to consult with the health professions advisor on specific program prerequisites and program requirements. Physics 111 General Physics 1 Students pursuing programs in the health sciences take Economics 156, Math 107, 2 additional courses, chosen from the list of or another statistics course as their F2 elective courses below (Quantitative Reasoning) requirement. Students in the health sciences should In addition, before matriculation into an take Philosophy 259, Medical Ethics, or athletic training program, students need to another bioethics courses, as their U1, or complete CPR certification, AED certification, Nursing 360, Ethical Issues in Healthcare, and first-aid certification, at their own as their U2 requirement. expense. Some schools will include the advanced first-aid certification as part of the All students, regardless of intended career or athletic training curriculum. concentration, must complete Biology 103 152 Occupational Therapy Health 231 Nutrition Chemistry 108 Fundamentals of Health 240 Health Behavior Chemistry Health 260 Kinesiology Psychology 207 Lifespan Health 261 Management and Development Prevention of Sports Psychology 362 Abnormal Psychology Injuries Sociology 115 Introductory Sociology Health 360 Exercise Physiology 4 additional courses, chosen from the list of Psychology 260 Sports Psychology elective courses below. Sociology 115 Introductory Sociology Physical Therapy Biology 112 General Zoology Additionally, with the increasing need for one additional course in biology, to be educated home health care workers and selected in consultation with an advisor health care assistants, students in the health sciences major are recommended to consider Chemistry 113 General Chemistry 1 a minor in business management, composing the following courses: Chemistry 114 General Chemistry 2 Accounting 157 Principles of Physics 109 & 110 Physics for Life Accounting -OR- Sciences 1 and 2 Economics 152 Principles of -OR- Economics

Physics 111 & 112 General Physics 1 Management 223 Organizational and 2 Management Psychology 207 Lifespan Development Psychology 362 Abnormal Psychology two management or economics electives, chosen in consultation with an advisor one additional course, chosen from the list of elective courses below. Courses in Health Science

Health 231. Nutrition for Health. Food Health Sciences elective courses is essential not only for our health and Biology 206 Microbiology for wellbeing, but also for our basic survival. How Health Sciences we obtain, preserve, and prepare our food has changed drastically since the days when Biology 210 Genetics our hunter-gatherer ancestors discovered fire, domesticated the first livestock, and cultivated the earliest crops. Today, concerns Biology 235 Microbiology about food safety, poor diets, and obesity Economics 211 Economics of Health dominate the U.S. headlines, and we are Care bombarded with all sorts of conflicting dietary claims in the media or via the internet. This course will focus on the science of nutrition: 153 the macro and micro nutrients we need and testing hypotheses using appropriate why, the linkages between energy balance statistical techniques, interpreting and and body composition disordered eating, and reporting statistical results. Research food safety. Because there are so many false, methodology, descriptive statistics, and conflicting, and newly-emerging (but as of yet, inferential statistics, as well as use of the unproven) claims about diet and our health, computer software Statistical Package for we will also use the scientific understanding the Social Sciences (SPSS) to analyze data. gained to help identify credible sources of Writing intensive. Prerequisite: Psychology information about nutrition, diet plans and 120 and junior or senior class standing. dietary supplements, and food safety. Toedter Doane, Staff Health 360. Exercise Physiology. This Health 260. Kinesiology. Upon completion course is an introductory course in exercise of this course, a student should be able physiology. It will introduce certain concepts to identify the structural characteristics, of the “how and why” the body responds movements, and muscles acting as the major to both acute and chronic exercise stress. joints of the body. The student will be able to Topics will include exercise metabolism, select movements or exercises which utilize respiration, circulation, neuromuscular, specific muscle groups and analyze the joint hormonal, and environmental influences on actions, muscle actions, and mechanical exercise. Prerequisites: Biology 103 and principles which apply to the performance of 104 (or Biology 310 and 350; Health 260 a specific movement. Prerequisites: Biology (Kinesiology); junior or senior class standing 103 and 104; or Biology 310 and 350. Fall. or permission of instructor. Spring. Hauth, Staff Scifers, Staff

Health 261. Management and Prevention Health 385.2 Social Issues In Health Science. of Sports Injuries. This course is an A capstone seminar for students in the introduction to the principles and health sciences major. Guided readings and practices associated with sport and research to prepare students for graduate fitness injury management. The and professional study in allied health fields. course emphasizes the development Students explore ethical and social issues of competencies in the recognition related to health science (such as the debate and treatment of injuries appropriate regarding immunizations, homeopathic for professionals working with approaches to healing, obesity as a cause of active populations. Topics include illness vs. an illness in itself), and co-author injury mechanics, injury prevention research papers which include perspectives strategies, and injury recognition and from their chosen/intended field of study. management. Prerequisites: Biology Prerequisites: senior class standing; major 103 and 104; or Biology 310 and in health sciences, nursing, or public health; 350; and Health 260. Spring. other students by permission of instructor. Gloyeske, Staff Staff

Health 310. Research Methodology in the Hebrew Health Sciences. Scientific method as the See Modern Languages and Literatures means through which knowledge advances in allied health fields. Developing and researching hypotheses, collecting data,

154 Historical Studies • History 112 or 116; History 113 or 114; one 100-level history course focusing Advisor: Robert H. Mayer on an area outside Europe or the United The historical studies major is designed for States; History 270; two additional history students who plan to be certified in either courses at the 200 level and two at the middle level or secondary education and 300 level, to include at least one course teach social studies (history, geography, each in United States history, European government, and economics) in middle history, and history of an area outside schools, high schools, or both. Europe and the United States. • Political Science 110 and 115 or Secondary Certifications 125 or a political science course The Pennsylvania Department of Education in an international topic, chosen in certifies students to teach the social consultation with an advisor. studies under two designations—citizenship • Interdisciplinary Studies 110 (World education and social studies—both of which Geography and Global Issues). can be obtained at Moravian College. • Economics 152 (not required for Those with a citizenship education certificate middle level certification) are permitted to teach history, geography, government, and economics at both the Students whose background in history middle and high school levels. In order to makes them eligible to waive one or obtain the citizenship education certificate more introductory courses may substitute for the State of Pennsylvania, students an additional history course or courses complete the historical studies major, numbered 210 or above. Students are the entire secondary education program encouraged to take more courses in history described later, and all other Moravian or political science in order to prepare College graduation requirements. better for teaching.

Those with a social studies certificate are Completing a Full Major in History permitted to teach history, geography, With careful planning and some coursework government, and economics, as well as over the summer, a student can complete psychology, sociology, and anthropology at the requirements for citizenship education both the middle and high school levels. In certification while completing a full order to obtain the social studies certification departmental major in history. A major for the State of Pennsylvania, students in history allows for increased facility complete the historical studies major, plus in teaching historical content as well as Sociology 115 and Psychology 120, the entire additional marketability. secondary education program described later, and all other Moravian College graduation Coursework for Secondary Teaching Certification requirements. Students are encouraged to complete the social studies certificate, Education 100.2 is generally taken spring although it is difficult to accomplish in a of the first year or fall of sophomore year. normal four-year course of study. Education 160 is generally taken spring of the first year year and Education 130 The Major in Historical Studies is generally taken fall of sophomore year (although the order of these two may be Minimum requirements for the departmental switched). Education 244 must be taken after major in historical studies are: completion of Education 160 and with or 155 after completion of Education 130, and is a Applying for Admission into the Teacher prerequisite for Education 260, taken in the Certification Program fall of one’s junior year. Students should be aware that they are not automatically admitted into the teacher- Education 140.2 must be taken some time certification program. Students must make before student teaching. Education 260 two applications for acceptance into the generally is taken in the fall of the junior year teacher-certification program. Students may and Education 365, which includes various apply for initial admission in to the program approaches to the teaching of social studies after completion of 12 course units, after and curricular designs in secondary schools, passing the PPST sections of the PRAXIS in the fall of the senior year. The student- exams in reading, writing, and mathematics teaching semester (Education 375, 376, (information about those tests is available 377, and 378) occurs, for most candidates, in the Education Department office), and in the spring of the senior year. Please after attaining a 3.0 GPA overall. Initial note that students must have an overall application forms are available in the GPA of 2.70 to take education courses at Education Department. In order to student the 200-level or above. To take Education teach, students must turn in a formal 365, students must have satisfied the basic application, also available in the Education skills test requirement described below. In Department, two semesters prior to student addition, secondary certification students teaching. Applications for fall student must complete Physical Education 236. teaching must be received by December 1 of the preceding year, and for spring student To satisfy state guidelines, the student is teaching by April 15 of the preceding year. required to take three college credits in Criteria for acceptance include a 3.0 GPA English composition, three college credits in overall, a 3.00 GPA in the academic major, English literature (English 101, 102, 103, and a 3.00 in the professional education 104, or 105; or Education 131), and six sequence. In addition, students must receive college credits in mathematics (1.5 Moravian the written support of their major department course units). Most of these guidelines and the Education Department, successfully should be met through appropriate selection complete field experiences, and demonstrate of courses taken to complete Learning in positive character. Issues of character can be Common guidelines. Beyond the Learning in reflected in discipline events involving the Common requirement, students must take at Office of Student Affairs, academic honesty least .5 course units in mathematics. violations, and more.

Competencies needed to teach learners See the Education section of this catalog for with disabilities and English language other requirements related to admission to the learners are taught throughout the teacher-certification program. program. Students must demonstrate they have gained these competencies in both Other Pennsylvania Requirements classroom and field settings, but especially for Certification during student teaching. After successful completion of the Moravian For information on coursework for middle education program, initial Pennsylvania level certification see Education. teacher certification mandates that students pass all required tests. All education students must satisfy the basic reading, writing, and math skills requirement as described above. 156 For secondary (7-12) certification: Citizenship The Major in History Education: Content Knowledge (for those The history major consists of 10 course units. seeking citizenship education certification) or Ordinarily students complete: Social Studies: Content Knowledge (for those seeking social studies certification). Finally, • Three 100-level courses: one dealing during student teaching, students will be with Europe; one with the United States; evaluated using the PDE-430 form. Students and a third with an area outside Europe must meet criteria for successful completion or the United States. of the PDE-430 form in order to be certified. • Four 200-level courses, two of which must be History 270: Historical Methods The Pennsylvania Department of Education and Interpretations and History 288: frequently changes these requirements. For Internship in History. current requirements, candidates should • Three 300-level courses, one of which consult both the Pennsylvania Department must be History 371: Senior Seminar. of Education website and the Educational Only one of the courses numbered Testing Service website. 381-388 may be used to satisfy the major requirements.

Changes in Pennsylvania’s standards for The Interdepartmental Major certification may require some alterations in A student wishing to use history as Set I of this program. Students should discuss their an interdepartmental major is required to course of study with the program advisor take History 270: Historical Methods and each term to be certain that such changes Interpretations and five other course units. can be accommodated. Two of the remaining courses must be at the 200 level and a third at the 300 level. History Chair: Associate Professor Paxton The Minor in History Full Professors: Bardsley, Lempa; Assistant The history minor consists of History 270: Professors: Aguilar, Berger, Keshodkar; Adjunct Historical Methods and Interpretations Faculty: Hillman, Muhlfeld. and four other courses to be selected from at least two of the three major areas The program in history acquaints students in the department curriculum (Europe, with the nature of historical inquiry and the United States, outside the United States antiquity and variety of human experience. and Europe). In addition to History 270, Instead of relying on factual narratives, the at least one other course must be at the program focuses on the analysis of primary 200 or 300 level. sources, understanding history as a contested field of interpretations, and the skills of The History Fellowship producing histories. The program prepares students to enter careers and graduate study The History Fellowship is a program for highly in a variety of fields, including teaching and motivated history and history/education research, education, museums and historical students of at least second-semester restoration, library work, journalism, business, sophomore standing and a GPA of 3.50 or law, and public service. above in the major. Students accepted into the program will become History Fellows for one of the lower-level survey courses http:// home.moravian.edu/public/catalog/courses/ 157 history.html (previously taken by applicants published form). These courses provide an who have received a grade of at least A–). A environment for students to apply skills History Fellow will be expected to: in historiography and source analysis • Write a research paper of 20 pages in the developed in previous courses. Open to all area covered by the survey class. students who have completed a 100-level history course and History 270: Historical • Attend all class meetings, as Methods and Interpretations. Only one well as individual meetings of course numbered 381-388 may be used students with the professor, and to satisfy the major requirements. A grade assist with class preparation. of C or better in History 270 is required • Assist with or lead group discussions; to enroll in 300-level history seminars. In tutor; moderate Blackboard discussions. rare cases, exceptions can be granted by the department chair. The fellows will enjoy one-to- one interaction with the faculty Courses in History member(s) who serve as mentor(s), 110. Latin America in the Colonial Era. gain a sense of responsibility, Spanish and Portuguese colonization learn to think strategically about of the Americas and struggles for pedagogical issues, and deepen their independence, including ancient American knowledge of the course material. civilizations, Iberian background and influence, Age of Discovery and conquest, These teaching fellowships will be available to development of colonial institutions, those who qualify for them and succeed in a cultural and intellectual development, race competitive application process including an and racial mixtures, colonial rebellions, interview with the department chair. wars of independence. (M1) Aguilar Departmental Recommendations • 100-level courses are introductory 111. Modern Latin American. Tradition and surveys satisfying the M1 or M5 LinC revolt in Latin America, the Hispanic- requirements. Students will be introduced American caudillo, U.S.-Latin American to the importance of primary sources in relations, republican histories of Argentina, producing historical knowledge and some Mexico, and Cuba. (M5) of the issues involved in interpreting Aguilar them. These courses are open to all students without prerequisite. 112. How Was Hitler Possible? War, Society, • 200-level courses address a wide and Culture in Europe Since 1500.The history range of thematic topics, with the of Europe gives us initial insight into emphasis on historical interpretations how the human construct called Western and historiography. Usually they do not civilization has emerged. By exploring satisfy LinC requirements (except a few this history, we locate ourselves in time courses that meet M5). They are open and place, thus helping us judge our to all students who have completed a position and possibilities. The course is an 100-level history course. intellectual adventure in which we find our basic assumptions and values constantly • 300-level courses are seminars that challenged. What do we mean by “state” encourage original research from primary or “race”? What about our civilization is sources (often in translation and in Western, and what is non-Western? (M1) 158 Lempa Bardsley

113. The United States to 1877. American 117. England through the Reign of society, politics, and culture from the Elizabeth I. Survey from the Neolithic first settlements through Reconstruction, era to the start of the 17th century. including the colonial experience, the Topics include Roman Britain, Anglo- Revolutionary War, the new political order, Saxon Britain, Viking invasions, the transformation of economic and social Norman Conquest, the growth of law systems in the Jacksonian age, and the and Parliament, relationships between crisis of the republic in the Civil War. church and state, the Black Death, Designed to give overall perspective and an the Reformation, and everyday lives of introduction that can be followed by more members of each social class. (M1) specialized coursework. (M1) Bardsley Paxton, Muhlfeld 118. The Ancient Near East, Greece, and 114. The United States since 1865. Rome. Explores the history of the ancient American politics, society, and culture Near East and Europe from prehistoric from the Civil War to the present, including times to the medieval era. Among the Reconstruction, late 19th-century urban- civilizations surveyed are those of the industrial world, Populist-Progressive era, Mesopotamians, Egyptians, Hebrews, America’s emergence as an international Greeks, and Romans. (M1) power in two world wars, the 1920s, Great Bardsley Depression, and 1945 to the present. Designed to give overall perspective and an 119. Arab-Islamic Civilizations. The Near introduction that can be followed by more Eastern world from the late Byzantine specialized coursework. (M1) through emergence and development Berger, Muhlfeld of Arabic-Islamic civilization. Reviews pre-Islamic Arabia and the Near East, 115. History of Africa. History and cultures achievements of the Prophet Muhammad, of sub-Saharan Africa. Topics include establishment of the Islamic religion, the human evolution in Africa, traditional caliphate, and the Arab Empire, including lifestyles and beliefs, development of Spain, North Africa, and the Middle East. African kingdoms, Atlantic slave trade, Islamic religion, law, mysticism, literature, European colonialism, and problems of art and architecture, and the Arabic-Islamic modern African states to the present. (M5) renaissance and its impact on the West Keshodkar via Islamic Spain. Ends by considering the Arabic-Islamic world in modern times. (M5) 116. Medieval Europe. The emergence Keshodkar of Western European civilization from the remnants of Roman and Germanic 129. Mexico: Revolution and Globalization. cultures, c. 500-1500 CE. Topics include This course allows students to explore the the spread of Christianity, evolution of issues associated with political revolution aristocracy and peasantry, the growth of and economics globalization in Latin America towns, clashes between church and state, by focusing exclusively on the modern the emergence of universities, and the history of a single nation, Mexico. After a demographic disasters of the plague and brief survey of Mexico’s indigenous and warfare of the late Middle Ages. (M1) colonial experiences, this course primarily

159 covers elements of Mexico’s evolution during century Moravian community. It was the nineteenth and twentieth centuries, part of a world-wide network of Moravian beginning with a comparison of Mexico’s communities and mission stations. In this independence movement to the American course, we will explore the Moravian world. Revolution. It continues through the How were their congregations organized? circumstances surrounding the Mexican What did Moravians believe and how does Revolution of 1910, the impact of NAFTA of this relate to other religious groups? How 1994, and the political transition fostered by did they perceive their own history and how the 2000 elections. (M5) did Moravians record history? 18th-century Aguilar Moravians were highly controversial and we will take a look at some of the polemical 219. Bismarck to Hitler to Fischer: History of writings. In the course we will also explore Modern Germany. Traces Germany’s historical issues of gender, race, and sexuality. path from 1848 to 1990, starting with the Peucker German states’ struggle toward modernization and unification in the late 19th century. 227. Modern South Africa. (Also Political Explores Germany’s experience and role in Science 227). This course will introduce World War I; the cultural euphoria, political and analyze the modern history and politics misery, and economic despair of the of the Republic of South Africa and its Republic; the Nazi seizure of power in 1933; neighbors. The course will emphasize and the Holocaust. Discusses Germany’s role the development of political, economic, in the Cold War and the cultural battles of the and social structures; current actors; and 1960s, ending with the surprising national prospects for change. Specific topics will reunification in 1990. include British, Afrikaner, and Portuguese Lempa colonial policies; the development of African nationalism and the transition to majority 220. The Holocaust. (Also Interdisciplinary rule; and the policies and prospects of Studies 220) Discusses the persecution modern Angola, Botswana, Mozambique, and mass killing of European Jews by Namibia, South Africa, and Zimbabwe. (M5) Nazi Germany. Describes anti-Semitism Staff in historical context and explores the complexities of ultimate moral choices by 237. Popular Culture in Medieval and Early asking how a cultured civilization produced Modern Europe. Customs, beliefs, and mass killers and an educated class went activities of ordinary people during the Middle unprotesting to its extermination. Students Ages and early modern period. Topics include will explore the experience of those who were witchcraft, riots and rebellions, carnivals, and sent to the camps, how they constructed heresies. Attention to historians’ methods of a kind of everyday life, and how gender approaching the lives of ordinary, non-elite influenced their experience. Finally, we study people of the past and the ways in which how and why the world outside Germany— they explore the lives of subalterns using foreign governments, intellectuals, religious sometimes hostile sources. and humanitarian groups—reacted to or failed Bardsley to confront the Holocaust. (U2) Lempa 238. Women in Europe 500-1700. (Also Women’s Studies 238) Experiences of women 222. History of 18th-century Moravians. and attitudes toward women in medieval and Bethlehem is a fine example of an 18th- early modern Europe, especially on ways in

160 which women’s lives were shaped by social and Lower Canada, responsible government, status, marital status, and religion. Students Confederation, and the Riel Rebellions. will develop their ability to identify arguments Paxton within historical writing, assess ways in which historians use evidence, and understand some 255. The United States and Latin America: of the major debates among historians about History of Their Relations. Explores the women and their status. historical creation and transformations of a Bardsley variety of relations connecting the nations of Latin America with the United States. 241. Early America. Background and Students will discuss issues of national settlement of North American colonies, sovereignty, economic development, political development of British colonial policy, revolution, defense strategy, human rights, colonial civilization, and the revolutionary and immigration as they pertain to these movement to separate colonies from the relations. Attention to Mexico, the Caribbean, empire and create a new nation. Fall. and Central America in their interaction with Paxton the United States. (M5) Aguilar 243. The United States from The Market Revolution to the Civil War. Internal 260. Environmental History. Explores the development of the U.S. from the War changing relationship between human of 1812 through the Civil War and agency and the environment over the Reconstruction, including the westward course of world history. Themes include movement, reform impulses, social and the agricultural and industrial revolutions, economic effects of early industrialization. the integration of world ecozones, Paxton historical epidemiology, and the impact of technological change on the environment. 245. The United States 1945 to the Present. Staff Topics include the Vietnam War, the civil rights revolution, the counterculture of the 270. Historical Methods and Interpretations. ‘60s, conflicts in Israel and the Gulf War, The first half of the course introduces the the Nixon administration and its moral and main philosophies and schools of historical constitutional crisis (Watergate) in the ‘70s, analysis: Marxist history, psychohistory, the “Reagan Revolution” of the ‘80s, and Annaliste, women’s, social, and cultural the Clinton administration and its moral and history. Topics include contributions of constitutional crisis in the ‘90s. major historians and current historical Berger debates and controversies. In the second half, students receive a systematic 250. The History of Canada to 1885. An introduction to historical research, including introduction to major themes in the history major research tools in the field, research of Canada from pre-contact times until methods and strategies, models of historical the Northwest Rebellion of 1885. Special research, preparation and evaluation of attention will be given to major historical formal presentations on historical topics. debates and the changing nature of historical Required for history and historical studies interpretation around such topics as relations majors. Prerequisite: Any history course. between Europeans and First Nations, Staff the fur trade, women and society in New France, Loyalists, the rebellions in Upper

161 288. Internship in History. This course will methodology of ethnohistory with which accompany students as they complete students will explore the history of First internships, providing them with a structure People within the U.S. and Canada. Because and format for reflecting on their experiences. of the diversity and complexity of First Students will meet as a group once per week People’s cultures, this course will explore and complete at least 8 hours per week of select themes, including but not limited fieldwork. Fieldtrips will examine the ways to oral history, cosmology and religion, in which public history is constructed and colonization, disease, trade, and cultural presented. Students will also explore their change and continuity. Using primary sources, own career plans. Prerequisites: junior students will write an ethnohistorical research or senior class-standing, and at least one paper on a topic of their choice. 100-level history course. Paxton Staff 376. Medieval Peasants. (also Medieval 376). 371. Senior Seminar. Students will prepare Provides an introduction to the primary a research paper suitable for delivery at an sources, methodology, and historiographical undergraduate conference. Topics, which debates surrounding the late-medieval English must be approved by the instructor, may peasantry. Topics covered include the effects be from any area of study covered in the of the Black Death, the extent of community department courses. One member of the and cohesion within peasant villages, changes department will direct the seminar and hold in inheritance practices, and mechanisms its weekly meetings, but all history faculty of charity. Students will write article-length will serve as advisors as the students prepare papers based on both primary and secondary their projects. Prerequisites: Senior standing sources. Prerequisite: Completion of History and completion of at least one history 270 with a grade of C or better. seminar and History 270, or permission of Bardsley instructor. Fall. One 2-hour period. Staff 385. History Fellowship. Highly motivated history and history/education students may be 374. Seminar: History of the Emotions. What chosen as History Fellows: teaching assistants are emotions? How have they been used for the lower-level survey courses. They will and manipulated throughout history? Was a assist the professor in preparing the class; middle-class man (or woman) entitled to have serve as tutors; and lead group discussions emotions? What is love, and what have been and moderate Blackboard discussions. The its institutions over time? The seminar will fellows will enjoy one-to-one interaction examine the emotional background of French with faculty, gain a sense of responsibility, and German dueling in the 19th century, as learn to think strategically about pedagogical well as the emotions and reactions of those issues, and deepen their knowledge of the whose duty was to destroy all enemies of the course material. The fellowship ends with nation. This research seminar explores one of a substantial research paper or journal. the most profound features of human identity Prerequisites: Second-semester sophomore over the last 500 years, and one that has standing (or higher) and GPA of 3.50 or above received little attention from history. in the major; a grade of at least A– in the Lempa survey course to which the fellow is assigned; competitive application process, including 375. First People of North America. Provides interview with department chair. an introduction to the interdisciplinary Staff

162 190-199, 290-299, 390-399. Special Topics. tool for research and writing. Students will work collaboratively in workshop settings 286, 381-384. Independent Study. and will practice both oral and written communication. Each section will have its 288, 386-388. Internship. own subject-area focus. (F1) Staff 400-401. Honors. Pre-Health Professions Courses Interdisciplinary Programs Health 285 and 285.2. Clinical Observership. Supervised observation in a clinical setting Learning in Common Courses for pre-medical, pre-veterinary, and pre- LinC 101. First-Year Writing Seminar. health professions students. A minimum of First-Year Writing Seminar (FYWS) 50 hours plus assigned work for one-half introduces students to academic unit of credit; a minimum of 100 hours plus literacy practices central to success in assigned work for one full unit of credit. any discipline at Moravian College. The Prerequisites: junior or senior class standing; course is designed to help students 2.70 overall GPA. Application required prior transition to college expectations, to registration for the class. generate research questions, find and evaluate sources, and make informed Interdisciplinary Courses decisions about how best to achieve 110. World Geography and Global Issues. their purposes in various writing Relationships between place and culture, situations. The subject area focus politics, economics, and society. How various of each section of First-Year Writing regions respond to problems such as poverty, Seminar varies, but all sections are war, and health care, and how their responses similar in their approach: students affect the global community. Topics change develop the skills of critical reading, at the discretion of the instructor. Two research, argumentation, revision, 70-minute periods. (M5) and reflection; and students work Staff collaboratively with classmates, the instructor, and the Writing Fellow to 165. Life Walk of Justice: Introduction to Peace improve writing, build community, and and Justice Studies. (Also Religion 165, explore available campus resources to Sociology 165.) In this course students will achieve academic and personal success be encouraged to identify and analyze (in) during their time at Moravian. Sample justice in our own lives, communities and themes for FYWS include science vs. world. In addition to course readings, we will pseudoscience; the meaning of life; use the contemplative practices of memoir medieval imaginations; the biology of and walking as resources for critical thinking. love and sex; transitions of youth; the A majority of the course will involve students nature of creativity; and poverty in a developing responses to (in)justice through global context. (F1) various projects that reflect students’ own Staff passion and design, including academic, artistic, political, social, service-oriented, and Writing 100. Writing as a communication personal responses. Prerequisites: First-Year process central to learning and life. Helps students and sophomores only; juniors and students write in varied styles for varied seniors with permission of the instructor. (M3) audiences, use research materials and cite Denton-Borhaug, Jasper them appropriately, and use technology as a 163 185. (185.2). Interdisciplinary Project the Learning in Common Committee for The Interdisciplinary Project is an experiential review by the end of term prior to the term and interdisciplinary project available to of the project (for example, by the end of students who have completed at least one fall for a spring project). term of study at Moravian College. The project must be interdisciplinary in scope. 200. Witches and Demons in German History Projects may be undertaken by a group of and Culture. (Also German 200) Examines students working with a faculty member, a wide variety of texts and other media to or by a single student working one-on-one. explore the idea and representation of the Projects are normally conducted on campus, strange and “deviant” in German literature but could include some immersion in the and culture from early modern Europe to local community, with faculty supervision. the present. Focus on the concept of the Unlike an internship, there usually is no witch, witch-hunts, the Faust legend, and site supervision from the community. Work gender issues. Supplemented by audio-visual done for the project must be independent materials from art history, film, and popular from that prepared for other classes, or from culture. Taught in English. (M2) service hours required for other classes or Staff extracurricular organizations. A full-unit interdisciplinary project requires a 205. Spaces for Living: Design in Mind. minimum of 8 hours of “hands-on” work per (Also Psychology 205) We live amidst week for a fall or spring term (a minimum of 4 architecture—buildings, houses, interiors, hours of “hands-on” work per week is required and landscapes—but we rarely take the time for a half-unit interdisciplinary project). to think about the spaces where we live. Examples of “hands-on” work might be Why have our homes, communities, cities, building sets in the theatre; preparing other and public spaces evolved as they have? Are students for musical performance working some spaces more pleasing to the eye and with other students or a faculty member on the mind than others? How do our physical some element of research; or doing work spaces affect our mental life? To explore outside the institution in a professional these questions, we will read about domestic setting, similar to some of the work one life (the idea of “home”), architecture, and might find in an internship placement. The design. May Term. (M6) faculty supervisor will assign additional work, Dunn such as readings and written work, to foster critical thinking and reflection in the applied 210. Modern Urbanization: Destruction and disciplines, to ensure that the project meets Restoration of Cities around the World. Modern the 174-hour minimum requirement. urbanization has threatened the nature of our cities for years. Unless efforts are made At the end of the semester students provide to protect them, cities around the world will evidence if reaching this goal in a formal lose their historical, cultural, and social presentation, performance or comparable specificities, and probably look alike by mid- public display. The overall experience century. By focusing primarily on seven of enhances students’ preparedness for the world’s greatest cities (Bangkok, Beijing, future employment or post-graduate Berlin, Cairo, Kyoto, Paris, and ), we studies. Students who are undecided may examine how they address (or fail to address) use the project to help discern possible those challenging issues. (M5) career/major paths. Applications for the Lalande Interdisciplinary Project are submitted to

164 212. Artists as Activists. (Also Art 212). understand the timely issues of displacement, How do artists, graphic designers, writers as well as how these issues are perceived and and performing artists raise questions and represented. Course conducted in English. advocate social change? Global examples (M5) Prerequisite: Writing 100 or LinC 101. of visual culture will include propaganda, Yozell graphic design, film music video, and theatre. Relationships between art, images, 215. Living in a Digital Society. This course mass media, and acts of conscience will considers how society has changed as a result be evaluated using ethical/philosophical of increased accessibility to information frameworks and formal and contextual through computer technology. Possible topics analysis. Discussion will include historical, include dealing with “information overload” social, and political context of art, its through information literacy, Internet method of production and distribution, and regulation in a global society, property-rights its inherent privileges or risks. Prerequisite: issues related to file-sharing programs, the Junior or senior class standing. (U2) limits of privacy in an online setting, and Torok issues related to the regulation of spam. (U1) Prerequisite: junior or senior standing. 213. The Impact of Technology on Diet and Coleman Disease. Historically, technology has had an enormous impact on diet and disease. 216. Intersection of Culture and Healthcare. Beginning with the domestication of crops (Also Nursing 216) In this course the and animals, the course will trace changes in student will develop an understanding the diet and human social systems resulting of health, illness, and the meanings of from advances in agriculture and food these concepts for members of non- distribution. Topics include the 18th-century western socio-cultural populations. Topics agricultural and industrial revolutions and the include culturally bound practices; the “green revolution” of the 1950s; hormones, impact on healthcare practices and antibiotics, genetically engineered crops; decision-making; structures that promote pandemics such as the Black Death of the access to healthcare and structures that 14th century, Spanish influenza in 1918, impede access. The concept of delivering and AIDS and other emerging diseases. culturally competent care will be examined Prerequisite: junior or senior standing. (U1) and strategies for promoting competence Binford, Husic will be explored. (M5) Adam 214. Immigration, Exile and Internal Displacement in Latin American and Latino 217. From Ape to Madonna: The Evolution of Literature. (Also Foreign Language 214) Humankind. Addresses the historical and Immigration, exile and internal displacement comparative evolution of our species. Using are phenomena seen across the world, and the approaches of evolutionary biology, ones that are frequent topics of discussion. physical anthropology, and archaeology, This course will examine such issues this course traces human physical evolution among the diverse Latin American cultures and cultural development from its earliest through the lens of fiction. These texts beginning, more than five million years ago, and films deal directly with moments of to about 15,000 years ago, just before the social transformation, power differences, beginnings of plant and animal domestication and cultural (mis)understanding. Studying and the rise of complex societies. Special how these works will help students better attention paid to the impact that evolutionary

165 ideas have had on social, political, and 222. African Art. (Also Art 222) Students educational issues in American life. will develop an aesthetic and cultural Prerequisite: junior or senior standing. (U1) overview of African art, from prehistory to the present day. Sculpture is the primary 218. Brain Sex. (Also Neuroscience 218) medium studied in the course, but textiles, In considering sex differences in the brain, painting, artisanal works and architecture are a number of questions arise. Do biological also included. Students will consider how factors, such as sex hormones, influence religion and cultural influences affect the our sexual fate after our genetic information development of regional and national styles. is established? Do biological factors make The influence of the African diaspora on art women more nurturing or men more in Europe, Latin America, and the United aggressive? Do these same factors explain States will be considered. Students will differences in sexual orientation? This acquire the critical vocabulary required to course explores how scientists from a variety analyze and interpret African art, and apply it of disciplines attempt to provide answers in both discussion and writing. (M5) to these questions that may have critical Kearns implications for understanding the social roles of men and women in today’s society as well 228. Telling and Selling Your Brand: The Art of as the different educational and emotional the Story. (Also Management 228) The use issues that face males and females. Empirical of mythology, archetypes, and storytelling to investigations and scientific theories from create a cohesive and compelling identity neurobiology, psychology, sociology and for an organization. Focus on how legendary endocrinology that claim to explain gender organizations have built trust and created differences are examined. (U1) iconic brands by understanding and applying Fox these principles. The use of symbolism (visual and mental) and metaphor to create 220. The Holocaust. (Also History 220) a theme that is enduring, powerful, and Discusses the persecution and mass integrated throughout the organization. Ways killing of European Jews by Nazi Germany. that organizations and people can develop Describes anti-Semitism in historical deep and lasting relationships with their context and explores the complexities of customers and other stakeholders through ultimate moral choices by asking how a the understanding and application of cultured civilization produced mass killers these storytelling techniques. Prerequisite: and an educated class went unprotesting sophomore standing or higher. to its extermination. Students will explore Kaskowitz the experience of those who were sent to the camps, how they constructed a kind of 250. Moral Marketing. (Also Management everyday life, and how gender influenced 250) How the ideas of tzedek (“justice”) their experience. Finally, we study how and and charity (“love”) apply to marketing to why the world outside Germany—foreign the world’s poorest people (those living on governments, intellectuals, religious and less than $2 a day). Examination of three humanitarian groups—reacted to or failed to different perspectives of social justice: confront the Holocaust. Prerequisite: Junior Jewish, Christian, and American secular or senior class standing. (U2) traditions. Each of these three perspectives Lempa has unique traditions regarding the role of the individual and the community, and the obligation towards helping those less

166 fortunate. Discussion of differences between socialization schemes, paying particular morality and ethics based on these three attention to the narratives expressed through perspectives, as well as approaches to social various media forms. Writing-intensive. justice as an obligation, an act of love, or Rosen a practical solution. Needs of the poor in emerging nations and how products could be 261. Prophets of Doom and Gloom? created and distributed in these emerging Science Fiction, Science Fact, and the nations in accordance with these different Contemporary World. (Also English ethical and moral perspectives. (U2) 261) Creators of science fiction Prerequisite: junior or senior standing. often present dire warnings about Kaskowitz the world to come in which science has subverted human values. By 251. Human Sexuality. (Also Sociology 251) studying important developments The physical, psychological, relational, in science and technology and and socio-cultural aspects of sexuality significant works of science fiction, influence humans from before birth through we can comprehend the nature death. This course will increase students’ of these warnings and attempt to understandings of lifespan human sexuality; formulate a civilized response to the engage them in critical thinking about dehumanizing forces afflicting the sexuality in the context of culture; help them contemporary world. Prerequisite: identify and critique their sexual values, junior or senior standing. (U1) attitudes and morals; and enable students Diamond to make relational and sexual decisions in keeping with their values. Prerequisite: 262. Literature and the Way We Live. (Also Junior or senior class standing. (U2) English 262) This course considers such Davis moral issues as the environment; identity, duties to kin; love, marriage and sex; racism 256. Social Controversies. (Also Sociology and sexism; as posed within a variety of 256) Ethical concerns associated with world literature that includes short stories, traditional and contemporary social issues. novels, poetry, and drama, ranging from the Assessment of moral arguments based upon era of Sophocles’ Antigone to the present. individual beliefs as well as those promoted Prerequisite: junior or senior standing. (U2) by traditional philosophy. Encourages Dougal exploration of students’ own philosophies in the context of everyday life. Prerequisite: 263. Civil Rights and the Moral Life. (Also Sociology 115; junior or senior standing. (U2) Religion 263) Many forces and ideas shaped Wetcher-Hendricks the civil rights movement. Through both a historical and a theological/philosophical lens, 259. Sport and Its Cultural Legacy. A critical students will examine those forces and ideas examination of the changing relationship and will consider how the power and depth between sport and culture, particularly as of the movement continues to challenge us it pertains to Western sport. The course will with its continued relevance today. The course include an historical overview of sport as includes in-close examinations of key events cultural marker and its resultant industries in the movement, such as the Montgomery before moving toward a range of specific Bus Boycott and the Nashville sit-ins, in order socio-political dimensions, including to view the movement from the vantage of issues of inequality, labor, marketing, and people involved in the movement. (U2)

167 301. The Social Impact of Genetic Information. refers to biological and genetic processes, A course designed for students to explore including inherited traits. Culture entails issues related to the applications of genetic complex external social forces that affect sequencing. Topics include medical, legal, societies and are often perpetuated by them. and ethical implications of decisions about Does biology dominate culture? Does culture the use of genetic information on themselves override biology? Or does the interaction and on society. Prerequisite: junior or senior between the two create behavior? We will standing. F4 course recommended. (U1) critically examine various explanations of Zales human behavior. Prerequisite: junior or senior standing. (U1) 310. “Doing Good” at Work. (Also Dunn Management 310) “Doing good” is philanthropy, ethical codes of conduct, 350. Media Technology and Society. (Also voluntarism, social responsibility, and Sociology 350) Technological development environmental stewardship. Not only is and implications of mass-media forms. “doing good” at work the morally correct Students will analyze mass media as a social thing to do for the individual employee, but force that shapes personal and collective the more individuals in the organization ideas and behaviors in the modern world. who “do good,” the more likely the Prerequisite: junior or senior standing. (U1) organization will succeed on economic, Wetcher-Hendricks social, and mission-related levels and goals. Students will learn about the 358. Segregation in America: The Legacy philosophy, history and practice of “doing of Jim Crow. (Also Sociology 358) A good” at work, and integrate what they have more grounded approach for tracing and learned and what they believe to develop interpreting the wide reach of legalized their own model for “doing good” that they and enforced segregation in American life can work and live with. Prerequisite: junior focusing primarily on the post-bellum period or senior standing. (U2) of the 19th century through the civil rights Marabella struggles of the 1960s and 1970s. Looks past many of the more commonly understood 320.2. Writing in Science Education. Topical (and misinterpreted) elements of the so- writing for various audiences in science called Jim Crow edifice by looking at all education, including students, parents, regions of the country during this period in colleagues, administrators, editors of a more comparative frame. Examines the professional journals, and review committees social, historical, economic, and political of funding agencies. Topics involve forces that fueled the construction of contemporary issues in science and/or science segregation then while attempting to make education. For general science teacher sense of discussions relative to race, class, education students in the elementary and and power in America today. Prerequisite: secondary programs only. Writing-intensive. junior or senior standing. (U2) Prerequisite: junior or senior standing. Rosen Staff 372. Developmental Implications of Medical 325. Evolution, Culture, and the Origins of Technologies. (Also Psychology 372) Explores Behavior. Evolutionary theory and cultural implications of recent medical advances. accounts explaining the origins of human Topics to be explored include: assisted behavior are gaining in popularity. Evolution reproductive technologies, genetic testing,

168 premature and low-birth-weight infants, (the pre-requisite for either is Mathematics performance-enhancing drugs, sex selection, 170); two courses chosen from Earth Science and euthanasia. Students will be provided 110, 120, or 130; three science electives; with an overview of the medical technologies and the writing intensive course IDIS 320.2. in question and will explore ways in which individuals, families, and society are socially, Historical Studies emotionally, morally, legally, and economically The interdisciplinary major in historical affected by these advances. Prerequisite: studies for middle level teacher certification junior or senior standing. (U1) consists of eleven course units, including Schmidt History 112 or 116; History 113 or 114; one 100-level history course focusing on an area 373. Contemporary Work-Life Challenges. (Also outside Europe or the United States; History Psychology 373) This course will explore the 270 (writing intensive); two additional history emerging theories and controversial issues courses at the 200 level and two at the 300 regarding the relationship between work, level, to include at least one course each family, and other life roles. Both the employee in United States history, European history, and employer perspective will be discussed and history of an area outside Europe and within an organizational context, and from the United States; Political Science 110; various moral perspectives. Students will Political Science115 or 125 or a political also consider and react to the psychological science course in an international topic, adjustment and decision-making issues posed chosen in consultation with an advisor; and by the impact of work on one’s family and life Interdisciplinary Studies 110. roles, and vice versa. Prerequisite: junior or senior standing. (U2) Mathematics and Elementary General Science Brill The interdisciplinary major in mathematics and elementary general science for middle 385. Peace and Justice-Making Praxis. level teacher certification consists of twelve Students develop a “hands on” learning course units, including Mathematics 170, experience in the community with an 171, 211 or higher, 216 (writing intensive), emphasis on justice and peace-building 220, and 340; Biology 100, 112, or 119; that suits the particular design of their Biology 107 or Environmental Studies 112; educational direction in the minor. Faculty Chemistry 108 or 113; Physics 109 or 111; mentors guide students’ choices of and two courses chosen from Earth Science additional study materials, participation 110, 120, or 130. in the “Vocational Reflection Circle” and additional memoir chapters. Mathematics and English Staff The interdisciplinary major in mathematics and English for middle level teacher Interdisciplinary Majors for Middle Level certification consists of twelve course units, Teacher Certification including Mathematics 170, 171, 211 or Elementary General Science higher, 216 (writing intensive), 220, and The interdisciplinary major in elementary 340; Education 131; English 211 or 212 general science for middle level teacher (writing intensive); English 221; English 225 certification consists of nine and a half course (writing intensive); and two courses in English units, including Biology 100, 112, or 119; numbered 200 or above, one of which must Biology 107 or Environmental Studies 112; also satisfy the U1 or U2 LinC requirement. Chemistry 108 or 113; Physics 109 or 111 169 Elementary General Science and English Interdisciplinary Studies 358, Music 113 and The interdisciplinary major in elementary 115, and Sociology 258, 266, 357, and 358. general science and English for middle Africana courses, including special topics level teacher certification consists of twelve courses, will be marked as Africana studies courses, including Biology 100, 112, or courses at each registration period. 119; Biology 107 or Environmental Studies In addition, each term the Africana Studies 112; Chemistry 108 or 113; Physics 109 Consortium of the Lehigh Valley Association or 111; two courses chosen from Earth of Independent Colleges (LVAIC) will publish Science 110, 120, or 130; Education 131; a list of Africana studies courses offered at English 211 or 212 (writing intensive); nearby LVAIC institutions so that students can English 221; English 225 (writing cross-register for a wide variety of courses. intensive); and two courses in English This list will be available from the registrar numbered 200 or above, one of which must and the Africana studies coordinator. Each also satisfy the U1 or U2 LinC requirement. institution offers the basic Introduction to Africana Studies course. Other courses are Interdisciplinary Minors offered regularly at other LVAIC institutions. 110. Introduction to Africana Studies. (Also Africana Studies Sociology 110) This course explores The Africana studies minor is an the significance of Africa and its global interdisciplinary and consortial program descendants through an interdisciplinary which provides students an opportunity to approach. The critical methodologies of explore the experiences of the peoples of the humanities and social sciences will sub-Saharan Africa and the African diaspora. be used to consider some of the questions The starting point is black Africa from provoked by African and African diasporan ancient times until the present and extends experiences. For example, is an African to the global experiences of peoples of black diaspora an objective reality or has it African descent. This program could be of existed solely in response to American and interest to students inclined toward careers European notions of racial difference? What in multidisciplinary education, social work, have been the characteristics encompassed law, international affairs, business, diplomacy, by that reality or those notions of race? non-governmental organizations, urban Course materials will allow students to development, and social policy, among others. survey the lasting contributions of Africans and their descendants to the development of The Africana studies minor at Moravian various world civilizations. consists of five course units; including Rosen AFST110 (Introduction to Africana Studies) as a required course and four 190-199, 290-299, 390-399. Special elective courses, of which at least two Topics. An investigation of selected must be upper level courses (200 level interdisciplinary topics in Africana studies. and above). Qualified students are Prerequisite: Africana Studies 110 or encouraged to enroll in an Independent permission of the instructor. Staff Study for one of the four elective courses. 286, 381-384. Independent Study. Individual Moravian College offers Africana Studies 110 study of an Africana studies topic in areas and electives, including the following courses: where the student has demonstrated the English 105 and 240, Foreign Language 116, interest and ability needed for independent Spanish 215 and 358, History 110 and 111, work. Prerequisite: permission of the

170 instructor and program coordinator. Staff case some of the coursework taken abroad also may count toward the international 288, 386-388. Internship. studies minor, or • One four- to six-week international 400-401. Honors. program during the summer, or

Informatics • Two international travel courses such as those offered at Moravian College Informatics is the application of during May Term. computing skills, statistical methods, and domain knowledge to obtain and analyze In the second and third options, some data in order to make decisions about credits earned during the travel experience organizations and society. may count toward the international studies minor. Consult with the program advisor The minor in informatics consists of before traveling. five courses:CSCI 120​; CSCI 265;​ one course in statistical reasoning (MATH 107​ The minor requires Political Science 115. , HLTP 189​, ECON 156​, or MATH 231);​ one (Political science majors pursuing a minor course in ethics (NURS 360​, IDIS 215, or in international studies must substitute a PHIL course with “Ethics” in the title);​ Interdisciplinary 110.) Two course units in the and one course in applications (HLTP 230​ humanities and two additional course units in , MGMT 311​, BIOL 363,​ ECON 256).​ Other the social sciences must be taken to complete courses in statistical reasoning, ethics, the minor. No more than two courses may be or applications may be accepted with taken in a single department, and students approval of the program director. must complete at least two course units at the 200 level or higher. Courses currently International Studies approved as part of the international studies Advisor: Akbar Keshodkar minor include but are not limited to: Art 113 Global Perspectives The study-abroad experience may be in Art History to the completed in one of the following Renaissance ways:The international studies minor is Biology 209 Humankind and the an interdisciplinary program designed to Global Ecosystem advance appreciation and understanding of the diversity of the world through an Economics 236* International emphasis on the humanities and social Economics sciences. The program seeks to generate an English 240 Post- appreciation for the interconnected nature of Colonial Literature our world, to increase awareness and interest English 240 Post-Colonial in world cultures and issues, to encourage Literature international study and travel, and to offer French 220 Modern France and students an opportunity to add a global Its Cultural Heritage perspective to their major area of study. To German 220 Modern Germany and achieve these goals, the minor in international Its Cultural Heritage studies consists of five course units and a History 111 Modern Latin significant experience abroad. America • One fall or spring term abroad, in which

171 History 112 How Was Hitler Spanish 246 Culture and Possible? War, Civilization of Spain Society, and Culture Spanish 248 Latin American in Europe Since Contemporary Culture 1500. History 115 History of Africa. * Economics 152 is a prerequisite; students History 255 The United States completing both Economics 152 and and Latin America: 236 may count both courses toward the History of Their international studies minor. Relations Interdisciplinary 110 World Geography and Media Studies Global Issues Coordinators: Joel Nathan Rosen, Debra Interdisciplinary 214 Immigration, Wetcher-Hendricks, and Gary Kaskowitz Exile and Internal Displacement in The interdisciplinary Media Studies Latin American and minor combines courses from a variety Latino Literature of disciplines to provide students with knowledge and familiarity about the Management 333 International Issues public’s use of and responses to mass in Management communication. Courses promote critical Music 113 Introduction to Non- thought about the impact that media Western Music has upon culture, including aspects of Music 175.2 Musics of the World individual and community behavior, law, Political Science 125 Introduction to economics, history, politics, technology, Comparative Politics and public appeal. Students can focus their Political Science 235 Contemporary attention either on Mass Media or on Media European Politics Marketing. Regardless of the track that they choose, students must attain a minimum Political Science 245 Topics in Politics of GPA of 2.00 in five designated courses to the Third World complete the minor. Political Science 327 Topics in Comparative Politics Each track consists of three required courses Political Science 347 Topics in and two minor elective courses. Human Comparative Politics Communications serves as the introductory Political Science 348 Topics in Chinese course and Communications in Practice Politics serves as the capstone course for both tracks. Religion 122 Eastern Religious Traditions Requirements and electives for each track are listed below. Religion 123 Religions of India Religion 124 Religious Thought of Mass Media Track China and Japan Required courses: Sociology 113 Cultural Anthropology • Communications 111 Human Sociology 268 Communities and Communications Conflict in India • English 290-299 One special topics course in rhetoric approved by the English 172 Department for this requirement • Management 228 Telling and Selling Your • Communications 370 Brand Communications in Practice • Management 311 Marketing Research (WI) Elective courses: • Sociology 113 Cultural Anthropology (M4) Choice of two listed below. Only one may be a • Communications 190-99, 290-99, 390- 100-level course. 99 Special Topics • Art 131 Introduction to Graphic Design • Communications 286, 381-384 • English 230 Public Speaking Independent Study • English 312 News and Feature Writing • Communications 400-401 Honors (or equivalent) • Political Science 130 The 111. Human Communications. (Also Sociology First Amendment 111) This course focuses upon the functions and processes of communication as well as • Political Science 330 Politics and the various communication techniques used Popular Culture in modern society. Students explore basic • Sociology 115 Introductory Sociology (M4) theories and examine the characteristics • Sociology/Interdisciplinary 350 Media and social effects of verbal and non- Technology and Society (U1) verbal human interaction. Application of theoretical concepts include observation and • Communications 190-99, 290-99, 390- analysis of communication methods used in 99 Special Topics interpersonal, group, and media forums. • Communications 286, 381-384 Independent Study 370. Communications in Practice. Students • Communications 400-401 Honors shadow employees and participate, when requested, in the operations of a local Marketing Media Track marketing or mass media agency (or the marketing or public relations department Required courses: of a large organization) for two hours each • Communications 111 Human week. Through this experience, students Communications become familiar with the media industry. The • Management 251 Marketing Management course also includes two 50-minute classroom sessions per week as well as presentations • Communications 370 and written work that demonstrate recognition Communications in Practice of principles applied in professional settings. Elective courses: 190-99, 290-99, 390-99. Special Topics. Choice of two listed below. Only one may be a 100-level course. 286, 381-384. Independent Study. • Art 131 Introduction to Graphic Design • English 230 Public Speaking 400-401. Honors. • History 237 Popular Culture in Medieval and Early Modern Europe • Management 227 Consumer Behavior

173 Medieval Studies List of elective courses: Coordinator: John Black Art 113 Global Perspectives in Art History to the The medieval studies minor is an Renaissance (M6) interdisciplinary program that examines English 104* Experience of the art, history, literature, music, and Literature: Medieval philosophy of the middle ages (c.500 CE to Voices (M2) [Note c.1500 CE). The program seeks to increase that there are students’ knowledge of the middle ages multiple sections of and appreciation for the ways in which English 104; ONLY medievalists draw on interdisciplinary this specific section, methodologies and sources. Courses taken taught by Dr. Black, as part of study abroad may work well fulfills a requirement within this minor. If you are interested for the medieval in pursuing the medieval studies minor, studies minor.] please contact Dr. John Black, coordinator English 350* Chaucer of the medieval studies minor. English 355* Literature and Culture of Medieval The requirements for the medieval studies Britain minor consist of five course units: two core courses, two electives, and the capstone. History 117 England through the Students must take courses in at least three Reign of Elizabeth disciplines; in other words, at least one of (M1) the two elective courses must come from History 119 Arab-Islamic a discipline outside of English or history. Civilizations (M5) Medieval Studies 370 is the capstone course History 237 Popular Culture in for the minor. As for all independent study Medieval and Early courses, students must have a QPA of at Modern Europe least 2.70 to enroll. The minor requirements History 238 Women in Europe, cannot be fulfilled without successful 500-1700 completion of the capstone course. History 376 Medieval Peasants Core (two courses): History 116 (Medieval Music 281 Western Music to Europe) and either English 350 (Chaucer) 1750 or 355 (Literature and Culture of Medieval Philosophy 243 Medieval Philosophy Britain) or English 104 (Experience of Literature: Medieval Voices) [Note that * Whichever is not selected as the required there are multiple sections of English course above. 104; ONLY this specific section, taught by Dr. Black, fulfills a requirement for the 190-99, 290-99, 390-99. Special Topics. medieval studies minor.] Selected interdisciplinary topics in medieval Electives (two courses): Selected from the studies. Prerequisites: History 116; English list below. At least one of the two elective 104 (see note attached to English 104 courses must come from a discipline outside above), 350, or 355; and permission of of English or history. instructor and program coordinator. Black Capstone (MDVL 370): see further below 174 370. Capstone in Medieval Studies. Intensive for the public good and independent study and research in an area of individual human flourishing. medieval scholarship in which the student has demonstrated sufficient interest and ability. The minor consists of five course units: Content varies. The capstone project must IDIS 165 and 385, plus two courses from draw explicitly on methodologies of more than the first group listed below (Courses in one discipline. Prerequisites: History 116; Religion, Peace, and Justice) and one English 104 (see note attached to English course from the second group (Structures 104 above), 350, or 355; GPA of 2.70 or and Ideas). In addition to the courses above; satisfactory completion of a writing- listed in the groups below, certain special intensive course; and permission of instructor topics courses may also be approved and program coordinator. as choices in these groups. Interested Black students should check with the advisors for the minor. Ideally, Interdisciplinary 286, 381-384. Independent Study. 165 is taken before other courses in the minor. No more than one course from the 400-401. Honors. first group taken prior to Interdisciplinary 165 may count toward the minor. Peace and Justice Studies Advisors: Kelly Denton-Borhaug and Courses in Religion, Peace, and Justice (2 Daniel Jasper courses required) Students will choose two (2) from among the The minor in religion, peace and justice is a following courses in the department of religion multidisciplinary program whose objective is that focus on the nexus of religion, peace and to encourage students to think critically and justice. Additional courses may be added to develop strategic responses that will promote this list as they become available according to positive transformation with regard to: faculty interest and development: • the nature and causes of violence Philosophy 250 Environmental and conflict; Philosophy and Religion • racism, gender bias, inequity, degradation Religion 210 Christian Ethics, of the natural world, and other War and Just manifestations of human violence; Peacemaking • the nature of religious understandings, Religion 240 Jewish and Christian values and practices as contributing to Feminism conflict and violence and as a resource for just peace-building; Religion 245 Religion and Politics Religion 246 War and Peace in the • the destructive power of war Biblical World and militarism; Religion 255 Liberation Theology • the sources, structures and dynamics of with Travel Seminar injustice and justice-making, and the Religion/ Civil Rights and the values, experiences and bases of peace Interdisciplinary 263 Moral Life and justice; and Religion 370 The Problem of Evil • possibilities and strategies to encourage personal and Sociology 268 Nation, Religion and collective transformation Region in India 175 Structures and Ideas (1 course required) Political Science/ Politics of Women’s Students choose one course in the applied Women’s Studies Rights in Asia analysis of peace and justice issues in 257 specific social, political, economic, and Political Science/ Critical Gender cultural systems; and/or on how peace and Women’s Studies Studies justice are theorized. These courses may be 260 changed and added to in accordance with faculty interest in this program. Sociology 258 Structured Inequalities Art 212 Artists as Activists Sociology 268 Nation, Religion & Education 160 Culture, Community, Region in India Diversity: Introduction to Sociology/ Segregation in Cultural Diversity Interdisciplinary 358 America: The Legacy of Jim Crow English 263 Writing And/As Activism Spanish 345 Agency, Citizenship and Identity in the English 344 Native American Southern Cone Literature History 220 The Holocaust It is the student’s responsibility History/ The Holocaust to ensure that he or she meets all Interdisciplinary 220 course prerequisites before selecting Interdisciplinary 104 Experience of courses from the above lists to Literature: War in complete the minor. the 20th and 21st centuries Women’s, Gender and Sexuality Studies Interdisciplinary 110 World Geography and Coordinator: Jane Berger Global Issues Interdisciplinary 212 Artists as Activists The women’s studies minor is an Interdisciplinary 214 Immigration, interdisciplinary program focused on the Exile and Internal social, psychological, economic, artistic, Displacement in historical, religious, and political breadth Latin American and of women’s experiences. Attention will Latino Literature be given to the diversity of women’s lives and the intricate connections between Philosophy/Women’s Feminist Philosophy race, class, sexual preference, and Studies 265 gender in culture and society. Political Science 115 International Politics Political 120 Introduction to The women’s studies minor consists of five Political Thinking course units, including Women’s Studies 101 Political Science 210 US Workers in the and four electives. At least three of these four New Globalized electives must come from the list of women’s Economy studies courses below. Students may, if they Political Science 245 Politics of the Third choose, take one of their four electives from World the list of gender-related courses below. As with other minors, at least three courses must be taken at the 200 or 300 level.

176 German 341 Women in German Literature Staff and Culture History 238 Women in Europe 500-1700 136. Seeing and Believing: Women, Religion, Music 188 Women and Music and Film. (Also Religion 136) Students Philosophy 265 Feminist Philosophy explore how films appropriate religion in the Political Science 257 Politics of service of the cultural production of images Women’s Rights in East Asia of women and women’s lives; and investigate Psychology 345 Psychology of Women the ways the creation and viewing of film Religion 136 Seeing and Believing: Women, might share similarities with the construction Religion, and Film and practice of religion. (M3) Religion 240 Jewish and Christian Feminism Denton-Borhaug Women’s Studies 222 Women and Health 188. Women and Music. (Also Music 188) Women’s Studies 190-199, 290-299, 390- Women composers and performers from 399 Special Topics various countries, historical eras, and Women’s Studies 286, 381-384 musical genres. Prior musical knowledge Independent Study helpful but not required. Fall. Two Women’s Studies 288, 386-388 Internship 70-minute periods. (M6) Women’s Studies 400-401 Honors Staff Gender-related courses (no more than one can count toward the minor) 222. Women and Health. Introduction to Interdisciplinary 232 Ethical Issues in feminist analysis of women’s health issues. Reproductive Technology Historical trends in health and health care Political Science 260 Critical Gender in relation to changing patterns in social Studies position and roles of women. Ways in which Sociology 310 The Family and the Law lay, medical, and research assumptions Sociology 355 Sociology of Gender about women have developed and influenced Other women’s studies courses may be existing literature about women’s health and counted toward the minor with the approval of structure of health services as they relate to the women’s studies coordinator. women’s health-care needs. Topics include Students are encouraged to enroll in reproductive health, mental health, chronic an Independent Study for one of the illnesses, lesbian health issues, women and four electives. Students may also cross- aging, nutrition, occupational health hazards, register for women’s studies courses at sexuality, race and class health issues, eating other LVAIC institutions. disorders, and the women’s health movement. Zaremba 101. Introduction to Women’s Studies. Introduction to issues, topics, and 232. Ethical Issues in Reproductive methodologies of women’s studies in Biotechnology. (Also Interdisciplinary 232) a global context. Examines the lives of Ethical and biological considerations for women around the globe in the twentieth the individual, family, and society regarding and twenty-first centuries, with particular recent technical procedures and diagnostic attention to the Middle East, Africa, Latin methods in reproductive biology. Topics America, Asia, and the West, focusing on include prenatal genetic diagnosis and gender inequality, feminist ethics, gender treatment, assisted reproductive technologies, as a category of analysis, and social premature birth and associated medical construction of gender. (M5) concerns and treatments, birth-control

177 methods, sex-selection technologies, and look like? Is there such a thing as a gender- pregnancy- and birth-related technologies. neutral point of view? How do gender, race, Prerequisite: junior or senior standing. (U1) class, and sexuality relate? Prerequisite: Kurvink one prior course in philosophy or women’s studies, or permission of instructor. Fall, 240. Jewish and Christian Feminism. (Also alternate years. (U2) Women’s Studies 240) Introduction to Moeller theological feminist theory, comparing and contrasting Jewish and Christian women 345. Psychology of Women. (Also Psychology theologians/ethicists on themes such as 345) Research on gender differences images of the divine, sacred text, halakhah, and female gender development from community, sexuality, ritual, etc. In addition, various perspectives. Critical analysis of students will learn from the lives of women in assumptions about human nature and our own community. (U2) science embedded in our approach to these Denton-Borhaug issues. Interdisciplinary approach, with attention to biological, cognitive, behavioral, 257. Politics of Women’s Rights in East Asia. and social factors that influence emergence (Also Political Science 257) Course explores of gender. Topics include gender-role the history and politics of women’s rights in development, achievement and motivation, China, Japan, and Korea through readings, health issues, sexuality, adjustment, discussions, writing, interviews, videos, victimization, and minority-group issues. and debates. Focus will be on cultural Prerequisite: junior or senior standing. and gender differences and the politics Zaremba concerning women that emerge from the different written and visual sources covered. 355. Sociology of Gender. (Also Sociology 355) Writing-intensive. (M5) Relationships between biologically defined Fischler sex and culturally defined gender; analysis of expectations and limitations upon males 260. Critical Gender Studies. (Also Political and females in traditional and contemporary Science 260) This advanced-level political societies. Significant focus on inequality theory course introduces students to in social institutions, including family, scholarly texts, activist writings, and workplace, and legal system, that reflect historical documents pertinent to feminist differences in sex and sexual orientation. theory and masculinity studies. Selected Prerequisite: Sociology 258 or Women’s readings also address multiculturalism, Studies 101. Writing-intensive. race, class, sexuality, religion, and ethnicity. Wetcher-Hendricks Theories studied will vary by semester. This class exposes students to diverse 190-199, 290-299, 390-399. Special Topics. approaches to the politics of sex and gender. Selected interdisciplinary topics in women’s Prerequisite: Political Science 120 or studies. Prerequisite: Women’s Studies 101 permission of the instructor. or permission of instructor. Haddad Staff

265. Feminist Philosophy. (Also Philosophy 286, 381-384. Independent Study. 265) Feminist writings on questions such Intensive study in an area in which the as: How do the legacies of gender inequality student has demonstrated the interest persist today? What would gender justice and ability needed for independent work.

178 Prerequisite: permission of instructor and prepare them for fulfilling careers. program coordinator. Staff The Mathematics and Computer Science department offers three tracks for students in 288, 386-388. Internship. Pure Mathematics, Applied Mathematics, or Actuarial Science. Study in this department 400-401. Honors. ensures you’ll gain valuable skills that will help you throughout your work life. International Management You’ll learn how to problem-solve and how to approach mathematics as a tool while See Economics and Business, Modern gaining an in-depth knowledge of software Languages and Literatures and systems concepts in computer science, learning where they may fit in the quickly International Studies growing field of technology. See Interdisciplinary Programs Pure Mathematics Track: Student interested Italian in a broad mathematics background or students who plan to attend graduate school See Modern Languages and Literatures in mathematics should consider the Pure Mathematics Track. The Pure Mathematics Japanese track also provides quantitative and analytical See Modern Languages and Literatures skills, which prepare students to enter the workforce after graduation. Early, Middle, and Latin Secondary education students are encouraged See Modern Languages and Literatures to follow the Pure Mathematics Track. Applied Mathematics Track: Students Management interested in working in business or industry See Economics and Business. or students who plan to attend graduate school in applied mathematics should Mathematics And Computer Science consider the Applied Mathematics Track. The Applied Mathematics Track provides a strong Chair: Associate Professor Shank foundation of mathematics and the tools Professor: Coleman, Fraboni, Schultheis; required to solve real-world problems. Associate Professors: Hartshorn, Talbott; Assistant Professor: Bush, Curley, Mota; Actuarial Science Track: Students interested Visiting Associate Professor: Schaper; Visiting in becoming an actuary should follow the Assistant Professor: Moller; Instructor of Actuarial Science Track. An actuary is a Mathematics: Ward. mathematician trained to analyze information to calculate the monetary value of risk. Mathematics: Actuaries progress in their professional career Mission: The Mathematics program at by passing a series of actuarial exams. The Moravian College fosters a community Actuarial Science Track prepares students for of faculty and students who promote the the first two actuarial exams (EXAM P and aesthetic, theoretic, and pragmatic qualities FM), giving them a solid foundation to begin a of mathematics in order to develop in its career as an actuary. students communication and problem solving skills applicable to many disciplines that 179 Computer Science: (other than the required courses and MATH Computer science is the study of information 370) have been grouped into two areas: processes and the creative application of pure mathematics courses and applied abstraction and formal reasoning to solve mathematics courses. problems. With the ever-increasing ubiquity of computational devices, computer science Current catalog courses in each of these areas is an important field of study with diverse are as follows: applications. From the natural and social sciences to the arts and humanities, computer Pure Mathematics Courses: MATH 220, 313, science has become woven into the fabric of 327, 328, 329, and 340 business, research, and everyday life. Applied Mathematics Courses: MATH 214, 221, 225, 231, 251, 332 and PHYS 343. At Moravian, the computer science program As special topics or new courses are offered, prepares students for professional life or they will be placed in the appropriate group. graduate study. The core curriculum integrates a study of the theoretical underpinnings of the Pure Mathematics Track: discipline with the practice of programming. In addition to the four required courses Elective offerings explore the breadth of and the capstone experience, the Pure the discipline and expose students to the Mathematics Track requires five additional applications of computer science. courses in Mathematics. One of these courses is a required course, MATH 220. For The Major in Mathematics the remaining four courses, students in this track will choose three Pure Mathematics The Mathematics program consists of three Courses and one Applied Mathematics Course. distinct tracks: Pure Mathematics, Applied Students in the Pure Mathematics Mathematics, and Actuarial Science. All track must also choose two co-requisite mathematics majors are required to select a courses from the following group of four track when declaring their major. courses: PHYS 111, PHYS 112, CSCI 120 and CSCI 121. Substitutions for All three tracks require the following four this requirement may be made only with courses: MATH 170 (or its equivalent the approval of the Mathematics and sequence MATH 106 and MATH 166), Computer Science Department. MATH 171, 211, and 212. In addition, all three tracks require a capstone experience. Applied Mathematics Track: MATH 370 will serve as the capstone In addition to the four required courses experience for most majors. Successful and the capstone experience, the Applied completion of MATH 400-401 (Honors) can Mathematics Track requires six additional serve as an alternative capstone experience, courses in Mathematics. Two of these courses although students who plan to pursue an are required courses, MATH 220 and 221. For Honors project are encouraged to take the remaining four courses, students in this MATH 370 in their junior year. In addition, track will choose three Applied Mathematics students must have at least three courses Courses and one Pure Mathematics Course. numbered 310-380, 390-399, or 400-401. (One of these three may be MATH 370.) Applied Mathematics students must also choose two co-requisite courses In order that students may understand from the following group of four and experience the depth and breadth of courses: PHYS 111, PHYS 112, CSCI mathematics, the department’s major courses 180 120 and CSCI 121. Substitutions for Middle Level Education Certification: this requirement may be made only with Students who are seeking certification in the approval of the Mathematics and middle level education with a major in Computer Science Department. mathematics can complete either the Pure or Applied Mathematics Track. Actuarial Science Track: In addition to the four required courses Early Childhood Education Certification: and the capstone experience, the Actuarial Students who are seeking certification in Science Track requires six additional early childhood education with a major courses in Mathematics; three required in mathematics should take the Pure courses and three electives numbered 210 Mathematics Track and are required to or higher. The additional required courses complete PHYS 111. The second co-requisite are MATH 231, 332 and 251. The three course is waived for these students. Students additional electives must include at least who are pursuing early childhood teacher one Applied Mathematics Course and at certification with a major in mathematics do least one Pure Mathematics Course. not need to complete MATH 125.

Actuarial Science students must also Courses in Mathematics (MATH) take three co-requisite courses, which are listed below. includes CSCI 120, ECON 152, and one ECON course chosen from the The Minor in Mathematics following group of three courses: ECON The minor in mathematics consists of five 225, 226 and 256. Substitutions for course units in mathematics: MATH 170 (or this requirement may be made only with the equivalent sequence Mathematics MATH the approval of the Mathematics and 106 and MATH 166), MATH 171, and three Computer Science Department. MATH courses numbered 210 or above, including at least one of the following: MATH Secondary Education Certification: 212, MATH 220, MATH 231. Students planning to teach mathematics in secondary schools who are interested The Interdepartmental Major in Mathematics in the Pure Mathematics Track must complete the following courses: MATH The six mathematics courses that meet Set I 170 (or its equivalent sequence MATH requirements are MATH 170 (or its equivalent 106 and MATH 166), 171, 211, 212, sequence MATH106 and MATH166), MATH 220, 231, 347, 348, 370, and one of the 171, MATH 211, and three additional MATH following: MATH 324, 365, or 366. courses chosen by the student with the approval of the advisor. Mathematics courses Students planning to teach mathematics in to be taken to satisfy Set II requirements secondary schools who are interested in the will be determined by the student’s prior Applied Mathematics Track must complete preparation in mathematics and his or her the following courses: MATH 170 (or its educational objectives. equivalent sequence MATH 106 and MATH 166), 171, 211, 212, 220, 221, 231, 347, The Major in Computer Science 348, 370, and one of the following: MATH The major in computer science consists of 230, 258, 251, 337, or PHYS 343. nine course units: CSCI 120, CSCI 121, CSCI 222, CSCI 234, CSCI 244, CSCI 334, one of the following: CSCI 320, CSCI 333, CSCI

181 364; and two additional courses in computer a PHIL course with “Ethics” in the title);​ science, one of which must be numbered and one course in applications (HLTP 230​ CSCI 310-380 or CSCI 390-399. Courses , MGMT 311​, BIOL 363,​ ECON 256​). Other numbered CSCI 286, CSCI 288, or CSCI courses in statistical reasoning, ethics, or 381-388 and courses from other schools may applications may be accepted with approval not be used to satisfy the major requirements of the program director. without prior written departmental approval. The major also requires MATH 170 (or its The Interdepartmental Major in equivalent sequence MATH 106 and MATH Computer Science 166), MATH 171, MATH 216, and one The six courses that compose Set I of the additional MATH course numbered 210 or interdepartmental major in computer science higher, or a two-semester laboratory sequence include CSCI 120, CSCI 121, and four other in science. Because analytic and abstract CSCI courses numbered above 110, at least reasoning is important to the study and one of which is expected to be numbered application of computer science, majors are 310-380 or 390-399. The additional courses encouraged to take additional coursework in in computer science and the six courses of science, mathematics, and logic. Set II are selected by the student with the approval of the advisor. Courses in Computer Science (CSCI) are listed below. Courses in Mathematics

The Minor in Computer Science MATH 100.2. Applications in Mathematics. Investigation of a variety of mathematical The minor in computer science consists models. Models to be investigated will of CSCI 120, CSCI 121, and three other be chosen from the areas of game theory, CSCI course units numbered above 110. network models, voting theory, apportionment One of the following courses may, with methods, fair division, and probability and departmental consent, be counted toward statistics. We will apply these models in such the computer science minor: MATH 230, diverse fields as biology, sociology, political MATH 214, MATH 258, MATH 231; PHIL science, history, and psychology. Does not 211. With departmental consent, one course count towards the mathematics major or with significant computing content from minor. One 100-minute period. another program may be counted as one of Fraboni the three elective course units towards the computer science minor. MATH 101.2. A History of Infinity. Human beings have always struggled with The Minor in Informatics the concept of infinity. Philosophers Informatics is the application of and mathematicians have gone mad computing skills, statistical methods, and contemplating its nature and complexity— domain knowledge to obtain and analyze and yet it is a concept now routinely used data in order to make decisions about by school children. We will trace the organizations and society. history of this mind-boggling concept from Archimedes to Cantor through the eyes of the The minor in informatics consists of five mathematician. Does not count towards the courses: CSCI 120​; CSCI 265;​ one course mathematics major or minor. in statistical reasoning (MATH 107,​ HLTP Schultheis 189​, ECON 156​, or MATH 231);​ one course in ethics (NURS 360​, IDIS 215, or 182 MATH 102.2. Mathematics and Origami. In and continuous probability distributions, this course, we will use origami (paper- correlation and regression, estimation, and folding) to explore topics in mathematics hypothesis testing. MATH 107 may not be such as trisecting angles, solving cubic taken for credit by students who have earned equations, and creating 3-dimensional credit for ECON 156 or MATH 231. Three polyhedra. In the process, we will see how 70-minute periods. (F2) mathematics has revolutionized origami over Staff the past 50 years. Does not count towards the mathematics major or minor. MATH 108. Functions and Derivatives with Hartshorn Applications. Emphasis on concepts and applications to business and social and MATH 104. Quantitative Reasoning and Informed natural sciences. Use of graphing calculators. Citizenship. Quantitative reasoning skills to Topics include linear functions, polynomial interpret and assess numerical arguments, functions, exponential functions, average rate with emphasis on issues relevant for informed of change, instantaneous rate of change, the and effective citizenship. Topics include derivative, interpretations of the derivative, creating and interpreting graphs and charts; rules of differentiation, and applications of single- and multiple-variable functions; linear, the derivative. Includes review of algebra exponential, and logarithmic growth; indexes; and elementary functions. May not be taken inductive and deductive reasoning; decision for credit by students who have completed theory; measures of center and spread of MATH 106 or MATH 170. (F2) Prerequisite: data; correlation; probability; expected value; Placement by the Mathematics and experimental design; sampling and surveys. Computer Science Department. Three 70-minute periods. (F2) Staff Staff MATH 109. Mathematics for Design. MATH 106. Analytic Geometry and Calculus I Provides mathematical background and with Review, Part 1. Beginning calculus with techniques useful to aspects of artistic extensive review of algebra and elementary design in the plane and in space. Essential functions. Topics include Cartesian plane, mathematical concepts and tools applied algebraic functions, limits and continuity, to solve design problems. Topics include introduction to the concept of derivative as ratio and proportion, similarity, geometric a limit of average rates of change, theorems constructions with Euclidean tools and on differentiation, and the differential. dynamic geometry soft ware, properties of Continued in Mathematics 166. The course polygons and polyhedra, isometries and sequence of MATH 106 and MATH 166 other geometric transformations in the plane is equivalent to MATH 170; credit may be and space, symmetry, and periodic designs, earned for MATH 106 and MATH 166 or projections from space onto a plane. Spring. MATH 170, but not both. (F2) Prerequisite: Three 70-minute periods. (F2) Placement by the Mathematics and Hartshorn Computer Science Department. Staff MATH 125. Topics in Mathematics for Teaching. Problem-solving, communication, MATH 107. Elementary Statistics. Introduction and reasoning. Topics include estimation, to statistical concepts and methods without geometry and spatial sense, measurement, the use of calculus. Topics include descriptive statistics and probability, fractions and statistics, elementary probability, discrete decimals, patterns and relationships,

183 number systems, number relations, and or MATH 166 with a grade of “C-” or number theory. Designed for prospective better. Note: Students who are placed early childhood and middle level education by the department into MATH 171 and teachers. Three 70-minute periods. (F2) complete it with a grade of “B” or better Staff will automatically receive credit for Math 170 if their transcript does not show MATH 166. Analytic Geometry and Calculus credit for an equivalent course. I with Review, Part 2. Topics include Staff exponential and trigonometric functions and their derivatives, related rates, extremum MATH 211. Analytic Geometry and problems, logarithmic curve sketching, Calculus III. Vectors in the plan and antidifferentiation, the definite integral, three-space. Parametric equations the fundamental theorem of calculus, area and space curves. Polar, cylindrical under a curve, and applications to business and spherical coordinates. Calculus and economics. The course sequence of of functions of more than one MATH 106 and MATH 166 is equivalent to variable, including limits, partial Mathematics 170; credit may be earned for derivatives, directional derivatives, MATH 106 and MATH 166 or MATH 170, multiple integration, and applications. but not both. (F2) Prerequisite: MATH 106 Prerequisite: Completion of Math with a grade of “C-” or better. 171 with a grade of “C-” or better. Staff Note: Students who are placed by the department into MATH 211 and MATH 170. Analytic Geometry and complete it with a grade of “B” or Calculus I. Review of real numbers, better will automatically receive credit analytic geometry and algebraic and for Math 171 if their transcript does not transcendental functions. Limits and show credit for an equivalent course. continuity. Definition, interpretations, Staff and applications of the derivative. Definite and indefinite integrals, including the fundamental theorem of MATH 212 (formerly 216). Discrete calculus. May not be taken for credit Mathematical Structures and Proof. by students who have earned credit for Elementary mathematical logic and types MATH 166. (F2) Prerequisite: Placement of mathematical proof, including induction by the Mathematics and Computer and combinatorial arguments. Set theory, Science Department. relations, functions, cardinality of sets, Staff algorithm analysis, basic number theory, recurrences, and graphs. Writing intensive. MATH 171. Analytic Geometry and Prerequisite: MATH 171. Fall. Calculus II. Applications of the definite Staff integral. Techniques of integration of both algebraic and transcendental MATH 220. Linear Algebra. Vector spaces functions. Indeterminate forms and and linear transformations, matrices, improper integrals. Separate differential systems of linear equations and their equations. Infinite sequences and series. solutions, determinants, eigenvectors (F2). Prerequisite: Placement by the and eigenvalues of a matrix. Applications Mathematics and Computer Science of linear algebra in various fields. Department or completion of MATH 170 Prerequisite: MATH 171. Spring.

184 Staff MATH 258 (formerly 225). Numerical Analysis. Numerical techniques for solving applied MATH 230 (formerly 214). Mathematical mathematical problems. Topics include Methods in Operations Research. Introduction interpolation and approximation of functions, to mathematical techniques to model solution of non-linear equations, solution of and analyze decision problems. Linear systems of linear equations, and numerical programming, including sensitivity analysis integration, with error analysis and stability. and duality, network analysis, decision theory, Prerequisites: MATH 171 and a course in game theory, queuing theory. Prerequisites: computer science. Spring, alternate years. MATH 171. Spring, alternate years. Fraboni, Hartshorn Staff MATH 324 (formerly 327). Advanced Calculus. MATH 231. Mathematics Statistics I. A Differential and integral calculus of scalar calculus-based introduction to probability and vector functions. Differential calculus and statistical concepts and methods. includes differentials, general chain rule, Topics include descriptive statistics, inverse and implicit function theorems, probability, discrete and continuous and vector fields. Integral calculus includes probability distributions, regression analysis, multiple integrals, line integrals, surface sampling distributions and the central limit integrals, and theorems of Green and Stokes. theorem, estimation and hypothesis testing. Prerequisite: MATH 211. Fall, alternate years. Prerequisite: MATH 171. Fall. Fraboni, Hartshorn, Shank Curley, Shank MATH 337 (formerly 332). Mathematical MATH 251 . Actuarial Mathematics. This course Statistics II. Development of statistical includes an introduction to interest theory; concepts and methods. Multivariate the time value of money. Topics include probability distributions, point introduction to interest, valuation of annuities, and interval estimation, regression loan payments, bond valuation, depreciation, analysis, analysis of variance, amortization schedules, and other topics chi-square goodness-of-fit and related to the theory of interest. This course contingency table analysis, and is intended for those students interested nonparametric tests. Prerequisite: in taking the Financial Mathematics (FM) MATH 231. Spring, alternate years. Actuarial Exam. Prerequisite: MATH 171. Curley, Shank Spring, alternate years. Curley, Shank MATH 347 (formerly 313). Modern Algebra. Group theory, including structure and MATH 254 (formerly 221). Differential properties: subgroups, co-sets, quotient Equations. Various methods of solution of groups, morphisms. Permutation groups, ordinary differential equations, including symmetry groups, groups of numbers, first-order techniques and higher-order functions, and matrices. Brief study of techniques for linear equations. Additional rings, subrings, and ideals, including topics include applications, existence polynomial rings, integral domains, theory, and the Laplace transform. Euclidean domains, unique factorization Prerequisite: MATH 211. Spring. domains, and fields. Prerequisite: MATH Schultheis 212 or permission of instructor. Fall. Schultheis, Talbott

185 MATH 348 (formerly 340). Higher Geometry. 400-401. Honors. Topics in Euclidean two- and three- dimensional geometry from classical Courses in Computer Science (synthetic), analytic, and transformation CSCI 105. Fundamental Ideas in Computer points of view. Transformations include Science. Emphasis on contributions that isometries, similarities, and inversions. computer science has made to contemporary Construction and properties of two- and society. Topics include physical and three-dimensional geometric figures. Brief logical aspects of computers, algorithms study of some non-Euclidean geometries. and problem-solving, introduction to Prerequisite: MATH 212 or MATH 220. Fall, programming, and simple computer alternate years. Writing-intensive. architecture, supplemented by laboratory Hartshorn exercises in which students create programs or utilize existing programs. Recommended MATH 365 (formerly 329). Complex Analysis. for those not intending a major or minor in Analytic functions, complex integration, the department. (F2) application of Cauchy’s theorem. Prerequisite: Staff MATH 211. Spring, alternate years. Fraboni, Schultheis CSCI 120. Computer Science I. Introduction to the discipline with emphasis MATH 366 (formerly 328). Introduction to on algorithm design and program Analysis. Rigorous study of real-valued development. Emphasis on problem- functions, metric spaces, sequences, solving activity of developing algorithms. continuity, differentiation, and integration. Topics include computer organization, Prerequisites: MATH 211 and MATH 212 or computer usage and application, MATH 220. Spring, alternate years. programming languages, software Fraboni, Hartshorn, Shank engineering, data structures, and operating systems. Recommended for students MATH 370. Mathematics Seminar. A capstone intending to develop or maintain software course designed to review, unify, and extend in their own area of concentration. (F4) concepts developed in previous mathematics Coleman courses. Students will read historical, cultural, CSCI 121. Computer Science II. Emphasis and current mathematical material. They will on data and procedural abstraction. Basic express their mathematical understanding organizations of instructions and data in through writings, oral presentations, and hardware design and software development. class discussions. Assignments will include Topics include encoding schemes for both expository and research-oriented styles instructions and data, representative of writing, including a significant individual machine architectures, data representations research project. Prerequisite: MATH 212 and in computer memory and in high-level any 300-level course in mathematics. Fall. languages. Prerequisite: CSCI 120. Fraboni, Schultheis, Shank Coleman

190-199, 290-299, 390-399. Special Topics. CSCI 217. Digital Electronics and Microprocessors. (Also Physics 217) 286, 381-384. Independent Study. Laboratory-oriented course in computer hardware for science, mathematics, and 288, 386-388. Internship. computer-science students. Topics include logic gates, Boolean algebra, combinational 186 and sequential logic circuits, register-transfer Prerequisites: CSCI 121 and MATH 170 (or logic, microprocessors, addressing modes, MATH 106 and MATH 166). programming concepts, microcomputer Coleman system configuration, and interfacing. Staff CSCI 260. Artificial Intelligence. Topics and methods for emulating natural intelligence CSCI 222. Computer Organization. A study of using computer-based systems. Topics what happens when a computer program is include learning, planning, natural-language executed. We examine the organization of processing, machine vision, neural networks, a modern computer from the perspective of genetic algorithms. Prerequisite: CSCI 120. a programmer; our examination focuses on Coleman the layers of abstraction between a high- level language program and its execution. CSCI 265. Database Systems. Data file Topics include the set of instructions that a organization and processing, indexed data processor supports, how a high-level language files and indexing techniques, database program is translated into this instruction design; database applications; query set, how a processor carries out instructions, languages; relational databases, algebra, concurrency, the memory hierarchy, and and calculus; client-server models and storage systems. Prerequisite: CSCI 121. applications; database system implementation Staff and web programming. Prerequisite: CSCI 120 or permission of the instructor. CSCI 234. Introduction to Software Staff Engineering. An introduction to professional software development using object-oriented CSCI 320. Networking and Distributed techniques. Topics include the use of Computing. Theory and practice of object-oriented design as a tool for building concurrent programming. We examine the correct and maintainable software systems, difference between shared- and distributed- test-driven development, best-practices in memory models of computation, what object-oriented design and development problems are computable in parallel informed by component-based engineering, and distributed systems, the principle advanced object oriented language differences between concurrent and features, and languages for communicating sequential programming, as well as data design. Prerequisite: CSCI 244. structures and algorithms for concurrent Staff programming. Prerequisite: CSCI 244. Staff CSCI 244. Data Structures and Analysis of Algorithms. Issues of static and dynamic CSCI 330. Game Programming. Focus on the aggregates of data. Topics include logical mathematics and algorithms necessary to characteristics of various data organizations, create computer games and the software storage structures implementing structured engineering principles used to manage data, design and implementation of the complexity of these programs. Topics algorithms to manipulate storage structures, include advanced programming in an object- and classical applications of data structures. oriented language, the mathematics of Representative data structures include stacks, game programming, artificial intelligence, queues, ordered trees, binary trees, and event-loop programming, and 2D graphics. graphs. Implementation and performance Prerequisite: CSCI 244. issues of contiguous and linked storage. Staff

187 CSCI 333. Operating Systems. The structure 288, 386-388. Internship. and organization of operating systems, how modern operating systems support 400-401. Honors. multiprogramming (e.g., processes, threads, communication and synchronization, Medieval Studies memory management, etc.), files systems, See Interdisciplinary Programs and security. Programming projects involve both using operating system services as well as the implementation of core operating MODERN LANGUAGES AND LITERATURES system components. Prerequisites: CSCI Chair: Professor Mesa 222 and CSCI 244. Professors: Lalande, McKeown; Associate Coleman Professors: Ferrero, Hildebrandt, Lasso- von Lang, Mesa, Yozell; Visiting Instructors: CSCI 334. Systems Design and Implementation. Livingstone, Sánchez, Roibal Fernandez; Project-oriented study of ideas and techniques Adjunct Faculty: Branton-Desris, Buckley, for design and implementation of computer- Buzick, Chirinos-Aleman, Emiliani-Mowrey, based systems. Topics include project Gonzalez, Karam, Krohn, Long. organization, interface design, documentation, and verification. Prerequisites: CSCI 234 and Majors and minors are offered in French, senior standing. Writing-intensive. German, and Spanish. Courses in Latin, Coleman Arabic and Italian are available, while Greek, Chinese, Japanese, and Russian may be CSCI 335. Simulation. When real-world taken by cross-registration at other LVAIC experiments are either too dangerous or too member institutions. The department also expensive to perform, computer simulation offers a major in international management is used as an alternative. In addition to jointly with the Department of Economics considering how to model real-world problems and Business and world languages education using computer simulation, this course certification in conjunction with the studies other relevant topics including how to Department of Education. generate random data using a deterministic Modern languages and literatures machine and how to collect and display data majors prepare for graduate studies or in a meaningful way. professional careers in various fields, such as teaching, bilingual education, CSCI 364. Foundations of Computing. management, international business, Theoretical aspects of computing. Topics social services, as well as writing, law, include formal languages (regular, context- government service, or theology. free, and context-sensitive grammars), automata (finite-state machines, push-down The Major in French, German, or Spanish automata, and Turing machines), limitations A major in French, German, or Spanish of respective computational models, and consists of ten course units above Modern unsolvable problems. Prerequisite: CSCI 244. Language 105. One semester abroad Coleman is required of all Modern Languages & Literatures majors, in which a minimum of 190-199, 290-299, 390-399. Special Topics. three courses must be taken in the language of study. After completing two courses at 286, 381-384. Independent Study. the 200 level, students may no longer take 100-level courses. Only one internship in 188 a modern language may be taken for credit and 215; one or two courses at the 200 towards a major in that language. Students level chosen from 241, 243, 255, 256; a may count either Spanish 110 or 111, but minimum one-semester study abroad (three not both, towards a major in Spanish. courses in the language of study); and at least two courses at the 300 level, one of which A major in French consists of ten course units must be taken at the college in the senior above 105, including a minimum of two year. Heritage speakers may opt to include courses at the 200 level chosen among 210, Spanish 111 among their major electives. 215, 241, and 250; and at least two courses at the 300 level, one of which must be taken In all languages, special topics courses at at the college in the senior year. A French the 200 and 300 level may count towards a major normally includes the following: French major; please consult with an advisor. 110, 210, and 215, plus two courses chosen from FR 225, 241 and 250, a minimum one- During their course of study at Moravian semester study abroad (three courses), and College, all students majoring in French, two courses at the 300 level. German, or Spanish will be required to study abroad for a minimum of one semester in a A major in German consists of ten course units country where the student’s major language above 105, including a minimum of two of study (French, German, or Spanish) is courses at the 200 level chosen among 210, the principal language. Upon declaring a 215 and 241; and at least two courses at the major in a modern language and literature, 300 level, one of which must be taken at the students (in consultation with their advisors) college in the senior year. A German major must work out a schedule which will make normally includes the following: German 110, study abroad possible. 210, and 215, plus two more courses at the 200 level, a minimum one-semester study The department recognizes that there will abroad (three courses), and two courses at the be cases that call for a special exception. 300 level, one of which must be taken at the These cases will be dealt with on a case-by- college in the senior year. A student may not case basis. Students who wish to apply for take a course at the 300 level that he/she has an exception to the study abroad policy must already taken at the 200 level, and vice versa. contact the chair of the Modern Languages and Literatures Department. Unless the A major in Spanish for non-native speakers student has already spent a minimum of consists of ten course units above one year, as an adult, in a country where the 105, including 210, 215, and another modern language is spoken, the student will 200-level course, and at least two courses not, generally speaking, be waived of the at the 300 level, one of which must be entire study abroad requirement. Courses taken at the college in the senior year. taken during study abroad must be approved A Spanish major often includes the by the department prior to the student’s following: Spanish 110 or 111; 120, 210, registration for the program. and 215; one course chosen from Spanish 241, 243, 255, 256; a minimum one- The Minor in French, German, or Spanish semester study abroad (three courses); and The minor consists of five course units above at least two courses at the 300 level. Modern Language 105 in a single language, including 110, 210, and 215. A major in Spanish for heritage speakers will include the following: Spanish 125, 210,

189 In French, students must choose two courses The remaining four units are chosen from from among French 225, 241, and 250. a list of predetermined courses in other departments, including Special Topic The Spanish minor for non-native speakers courses. All course choices, however, must be often includes Spanish 110 or 111; 120, approved by the advisor. 210, and 215; 1-2 chosen from among Spanish 241, 243, 255 and 256; and Possible electives include, but are not optionally a course at the 300- level. limited to: Art 113, Art 114, Art 222, Students may opt to include Spanish 111 Art 226, Art 229, Africana Studies 110, in their minor in place of Spanish 110, but Economics 236, Management 333, History may not include both. 110, History 112, History 126, History 250, Political Science 235. The Spanish minor for heritage speakers includes Spanish 125, 210, and 215; No more than one course at the 100 level at least one course chosen from among may be taken within any single department, Spanish 241, 243, 255, 256; and any and only two of the four courses taken 300-level courses, as desired. outside the Modern Languages and Literatures Department may be at the 100 The Major in Francophone Studies level. No more than two courses may be A Francophone Studies Major provides taken within a single department. students with an interdisciplinary approach to the intellectual and cultural history of All French and Francophone Studies majors French-speaking countries by combining must participate in an academic experience courses in French language and literature abroad. Students should choose a semester with courses from fields such as art, program; if impossible, participation in a six- economics, history, and political science. week summer program or an appropriate May Specifically, the program seeks to broaden term approved by the advisor in advance can the students’ understanding of contemporary fulfill this requirement. Courses taken abroad as well as historical issues related to may count toward the major but must be Francophone cultures. approved in advance by the advisor. The program is partially self-designed with the Study Abroad Requirement: All Francophone help of a faculty advisor to ensure a coherent Studies majors participate in an academic sequence of study, including study abroad. experience abroad. Students should Majors in Francophone studies are required choose a semester program; if impossible, to take ten course units. A minimum of six participation in a six-week summer program courses above French 105 must be earned or an appropriate May term approved by within the French section of the Modern the advisor in advance can fulfill this Languages and Literatures Department. requirement. Courses taken abroad may Of these six courses, the following five are count toward the major but must be required: 210 or 215 and 225, 241 and 250. approved in advance by the advisor.

After completing any course at the 200-level, The Major in German Studies students may no longer take 100-level A major in German Studies provides students courses in French. A minimum of one with an interdisciplinary approach to the 300-level course in French must be taken at intellectual and cultural history of German- the college in the senior year. speaking countries by combining courses in German language and literature with courses 190 from fields such as Art History, Economy, with the approval of the advisor. It is possible Philosophy, Political Science, and History. to combine language study with area studies. Majors in German Studies are encouraged to design their own innovative programs of International Management Major study in close cooperation with the German (French/German/Spanish) Studies Advisory Board. Students are The major in International Management required to take a total of ten courses above is offered jointly with the Department of German 105, six of which must be earned Economics and Business. International within the German section of the Modern Management majors take Accounting 157, Languages and Literatures Department. Economics 152, and 236; Management 223 and 333; and one elective from Management Of these six courses German 215 and 231, 251, or 253. Modern Language 241 (or equivalent) and one course at the requirements include six courses above 105, 300-level are required. After completing including two of the following--210, 215, or Modern Language 215 and 241 (or 241 or equivalent--plus at least one 300-level equivalent), students no longer may take course in the senior year. 100-level courses in German. A grade of B or better is required in German 220 or 241 This program requires a semester abroad for advancement in the German Studies in which one business-related course Major. A minimum of one 300-level course in and one modern language course must German must be taken at Moravian College, be taken. All students interested in this and at least one 300-level course in German major should consult with Professors must be taken at Moravian College in the James P. West and Carmen Ferrero senior year. The remaining four courses (Spanish), Jean-Pierre Lalande (French), may be chosen from relevant offerings in or Axel Hildebrandt (German). the Modern Languages and Literatures Department and other departments. No more There is no minor offered in than two courses can be taken within one International Management. department. Possible electives include Art 218, Art 226, Art 229, Econ 336, Ger 200, Teacher Certification in a World Language Ger 260, Hist 112, Hist 219, Hist 220, Mgmt 333, Mus 281, Mus 283, Mus 352.2, Modern Languages and Literatures majors Mus 354.2, Posc 215, Posc 235, Posc 250. who plan to teach should consult the Other courses may serve as electives. Please requirements for teacher certification consult with Dr. Hildebrandt. under education and should take Education 361 and 378. German studies majors must also have a significant experience abroad. They can opt to The major requirements for teacher study for one semester abroad or participate certification in a world language are the in a six-weeks summer program. same as for all other Modern Languages and Literatures majors. The Interdepartmental Major in French, German, or Spanish Discussion and demonstration of teaching methods appropriate to the elementary Set I of an interdepartmental major in French, and secondary school levels for developing German, or Spanish consists of six course proficiency in all four skill areas (reading, units above Modern Language 105. Courses speaking, writing, and comprehension) are in Sets I and II are selected by the student included in Education 361 and 378. 191 All non-native speakers of French, German, their academic program. and Spanish who are candidates for secondary teacher certification in those Students wishing to obtain the teacher languages are required to pass the American certification in Modern Languages should Council on the Teaching of Foreign Language consult with Professor McKeown. (ACTFL) Oral Proficiency Interview (OPI) with a minimum grade of Intermediate High Departmental Recommendations in order to be recommended by the Modern Modern Languages and Literatures majors are Language and Literatures Department for advised to work toward mastery of a second student teaching. Students will pay the cost foreign language and to extend their studies of the exam(s) and any expenses involved as far as possible in history, economics, with doing the interview. management, literature, linguistics, philosophy, art, music, religion, and sociology. Dual Certification in World Languages All majors are required to participate in an When a student completes a full major organized program of study abroad and to take in one modern language, certification advantage of extracurricular opportunities for may be obtained in a second under contact with modern languages and cultures, the following conditions: such as language clubs, foreign films, and • Completion of seven courses above the other cultural events. Students interested elementary level in the second modern in learning one of the less commonly taught language, with the understanding that languages should consult the advisor. a desired level of proficiency may be reached after completion of fewer than Special Modern Languages and seven courses in exceptional cases. It Literatures Courses is also possible that a student may be 111-116. Masterpieces of Literature in English. required to complete work beyond the Detailed study of works of classical Greek, seven courses if, in the judgment of French, German, Russian, or Spanish the Modern Languages and Literatures literature in English translation. Prerequisite: Department, the competence required Writing 100. No knowledge of the modern for certification has not been achieved. language is required. Cannot be counted The student must achieve the required toward a foreign language major or minor. 3.00 average in each language to Staff be recommended for certification. Student-teaching experience is 111. French. Novels by writers such as Hugo, required in all languages in which Balzac, Zola, Sartre, and Camus. certification is anticipated. • The seven courses must include Modern 115. Spanish. Works by Cervantes, Lope de Language 210, 215, and 241 (or Vega, Zorrilla, Unamuno, Lorca, and later equivalent), and one additional literature 20th-century writers, such as Buero Vallejo, course. As with all other Modern Martín Gaite, and Matute. (M2) Languages and Literatures majors, a fall or spring term abroad is required. 116. Latin American. Works by Mistral, Neruda, Asturias, García Márquez, Paz, • Students interested in dual certification Walcott, Fuentes, Allende, Esquivel, in world languages are advised Vargas Llosa. (M2) to consult with their Education Department and major advisors early in 214. Immigration, Exile and Internal 192 Displacement in Latin American and Latino Hebrew Literature. (Also Interdisciplinary 214) Courses in Hebrew are available Immigration, exile and internal displacement through cross-registration at Moravian are phenomena seen across the world, and Theological Seminary. ones that are frequent topics of discussion. This course will examine such issues Courses in Other Contemporary Languages among the diverse Latin American cultures through the lens of fiction. These texts Arabic and films deal directly with moments of ARAB 100-105. Introductory Arabic I-II. social transformation, power differences, Fundamentals of the Arabic language. These and cultural (mis)understanding. Studying courses stress aural comprehension, basic how these works will help students better grammar, correct pronunciation, and practical understand the timely issues of displacement, reading and writing. Courses also give as well as how these issues are perceived and exposure to graded literary texts and to Arabic represented. Course conducted in English. culture and civilization. (F3) (M5) Prerequisite: Writing 100 or LinC 101. Karam Staff Chinese Courses in Classical Languages Courses in Chinese may be scheduled through Latin cross-registration at Lehigh University. LAT 100-105. Introductory Latin I and II. French Introduction to the language, with oral and written exercises, and reading of simple FREN 100. Introductory French I. Beginning prose. Introduction to Roman civilization. study of French language and culture No previous study of Latin required. through textual, audio, and visual Prerequisite for Latin 105: Passing grade materials. Learning to function in culturally in Latin 100 or placement by the Modern authentic situations and to perform with Languages and Literatures Department. some proficiency in the four fundamental Three 70-minute periods. (F3) skill areas: reading, writing, listening, Staff speaking. Designed to develop novice to novice-mid oral and written proficiency LAT 110. Latin III. Three weeks of systematic as defined by the American Council of grammar and syntax review, including written Teachers of Foreign Languages. (F3) exercises, followed by selective grammatical Staff and syntactical analysis of Latin texts. Building vocabulary through texts and books FREN 105. Introductory French II. such as K. C. Masterman’s A Latin Word List. Continuation of FREN 100. Designed Translation and discussion of selections by to develop novice-mid to novice-high Roman authors. Prerequisite: Passing grade proficiency in reading, writing, listening, in Latin 105 or placement by the Modern speaking. Prerequisite: Passing grade in Languages and Literatures Department. (F3) FREN 100 or placement by the Modern Staff Languages and Literatures Department. (F3) Staff Advanced-level courses to complete the major in Greek or Latin may be taken FREN 110. Introductory French III. at Lehigh University or other LVAIC Continuation of FREN 105. Designed institutions upon availability. to develop intermediate-low proficiency 193 in reading, writing, listening, speaking. McKeown Prerequisite: Passing grade in FREN 105 or placement by the Modern Languages and FREN 241. Introduction to French Literatures Department. (F3) Literature. Critical chronological reading Staff of French drama, poetry, and prose works, and an introduction to literary and FREN 210. Films as Keys to French and intellectual movements that produced Francophone Cultures. This course is designed these works. Taught primarily in French, to improve French language skills at the with plays, films, and audio recordings of intermediate level to prepare the transition selected works. Prerequisite: FREN 210 to more advanced coursework. Students and FREN 215. Fall. (M2) will view and study five films from different McKeown, Lalande areas of France and the Francophone world. Response to those films will hone skills in FREN 250. France from 1950 to the present writing, speaking, listening and reading. – Politics and Society. This course focuses Class is discussion-based and conducted on the social, political and cultural events entirely in French. Prerequisite: FREN 110. that have shaped France since the 1950’s. Lalande, McKeown Through readings, media sources and movie clips, students will learn how such FREN 215. Texts as Keys to French and factors as the baby-boomers’ coming of age, Francophone Cultures. This course is designed immigration, the construction of the European to improve French language skills at the Union, and globalization have, often painfully, intermediate level to prepare the transition transformed a country rooted in rural to more advanced coursework. Students traditions into a modern, pluralistic one able will read a variety of texts and media sources to compete in the global world. Prerequisites: from France and the Francophone world. FREN 210 and FREN 215 Response to those works will hone skills in Lalande reading, writing, speaking, and listening. Class is discussion-based and conducted FREN 330. Art, Culture, and History in Paris. entirely in French. Prerequisite: FREN 110. Reading of literary works and discussion of Lalande, McKeown artistic and socio-cultural context will help students develop informed knowledge and FREN 225. French Connections: Letters and appreciation for past and present importance Culinary Art. This course is designed to of this historical and cultural metropolis. develop writing skills at the advanced level Prerequisites: FREN 210, FREN 215, and (ACTFL scale for proficiency in writing) to one other 200-level in FREN, or equivalent. prepare students for writing in advanced- Lalande level literature classes. Students will respond in writing to a variety of culture- FREN 350. Conformists and Rebels: Selected based readings centered on French works from Seventeenth and Eighteenth-century gastronomy. They will conduct research in France. The course is designed to engage French on related topics. Grammar will the students with selected works from the be reviewed with a level-appropriate text. beginning of the seventeenth century when Class is discussion-based and conducted the literary salon culture began to flourish in entirely in French. Not open to students Paris to the start of the French Revolution who previously completed FREN 230. in 1789. Students will study how the Prerequisites: FREN 210 and FREN 215 themes of conformity and rebellion are

194 represented, paying special attention to how to theater of the absurd. Plays by Vitrac, the conflicts arising from the intersection of Cocteau, Giraudoux, Sartre, Camus, Anouilh, these apparently opposing roles—conformist Beckett, and Ionesco. Prerequisites: FREN and rebel—are played out in essays, novels 210, FREN 215, and one other 200-level and plays of the period. The course will be FREN course (or equivalent). conducted entirely in French. Prerequisites: Lalande FREN 210, FREN 215 and one other 200-level course or its equivalent abroad. FREN 361. French Modern Urbanization. The McKeown industrial revolution transformed France into an urban country. From then on urban FREN 353. A Role of Her Own: Works by life became a major concern for political French and Francophone Women. The leaders and a vast source of inspiration course is designed to engage the students for artists. Through readings by Zola, with works by women writing in French, Gide, Breton, Camus, Sartre and Butor, specifically with respect to the theme of discussions of paintings by Impressionists, women’s roles in the domestic and public Cubists and other modern painters and spheres. Students will read a variety of studies of architectural achievements, literary genres, including essays, novels, students will develop a sense of the and poetry from the medieval period evolution of the urbanization process through the twentieth-century. They will and an understanding of the relationship study how writers from throughout the between literature, art and the prevailing French speaking world have represented political climate. Prerequisites: FREN searches for meaningful roles in women’s 210, FREN 215 and one other 200-level lives, and will also consider the part course or its equivalent abroad. the writing process itself has in crafting Lalande meaning for women. Students will read works by Christine de Pisan, Louise Labé, FREN 190-199, 290-299, 390-399. Isabelle de Charrière, Gabrielle Roy, Fatima Special Topics. Fallaire, Colette and Simone de Beauvoir, and others. The course will be conducted FREN 286, 381-384. Independent Study. entirely in French. Prerequisites: FREN 210, FREN 215 and one other 200-level FREN 288, 386-388. Internship. course or its equivalent abroad. McKeown FREN 400-401. Honors.

FREN 355. The Novel as an Expression of German Traditional and Modern France. Reading GERM 100. Introductory German I. Beginning of novels and short stories that reflect study of German language and culture the long, often difficult mutation of the through textual, audio, and visual country from rural and traditional to materials. Learning to function in culturally industrial and modern. Prerequisites: authentic situations and to perform with FREN 210, FREN 215, and one other some proficiency in the four fundamental 200-level FREN course (or equivalent). skill areas: reading, writing, listening, Lalande speaking. Designed to develop novice to novice-mid oral and written proficiency FREN 360. 20th-Century Theater. Trends in as defined by the American Council of French drama from the surrealist period Teachers of Foreign Languages. (F3) 195 Staff GERM 215. German Culture in Context: Literature and Film. This course is designed to improve GERM 105. Introductory German II. German language skills at the intermediate Continuation of GERM100. Designed to level with an emphasis on short literary texts develop novice-mid to novice-high proficiency and films to prepare the transition to more in reading, writing, listening, speaking. advanced coursework. We will discuss topics Prerequisite: Passing grade in GERM 100 of literature and history and the diversity or placement by the Modern Languages and of culture in German-speaking countries by Literatures Department. (F3) using Internet resources, videos and music. Staff Grammar concepts will be reviewed as well. Prerequisite: GERM 110 GERM 110. Introductory German III. Hildebrandt Continuation of GERM 105. Designed to develop intermediate-low proficiency GERM 225. Berlin in Film and Literature. This in reading, writing, listening, speaking. course will discuss major forms and periods Prerequisite: Passing grade in GERM 105 of literary texts and films in and about Berlin or placement by the Modern Languages and from the early 20th century to the present Literatures Department. (F3) within their social, political, and cultural Staff context. We study diverse voices of male and female authors, including immigrant writers GERM 200. Witches and Demons in German and filmmakers, on themes important to their History and Culture. (Also Interdisciplinary and our times such as social oppression, Studies 200) Examines a wide variety of ethics, gender, nation, and identity. Not open texts and other media to explore the idea and to students who have completed GERM 325. representation of the strange and “deviant” Prerequisites: GERM 210 and GERM 215. in German literature and culture from early Hildebrandt modern Europe to the present. Focus on the concept of the witch, witch-hunts, the Faust GERM 241. Introduction to German Literature. legend, and gender issues. Supplemented by Analysis and discussion of selected texts audio-visual materials from art history, film, from the past two centuries, designed to and popular culture. Taught in English. (M2) introduce students to representative authors, Staff works, and genres, and to develop critical reading and writing skills. Readings of poetry, GERM 210. German Culture in Context: Art fairy tales, and works by authors such as and Contemporary Culture. This course is Goethe, Tieck, Büchner, Droste-Hülshoff, designed to improve German language Hauptmann, Thomas Mann, Brecht, and skills in the areas of reading, writing, Dürrenmatt. Prerequisites: GERM 210 and listening and speaking at the intermediate GERM 215 or equivalent. (M2) level to prepare the transition to more Hildebrandt advanced coursework. We will discuss topics of history and the diversity of culture GERM 244. Young German Writers: Search for in German-speaking countries by using Identity. This course will cover one of the resources such as videos, Internet links and most exciting periods in German history music. Grammar concepts will be reviewed through the perspective of young writers as well. Prerequisite: GERM 110 and filmmakers from the time of the fall Hildebrandt of the Berlin Wall in 1989 to the present. The difference between East and West

196 Germany still influences literature, music, onward, including Hildegard von Bingen, art, and politics and furthermore deals with Mechthild von , Sophie La Roche, discourses on national identity and economic Louise Karsch, Bettina von Arnim, Rahel inequalities. Not open to students who Varnhagen, Ebner-Eschenbach, Lou Andreas- have completed GERM 344. Prerequisites: Salomé, Anna Seghers, Ingeborg Bachmann, GERM 210 and GERM 215 or equivalent. Christa Wolf, Doris Dorrie, Erica Fischer, and Hildebrandt Caroline Link. Film and Internet resources complement the readings. Prerequisites: GERM 260. German Film from Caligari to Fatih GERM 210, GERM 215, and one other Akin. This course covers the periods from 200-level course or equivalent. the beginning of filmmaking in Germany, Staff exploitation of the media during the Nazi time and reflect on different political and GERM 344. Young German Writers: Search for moral implications in East and West Germany Identity. This course will cover one of the most after the end of World War II, namely how exciting periods in German history through the films dealt with the Holocaust, and how life perspective of young writers and filmmakers under socialism and capitalism are reflected from the time of the fall of the Berlin Wall in in films. German unification and its results 1989 to the present. The difference between as well as the situation of minorities in East and West Germany still influences contemporary Germany will provide a broad literature, music, art, and politics and overview and its moral implications in films. furthermore deals with discourses on national Course taught in English. (U2) Prerequisites: identity and economic inequalities. Not open None, for students not majoring in German. to students who have completed GERM 244. For students majoring in German or German Prerequisites: one course above GERM 215. Studies, GERM 210 and GERM 215 are Hildebrandt prerequisites; these students will have to write the papers in German. GERM 350. 20th-Century German Theater. Hildebrandt Trends in German theater from expressionism to the present, through the plays of Toller, GERM 325. Berlin in Film and Literature. This Horvath, Brecht, Fleisser, Lasker-Schüler, course will discuss major forms and periods Borchert, Handke, Fassbinder, Kroetz, of literary texts and films in and about Berlin Bernhard, Jelinek. Prerequisites: GERM 210, from the early 20th century to the present GERM 215, and one other 200-level course within their social, political, and cultural or equivalent. Two 70-minute periods. context. We study diverse voices of male and Hildebrandt female authors, including immigrant writers and filmmakers, on themes important to their GERM 360. German Literature from 1949 and our times such as social oppression, to the Present. Writings from the divided ethics, gender, nation, and identity. Not open Germany until the opening of the Berlin to students who have completed GERM 225. Wall in 1989. Major plays, prose, and Prerequisites: GERM 210, GERM 215, and poetry by such writers as Böll, Lenz, Grass, one other 200-level course or equivalent. Heym, Müller, Hein, Wolf, Kunert, and Hildebrandt Fried. Excerpts from writings of Frisch, Dürrenmatt, Handke, and Bernhard. Some GERM 341. Women in German Literature and material on film. Prerequisites: GERM 210, Culture. (Also Women’s Studies 341) Study of GERM 215, and one other 200-level course texts by female authors from the 12th century or equivalent. Two 70-minute periods.

197 Hildebrandt Japanese Courses in Japanese may be scheduled GERM 190-199, 290-299, 390-399. through cross-registration at Lafayette Special Topics. College.

GERM 286, 381-384. Independent Study. Russian

GERM 288, 386-388. Internship. Courses in Russian may be scheduled through cross-registration at other area colleges. GERM 400-401. Honors. Spanish Italian SPAN 100. Introductory Spanish I. Beginning ITAL 100. Introductory Italian I. Beginning study of Spanish language and culture through study of Italian language and culture through textual, audio, and visual materials. Learning textual, audio, and visual materials. Learning to function in culturally authentic situations to function in culturally authentic situations and to perform with some proficiency in the and to perform with some proficiency in four fundamental skill areas: reading, writing, the four fundamental skill areas: reading, listening, and speaking. Designed to develop writing, listening, and speaking. Designed novice to novice-mid oral and written proficiency to develop novice to novice-mid oral and as defined by the American Council of Teachers written proficiency as defined by the American of Foreign Languages. (F3) Council of Teachers of Foreign Languages. Staff Fall. Three 70-minute periods. (F3) Staff SPAN 105. Introductory Spanish II. Continuation of SPAN 100. Designed to develop novice-mid to novice-high proficiency in reading, writing, ITAL 105. Introductory Italian II. Continuation listening, speaking. Prerequisite: Passing of Italian 100. Designed to develop grade in SPAN 100 or placement by the Modern novice-mid to novice-high proficiency in Languages and Literatures Department. (F3) reading, writing, listening, and speaking. Staff Prerequisite: Passing grade in ITAL 100 or placement by the Modern Languages SPAN 110. Introductory Spanish III. and Literatures Department. Spring. Three Continuation of SPAN 105. Designed 70-minute periods. (F3) to develop intermediate-low proficiency Staff in reading, writing, listening, speaking. Prerequisite: Passing grade in SPAN 105 or ITAL 110. Introductory Italian III. Continuation placement by the Modern Languages and of Italian 105. Designed to develop Literatures Department. (F3) intermediate-low proficiency in reading, Staff writing, listening, speaking. Prerequisite: Passing grade in ITAL 105 or placement SPAN 111. Spanish for Medical Personnel. by the Modern Languages and Literatures This course will introduce essential medical Department. (F3) vocabulary, practical reference information, Staff and medical notes written from a cross- cultural perspective. It will provide students with opportunities to apply the grammatical structure presented in the corresponding

198 lessons of the main textbook. It will present current cultural information. It will focus on everyday situations that medical students, spelling, accentuation, lexical development pre-professionals, and professionals may and grammar topics especially relevant to encounter at work when dealing with Spanish- English dominant Spanish-speaking students speaking people in the U.S. It will include and Spanish dominant speakers. (F3) notas culturales about health issues affecting Prerequisite: Experience speaking Spanish Hispanics in the United States. Pre- with family and friends requisite: SPAN 105. (F3) Lasso-von Lang Lasso von-Lang SPAN 210. Introduction to Hispanic NOTE: After completion of SPAN 111, Literatures and Cultures: Islamic Spain to the student who intends to pursue a the Colonial Period. This course combines major or minor takes SPAN 120, but not a chronological survey of Spanish literary SPAN 110 or 125. A heritage speaker and cultural history from Islamic Spain to who has not yet completed SPAN 125 the Colonial period with specific advanced may take it the next semester. language study. Students will engage with a variety of texts and media sources and will SPAN 120. Intermediate Spanish - hone their writing skills through different Spain: A Crossroads of Civilizations. informal and formal assignments. Class is This course offers an overview of discussion-based and conducted entirely in contemporary Spain through readings, Spanish. Prerequisite: SPAN 120 or 125. exercises and media. We will explore Mesa the rich culture and history of each autonomous community, and how SPAN 215. Introduction to Hispanic Literatures Spain was formed as the nation and Cultures: The Enlightenment to the Present it is today. Students will develop in Latin America. This course combines their writing skills and improve their a survey of Latin American literary and knowledge of grammar through cultural history from the Enlightenment to different assignments. Class is the present with specific advanced language discussion-based and conducted study. Students will engage with a variety of entirely in Spanish. Pre-requisite: texts and media sources and will hone their SPAN 110 or SPAN 111. writing skills through different informal and Ferrero formal assignments. Class is discussion- based and conducted entirely in Spanish. NOTE: This course will fulfill the F3 Prerequisite: SPAN 120 or 125 requirement for honor and advanced Yozell placement students. Upon completion of Spanish 120, students who wish to pursue a SPAN 241. Introduction to Literature of Spain major or minor should take SPAN 210 or 215. and Latin America. Introduction to Spanish peninsular and Latin American literary SPAN 125. Spanish for Heritage Speakers. genres (narrative, poetry, theater, and essay), This course is designed for incoming movements and techniques from the Middle heritage speakers of Spanish who aspire Ages to the present. Readings and discussion to improve their writing skills and further in Spanish. Prerequisite: SPAN 210 and 215 develop their knowledge of the Spanish or permission from instructor. (M2) language. The course will offer a variety of Ferrero, Lasso-von Lang, Mesa, Yozell engaging topics and readings, along with

199 SPAN 243. Introduction to Hispanic Literature SPAN 330. Spanish Literature into Film. A in the U.S. This course provides an overview study of the Spanish Peninsular literature of of the history of Latino literature in the U.S., the 19th and 20th centuries as portrayed in introducing the major literary trends from novels, romanticism, realism, naturalism, and the nineteenth century to today: native the Generación del ‘98, and the adaptation literature, immigration literature and exile/ of representative works into a film version. refugee literature. Emphasis will be on An incursion into modernism, Generación del similarities and differences in the experiences ‘27, the postwar novel, and contemporary among diverse Hispanic groups, especially post-Francoist literature as seen in the new Puerto Rican, Mexican-American and cinema and in other forms of art. Cuban-American groups who represent the Ferrero largest Hispanic population in the U.S. Pre- requisites: SPAN 210 and 215. SPAN 342. Love and Jealousy from Lasso-von Lang, Ferrero Cervantes to Almodóvar. This course seeks to establish a connection between early SPAN 255. From Macondo to McOndo. modern Spanish writers and contemporary The literary “Boom” in Latin America authors through the themes of love and took the global market by storm, drawing jealousy, honor and dishonor, power and the world’s attention to the region’s rich submission, appearance and reality. This offerings. In recent years, new writers course starts with Cervantes’s and Maria and filmmakers have proclaimed a break de Zayas’s accounts and continues with a with magical realism, reveled in the over- variety of contemporary texts and media stimulated mediatic age, and weighed in that draw upon the rich visual imagery of on the effects of globalization. We will early modern Spain. Students will have consider how “Latin American literature” the opportunity to conduct individual itself has been figured as we explore the research and will be encouraged to questions raised by these voices. We will present their work at undergraduate also incorporate continued development of conferences. Prerequisites: SPAN 210, written and spoken expression in Spanish. 215, and one other 200-level course (or Prerequisites: SPAN 210 and 215. its equivalent abroad). Yozell Mesa

SPAN 256. Reel Images: Spanish Cinema SPAN 345. Agency, Citizenship and Identity from Buñuel to Almódovar. This course in the Southern Cone. This seminar offers an opportunity to examine main examines questions of agency, citizenship trends in Spanish cinema from Luis and identity, as well as the subtle Buñuel’s surrealistic provocations to Pedro categories of inclusion and exclusion that Almodóvar’s irreverent, yet emotional shape different groups’ and individuals’ portraits of Spain and its inhabitants. We experiences in society. Through a careful will learn about the history, theory and study of literary and filmic representations criticism of Spanish cinema while paying and multi-disciplinary secondary sources, special attention to the representation we will focus on particular examples in of violence and repression, issues of the South American Southern Cone of immigration and exile, and the intersection the ways in which individuals and groups between film and literature. Pre-requisites: negotiate their place in society. Students SPAN 210 and 215. will have the opportunity to do individual Mesa research. Prerequisites: SPAN 210, 215,

200 and one other 200-level course (or its modern literary expression (modernism, equivalent abroad). magical realism, writers of the ‘60s) on Yozell world literature. Readings and discussion in Spanish. Prerequisites: SPAN 210 and SPAN 348. Central American Literature: 215, plus one additional 200-level course, Rebirth through Contemporary Voices. This or instructor permission. course focuses on literary works written by Lasso-von Lang, Yozell contemporary Central American writers. Special emphasis will be given to the SPAN 356. Caribbean Literature: Space and relationship between literature and social Narrative. This course will examine the ways change, stressing particularly the works in which space and narrative are intertwined of women writers. Students will read in the Caribbean imaginaries. Whether short stories, poetry, plays, testimonial we consider the space of an island itself, literature, and fragments of selected particular spaces within and without a city, novels. Students will study about history, a house, a room, an airplane, for instance or politics, human rights, social activism, and abstract, conceptual spaces, their filmic and gender roles in the region. Prerequisites: literary representations can help us better SPAN 210, 215, and one other 200-level understand the complexities of national, course (or its equivalent abroad) social and individual identities, ideals, Lasso-von Lang fears, and perceptions. Prerequisites: SPAN 210, 215, and one other 200-level course SPAN 354. Emblems and Visual Culture in (or its equivalent abroad) Early Modern Spain. This course investigates Yozell the impact of emblematic literature and other forms of visual imagination in the SPAN 357. Monsters and Madmen. Through early modern Spanish world. It will focus on a focus on eccentric and marginal figures the study of similarities between emblems in 20th and 21st-century Latin American and literature, and emblems and the visual literature, we will examine how society defines arts to gain a better understanding of what itself by what it excludes: the crazy, the an image means in a certain context and monstrous, the deviant, the radically other. how an image is used to persuade and We will also consider how representations manipulate viewers. Students have the of those figures may at times constitute opportunity to conduct individual research resistance and social critique. Prerequisites: and are encouraged to present their work at SPAN 210, 215, and one other 200-level undergraduate conferences. Prerequisites: course (or its equivalent abroad) SPAN 210, 215, and one other 200-level Yozell course (or its equivalent abroad). Mesa SPAN 358. Latin American Popular Culture and Tradition. A study of the combination of SPAN 355. Latin-American Literary different cultural traditions (the Indigenous, Movements. The clash between European the European, and the Creole) which has culture and the indigenous world as it resulted in a particular literary production. modified the European tradition brought to The course will focus on the literary Latin America in the colonial period. The representation of the struggle between the search for a unique national identity during official and popular culture, the urban and the independence process as expressed rural worlds, and the elite and lower classes. in Latin American literature. Impact of Attention will be given to the non-traditional

201 voice in Latin American arts. Gillespie, Goldina, Gregory, Haas, Huth, Lasso-von Lang Kani, Kistler, Kozic, Mathiesen, Mento- Demeter, Mixon, Oaten, O’Brien, Owens, SPAN 360. 20th-Century Peninsular Literature. Rissmiller, , Roth, Rowbottom, Ruloff, The literary generations of 1898 and 1927 Schrempel, Seifert, Simons, Socci, Terlaak and the postwar generation in Spain. Major Poot, Thomas, Thompson, Torok, Walker, authors, their ideas and influence. Readings Wilkins, Williams, Wittchen, Wright and discussion in Spanish. Prerequisites: SPAN 230 and 241 or equivalent. Moravian College is an accredited institutional Ferrero member of the National Association of Schools of Music. SPAN 362. Linguistic Varieties in the Spanish- Speaking World. This course examines how The Program in Music Castilian Spanish has changed due to the The study of music encompasses theory, influence of the languages with which it history, and performance, and emphasizes has come in contact in Spain and Latin artistic and scholarly relationships. Given America. The readings and multimedia an integration of musical disciplines materials will offer a new linguistic insight within a liberal arts framework, students into the changeable concept of bilingualism, gain an enhanced understanding of their biculturalism, and diglossia. The class also art and a heightened perception of their gives the opportunity to discuss the social, intellectual development. political and cultural conditions that define when a dialect becomes a language or when a The program provides the means to develop language, through contact with other(s) turns essential musical competencies. Students into a “pidgin” or “creole.” Prerequisites: will be able to: SPAN 210, 215, and one other 200-level course (or its equivalent abroad) • Demonstrate competency with Ferrero, Lasso-von Lang fundamental musicianship skills, including sight-singing, solfeggio, and rhythmic, SPAN 190-199, 290-299, 390-399. Special melodic, and harmonic dictation. Topics. • Demonstrate proficiency in Western music theory, including standard SPAN 286, 381-384. Independent Study. principles of voice-leading and part- writing in diatonic and chromatic SPAN 288, 386-388. Internship. harmony and modal counterpoint. • Develop an understanding of the SPAN 400-401. Honors. major historical styles, epochs, and composers of Western music, from Music antiquity to the present. Chair: Associate Professor Wetzel • Demonstrate growth as performers in both Professors: Lipkis; Associate Professors: solo and ensemble situations. Binford, Zerkle; Assistant Professor: Hess, • Demonstrate an ability to improvise using Hirokawa; Special Appointment: Kompass, a given set of parameters. O’Boyle, Spieth; Artist-Lecturers: Andrus, Arnold, Azzati, Baer, Birney, Brodt, Burgan, • Experience music from outside Western DeChellis, Diggs, Doucette, Durham, studies and styles, and to draw Eyzerovich, Fix, Gairo, Gaumer, Giasullo, connections to Western music. 202 • Write and speak intelligently about music. Music Education (33.75 course units) • Synthesize various aspects of music Performance (vocal, instrumental, jazz) study (theory, history, musicianship, Sacred Music performance) in academic and performance venues, demonstrate critical Learning in Common Requirements thinking, and mature into well-rounded for Music Majors performing and thinking musicians. Music majors in the Bachelor of • Demonstrate capacity to evolve into Arts program must fulfill 6 of 8 self-sufficient and lifelong learners Multidisciplinaryand Upper-division in musical studies. categories in Learning in Common, of which at least one must be a U course. If Several degree programs are designed for the student opts to take an M6 course, the individual needs. Students should consult student must take an M6 outside the music the Moravian College Music Department department. degree Handbook for a detailed description of students fulfill a modified set of Learning in departmental requirements. Artistic talent Common requirements. Bachelor of Music and experience, musical and educational students concentrating in music education preparation, and vocational objectives are complete F1, F2, F3, F4, M2 (English 101, some factors affecting the choice. 102, 103, 104, or 105), M3 (Education 160) and one Upper-Division category. An interview-audition is required for All other Bachelor of Music students are admission to the music major. Specific exempt from the Quantitative Reasoning audition requirements may be found on the (F2) requirement. In the Multidisciplinary Music Department website. The audition will categories, Bachelor of Music (non-music include assessments in music theory, sight- education) students are exempt from the singing, and keyboard proficiencies. Aesthetic Expression (M6) requirement, Prospective students should submit a and they need choose only two of the music information form (available from remaining five Multidisciplinary categories. the Admissions Office and the Music They also must complete only one of the Department) and contact the department for two Upper-Division category requirements. an appointment. Audition dates for students entering in Fall 2017 or 2018 may be Departmental Requirements arranged by calling 610 861-1650. During the first semester, the course schedule The Major in Music in all programs is identical, allowing a student the opportunity to determine an area of The department offers two programs: emphasis, evaluate performance potential, • Bachelor of Arts—32 course units with and consider career preparation. All programs three tracks: share a core of five course units in theory and Music history: Music 165.2, 171.2, 175.2, 272.2, 281, 283, 352.2, and 354.2. Technology and Audio Recording Pre-Music Therapy To complete the major, all Bachelor of Music • Bachelor of Music—33 course units in one students must pass a piano proficiency of the following areas: exam. Additionally, all majors are required to perform in end-of-term juries on their major Composition instrument or voice in every term in which 203 they are enrolled in the performance unit. before student teaching. Education 100.2, (A waiver is granted for student teachers.) 130, 160, 244, 367, 368, 375, 376, and In each fall and spring term, full-time music 377 are required in the teacher education majors are required to attend 10 concerts program. Students interested in teacher and/or recitals and all performance classes. certification also should consult the chair Music minors enrolled in Music 200.1-200 of the Education Department. and student teachers are required to attend • The Bachelor of Music in composition, a combination of eight concerts, recitals, or performance, or sacred music requires performance classes. the theory and history core, Music • The Bachelor of Arts with a major in music Performance (eight terms totaling at least requires the theory and history core, seven units), Music 130.1, 136.1, 137.1, Music Performance (six terms totaling at 140.2-141.2, 240.2-241.2, 322.2, least three units), Music 140.2-141.2, 334.2, 336.2, 340.2, 341.2, 342.2; 240.2-241.2, and 373 or a music 1.75 units selected from 356.1-364.2 elective. Total: 11 course units. (consult Music Department Handbook for • The Bachelor of Arts with major in music, distribution); Music 373; Music 375 or track in pre-music therapy, requires 385; and one elective. In addition, Music the theory and history core, Music 375.2 is taken in the junior year. The Performance (seven terms totaling sacred-music track substitutes Music 386 at least three and one-half units), for Music 373. Total: 22.5 course units. Music 140.2-141.2, 240.2-241.2, 322.2, 334.2, 340.2, and 342.2; The Minor in Music and Psychology 120. In addition, The minor in music consists of five students in pre-music therapy must course units: Music 140.2 and 141.2, or complete a full-unit music therapy 101; Music 165.2 and 175.2, or 106; experience, which may take the form Performance (four terms totaling at least of an internship or independent study. one unit), and two course units selected Consult with the advisor for details. with the approval of a music advisor. Total units: 15 units. • The Bachelor of Arts with a major in music, The Interdepartmental Major track in technology and audio recording, The six course units of Set I of the requires the theory and history core; Music interdepartmental major include Music Performance (six terms totaling at least 140.2, 141.2, 165.2, 175.2, and three units); Music 140.2-141.2, 240.2- Performance (four terms totaling at least one 241.2; the audio recording array (Music unit). The other three music course units in 137.1, 218.2, 219.2, 366.1, 385.2); and Set I and the six course units in Set II are Music 386. Total: 13.25 course units. selected with the approval of the advisors. • The Bachelor of Music in music education requires the theory and history core, Music Courses in Music Performance (eight terms, totaling at least Course descriptions are arranged in ascending five units); Music 130.1-132.1, 135.1- numerical order within categories. 138.1, 140.2-141.2, 240.2-241.2, 322.2, 334.2, 336.2, 340.2, 342.2, Music Courses Open to All Students 374.2, and 375.2. Total: 17.25 course units. Additionally, the student must pass 101. A Short Course in Theory. Introduction vocal, piano, and guitar proficiency exams to the language of music; understanding 204 elements of a score; hearing and writing popular styles. Two 70-minute periods. (M6) rhythm, pitch, scales, and chords. (M6) Torok Staff 188. Women and Music. (Also Women’s Studies 103.1. Piano Class. Introduction for non- 188) Women composers and performers from majors; beginners accepted. Notation and various countries, historical eras, and musical playing technique. One 50-minute period. genres. Prior musical knowledge helpful but Staff not required. (M6) Staff 104.1. Voice Class. Instruction for non- majors, particularly choral singers, to improve Courses in Musical Techniques vocal production, reading, and idiomatic For music majors only. Permission of styles. One 50-minute period. department chair required. Staff 130.1. Beginning Vocal Techniques. Basic 105. Introduction to Western Music. Musical instruction and methodology in singing organization, structures, and styles shaped and teaching voice; breathing, diction, by aesthetic, social, and political patterns tone quality, sight reading; vocal repertory. within Western culture; musical achievements Two 50-minute periods. and significant works by major composers; Azzati relationships between the arts. (M6) Staff 131.1. Beginning Brass Techniques. Basic instruction and methodology in playing, 106. Art of Music. Introduction to music of teaching, and caring for the trumpet and Western and non-Western cultures, explored trombone in a music education program; through listening, analysis, composition, French horn and tuba included. Prerequisite: improvisation, and performance. (M6) Music 140.2. Two 50-minute periods. Staff Hess, Wright

113. Introduction to Non-Western Music. 132.1. Beginning Woodwind Techniques. Aspects of musical systems of Africa, India, Basic instruction and methodology in China and Japan, Balinesia, and Islam; folk, playing and caring for the flute, clarinet, court, religious, and contemporary music as oboe, and saxophone; bassoon also related to individual cultural patterns. (M6) included. Prerequisite: Music 140.2. Two Staff 50-minute periods. Andrus, Wetzel 115. Jazz Artists and Eras. Jazz and 20th- century American popular music: ragtime, 135.1. Beginning Percussion Techniques. blues, Dixieland, swing, Tin Pan Alley, musical Basic instruction and methodology theater, Latin rhythms, bebop, cool jazz, in playing, teaching, and caring for progressive jazz, rock, and jazz-rock fusion. percussion instruments in a music Two 70-minute periods. (M6) education program. Prerequisite: Music Wetzel 140.2. Two 50-minute periods. Mathiesen 117. Music in the United States. Music and musical life in the United States from colonial 136.1. Beginning Piano Techniques. times to the present, including traditional and Playing, keyboard harmony, and functional 205 accompanying. Prerequisite: Music 140.2. 140.2. Musicianship I. Dictation of Two 50-minute periods. traditional melodic, rhythmic, and Roth, Torok harmonic materials and using solfège for sight-singing. Fall. Two 50-minute periods. 137.1. Beginning Music Technology Staff Techniques. Introduction to electronic music tools: computers, audio- and 141.2. Musicianship II. Adds two-part videotape systems, MIDI instruments, and dictation and clef-reading. Spring. word-processing, database, composition, Two 50-minute periods. hypermedia, and sequencing software. Staff Prerequisite: Music 140.2. Torok 240.2. Musicianship III. Adds three-part dictation, score-reading, keyboard progression; 138.1. Beginning String Techniques. Basic dictation of diatonic and chromatic chord teaching and methodology in playing and progressions and modulations; figured bass. teaching strings in a music education Fall. Two 50-minute periods. program; includes violin, viola, cello, and Staff bass. Important pedagogical methods and material (including Suzuki), forming and 241.2. Musicianship IV. Sight- leading an elementary string ensemble; basic singing, including atonal, modal, and instrumental repair for strings. Prerequisite: modulating melodies; four-part chorale Music 140.2. Two 50-minute periods. dictation; and score-reading in clefs. Kistler, Rostock, Simons Spring. Two 50-minute periods. Staff 218.2 Introduction to Audio Recording. This course will 341.2. Musicianship V. This course continues introduce students to the basics with the study of written and aural music of analog and digital recording. skills, including score reading in clefs, Prerequisite: Music 137.1. Spring. advanced melodic and harmonic dictation, Underwood atonal, modulating, and modal melodies, advanced solfège, accompanying, advanced 219.2. Live and Studio Recording. This rhythm and meter, and conducting patterns. advanced, project-based studio-recording Fall. Two 50-minute periods. Prerequisite: course involves recording live and studio Music 241.2 or permission of the instructor. performances. Prerequisite: 218.2. Fall. Staff O’Boyle Practica Courses in Musicianship For music majors only, or with permission of For music majors only, or with permission department chair. Fee charged for practica of department chair. taken beyond degree requirements.

These half-course units parallel theory Professional courses are offered each term instruction and develop techniques in practical application and procedures and skills in hearing, using solfège essential to composition, repertory, for sight-singing, keyboard harmony, performance, careers, and cultural score-reading, and dictation. communication within the Bachelor of Music areas of emphasis. Bachelor of 206 Music candidates should consult the 259.1, 259.2, 359.1, 359.2. Concerto Music Department Handbook for a detailed and Orchestral Repertory Practicum. For description of practicum requirements. keyboard majors, standard concerto repertory and important keyboard parts for 255.1, 255.2, 355.1, 355.2. Jazz Improvisation major orchestral works. For non-keyboard Practicum. In part I, the student will learn instrumental majors, standard orchestral to improvise over basic jazz forms using repertory and excerpts; as time allows, major major, minor and blues scales as well concerto repertory included. One half unit as seventh chords and their extensions. (.50) required of keyboard and instrumental In part II, instrument-specific, studying performance majors. historically-significant solos, compositions Staff and recordings, with emphasis on harmonic, melodic and rhythmic transcriptions. Use of 261.1, 262.2, 361.1, 361.2. Literature modal, hybrid, atonal and octatonic scales. Practicum. Study of solo literature and Odd-time signatures, polytonal harmonies solos or orchestral excerpts from large and structures of progressive jazz ad fusion. works for various instruments or voice. Prerequisite: Music 356.1 or 356.2 and Also includes jazz history and literature. signature of department chair. Instrumental literature practica also Staff cover the history and development of the instrument. One half unit (.50) is 256.1, 256.2, 356.1, 356.2. Jazz Ear-Training required for the Bachelor of Music in Practicum. Aural identification and dictation performance for jazz performance majors. of melodic, rhythmic and harmonic elements All other performance majors must take of jazz. The semester culminates in the three quarter units (.75) of literature transcribing of a jazz solo from a recording. practica, including 20th-century literature Prerequisite: Music 241.2. as well as solo literature and repertoire Staff from large works. See departmental 257.1, 257.2, 357.1, 357.2. Diction Practicum. handbook for detailed descriptions. Proper pronunciation of English, French, Staff German, Italian, Latin, Russian, and Spanish in singing. International Phonetic Alphabet. 262.1, 262.2, 362.1, 362.2. Pedagogy Basics of translation for foreign-language Practicum. Major treatises and methods texts. One half unit (.50) required for all of instrumental or vocal techniques and vocal performance majors. pedagogical issues. One half unit (.50) Staff required for the Bachelor of Music in performance. One quarter unit (.25) is 258.1, 258.2, 358.1, 358.2. Miscellaneous required of jazz performance majors. See Jazz Practicum. Opportunities to study departmental handbook for details. specific jazz topics more in-depth. Topics Staff include advanced jazz arranging/composition, advanced jazz literature. Prepares students 263.1, 263.2, 363.1, 363.2. Composition for further study in jazz performance. Practicum. Topics in composition, including One quarter unit (.25) required of jazz advanced orchestration, counterpoint, and performance majors. See departmental composition seminar. One unit (1.0) required handbook for details.Prerequisite: Signature for the Bachelor of Music in composition. of department chair. See departmental handbook for details. Staff Staff

207 264.1, 264.2, 364.1, 364.2. Miscellaneous 334.2. Introduction to Conducting. Instrumental Practicum. Advanced musicianship, music and choral repertory: interpretation, technical therapy, musical theater, piano tuning, sacred gestures, survey of graded ensemble music, modal counterpoint, and other areas literature, rehearsal techniques, programming, of individual interest. See departmental and organization. Prerequisite: Music 342.2. handbook for details. Spring. Two 70-minute periods. Staff Zerkle

366.1. Advanced Technology for Composers. 336.2. Conducting. Selection, analysis, Introductions to the creative use of digital rehearsal, and performance of instrumental solutions for capturing, creating, editing and choral repertory. Topics include and manipulating media. Compositional conducting skills, vocal techniques, choral and improvisatory techniques, including diction, rehearsal techniques, and score- sequencing, editing, sampling, MIDI reading. Prerequisite: Music 334.2. Fall. Two and notational software utilizing current 70-minute periods. technologies. Prerequisite: MUS 137.1. Zerkle Staff 342.2. Orchestration. Instrumental Courses in Music Theory characteristics, nomenclature, and notation; For music majors only, or with permission of simple orchestral and ensemble arranging. department chair. Prerequisite: Music 272.2. Fall. Two 50-minute periods. 171.2. Diatonic Harmony. Principles of tonal Lipkis music explored through analysis and writing: voice-leading, chord progression, and Courses in Music History procedures of formal analysis. Prerequisite: For music majors only, or with permission of Music 140.2. Spring. Two 50-minute periods. department chair. Staff 165.2. Music of the Western World. Overview 272.2. Chromatic Harmony. Extension of of major historical styles from antiquity to diatonic harmony: secondary functions, the present, including basic music theory for modulations, modal mixture, augmented sixth analysis and composition of rounds, theme chords, Neapolitan chords, other harmonic and variations, and 12-bar blues progressions. enrichments, and jazz theory. Prerequisite: Various genres of music are studied to Music 171.2. Fall. Two 50-minute periods. produce personal listening guides. Two Staff 50-minute periods. Binford 340.2. Form. Homophonic and polyphonic forms: binary, ternary, rondo, sonata, canon, 175.2. Musics of the World. Elements of music fugue, invention, theme and variations. and its role in various non-Western cultures, Prerequisite: Music 272.2. Fall. Two including Africa, Japan, China, India, 50-minute periods. Vietnam, Egypt, Russia, Israel, Australia, Lipkis Latin America, Native America. Music as related to other forms of art; instruments Courses in Conducting and Orchestration unique to each culture. Prerequisite: Music For music majors only, or with permission of 165.2 Spring. Two 50-minute periods. department chair. Binford 208 281. Western Music to 1750. Antiquity, Education 367 and 368. Co-requisites: Roman Catholic liturgical forms, secular Education 375, 376, and 377; minimum vocal and instrumental music of England 3.00 GPA. Spring. One 2-hour period. and the continent; musical aftermath of Hirokawa the Protestant Reformation; the rise of the Baroque; origins of opera, music of the court Courses in Special Areas of Music and church, ascendancy of instrumental For music majors only, or with permission music. Prerequisite: Music 165.2. Fall. Two of department chair. 70-minute periods. Binford 322.2. Improvisation. Tactics and techniques used in playing and communicating in various 283. Classical and Romantic Music. Pre- kinds of music. Students will improvise classical style; Viennese classical style; vocally, rhythmically, and on their major early American music; Beethoven and instruments. Fall. Two 50-minute periods. his romantic heirs; programmatic music; DeChellis nationalism; poetry and the art song; rise of chamber music and works for solo piano. 365.1. Jazz Methods for Teachers. Preparation Prerequisite: Music 281. Spring. Two for teaching jazz. Topics include teaching jazz 70-minute periods. Writing-intensive. improvisation, administering a jazz education Binford program, conducting jazz ensembles/choirs, scheduling rehearsals, choosing music, 352.2. Music of the 20th Century to 1945. Post- designing a concert program, and playing romanticism, expressionism, impressionism, rhythm section instruments. Prerequisites: neoclassicism, serial techniques, diverse Music 241.2, 272.2, and 136.1. currents in the United States, Europe, Russia, Wetzel and Central and South America. Prerequisite: Music 283. Fall. Two 50-minute periods. 373. Seminar. Special topics in music history Lipkis and theory; emphasis on analytic and research skills, music and the other arts. Subject 354.2. Contemporary Music since 1945. matter varies. Juniors and seniors only. Modern opera and ballet, new directions Spring. Two 70-minute periods. in sound, extensions of serialism, Binford, Torok indeterminacy, minimalism, electronic and computer-generated music, post- 375 or 375.2. Recital. Preparation and modernism. Prerequisite: Music 352.2. performance of selected works. Program Spring. Two 50-minute periods. commentary on the music and editions used Lipkis required; evaluation by faculty jury of artistry and technical competence. Bachelor of Courses in Music Education Music students in performance, composition, For music majors only. See also courses or sacred music register for a half-unit in listed under Education. the junior year and a full unit in the senior year. Bachelor of Music students in music 374.2. Music Education Seminar. education register for a half-unit. Theoretical and practical problems and Staff issues that arise in teaching. Focus of discussion is on issues perceived to be 385 or 385.2. Project. Exploration of an relevant to all participants. Prerequisites: aspect of composition, theory, or history; 209 public presentation of lecture, seminar, or music performance (the actual course number performance. Repeatable. Spring. and credit varies) take weekly lessons in the Staff major instrument or voice, perform an end-of- term jury, attend ten (10) College-sponsored 190-199, 290-299, 390-399. Special Topics. concerts and/or recitals per term, attend all Tuesday morning performance classes, and 286, 381-384. Independent Study. perform in a large ensemble. The guidelines for ensemble requirements can be found in 288, 386-388. Internship. the Music Department Handbook. (Students enrolled in Music 314, 314.1, 314.2, 314.3, 400-401. Honors. 315, 315.1, 315.2, or 315.3 meet the same requirements, but the jury, performance Courses in Performance class, and concert attendance requirements Music majors, minors, and interdepartmental are waived.) Composition and sacred music majors must consult the Music Department majors will participate in the large ensemble Handbook for performance (including that corresponds to their major performance ensemble) requirements and grading. area. A suitable ensemble placement, based on instrumentation and student’s Private Lessons curricular needs, will be determined by the director of instrumental music or director The department offers private instruction in: of choral activities. Except for the first term • Bagpipe of enrollment, the first term with a new • Brass private lesson instructor, and during student teaching, students also participate in one • Celtic fiddle performance class per semester. • Composition • Conducting Music majors receive a letter grade that combines the major lesson grade, any • Electric bass secondary lesson grade(s), the large • Guitar (classical or jazz) ensemble grade, any chamber ensemble • Harpsichord grade(s), the jury grade, performance class grade (when required), and performance • Jazz performance class and recital attendance. • Organ • Percussion or Drum Set Music minors receive lesson grades. • Piano (classical or jazz) Attendance at a number of performances is required (see departmental handbook). Non- • Recorder majors take lessons for a pass/fail grade. • Strings • Theory Ensemble • Viola da gamba Course credit is granted for membership in Choir, Orchestra, Dance Company, Marching • Voice Band, and Wind Ensemble. Auditions are • Woodwinds scheduled in the fall of each year or at other times by appointment. Ensemble Courses in Performance and Ensembles participation is part of the performance credit Music majors enrolled in required terms of and grade for the major. For music minors 210 and other non-majors, a half-unit of credit follow the program may earn the B.S. and is given after four terms of participation and M.E.M. or M.F. in five years. a second half-unit of credit after six terms of participation. No more than one unit may In both degree programs at Duke, different be counted toward degree requirements by instructional tracks allow students to develop non-majors; additional ensemble activity is areas of specialization. Those pursuing the recorded without credit notation. LinC credit M.E.M. may study resource ecology, air and is available for some ensembles; six terms water resources, ecotoxicology, or resource of participation are required. Additional economics and policy. Those seeking an M.F. assignments are required for LinC credit. may study forest management science or forest productivity (silviculture). Natural Resource Management (Cooperative) The Major in Natural Resource Management Coordinator: Diane Husic Students in the natural resource management program complete a In conjunction with Duke University, the minimum of 23 course units at Moravian. environmental studies and sciences program In addition to the requirements listed at Moravian College offers a cooperative below, students should fulfill the following program in natural resource management requirements for general education. leading to the Master of Environment Students interested in natural resource Management (M.E.M.) or Master of Forestry management should select Mathematics (M.F.). Students pursuing either degree 107 to fulfill their Quantitative Reasoning enroll in a specially designed three-year (F2) requirement and Biology 112 or 119 Moravian curriculum that provides basic to fulfill their Science (F4) requirement. In background in the biological sciences, the Multidisciplinary category, they need chemistry, physics, mathematics, and choose only four of the six categories. They economics. After completion of the three- also need complete only one of the two year curriculum and degree requirements at Upper-Division category requirements. Moravian College and upon recommendation by the College, students may apply to the The natural resource management major Nicholas School of the Environment at Duke consists of five biology course units, including University. Students should plan to take the Biology 112 and 119 and three electives Graduate Record Examination in the fall of selected with the approval of the program the junior year at Moravian. Scores from the advisor to complement the student’s career GRE and undergraduate grades are used as interests and study plans at Duke. Electives guidelines for admission to Duke. Because may be chosen from Biology 210, 230, 265, of the competitive nature of this program 350, 351, and 360. The major also includes students should contact the program Mathematics 107, 170 and 171 (or 106-166 coordinator as early as possible. and 171); Chemistry 113-114; Computer Science 105 or 120; Physics 109-110 or After students have completed the first year of 111-112; and Economics 152. study at Duke and have earned enough credits to meet Moravian’s graduation requirements, Students planning to study forestry at Moravian College will award the bachelor’s Duke take Biology 230. Those planning degree. The professional degree is awarded for an M.E.M. in resource ecology with a by Duke when students have completed the specialization in ecotoxicology may take second year of graduate study. Students who Chemistry 211-212 in lieu of Physics 111- 211 112 and are encouraged to select Biology Neuroscience 373 Neuroscience 265, 350, and 351 as electives. Seminar Psychology 120 Introduction to Neuroscience Psychology Director: Cecilia M. Fox Psychology 211 Experimental Methods and Data Neuroscience represents a relatively new but Analysis I rapidly expanding area of study that brings Psychology 212 Experimental together a variety of disciplines to explore Methods and Data the development, structure, functional Analysis II activities and behavioral consequences of the nervous system. The neuroscience major at Neuroscience Co-Requisite Courses Moravian College emphasizes a collaborative multidisciplinary approach to understanding Seven co-requisites are required for the intricate neural mechanisms underlying this major. human and animal behavior. Students will Chemistry 113-114 General Chemistry experience a diverse yet integrated education Mathematics 170 Analytical Geometry focused on the relationship between and Calculus I biology and behavior from the introductory or Mathematics 106- Analytic Geometry to advanced courses of study. Three areas 166 and Calculus I with of neuroscience emphasis have been Review, Parts 1 and developed (cellular neurobiology, behavioral 2 neuroscience, and cognitive neuroscience) but all majors have a common core of courses. Physics 109-110 Introductory Physics for the Life Sciences As an interdisciplinary program, the Chemistry 211-212 Organic Chemistry neuroscience major draws upon the expertise or Computer Science Computer Science I of faculty in biology, psychology, philosophy, 120-121 and II chemistry, physics, mathematics, and computer science. Completion of this program Chemistry 211 and 212 are required for will culminate in a Bachelor of Science those students pursuing an emphasis degree. Students considering postgraduate in cellular neurobiology or behavioral careers in neuroscience, experimental neuroscience. Computer Science 120 and psychology, neuropsychology, pharmaceutical 121 are required in lieu of Chemistry 211 research, education, law and medicine are and 212 for those students pursuing an encouraged to pursue this major field of study. emphasis in cognitive neuroscience.

Neuroscience Core Courses Ethics course recommendations: Due to the Seven courses serve as the core of this major. increased awareness of ethical implications associated with scientific research (for Biology 112 Zoology example, stem-cell research), it is important Neuroscience/Biology Neuroscience to educate neuroscience students in the field 263 of ethics. Therefore, Philosophy 222 (M3), Neuroscience 367 Introduction to Philosophy 259 (U1), Religion 210 (U2), or Neuroscience Nursing 360 (U2) is strongly recommended. Methodology

212 Neuroscience Elective Courses c) Cognitive Neuroscience The neuroscience major is designed to Computer Science Artificial Intelligence provide students with an opportunity to focus 260 on one of three areas of emphasis: cellular Philosophy/ Philosophy of neurobiology, behavioral neuroscience, or Psychology 251 Psychology cognitive neuroscience. Students should Psychology 315 Cognitive Psychology select three of the following electives from Psychology 320 Mind and Brain one area of emphasis and one from a different area of neuroscience interest. Psychology 376 Seminar in Experimental/ a) Cellular Neurobiology Cognitive Psychology Biology 210 Genetics Neuroscience 381- Independent Study 384 Biology 265 Cell Physiology -or- Neuroscience 386- Field Study Biology 327 389 Biology/Chemistry Biochemistry II Neuroscience 400- Honors 328 401

Biology 342 Animal Development Appropriate advanced courses offered by Biology 350 Human Physiology LVAIC institutions may be substituted for Biology 365 Molecular Genetics the above-mentioned electives with the prior Neuroscience 381- Independent Study approval of the neuroscience program director. 384 Neuroscience 386- Field Study Courses in Neuroscience 389 218. Brain Sex. In considering sex differences Neuroscience 400- Honors in the brain, a number of questions arise. 401 Do biological factors, such as sex hormones, influence our sexual fate after our genetic b) Behavioral Neuroscience information is established? Do biological factors make women more nurturing or men Biology/Psychology Animal Behavior more aggressive? Do these same factors 250 explain differences in sexual orientation? Psychology 320 Mind and Brain This course explores how scholars from a Psychology 335 Conditioning, variety of disciplines attempt to provide Learning, and answers to these questions that may have Behavior critical implications for understanding the Psychology 362 Abnormal Psychology social roles of men, women and LBTGQ Neuroscience 381- Independent Study individuals in today’s society as well as the 384 different educational and emotional issues that they face. Empirical investigations Neuroscience 386- Field Study and scientific theories from neurobiology, 389 psychology, sociology and endocrinology Neuroscience 400- Honors that claim to explain gender similarities and 401 differences are examined. (U1) Fox

213 367. Introduction to Neuroscience Methodology. Cohen, DeFrancisco, Gencarelli, Griffin, This course provides students with the Hanford, Hlavinka, Kunz, Mackie, McCormick, background to understand the various Meier, Mertz, Newman, Peterman, Pochron, experimental methods used in the field of Post, Taff, Thompson, Wan, Wescoe. neuroscience. Laboratory experiences and journal club discussions of primary scientific The Department of Nursing offers an literature are used to develop skills in educational program leading to the preparation for future neuroscience research Bachelor of Science in Nursing degree, endeavors. Students apply the fundamental a generalist professional program that techniques learned in this course to design prepares graduates for entry-level their own research projects. Prerequisites: positions in nursing practice. The Psychology 212, Biology 263, and Chemistry purpose of the program is to assist the 114, or permission of instructor. student to achieve the knowledge, skills, Fox, Johnson and values necessary for professional nursing practice. It prepares the 373. Neuroscience Seminar. This capstone baccalaureate student to practice as an course in the area of neuroscience is a entry-level, self-directed professional, writing-intensive seminar. Students research providing compassionate nursing care current scholarly literature on topics related as practitioner, counselor, educator, to the field of neuroscience and compose advocate, and coordinator. It also serves research papers and oral presentations on as a basis for graduate study and provides a particular topic of interest. Emphasis a foundation for lifelong learning. Upon is placed on effective literature searches, completion of the program, the nursing appropriate citations of scientific articles, graduate is eligible to take the National analysis and interpretation of research Council Licensing Examination (NCLEX) data, thesis development and effective leading to licensure as a registered nurse. communication of scientific concepts. Prerequisites: Senior standing, and The prelicensure nursing curriculum consists Neuroscience 367 or permission of instructor. of a 12-unit course sequence that begins Fox, Johnson in the first year. The sequence includes nursing theory and more than 1,000 hours of 190-199, 290-299, 390-399. Special Topics. supervised clinical instruction. Students are assigned to practice in many Lehigh Valley 286, 381-384. Independent Study. area health agencies, clinics, and hospitals, to apply nursing theory to individuals and groups 288, 386-388. Internship. of all ages and states of health and illness.

400-401. Honors. Program Accreditation The prelicensure nursing program is Nursing approved by the Pennsylvania State Board Chair: Professor Cheever of Nursing. The baccalaureate degree in Associate Professors: Adamshick, Hoffman, nursing and master’s degree in nursing Scholtz; Assistant Professors: Alexander, Brill, programs at Moravian College are accredited Dorney, Goodolf, Gotwals, Gray , Groller; by Commission on Collegiate Nursing Instructors: Colancecco, Farber, Grube, Education (http:// www.aacn.nche.edu/ Halliday, Keeler, Mikovits, Sayenga; Adjunct ccne-accreditation) Information on the Faculty: Albert, Broniec, Bryant-Winston, accreditation process for nursing programs 214 can be obtained from these agencies or the General Education Requirements for School of Nursing office on campus. Nursing Majors Though the prescribed course curriculum Nursing majors must select Mathematics has been designed to prepare the graduate in 107 to fulfill the Quantitative Reasoning taking Pennsylvania’s licensing examination (F2) requirement and Chemistry 108 for the for nursing, the College cannot and does Laboratory Science (F4) requirement. not guarantee that the degree will assure the graduate’s passing such licensing The Major in Nursing examinations or of satisfying any other state board requirements for licensure. To receive the B.S.N. degree, students must Each Moravian College nursing graduate earn a total of 32 course units. The following is responsible for meeting all state board program of nursing studies is prescribed requirements for licensure. (subject to change): • First Year. First semester: Biology 103, Program Outcomes Nursing 115. Second semester: Biology The outcomes listed below are congruent with 104, Chemistry 108. and extensions of Moravian College’s mission. • Sophomore Year. First semester: Biology It is expected that the graduate will: 205, MATH 107 (may be taken in • Synthesize knowledge from the junior year) or HLTP 189, Psychology humanities, sciences, and nursing theory 207 (may be taken in spring semester), as a basis for making decisions in the Nursing 212. Second semester: practice of nursing; Biology 206, Nursing 311. • Provide holistic nursing care that • Junior Year. First semester: Nursing 310, contributes to safe and quality 312, and 331.2. Second semester: outcomes among individuals, Nursing 314, 332.2, and 339. families, and communities; • Senior Year. First semester: Nursing • Collaborate with other healthcare team 313 and 315. Second semester: members to foster optimal health of Nursing 316 and 317. individuals, families, and communities; International Clinical Placement • Provide culturally sensitive care with diverse populations in local, regional, Nursing students have an opportunity to national, and global settings; participate in electives with an international clinical placement. Travel usually is • Plan and implement theory-based and scheduled during break periods or at the evidence-based nursing interventions end of the spring or fall semesters. Faculty in the care of individuals, families, may supervise this experience in a variety and communities; of international settings, including Central • Exhibit civic and leadership behaviors America and Australia. International grounded in a social justice framework to savings accounts may be established at the guide practice and foster the attainment of College to help students save money for this health outcomes for individuals, families, additional academic expense. and communities; and • Demonstrate professional accountability Additional Requirements and advocacy in making ethical Space in the nursing major is limited. In decisions through adherence to order to enter the nursing program, students professional standards. must meet the admissions requirements 215 and declare an interest in nursing during Graduation Requirements the process of applying to the College. In addition to the requirements of the College, Current students who meet the progressions students enrolled in the nursing program must requirements may apply to the nursing complete the following: department to transfer into the nursing program from another major. Application to • Cumulative GPA of 3.00 or better in transfer to the major requires an interview nursing courses, an overall cumulative and is considered only as space is available. GPA of 3.00 or better, and a GPA of 2.67 Meeting the progression requirements and or better in biology and chemistry courses completing an application does not guarantee that are required of the major. admission into the nursing program. • Satisfactory clinical evaluations in all In addition to meeting College admission nursing courses. requirements, all nursing majors will be • Completion of the prescribed nursing required to show proof of the following as program of study, including the prerequisites for clinical nursing courses: standardized nursing assessment program, • Background clearance on criminal and NCLEX-RN preparation, and end-of- child-abuse behavior. program survey/exit interview. • Current cardiopulmonary resuscitation (CPR) certification. Additional Expenses in the Nursing Program • Negative urine drug screen. In addition to general matriculation fees—tuition, room and board, books, Students’ personal health also should etc.—for all undergraduates, students be consistent with requirements for a in the nursing program incur additional professional nurse, including required expenses for such things as physical immunizations as prescribed in the examinations, specialized immunizations, policy statement in the School of uniforms, malpractice insurance, Nursing Student Handbook. graduation pin, clinical laboratory fees, and normative-based testing fees. Applicants and students should be aware Students are responsible for providing that Pennsylvania law prohibits licensure their own transportation to and from of individuals convicted of felonies related clinical practice sites. to controlled substances and may prohibit licensure if there is a conviction for any Academic Policies in the School of Nursing felonious act. For details, refer to the Acceptance to Moravian College does not Pennsylvania State Board of Nursing guarantee that a student will be accepted regulations. Prior to enrolling in Nursing 212, into the nursing program. General academic all nursing students are required to submit to policies specific to the nursing program the Department of Nursing a Federal Criminal appear below. (These policies are effective Record Check and a Child Abuse History beginning with the graduating class of 2013.) Clearance. These clearances must be updated periodically and are maintained electronically Progression in the Program on file in the Department of Nursing. Copies Declaration of and Acceptance into the Nursing will be provided to clinical sites upon request. Major 1. For the student to declare nursing as a major, and prior to entering any nursing course that has a clinical requirement 216 (e.g., Nursing 212), the student must cumulative GPA of B- (=2.67) or better, earn a cumulative grade point average and a nursing cumulative GPA of B (=3.0) of 2.67 or higher in required biology or better. Students who transfer science and chemistry courses (Biology 103 and courses from non-LVAIC institutions are 104, and Chemistry 108) and have an required to earn a B (=3.0) or better in overall cumulative grade point average the required sciences in order to have of 3.00 or better. those courses count toward the nursing 2. The student must complete the program requirements. Previous C work Declaration of Major (pink) form (available in the required sciences will transfer to in the Registrar’s Office or the Nursing the college as a general elective, and Department Office). students will have to take the appropriate prerequisite or co-requisite course at Progression into the Major Moravian. Once the student transfers 1. Once a student declares nursing as a into Moravian College, the student is major, then a nursing grade point average held to the same standards as previously of 3.00 or better must be achieved and described in order to declare nursing as a maintained by the end of the first clinical major and to progress in the program. course (i.e., Nursing 212). The student must also continue maintaining the overall Note: Once the student matriculates at cumulative GPA of 3.00 or better, and Moravian College, only those grades earned a GPA of 2.67 or better in biology and at Moravian College count towards the GPA chemistry courses required of the major targets; that is, the GPA targets are not based (Biology 103, 104, 205, and 206; and on an average of grades earned at Moravian Chemistry 108) for progression purposes. and grades earned at other institutions. The student will not be permitted to retake a nursing course to boost the nursing GPA. Other Criteria The student will not be permitted to retake Students are required to possess the a biology or chemistry course to boost physical, cognitive, and emotional the natural science GPA. The student ability to perform the functions which must maintain the above cumulative GPA are necessary for the safe practice of requirements at the end of each semester nursing and essential to the licensing in the nursing program in order to progress requirements. Students must be in the nursing major. capable of meeting the performance 2. All required biology and chemistry courses standards (see the School of Nursing (Biology 103, 104, 205 and 206; and Student Handbook) with or reasonable Chemistry 108) are to be completed accommodation in order to be admitted prior to beginning the junior-level nursing to the nursing program. A criminal courses (Nursing 310, 312, 314, 331.2, background check, child abuse check, 332.2, and 339). urine drug screen, and health screen are 3. There is no probationary period for required for all students prior to entering the student who does not meet the clinical nursing courses. Negative finds science, overall, and/or nursing major from criminal background checks, child GPA requirements. abuse checks, urine drug screenings, 4. Students who transfer into nursing, either and health examinations, as well as a internally or externally, are required satisfactory record of immunizations to have an overall cumulative GPA of against common communicable B (=3.0) or better, a natural science diseases, are required for all students 217 prior to entering clinical nursing courses Other Pertinent Policies and at periodic intervals during the Departmental policies concerning class program of study. attendance, professional dress, temporary medical disability, bloodborne pathogen Transfer students are typically not awarded exposure control, infectious exposure, nursing course credit for previous nursing health screening, and other issues courses taken at other institutions. appear in the School of Nursing Student Previous coursework, total Moravian Handbook. Nursing majors are held equivalency units, and the preceding accountable to these standards. criteria will determine admission and placement in the nursing program. Undergraduate Courses in Nursing

The program uses Kaplan Nursing Integrated 115. Foundations of Nursing and Healthcare. Testing to continuously monitor individual The process of critical thinking as a basis student progress and overall curricular for open inquiry into assumptions, beliefs, benchmarks. This program consists of a and values about the discipline of nursing variety of review materials, online videos, will be analyzed for nursing in a dynamic, online practice assessments, and proctored multidisciplinary health care environment. assessments. Students must achieve Professional, historical, and socio-cultural predetermined benchmark proficiency levels issues, as well as ethical and legal standards, on the proctored assessments in order to will be discussed within the context of health progress in the program without remediation. care challenges of the 21st century. More specific information on utilization of Groller, Grube, Hoffman Kaplan is included in the Department of Nursing Student Handbook. 212. Holistic Assessment. A clinical course and practicum utilizing the techniques of physical, The nursing faculty uses a uniform standard psychosocial, functional, spiritual, and of numerical equivalents for the assignment of cultural assessments. Assessments will be letter grades. For details, consult the School performed in a variety of practicum settings of Nursing Student Handbook. and will include individuals and families across the life span during various states of Nursing students are required to health. Students will utilize data collected meet the prerequisites for progress for an interpretive analysis of health status. in the nursing course sequence; Prerequisites: Biology 103 and 104; Nursing therefore, a grade of incomplete may 115. Co-requisite: Nursing 115, if not taken disrupt the student’s progression. prior to enrolling in Nursing 212. Halliday, Keeler Student Clinical-Performance Evaluation 216. Intersection of Culture and Healthcare. Students are required to earn a Satisfactory (Also Interdisciplinary 216) In this course evaluation of clinical performance in each the student will develop an understanding nursing course in order to progress in the of health, illness, and the meanings of curriculum. Further information on clinical these concepts for members of non-western performance requirements appears in the socio-cultural populations. Topics include School of Nursing Student Handbook. culturally bound practices; the impact on healthcare practices and decision-making; structures that promote access to healthcare and structures that impede access. The 218 concept of delivering culturally competent 313. Embracing the Challenged Family. A care will be examined and strategies for course that emphasizes integration of promoting competence will be explored. (M5) nursing skills and knowledge to facilitate Goodolf the individual’s and families’ meeting severe episodic and chronic health challenges 310. Quest into Phenomenology of Nursing. across the life span. Students analyze Application of nursing knowledge and these critical challenges to individual and interventions to clinical practice in family systems in order to provide holistic association with the lived experiences of and comprehensive nursing care given the humanity as part of a system. Students apply resources available to the family within their theory and knowledge related to selected community. Prerequisite: Nursing 115, 212, acute and chronic health problems to the care 310, 311, 314, 339, 331.2, and 332.2. of individuals, families, and communities. Theory 3 hours, clinical 8 hours. Nursing role behaviors of the practitioner, Colancecco, Dorney counselor, educator, advocate, collaborator in various settings. Prerequisites: Biology 206; 314. Embracing the Dynamic Community. A Nursing 115, 212, 311. Co-requisite: Nursing clinical practicum course that provides 331.2. Theory 3 hours, clinical 8 hours. a foundation to facilitate community Farber partnerships and collaboration in promoting health and assessing care. Students 311. Quest toward Individual Well-Being. experience nursing role behaviors in a Application of fundamental concepts of multiplicity of health care situations within nursing, health and well-being in theory and the community. Prerequisites: Biology practice. Students develop a foundation for 103, 104, 205, and 206; Chemistry 108; holistic nursing practice utilizing physical Nursing 115, 212, 310, 311, and 331.2. and psychosocial skills to plan and deliver Co-requisites: Nursing 332.2. Theory 3 nursing care. Prerequisites: Biology 103, hours, clinical 8 hours. 104, and 205; Chemistry 108; Nursing Alexander, Gotwals, Sayenga 115 and 212. Co-requisite (if not taken previously): Chemistry 108. Theory 3 hours, 315. Embracing the Challenged Community. clinical 8 hours. Application of nursing knowledge, Groller, Colancecco, Sayenga interventions, and attitudes for vulnerable populations challenged by acute and chronic 312. Embracing the Dynamic Family. A alterations in physical and mental health. clinical practicum course that provides Students analyze responses to mental health a foundation to facilitate growth and crises and episodic interruptions of health, development of children and their families. and experience collaborative health care Students experience nursing role behaviors delivery in a variety of settings. Prerequisites: in addressing health needs in a variety of Nursing 115, 212, 310, 311, 314, 329, and dynamic family systems. Prerequisites: 331.2. Theory 3 hours, clinical 8 hours. Biology 103, 104, 205, and 206; Adamshick, Alexander, Gotwals , Sayenga Chemistry 108; Nursing 115, 212, and 311; Psychology 207. Co-requisite: Nursing 316. Applied Research in Nursing. A clinical 331.2. Theory 3 hours, clinical 8 hours. practicum course in which the student Grube, Scholtz, Brill collaborates with a nurse researcher in an ongoing nursing research project during one or more of the investigative phases.

219 Students develop insight into process 331.2. Pharmacology I. Examination of and application of research in nursing the pharmacological process utilized practice. Writing-intensive. Prerequisites: by nurses, including knowledge of Mathematics 107; Nursing 313 and 315. medications, administration of medications, Theory 3 hours; clinical 8 hours. and medication calculations in patients Adamshick, Brill, Cheever, Groller throughout the lifespan. Pharmacological issues, over-the-counter medications, and 317. The Professional Nurse. Incorporation herbal medication use will be examined. of leadership and management principles Reactions, compliancy, and other patient with a clinical practicum in which students responses to pharmacological therapies will establish their role as a professional be discussed. This course will be built upon nurse. Students transition to entry-level prior nursing knowledge and coordinate practitioners by incorporating concepts of with current required nursing course. autonomy, interdependency, leadership, and Prerequisite: Biology 103, 104, 205, and collaboration. Prerequisites: Nursing 313 and 206; Chemistry 108; Nursing 115, 212, 315. Theory 3 hours, clinical 8 hours. and 311. Co-requisites: Nursing 310 and Farber, Groller, Grube, Halliday, Scholtz 312. One 70-minute period. Colancecco, Dorney, Mikovits 320. Nursing of Populations at High Risk for Health Problems. Elective helps senior-level 332.2. Pharmacology II. Examination of student understand a specific population’s the pharmacological process utilized health problems. International placement for by nursing including knowledge of this course experience is encouraged. medications, administration of medications, Staff and medication calculations in patients throughout the lifespan. Pharmacological 321. Integrative Therapies in Health. This issues, over-the-counter medications, and nursing elective course seeks to examine herbal medication use will be examined. selected complementary and alternative Reactions, compliancy, and other patient therapies. Issues related to the integration responses to pharmacological therapies will of complementary therapies into health care be discussed. This course will be built upon and development of a nursing perspective prior nursing knowledge and coordinate on utilization of complementary therapies with current required nursing course. for treatment and healing will be discussed. Prerequisites: Biology 103, 104, 205, and Selected opportunities for clinical experience 206; Chemistry 108; Nursing 115, 212, and internship may be included. Two 310, 311, and 331.2. Co-requisites: Nursing 70-minute periods each week. 314, 339. One 70-minute period. Adamshick, Goodolf Colancecco, Dorney, Mikovits

322. Populations at High Risk for Health 340. Health Program Planning and Evaluation. Problems: Honduras. (Also Interdisciplinary (also HLTP 340) This course introduces 322 and Health 322). This course seeks to students to the theory and application facilitate student understanding of a specific of public health program planning, population of people at high risk for health implementation, and evaluation. The problems. The population may be found in curriculum focuses on community needs any location. International placement for this assessment, partnership building, designing course experience is required. [M5] clear objectives, developing a strategic Adamshick, Gotwals plan, implementing culturally competent

220 interventions, formative and summative NURS 324 Cornerstone of Professional Nursing evaluation, and sustainability of programs. Health care and nursing culture analyzed Students will design their own public health through perspectives in economics, public program and evaluation plan using a logic policy, ethics, demographics, and evolving model and public health planning models. global issues. Focus on critical thinking to Prerequisites: HLTP 110 or Nursing 115 advance the profession and improve health care. Theory 3 hours weekly. 339. Individual Health Challenges. A course which applies nursing knowledge, NURS 331 Holistic Assessment interventions, and attitudes for the A course designed for the RN student for management of individuals’ complex health developing knowledge and techniques for problems throughout the adult years in physical, psychosocial, functional, spiritual, theory and in clinical practice. Students and cultural assessments. Assessment analyze various human responses to techniques will be applied in a laboratory challenging health conditions to provide practice environment and will include holistic ad comprehensive nursing care. techniques to be used with individuals and Prerequisites: All major-required natural families across the life span during various science courses, Nursing 115, 212, 310, states of health. Theory 3 hours weekly, 311, 331.2. Co-requisites: Nursing 332.2. laboratory, 15 hours over the term. Theory 3 hours, clinical 8 hours. Keeler, Halliday, Mikovits NURS 332 Embracing the Dynamic and Challenged Communities 360. Ethical Dilemmas in Healthcare. This This course provides a foundation to facilitate course provides the foundation of ethical community health nursing and is based on theories and bioethics relative to healthcare. the synthesis of nursing knowledge and public The relevance of ethics to decision-making health science. Emphasis is on partnerships within the healthcare system is explored. and collaborations in health promotion and Ethical issues that affect healthcare disease prevention programs for communities. professionals and individuals across the Theory 2 hours weekly, 50 project hours over lifespan are analyzed. (U2) the term. Prerequisites: Nursing 324, or Alexander, Scholtz permission of instructor.

190-199, 290-299, 390-399. Special Topics. NURS 333 Evidence-Based Nursing Practice This course provides an introduction to 286, 381-384. Independent Study. evidence-based clinical practice, with a particular emphasis on clinical nursing 288, 386-388. Internship. inquiry. Students are introduced to methods that guide inquiry, including how to search 400-401. Honors. for information on best practices, discern levels of evidence that guide practice, RN to BSN Courses in Nursing critically appraise research and formulate NURS 205 Pathophysiology novel questions that may lead to additional Mechanisms of disease in humans. Emphasis research-based projects. (Writing Intensive is on dysfunction at cellular, tissue, and organ Course). Theory 3 hours weekly, 25 levels. Chemical, physical, and genetic stress project hours over the term. Prerequisites: factors are examined to understand how they Mathematics 107, Nursing 324, or affect human systems. Theory 3 hours weekly. permission of instructor. 221 NURS 334 The Professional Nurse as an not result in improvement of health of the Emerging Leader public and of specific subsets of patients. This course provides the RN student with an Three graduate credits. (Graduate Business expanded view of the concepts of autonomy, students register for MGMT 504). interdependency, and collaboration as a professional nurse. Particular emphasis will NURS 506 Nursing Role Theory & Evidence- be placed on developing leadership qualities Based Practice based upon the Transformational Model of This course provides students a framework leadership. Students will learn essential to guide advanced clinical inquiry. Students competencies needed to succeed in a variety learn how to formulate researchable and of nurse leader roles. Theory 2 hours weekly, clinically relevant evidence-based practice 50 project hours over the term. Prerequisites: (EBP) questions, perform advanced literature Nursing 324 or permission of instructor. searches, and critique the strength of current NURS Elective Approved Nursing Electives. evidence. Students identify and propose EBP Nursing elective courses might include but projects that are relevant to their specialty are not limited to: areas and present project findings upon NURS 381-384 Independent Study completion. Three graduate credits.

NURS 390-399 Special Topics NURS 507.1 Nurse Practitioner Roles and Responsibilities Graduate Courses in Nursing This course introduces students to the NURS 502 Epidemiology and Bioinformatics multiple roles and responsibilities of This is an epidemiology methods course the adult-gerontology nurse practitioner designed with the broad perspective required through seminar and precepted practicum for determination of the distribution and experiences. Students apply prior determinants of health and illness in knowledge and experience of professional human population groups. One focus is nursing in appraising advanced practice on the information systems, data sets and nursing roles. Students develop personal algorithms used in solving health problems philosophies of practice that are consistent and finding solutions needed for evidence- with adult-gerontology nurse practitioner based practice. Knowledge required for competency standards. Seminar and being a critical consumer of research reports practicum experiences in primary care or in professional literature is an additional acute care provide care exemplars and case focus. Designing health promotion and studies that further provide basis for student disease prevention programs for important learning. This is a course requirement global and local health problems is also for all students in the nurse practitioner stressed. Three graduate credits. (Graduate track. Prerequisites: NURS 530 and 534; Business students register for MGMT 502). Corequisite: NURS 532. Includes 100 practicum hours. One graduate credit NURS 504 Policy, Quality, and Safety in Health Care NURS 511 Developing Leadership Competencies This course provides an overview of policies Managerial competencies, such as that affect the quality, safety, and cost- communicating, analyzing, reflecting, effectiveness of health care. Students analyze strategic thinking, time management, the effects that paradigms, values, special managing information, stress management, interests, and economics have in the delivery and career management, contribute and financing of health care that may or may significantly to an individual’s effectiveness

222 as a leader. Using a variety of tools and teams, and in managing conflict. Leaders and techniques, participants in this course managers must understand organizational will assess and develop their managerial and national cultures and how they affect the competencies, emotional intelligence, achievement of goals. Leaders and managers capacity to make judgments, and relationship must not only hold strong ethical values, but management skills through reflective practice also model them. This course examines the to align their theoretical knowledge with their role of managers as leaders in organizations workplace experience. Emphasis is placed on and develops knowledge and skills needed problem-solving styles, building global and by managers in today’s business environment cultural awareness, ethical decision making, to successfully achieve organizational goals. and developing knowledge management skills. Three graduate credits. (Graduate Business Three graduate credits. (Graduate Business students register for MGMT 513). students register for MGMT 511). NURS 520 Financial Management in Health Care NURS 512. Women in Leadership. As the Organizations opportunities for women’s advancement in This course focuses on the synthesis of the workplace become more competitive theoretical and practical principles of the ability to be prominent and exhibit financial and investment decisions within one’s capabilities to make a significant health care organizations. Students utilize contribution toward an organization’s accounting and financial information to success is more important than ever. To execute effective decisions that enhance substantiate those skills, women must organizational objectives and patient strengthen their leadership skills, hone outcomes. Three graduate credits. (Graduate their abilities to strategically network, Business students register for MGMT 520). develop strategies that cultivate the right relationships, and understand the NURS 522 Project Management in Health Care factors that lead to success in diverse This course focuses on defining projects work forces. This course will examine and identifying how to manage them current issues and trends of women and within health care organizations. Students leadership from both the societal and learn to identify project management personal perspectives. Material will explore process groups, methods to formulate and opportunities and challenges that exist execute goals, break project components for women in the workplace and students into work breakdown structure, and will examine how gender, race, class, critique project case studies to assure and other factors, influence leadership performance improvement. Three graduate styles. Students will leave the course with credits. (Graduate Business students heightened awareness and confidence to register for MGMT 522). affect positive change on behalf of women in the workplace. (Graduate Business NURS 524 Strategic Planning in Health Care students register for MGMT 512) This course examines models of change within health care organizations and NURS 513 Leading People in Organizations identify strategic and leadership decisions Leaders and managers achieve goals working necessary to effect positive organizational with and through others. To lead, managers outcomes. Factors that assure short-term must have skills in teaching, mentoring, and and long-term success in a competitive coaching. They must be skilled in developing health care environment, including individuals to work in teams, in facilitating developing partnerships and cultivating

223 human and other resources are analyzed. assessment knowledge. Students learn Students utilize case studies to critique the advanced techniques and apply findings strategic decision-making process and make which may lead the formulation of differential recommendations for effective strategic diagnosis. Prerequisite: Completion of change. Three graduate credits. (Graduate baccalaureate course in health assessment Business students register for MGMT 524). with C grade or higher or equivalent course content. Includes 30 laboratory practice NURS 530 Advanced Pathophysiology. hours. Three graduate credits. This course introduces advanced models of mechanisms that result in disease, NURS 535 Health Care Financing Systems with an emphasis on dysfunction at the This course reviews the history of healthcare genetic, cellular, tissue, and organ levels. financing in the United States and financial Students are provided foundational issues in the present healthcare environment. concepts in pathophysiological processes Principles of financial management and that may be applied to advanced specialty insurance are integrated and applied to the areas. Three graduate credits. healthcare environment. Topics include: healthcare capital and operating budgets; NURS 532 Advanced Pharmacology healthcare payment methods, including This course provides students an Medicare’s payment systems for hospitals overview of advanced pharmacological and physicians, and risk-adjusted capitation concepts including pharmacokinetics, payment systems; population-based pharmacodynamics, and prototype drugs. healthcare finance and managed care; and Students learn major drug categories and financing aspects of public health policy. concepts important to assure the safe Prerequisite: CCBU 517 (Corporate Financial prescription and use of drugs in a case study- Management) or instructor approval. Three based format. Three graduate credits. graduate credits. (Graduate Business students register for MGMT 534). NURS 533 Managing Health Care Organizations This course examines the unique NURS 536 Law, Regulations and Ethics in the environment of health care and the Health Care Environment challenges confronting managers in that This course provides an overview of legal environment. Topics examined include issues associated with healthcare, including marketing health care services, recruiting HIPAA and Medicare fraud and abuse, and and retaining staff necessary for meeting the regulatory and accreditation environments mission, the strategy of health care services of Medicare, Medicaid, JCAHO, and OSHA. delivery, health care informatics, and Ethical issues associated with the practice decision making in the health care market of medicine and decision-making in the place. Three graduate credits. (Graduate healthcare environment are also examined. Business students register for MGMT 532). Three graduate credits. (Graduate Business students register for MGMT 536). NURS 534 Advanced Health and Physical Assessment Adult-Gerontology Acute Care Nurse This course prepares students for performing Practitioner Courses the components of a comprehensive health NURS 710: Care of Younger Adults, Acute Care history and physical examination on patients Theory and Practicum across the lifespan with a variety of health This course is designed to provide concerns. This course builds upon prior students with theory, seminar, and 224 precepted practicum opportunities to meet the clinical competencies of the facilitate their development as acute acute gerontology acute care NP role. care providers for younger adults. Seven graduate credits. Students apply and evaluate essential assessment, pathophysiologic, and Adult-Gerontology Primary Care Nurse pharmacologic concepts that are Practitioner Courses essential in managing care of younger NURS 720: Care of Younger Adults, Primary adult clients in acute care settings. Care Theory and Practicum Clinical seminars held weekly focus on This course is designed to provide diagnostic and therapeutic aspects of students with theory, seminar, and managing and coordinating acute care of precepted practicum opportunities to younger adults. Seven graduate credits. facilitate their development as primary care providers for younger adults. NURS 711: Care of Older Adults, Acute Care Students apply and evaluate essential Theory and Practicum assessment, pathophysiologic, and This course is designed to provide students pharmacologic concepts that are essential with theory, seminar and precepted practicum in managing care of younger adult clients opportunities to facilitate their development in primary care settings. Clinical seminars as acute care providers for older adults, held weekly focus on diagnostic and including the frail elderly. Students therapeutic aspects of managing and apply and evaluate essential assessment, coordinating primary care of younger pathophysiologic, and pharmacologic adults. Seven graduate credits. concepts that are essential in managing care of older adult clients in acute/critical health NURS 721: Care of Older Adults, Primary Care care settings. Clinical seminars held weekly Theory and Practicum focus on diagnostic and therapeutic aspects This course is designed to provide students of managing and coordinating care of older with theory, seminar and precepted practicum adults in acute and critical care settings. The opportunities to facilitate their development practicum provides 200 supervised clinical as primary care providers for older adults, practice hours for the student to meet the including the frail elderly. Students clinical competencies of the acute care nurse apply and evaluate essential assessment, practitioner role. Seven graduate credits. pathophysiologic, and pharmacologic concepts that are essential in managing NURS 712: Adult-Gerontology NP, Acute Care care of older adult clients in primary health Theory and Practicum care settings. Clinical seminars held weekly This course is designed to provide focus on diagnostic and therapeutic aspects students with theory, seminar and of managing and coordinating care of older precepted practicum opportunities to adults in primary care settings. The practicum facilitate their development as acute care provides 200 supervised clinical practice providers for adults from adolescents to hours for the student to meet the clinical end of life. Students apply and evaluate competencies of the primary care nurse essential assessment, pathophysiologic, practitioner role. Seven graduate credits. and pharmacologic concepts that are essential in managing care of adult NURS 722: Capstone Seminar and Internship clients in acute care settings. The This course is designed to provide students practicum provides 250 supervised with theory, seminar and precepted practicum clinical practice hours for the student to opportunities to facilitate their development 225 as primary care providers for adults from successful implementation of a beginning adolescents to end of life. Students clinical nurse leader (CNL) role, synthesizing apply and evaluate essential assessment, advanced concepts learned during the pathophysiologic, and pharmacologic program of study. Students set professional concepts that are essential in managing care development goals and present weekly case of adult clients in primary care settings. The studies for individual and group analysis practicum provides 250 supervised clinical and evaluation. Prerequisites: General and practice hours for the student to meet the Direct Care Core Courses, NURS 610, and clinical competencies of the adult gerontology CNL Capstone 1. *The CNL’s Professional primary care NP role. *The Professional Portfolio will be completed during this Portfolio will be completed during this semester. Six graduate credits. semester. Seven graduate credits. Family Nurse Practitioner Courses Clinical Course Leader Courses NURS 732: Care of Women and Children in NURS 610 CNL Roles and Responsibilities Primary Care, Theory and Practicum This course introduces students to the This course will describe and analyze multiple roles and responsibilities of the primary health care for women and clinical nurse leader (CNL), which include children, emphasizing health promotion advocate, member of the profession, team and disease prevention. Primary manager, information manager, systems prevention, family theory, acute analyst/risk anticipator, clinician, outcomes and chronic conditions, wellness, manager, and educator. Exemplars and case developmental stages, and cultural studies of role integration will provide a basis considerations will be examined during for student learning. Three graduate credits. this course. In addition, managing primary care of women’s reproductive NURS 750: CNL Capstone health will include essential aspects of Seminar and Internship I sexual health and maternal care, as well This course is the first of two CNL Capstone as perimenopausal and postmenopausal courses that provide students with seminar concerns. Five graduate credits. and precepted clinical opportunities to engage in self and peer review to facilitate successful NURS 733: Care of Women and Children in implementation of a beginning clinical nurse Primary Care, Theory and Practicum leader (CNL) role, synthesizing advanced This course is designed to provide students concepts learned during the program of with precepted practicum opportunities to study. Students set professional development facilitate their development as family nurse goals and present weekly case studies for practitioners in primary care. Students individual and group analysis and evaluation. apply and evaluate essential assessment, Prerequisites: General and Direct Care Core pathophysiologic, and pharmacologic Courses and NURS 610. Five graduate concepts that are essential in managing care credits. of patients across the lifespan in primary care. The practicum provides 100 supervised NURS 755: CNL Capstone clinical practice hours for the student to meet Seminar and Internship II the clinical competencies of the family nurse This course is the second of two CNL practitioner role. Four graduate credits. Capstone courses that provide students with seminar and precepted clinical opportunities to engage in self and peer review to facilitate 226 Nurse Administrator Courses scholarship, community service, and learner NURS 760: Nurse Administrator Capstone engagement. Students have opportunities Seminar and Internship to explore foundational concepts essential The course’s seminar provides students for role integration in academic and staff with seminar and internship opportunities development settings. Exemplars and case to engage in self and peer review to studies of role integration will provide a basis facilitate successful implementation of for student learning. Three graduate credits. the nurse administrator role, synthesizing advanced concepts learned during the NURS 765: Nurse Educator Capstone program of study. Students set professional Seminar and Internship development goals and present case studies This course provides students opportunities for individual and group analysis and to engage in self and peer review to facilitate evaluation. Students explore options for successful implementation of the nurse collaborative health projects that enhance educator role, synthesizing advanced concepts nursing engagement and leadership in learned during the program of study. Students the global community. The internship engage in precepted direct care and education component is a precepted nursing practicum experiences based on professional administration practicum experience development goals. *The Nurse Educator’s that provides students with opportunities Professional Portfolio will be completed to implement the role of the nurse during this semester. Four graduate credits. administrator within a health care agency or hospital. *The Nurse Administrator’s Occupational Therapy Professional Portfolio will be completed Program Director: Dr. Potter during this semester. Six graduate credits. The Occupational Therapy Program Nurse Educator Courses at Moravian College offers a full-time NURS 613 Assessment and Evaluation Methods educational program comprised of five terms This course provides a framework to assess on campus in Level II Fieldwork placement, and evaluate learning in the academic leading to the Entry-Level Master of Science and clinical settings preparing the in Occupational Therapy. The Moravian student for the role of thenovice educator. College Occupational Therapy Program Students will learn to prepare and evaluate seeks to set the stage for the emerging educational programs, as well as evaluate occupational therapy practitioner to learn student, staff, and patient learning. Various and to develop competence in meeting the assessment and measurement instruments occupational needs of a variety of consumers will be identified and utilized in relation through the power of occupation, reflective to projects geared toward their target practice, advocacy, and occupational population. Three graduate credits. justice. Because active doing is central to occupational therapy, learning takes place NURS 614 Theory and Practice for in active classrooms where students engage Nurse Educators with each other, their environment, and with This course critiques existing models the tools around them to solve problems that and theories of nursing science and their are meaningful and relevant, critiquing and application to healthcare, nursing, and sharing their work with others as advanced nursing education. Students analyze knowledge is constructed in a community. multiple roles of the nurse educator, including responsibilities of teaching, 227 Occupational Therapy Program Vision Program Accreditation The vision of the Moravian College The entry-level occupational therapy Occupational Therapy Program is to be master’s degree program has applied recognized as a revolutionary occupational for accreditation and has been granted therapy educational program that offers Candidacy Status by the Accreditation innovative occupation based community Council for Occupational Therapy programs while preparing professionals to Education (ACOTE) of the American change lives through the power of occupation. Occupational Therapy Association (AOTA), located at 4720 Montgomery Lane, Occupational Therapy Program Mission Suite 200, Bethesda, MD 20814-3449. Moravian College Occupational Therapy ACOTE’s telephone number c/o AOTA is Program builds on a liberal arts foundation (301) 652-AOTA and its Web address to lead occupational therapy students to a is www.acoteonline.org. The program reflective professional practice, a fulfilling must have a preaccreditation review, and invigorating career dedicated to engaging complete an on-site evaluation, and be individuals in meaningful occupations, and granted Accreditation Status before its transformative leadership opportunities that graduates will be eligible to sit for the improve the quality of life, improve the health national certification examination for the and well-being of others, and change lives occupational therapist administered by through the power of occupation. the National Board for Certification in Occupational Therapy (NBCOT). After Occupational Therapy Program Goals successful completion of this exam, the individual will be an Occupational Graduates from the Moravian College Therapist, Registered (OTR). In addition, Occupational Therapy Program, through the all states require licensure in order to power of occupation, will strive to be a little practice; however, state licenses are revolutionary by: usually based on the results of the NBCOT • translating knowledge to meet the Certification Examination. Note that a occupational needs of individuals, felony conviction may affect a graduate’s groups, and communities ability to sit for the NBCOT certification • advocating and leading for examination or attain state licensure. occupational justice as a politically competent practitioner Students must complete Level II fieldwork within 24 months following completion of the • engaging in the occupational therapy didactic portion of the program. process as a reflective practice scholar • promoting quality of life, health, and * As a developing program, graduation rates, wellness in a variety of contexts program graduates, and National Certification • enjoying a fulfilling career in of Occupational Therapists (NBCOT) exam occupational therapy, consistent with outcome data are not available at this time. the college mission Admission Requirements • effectively incorporating research into everyday evidenced based practice in 1. Minimum cumulative undergraduate collaboration with clients GPA of 3.0 • ethically solving challenges 2. Minimum pre-requisite GPA of 3.0 presented in practice 3. Official Graduate Record Examination 228 (GRE) Scores OT 510 Kinesiology & (school code: 2418 0618) Biomechanics (2) 4. Two letters of recommendation OT 511 Movement in Everyday Occupations (1) 5. Written personal statement OT 525 Evaluation Process in 6. Interview Occupational Therapy (4) 7. Grade of C or higher in the following OT 542 Activity Analysis & Flow (4) pre-requisites: OT 552 Level I Fieldwork II (.5) Statistics (3 credits) OT 562 Reflection & Professional Introduction to Sociology or Development II (1) Anthropology (3 credits) OT 611 Evidenced-Based Practice I (1) Developmental/Lifespan Psychology (3 credits) Term 3 (Spring): Abnormal Psychology (3 credits) 15 Total Credits Human Anatomy & Physiology I & II (6-8 credits) OT 515 Movement Analysis & Measurement (2) Occupational Therapy Curriculum Sequence OT 516 Movement Disorders in To receive a Master of Science in Everyday Occupations (1) Occupational Therapy, students must OT 541 Lifestyle Performance I: earn a total of 84 credits. The following Pediatrics (4.5) course sequence of occupational therapy OT 530 Environmental Modifications & courses is required: Adaptations (4) Term 1 (Summer): OT 535 Occupational Therapy Theories 12.5 Total Credits & Models of Practice (2) OT 500 Foundations of Occupational OT 563 Reflection & Professional Therapy (2) Development III (1) OT 501 Occupational Performance: OT 553 Level I Fieldwork III (.5) Psychosocial & Physical Influences (4) OT 520 Development of Occupational Term 4 (Summer): Participation (1) 16 Total Credits OT 540 Neuro 423 Clinical OT 605 Management of Therapy Neuroscience (4) Services (2) OT 551 Level I Fieldwork I (.5) OT 612 Evidenced-Based Practice in OT 561 Reflection & Professional Occupational Therapy (1) Development I (1) OT 620 Advocacy and Occupational Justice (2) Term 2 (Fall): OT 630 Advanced Professional Ethics 15.5 Total Credits in Occupational Therapy (2) OT 502 Group Dynamics in OT 642 Lifestyle Occupational Therapy (2) Performance II: Adult (4.5)

229 OT 654 Level I Fieldwork IV (.5) complete two required Level II Fieldwork OT 664 Reflection & Professional placements, each for a duration of 12 Development IV (1) weeks. These placements may not be in the immediate geographic area and will likely OT 671 Research Mentorship I (3) require the student to incur additional living expenses. The Level II Fieldwork placements Term 5 (Fall): must be completed within 36 months from 15 Total Credits the start of the program. OT 606 Advanced Management in Additional Requirements Occupational Therapy (2) In addition to meeting College admission OT 625 Applied Advocacy & requirements, all occupational therapy Community Action (2) students will be required to show ongoing OT 643 Lifestyle Performance III: proof of the following as prerequisites Elderly (4.5) for Level I and Level II occupational OT 655 Level I Fieldwork V (.5) therapy fieldwork courses. Failure to do so may be grounds for dismissal from the OT 656 Community Health & Wellness occupational therapy program: in Occupational Therapy (3) • Negative finds on the Federal OT 665 Reflection & Professional Criminal Record Check and Child Development V (1) Abuse History Clearance OT 672 Research Mentorship II (2) • Current cardiopulmonary resuscitation (CPR) certification Term 6 (Spring): • Negative urine drug screen 5 Total Credits • Updated health information OT 635 Transformative Leadership in • Ability to meet the essential functions of Occupational Therapy (1) an occupational therapist to perform the OT 681 Level II Fieldwork in safe practice of occupational therapy Occupational Therapy I (4) A felony conviction could preclude the Term 7 (Summer): student from sitting for the NBCOT exam or from gaining state licensure, both of 5 Total Credits which are required to practice occupational OT 666 Reflection & Professional therapy. Students wishing to receive early Development VI (1) determination review from NBCOT can OT 682 Level II Fieldwork in apply on the NBCOT website. Copies of Occupational Therapy II (4) (12 weeks) student clearance and health records may be provided to fieldwork sites. Clinical Placement Occupational Therapy students will complete Additional Expenses in the Occupational several Level I fieldwork visits in the Therapy Program immediate geographic area which will require In addition to the tuition fees, students in the the availability of reliable transportation occupational therapy program incur additional during the first five terms. Additionally, expenses for such things as physical students will have the opportunity to examinations, specialized immunizations, 230 background checks, uniforms (as required by lower as well as an incomplete may fieldwork sites), and malpractice insurance. disrupt the student’s progression. Students are responsible for providing their own transportation for Level I Fieldwork as Leaves of Absence and Withdrawal well as transportation and housing associated Leave of absences may be requested through with Level II Fieldwork. Students are required the occupational therapy Program Director to have and be proficient in the use of an (with signatures required from the business Apple device capable of Apple Airplay (iMac, office and Associate Provost) and may impact iPad, or iPhone) and computer resources with the student’s ability to finish the curriculum Word, Excel, and PowerPoint. as no guarantees can be made that the same occupational therapy curriculum will be Retention in the Occupational Therapy Program available upon the student’s return. 1. Students must be continuously enrolled full time in the Students must follow the college policy for occupational therapy program. “Withdrawal from the College” found in the 2. Students must maintain a grade Moravian College Handbook. If a student point average of 3.00 or better in withdraws from the College within the 60% the occupational therapy courses point of the semester, charges and financial throughout the curriculum. Any aid will be adjusted according to the student who falls below the 3.0 in any following schedule: given term will be placed on program • On or before the first day of classes, 100% probation and be required to raise of tuition will be cancelled. However, the GPA to a 3.0 by the end of the deposits, where applicable, will be subsequent term, or be dismissed from retained by the College. the occupational therapy program. • After the first day of class but within 3. Students must acquire a grade of C or the 60% point of the semester, better in all occupational therapy courses tuition and fees will be adjusted in order to advance in the program. based on the number of calendar 4. Students who receive an F in any didactic days remaining in the semester. course will be dismissed from the • After the 60% point of the semester, no occupational therapy program. adjustment is made in tuition and fees. 5. Students who receive an F in a • The effective date for any withdrawal will Level II Fieldwork placement will be be the date that the student notified the permitted to repeat the Fieldwork Occupational Therapy Program Director experience one additional time. 6. Students will be expected to adhere to the Graduation Requirements Occupational Therapy Association Code In addition to the requirements of the College, of Ethics and may be dismissed from students enrolled in the occupational therapy the program for any serious violation of program must complete the following: these principles by a vote of the full time • Maintain a cumulative GPA of occupational therapy faculty. 3.00 or better 7. Occupational therapy students are • C or better in all graduate courses required to meet the prerequisites for progress in the occupational therapy • Satisfactory fieldwork evaluations in all course sequence; therefore, a C- or occupational therapy fieldwork courses 231 • Completion of the prescribed meaningful occupations. In this course, occupational therapy program of study, students gain an in-depth knowledge of the including an NBCOT exam preparation characteristics of a therapeutic group, how to course and end-of-program survey/exit construct a group protocol with measurable interview within 36 months outcomes based in an occupational therapy • Completion of all Level II Fieldwork model or theoretical construct, upgrade and requirements within 36 months from the downgrade group activities for a specific start of the curriculum therapeutic purpose, and manage disruptive group members. Prerequisite: OT 500; Co- Graduate Courses in Occupational Therapy requisite: OT 552. Two graduate credits.

OT 500 Foundations of Occupational Therapy OT 510 Kinesiology & Biomechanics Students explore the foundations of the The focus of this course is the study of normal occupational therapy profession with an functional human anatomy (muscle origins, emphasis on the history, philosophical base, insertions, innervations, actions) applied to and the code of ethics. The way in which the principles of kinesiology. Biomechanical society’s current and future occupational forces as they act upon the body will be needs can be met will be examined and incorporated into this study of normal students will gain insight into the unique movement. Students will gain experience contributions of occupational therapy through and beginning skills in the analysis of normal an examination of occupational science movement. Prerequisite: Admission into the literature. Prerequisite: Admission into the Occupational Therapy program; Co-requisite: Occupational Therapy Program; Co-requisite: OT 542. Two graduate credits. OT 542. Two graduate credits. OT 511 Movement in Everyday Occupations OT 501 Occupational Performance: Psychosocial The focus of this course is to integrate and & Physical Influences apply the principles of human anatomy, Students examine a variety of psychosocial kinesiology, and biomechanical forces from and physical factors that influence OT 510 to an understanding of individual’s occupational performance, including a ability to participate in everyday occupations. formal medical or DSM diagnosis, trauma, Students actively participate in and will homelessness, joblessness, literacy, show beginning competency in the accurate poverty, access to healthcare, community reporting of clinical observations and access, and incarceration. How these movement analysis related to participation in factors relate to a person’s ability to engage everyday occupations. Prerequisite: Admission in meaningful occupations and conversely, into the Occupational Therapy Program; Co- how engaging in meaningful occupations requisite: OT 510. One graduate credit. may impact each of these factors across the lifespan is the subject of study in OT 515 Movement Analysis & Measurement this two-semester sequence. Medical Students will gain competency in the terminology is introduced and integrated measurement of movement as it relates to into this course. Prerequisite: Admission joint range of motion and manual muscle into the Occupational Therapy Program; Co- testing. Students actively participate in requisite: OT 500. Four graduate credits. and will show competency in the accurate assessment of these body structures. OT 502 Group Dynamics in Occupational Therapy Prerequisite: OT 510; Co-requisite: OT 516. Occupational therapists use the group Two graduate credits. process as a therapeutic means to promote 232 OT 516 Movement Disorders in standardized test scores, the factors that Everyday Occupations might bias assessment results, and relating The focus of this course is to relate assessment results to a variety of audiences. the impact of movement disorders to In this course students are introduced to the participation in everyday occupations. assessment process as a highly reflective Students actively participate in and process that allows for the integration of will show advanced competency in the theory and practice. Prerequisite: OT 500; Co- accurate reporting of clinical observations, requisite: OT 552. Four graduate credits. abnormal movement analysis, and other selected movement assessments relevant OT 530 Environmental Factors, Modifications, & to participation in meaningful occupations. Adaptations in Occupational Therapy Prerequisite: OT 510; Co-requisite: OT 515. Occupational therapists evaluate and One graduate credit. adapt environments in order to promote participation in everyday activities. In this OT 520 Development of Occupational course, students will gain an in-depth Participation knowledge of the physical elements of our This course emphasizes the development world and their relationship to function, of occupational performance across including technology, products (assistive the lifespan, integrating concepts from devices and orthosis), as well as natural and developmental psychology into the man-made spaces. Students will study the study of human occupation. Students impact of the American with Disabilities gain in-depth knowledge about the Act and Universal Design principles on influence of meaningful activity on human creating an inclusive community for everyone. development as well as the manner in Prerequisite: OT 542; Co-requisite: OT 541. which human development shapes the Four graduate credits. acquisition of everyday occupations throughout an individual’s life. Students OT 535 Occupational Therapy Theory & Models examine the developmental milestones of Practice (2 credits) not typically studied in a developmental In this course, students will actively engage psychology course, including grasp, in a study of the major models of practice the sucking and swallowing, and reflex in occupational therapy that guide practice inhibition as they relate to writing, eating, and an exploration of how theory supports and other purposeful movements which these models as guides to evaluation are necessary to engage in everyday and intervention decisions. The study of living. Prerequisite: Admission into the occupational therapy theory development, Occupational Therapy Program; Co- the importance that theory plays in clinical requisite: OT 500. One graduate credit. decision making, and in developing a strong occupational therapy professional identity will OT 525 Evaluation Process be explored. Prerequisites: OT 500, OT 502; in Occupational Therapy Co-requisite: OT 563. Two graduate credits. Students explore measurement as part of the evaluation process through this survey course OT 540/NEUR 423 Clinical Neuroscience (4 designed to provide in-depth knowledge about credits) the psychometric properties of a variety of This course will explore the functional evidenced based assessment tools, principles organization and physiology of the human of assessment including the interpretation nervous system. The neurobiological of criterion-referenced and norm-referenced framework for understanding human behavior

233 will also be examined. Students who activities and objects in a variety of contexts complete this course will recognize important will be explored as students examine a symptoms and signs associated with variety of activities including Occupations neurological disease. In addition, students (ADL, IADL, Rest & Sleep, Work, Social will understand the clinical significance of the Participation, Play, Leisure, Education), organization of anatomical structures and the competitive and noncompetitive games, interconnections that bind structures together hobbies, crafts, mindfulness activities, in the nervous system. Mastery of these expressive arts and media, as well as the tools concepts will enable students to localize and objects that are used for each of these. lesions within the central and peripheral Prerequisite: Admission into the Occupational nervous systems and predict the neurological Therapy program; Co-requisites: OT 500, OT deficits associated with such lesions. An 511. Four graduate credits. important outcome will be to achieve long- term acquisition of neuroscience concepts OT 551 Level I Fieldwork I such that students perform well in health- This series of Level I Fieldwork offers an related professions. Prerequisite: Admission integrated experience giving the student the into the Occupational Therapy Program or opportunity to observe and apply what they Permission of Instructor; Co-requisite: None. are learning in the classroom to occupational Four graduate credits. challenges in the setting in which they are participating. The student will observe OT 541 Lifestyle Performance I: Pediatrics individuals who have challenges participating This is the first course in a three-semester in everyday occupations in a variety of lifespan sequence focused on clinical practice settings over five semesters. In reasoning in the occupational therapy the first of this series, emphasis is placed process to enhance lifestyle performance on communication, establishing the and quality of life with the construction therapeutic relationship, and interviewing of the occupational profile, an analysis of skills. Prerequisite: Admission into the occupational performance, the construction Occupational Therapy program; Co-requisite: and implementation of the intervention OT 561. One-half graduate credit. plan, an ongoing review of intervention, and outcome assessment for individuals and OT 552 Level I Fieldwork II populations from birth through adolescence This series of Level I Fieldwork offers an with physical and mental health challenges. integrated experience giving the student Prerequisite: OT 525; Co-requisite: OT 653. the opportunity to observe and apply Four-and-a-half graduate credits. what they are learning in the classroom to occupational challenges in the setting OT 542 Activity Analysis & Flow in which they are participating. The In this course, students actively engage in student will observe individuals who a variety of activities across the lifespan to have challenges participating in everyday master the activity analysis which serves as a occupations in a variety of practice settings foundational skill to all areas of occupational over five semesters. In the second of this therapy practice. Achieving a state of flow series, emphasis is placed on reflection, through engaging in activities that are professional behaviors expected as emerging meaningful will help the student build a firm professionals, meaningful collaborative foundation for the critical analysis of the working relationships, and cultural power of occupation as it relates to health and competence. Prerequisite: OT 551; Co- well-being. The real and symbolic meaning of requisite: OT 562. One-half graduate credit.

234 OT 553 Level I Fieldwork III as an emerging occupational therapist This series of Level I Fieldwork offers an with an emphasis on reflective practice integrated experience giving the student the and their own professional behaviors that opportunity to observe and apply what they promote meaningful collaborative working are learning in the classroom to occupational relationships. In this third course of the challenges in the setting in which they sequence, students explore their varied are participating. The student will observe roles in occupational therapy as well as individuals who have challenges participating effective skills for managing conflict and in everyday occupations in a variety of dealing effectively with challenging behavior. practice settings over five semesters. In the Prerequisite: OT 562; Co-requisite: OT 553. third course in this sequence, students will One graduate credit. explore professional behaviors and ways to manage behavior. Prerequisite: OT 552; Co- OT 605 Management of Occupational requisite: OT 563. One-half graduate credit. Therapy Services In this first course in a two-semester OT 561 Reflection & Professional Development I sequence, students build a foundation to Students are given the opportunity to reflect plan, organize, staff, direct, and manage on and examine their experience as an occupational therapy services as they actively emerging occupational therapist emphasizing participate in the design of an occupational reflective practice and professional behaviors therapy program proposal with an emphasis that promote meaningful collaborative working on occupation based programming. relationships. Students will engage in the Prerequisite: OT 500; Co-requisite: OT 654. study of communication and the therapeutic Two graduate credits. relationship, applying these concepts in a Level I Fieldwork experience which focuses OT 606 Advanced Management of on psychosocial challenges and interviewing Occupational Therapy Services skills. Prerequisite: Admission into the In this second part of a two-semester Occupational Therapy program; Co-requisite: sequence, students gain in-depth knowledge OT 551. One graduate credit. to manage and lead occupational therapy programs with an emphasis on factors and OT 562 Reflection & Professional Development II trends that impact the delivery of occupation Students are given the opportunity to based services. Students actively collaborate reflect on and examine their experience and construct the second part of their as an emerging occupational therapist program proposal initiated in the previous emphasizing reflective practice and semester. Prerequisite: OT 605; Co-requisite: professional behaviors that promote None. Two graduate credits. meaningful collaborative working relationships. The emphasis on this OT 611/ HLAT 511 Evidence-Based Practice I second in a six-semester sequence is on This course will introduce the student cultural competence and self-awareness. to role and importance of research in Prerequisite: OT 561; Co-requisite: OT 552. the rehabilitation professions. Course One credit course content will include defining research terminology, basic epidemiology, OT 563 Reflection & Professional development of search terms, human Development III subjects training and the development This course offers an opportunity for students of a research question. Prerequisite: to reflect on and examine their experience Admission into the Occupational

235 Therapy program; Co-requisite: None. therapy by critically examining situational One graduate credit. problems and by reflectively exploring ethical solutions that are coherent with and OT 612 Evidence-Based Practice in supported by the core values, principles, Occupational Therapy and guidelines of the Code of Ethics and Students gain an in-depth knowledge of Ethical Standards of the profession. The evidence-based practice as a collaborative course will examine ethical dilemmas that endeavor to involve the client and as a arise within different areas of the profession foundation to clinical decisions such as the and the problem of moral distress and its selection of occupational therapy evaluation various causes. Prerequisite: OT 500; Co- instruments. Students will complete requisite: None. Two graduate credits. a critically appraised topic around an occupation based question integrated from OT 635 Transformative Leadership in their Level I Fieldwork experience to apply Occupational Therapy foundational knowledge from Evidence-Based This course offers an in-depth study Practice I to a real life question. Prerequisite: of leadership theories, leadership OT 611/HLAT 511; Co-requisite: OT 655. characteristics, and a critical analysis of One graduate credit. the literature on leadership in occupational therapy. Transformative leadership will also OT 620 Advocacy and Occupational Justice be explored as students prepare to become Students gain an in-depth knowledge change agents in their professional careers. about advocacy and equitable access to Students will be challenged to bring a sense occupational engagement for individuals and of curiosity to and reflect on their personal populations in order to promote health and leadership qualities and be open to discussing well-being which will prepare the student for these. Prerequisite: OT 665; Co-requisite: OT transformative leadership roles. Barriers to 682. One graduate credit. engagement in meaningful occupations will be explored as students gain the knowledge OT 642 Lifestyle Performance II: Adults to be politically competent practitioners. This is the second course in a three- Prerequisite: OT 500; Co-requisite: None. semester lifespan sequence focused on Two graduate credits. clinical reasoning in the occupational therapy process to enhance lifestyle OT 625 Applied Advocacy & Community Action performance and quality of life through the This course explores the environmental construction of the occupational profile, and policy factors that impact health and an analysis of occupational performance, autonomy of individuals and populations. the construction and implementation of Students will actively engage in the process the intervention plan, an ongoing review by applying community organizing and of intervention, and outcome assessment advanced advocacy strategies to a specific for individuals and populations from young issue. Prerequisite: OT 620; Co-requisite: OT adulthood through middle age with physical 655. Two graduate credits. and mental health challenges. Prerequisite: OT 525; Co-requisite: OT 654. Four-and-a- OT 630 Advanced Professional Ethics in half graduate credits. Occupational Therapy This course studies ethical theory and OT 643 Lifestyle Performance III: Elderly ethical decision making within the This is the third course in a three-semester discipline and profession of occupational lifespan sequence focused on clinical

236 reasoning in the occupational therapy OT 656 Community Health & Wellness in process to enhance lifestyle performance Occupational Therapy and quality of life through the construction This experiential course provides an of the occupational profile, an analysis of exploration of community based occupational occupational performance, the construction therapy program development and evaluation. and implementation of the intervention Students will engage with a population in plan, an ongoing review of intervention, the community to design and implement an and outcome assessment for older adult outcome based activities program. Factors individuals and populations with physical and which influence the delivery of occupational mental health challenges. Prerequisite: OT therapy in various community settings will 525; Co-requisites: OT 612, OT 672. Four- be introduced. Prerequisite: OT 620; Co- and-a-half graduate credits. requisite: OT 655. Three graduate credits.

OT 654 Level I Fieldwork IV OT 664 Reflection & Professional This series of Level I Fieldwork offers an Development IV integrated experience giving the student the This course offers an opportunity for students opportunity to observe and apply what they to reflect on and examine their experience are learning in the classroom to occupational as an emerging occupational therapist challenges in the setting in which they with an emphasis on reflective practice are participating. The student will observe and their own professional behaviors that individuals who have challenges participating promote meaningful collaborative working in everyday occupations in a variety of relationships. Students will reflect on their practice settings over five semesters. In the own therapeutic use of self and how it fourth fieldwork of this series, emphasis is influences therapeutic outcomes and examine placed on reflection, professional behaviors, how occupational balance contributes to therapeutic use of self, and the contribution health and wellness. Prerequisite: OT 563; of occupational balance to health and Co-requisite: OT 654. One graduate credit. wellness. Prerequisite: OT 553; Co-requisite: OT 664. One-half graduate credit OT 665 Reflection & Professional Development V This course offers an opportunity for students OT 655 Level I Fieldwork V to reflect on and examine their experience This series of Level I Fieldwork offers an as an emerging occupational therapist integrated experience giving the student with an emphasis on reflective practice the opportunity to observe and apply and their own professional behaviors that what they are learning in the classroom to promote meaningful collaborative working occupational challenges in the setting in relationships. Prerequisite: OT 664; Co- which they are participating. The student requisite: OT 655. One graduate credit. will observe individuals who have challenges participating in everyday occupations OT 666 Reflection & Professional in a variety of practice settings over five Development VI semesters. In the fifth fieldwork experience This course offers an opportunity for of this series, emphasis is placed on students to review, self-assess, and reflect reflection and professional behaviors on knowledge and competence within expected as emerging professionals, occupational therapy practice through and meaningful collaborative working the completion and analysis of a formal relationships. Prerequisite: OT 654; Co- assessment measure. Students will construct requisite: OT 665. One-half graduate credit. a plan for remediation in any deficit areas

237 that are identified, review for and formulate OT 682 Level II Fieldwork in an *NBCOT exam study plan, and relate this Occupational Therapy II process to professional development and This is a supervised and mentored Level continued competence. Prerequisite: OT 665; II fieldwork experience in a setting that Co-requisite: None. One graduate credit. provides occupational therapy services. Students synthesize prior learning in a setting OT 671 Research Mentorship in where they complete occupational profiles, Occupational Therapy I evaluate clients, formulate and implement This is the first course in a research occupational therapy intervention plans, series that provides the foundation for the and plan for discharge. Students also gain emerging occupational therapy practitioner experience with administrative responsibilities to develop the knowledge and skills to associated with documentation, billing, and be a competent practice scholar through the day today operation of an occupational the development of a scholarly research therapy service. Prerequisite: Permission of proposal. Prerequisite: None; Co-requisite: the OT Fieldwork Coordinator; Co-requisite: OT 611. Three graduate credits. None. Four graduate credits.

OT 672 Research Mentorship in Peace And Justice Studies Occupational Therapy II See Interdisciplinary Programs This is the second course in a research series that provides the foundation for the emerging occupational therapy practitioner to develop Philosophy the knowledge and skills to be a competent Chair: Professor Bernie Canteñs practice scholar through the collection, Faculty: Associate Professor Carol Moeller; interpretation, and dissemination of data. Associate Professor Arash Naraghi; Visiting Prerequisite: OT 671; Co-requisite: None. Assistant Professor Leon Niemoczynski Two graduate credits. Adjunct Faculty: William Falla

OT 681 Level II Fieldwork in The Philosophy Department provides Occupational Therapy I students with the opportunity to explore This is a supervised and mentored Level questions of fundamental significance to II fieldwork experience in a setting that human life: What is justice? How should we provides occupational therapy services. live? What is truly valuable? Is there a God? Students synthesize prior learning in a setting What is reality? What can we really know? where they complete occupational profiles, And what meaning is there to life? Through evaluate clients, formulate and implement training students to think, discuss, and write occupational therapy intervention plans, cogently on such matters, the department and plan for discharge. Students also gain prepares them for graduate or professional experience with administrative responsibilities school in the humanities, social sciences, associated with documentation, billing, and seminary, and law school, as well as for the day to day operation of an occupational lifelong learning and reflection. therapy service. Prerequisite: Permission of the OT Fieldwork Coordinator; Co-requisite: The Major in Philosophy None. Four graduate credits. The major in philosophy consists of ten course units, of which four are required, three are restricted electives, and three are general electives from among all philosophy 238 courses. The required courses are The Interdepartmental Major Philosophy 110, 120, 220, and 222. The The six courses that constitute Set I of restricted electives are two of the following the interdepartmental major in philosophy four courses: Philosophy 241, 243, 245, include Philosophy 120, 210, and 222, and 247; and either Philosophy 351 or 353. and one course in the history of philosophy One of the three general electives may come (241, 243, 245, or 247). The remaining two from a related program, subject to approval courses in philosophy and the six courses of of the department chair. Set II are selected by the student with the approval of the advisor. The Minor in Philosophy The minor in philosophy consists of five Departmental Recommendations course units in philosophy, of which three are Students considering graduate restricted and two are electives. The restricted work in philosophy should meet the courses are one course from Philosophy language requirement with French, 110, 120, 220, and 222; one course from German, Greek, or Latin. Philosophy 241, 243, 245, and 247; and either Philosophy 351 or 353. Courses in Philosophy

The Minor in Ethics 110 Introduction to Logic: Critical Thinking (Cantens and Naraghi) A minor in ethics includes 5 course units, at An introduction of the basic concepts of logic, least 3 of which must be taken at Moravian informal fallacies and categorical logic. (M3) (or another LVAIC institution). Philosophy 222, 224, and 355 are required. In 120 Introduction to Philosophy addition, students must choose 2 course Tasks and the subject matters of philosophy, units from among the list below; 1 relevant including the major theories of reality, course from outside the department of knowledge, religion, morality and social philosophy or 1 special topics course may justice. Attention to several classic be included in the minor, with approval from philosophical texts as primary source the chair of philosophy: readings. (M3) Every Semester, Staff Philosophy 226.2 and 227.2 Ethics Bowl Philosophy 228 Sports Ethics 130 Hip Hop Music, Spoken Word, and Philosophy (Moeller) Philosophy 250 Environmental Philosophy We will investigate how some Hip Hop music Philosophy 251 Philosophy of Technology and Spoken Word works engage with classic Philosophy 255 Social and Political Western philosophical themes and questions, Philosophy including those of knowledge, metaphysics, ethics, love, and justice. How do some Philosophy 257 Bio-Ethics and Social Justice contribute to knowledge and some perpetuate Philosophy 259 Medical Ethics injustice, sexism, and violence? How does Philosophy 267 West African Philosophy: Rakim relate to Augustine’s arguments on Akan Ethics God, Gil Scot-Heron to Kant on punishment, Lil’ Kim to Sartre on “the objectifying gaze”? Philosophy 271 Race, Gender, Identity, and Students will be required to attend two Moral Knowledge spoken word workshops or performances, and to view and listen to material outside of class. A student with a major in philosophy may not minor in Ethics. 239 220 Advanced Logic: Sentential and Predicate 241 Ancient Philosophy (Niemoczynski) Logic (Cantens and Naraghi) A critical examination of the history of A study of advanced topics in logic, including Greek philosophy including the pre- propositional and predicate logic. Socratics, Thales, Anaxagoras, Parmenides, Heraclitus, Empedocles, Plato and 222 Ethics (Moller) Aristotle. (M3) Spring, Alternate Year. Formulating principles defining the good human being and to applying these to relevant 243 Medieval Philosophy (Cantens) problems of vocation and social and political A study of the original works of philosophers justice. (M3) Fall Cantens, Moeller. in the Middle Ages such as Augustine, John Scotus Eriugena, Anselm of Canterbury, 224 Applied Ethics (Naraghi) Avicenna, Bonaventure, Thomas Aquinas, A study of the application of ethical John Duns Scotus, and William of Ockham. theory to complex real and fictitious cases (M3) Fall, Alternate Year. concerning contemporary moral issues such as euthanasia, abortion, capital 245 Early Modern Philosophy (Cantens) punishment, animal rights, cloning, torture, A study of the development of important same sex marriage, etc. (U2) concepts of modern philosophy beginning with Beacon, Descartes and Locke, and 226.2 and 227.2 Ethics Bowl ending with Kant and Hegel. It examines (.2 Units) (Niemoczynski) and evaluates the modern period’s turn This course examines, within teams, ethical to study of knowledge and its increasing cases with the purpose of developing ethical preference for reason and science over positions supported by arguments, debated at religion. (M3) Fall, Alternate Year. the Intercollegiate Ethics Bowl Competition. Fall, Cantens Prerequisite: PHIL 222 or PHIL 247 Nineteenth and Twentieth Century 224 or permission of the instructor. Philosophy (Moeller) A study of trends in recent Philosophy 228 Sports Ethics (Cantens) inaugurated by Nietzsche, Marx and This course introduces students to ethical Kierkegaard on the one hand, and by concepts, theories, and methods through Mill, Russell and Ayer on the other. It which they can reflectively analyze and continues through the present times perform ethical decision making in the the manifestations of these trends in realm of sports and recreation, within an contemporary phenomenology and evolving cultural, political and technological contemporary analytic philosophy. In a given environment. A substantial part of the course semester the course will have an emphasis will be devoted to case studies and the on either Continental or British-American implementation of ethical theories to concrete traditions in current philosophy. (Writing cases. Writing-Intensive. Fall, Alternative Year, Intensive) (M3) Spring, Alternate Year. Cantens 249 American Pragmatism (Cantens) 230 Advance Topics in the Ethics of Abortion A study of classical American Philosophy (Cantens) with emphasis on the works of Charles S. This course analyzes the moral issue Peirce, William James, and John Dewey. of abortion and the most prominent Spring, Alternate Years, Prerequisites: contemporary philosophical arguments PHIL 120 Introduction to Philosophy or through primary philosophical texts. (U2) consent of instructor.

240 250 Environmental Ethics (Niemoczynski) engage productively, across such historical This course examines contemporary legacies as imperialism, colonialism, and neo- environmental ethical issues that arise in colonialism? Spring, Alternate Year. (U2) understanding humanity’s complex relationship with the natural world. The 257 Bio-Ethics and Social Justice (Moeller) course will explore environmental ethics from A study of what is health, and how it relates a wide range of philosophical and theological to social justice issues, such as: How do methods and perspectives. (U2) Fall, such factors as income, race, and gender Alternate Year, Niemoczynski. correlate with health? In health research and healthcare delivery how do lingering patterns 251 Philosophy of Psychology (Also Psychology of inequality get rewritten into the social 251) An examination of philosophical and fabric or transformed out of it? How can we empirical theories of mind. Main questions learn from the legacies of unethical medical will be: What is the mind? How does the experimentation and other ugly parts of mind relate to the brain and behavior? Can medical history? (U2) Spring, Alternate Year. the mind be studied scientifically? What is the nature of conscious experience? 259 Medical Ethics Different accounts of the nature of mind An examination of the basic theory of will be discussed such as behaviorism, bioethics as it is set in the broader field of materialism, and functionalism. In addition, moral philosophy. Contemporary ethical we will survey main approaches to the mind issues in biomedicine will be examined, found in contemporary cognitive science, a and the student will learn to think ethically multi-disciplinary field consisting of (among about them within the context of the current other things) artificial intelligence, cognitive ongoing debate. (U1) Spring, Naraghi, Falla. psychology, cognitive neuroscience, and philosophy. (U1) Fall, Alternate Year, Staff 261 Islamic Philosophy, Theology, and Mysticism (Also religion 261) (Naraghi) 252 Philosophy of Technology (Falla) An exploration of key notions and figures in An examination of how technology shapes our Islamic philosophy, theology,, and mysticism. understanding of ourselves and our world as Some issues imbedded in the enormous well as the moral dilemmas that it presents body of scholarship in Muslim intellectual for us.(U1) Spring Alternate Year. heritage are employed to examine current global issues such as the struggle for justice 253 Philosophy of Religion (Naraghi) and peace and the fight against violence and A philosophical examination of nature of absolutism. Special attention is given to the religion and beliefs concerned with the structure of Being, the notion of the truth, existence, nature, and knowledge of God, and the way to attain the truth in the three with alternative positions to theism. (U2) Fall, systems. (M5) Spring, Alternate Year. Alternate Year, Naraghi 263 Latin American Philosophy (Cantens) 255 Social and Political Philosophy (Moeller) An examination of different aspects An examination of central issues in social of philosophical thought related to political thought such as: What is justice? Latin American nations and culture, How can considerations of justice negotiate including the works of Bartolomé our great differences of culture, identity, de las Casas, Francisco de Vitoria, and circumstance? How are non-Western Simón de Bolívar , José Martí, José and Western approaches to philosophy to Vasconcelos, Francisco Romero,

241 José Carlos Mariátegui, and Risieri 275 Ethics for the Public’s Health (Cantens) Fondizi. (M5) Fall, Alternate Year. This is course examines ethical and social justice issues within the health care 265 Feminist Philosophy (Moeller) profession and throughout the public health An exploration of a diversity of feminist care industry, including health laws and writing. Students consider questions such policies that affect the development and as: How do the legacies of gender inequality delivery of health services in the US to the persist today? What would gender justice look public. (No additional prerequisite.)(U2) like? Is there such thing as gender-neutral point of view? And how do gender, race, class 279 Philosophy of Law (Naraghi) and sexuality relate? (U2) Fall, Alternate Year. Philosophy of law or jurisprudence is the application of the rational techniques of 267 West African Philosophy: Akan Ethics the discipline of a philosophy to the subject (Moeller) matter of law. In this course, on one hand, Through study of philosophical texts, students study the meaning of such concepts writings, proverbs, and other sources, we as law, legal obligation, legal punishment, shall explore West African values. The foci and so on. (What is known as “analytic will be both traditional and contemporary, jurisprudence.) Also they explore the relation primarily oriented toward the Akan people between law and morally, or more specifically, of what is now Ghana. Among the first they try to figure out whether legal institutions nations to achieve political independence in general, or particular legal systems, or legal in the de-colonization movements, Ghana practices are morally acceptable- and if not, has kept traditional values alive, not in how to make them so. (What is known as isolation from the rest of the world, but in “normative jurisprudence.) (U2) active engagement with it. What do the values of the Akan have to teach us? (M5) 292 Continental Philosophy Spring, Alternate Year. A thematic and developmental approach to contemporary philosophy with an emphasis 269 Judaism, Christianity and Islam in Medieval on introducing the student to the major Spain (Cantens) moments and themes in Continental An examination of Islamic, Jewish thought during the 19 th , 20 th , and 21 and Christian philosophical thought in st centuries (until present) – particularly Spain, ranging from the Middle Ages through an examination of the philosophies through the Renaissance. (M5) of phenomenology, existentialism, hermeneutics, structuralism and post- 271 Race, Gender, Identity, and Moral structuralism, deconstruction, and new Knowledge Philosophy (Moeller) materialism/new realism. Philosophers A study of the relationships among identities, discussed include Nietzsche, Kierkegaard, experiences and moral knowledge. Some of Camus, Husserl, Heidegger, Sartre, the issues discussed are the following: How Gadamer, Foucault, Derrida, Malabou, and do our unique experiences shape our moral Meillassoux, to name but a few. We will views? How are those experiences shaped trace how these philosophers formulate by such differences as race, culture, gender questions about reality, truth & and family background? Can we gain moral knowledge, and values. (M3) knowledge from the testimonies of others, and if so, how? Spring, Alternate Year. (U2) 313 Philosophy of Science (Naraghi) A study of what is science, how it works,

242 what distinguishes it from other disciplines, 370. Seminar and what is the nature and value of Selected topics in Philosophy. Non-majors scientific inquiry and scientific theories. require permission from instructor. Staff Spring, Alternate Years, Prerequisites: PHIL 120 Introduction to Philosophy or consent 381-384 Independent Study. of instructor. Naraghi. 386-388 Field Study. 323 Tibetan Buddhist Thought (Moeller) A study of Tibetan Buddhist philosophy, 400 - 401. Honors worldview and spiritual practices. The course examines Tibetan Buddhist Doing honors in philosophy is a wonderful way answers to questions traditionally asked to take control of your education and give your in Western philosophy, at times looking at own ideas the depth of attention they deserve. contrasts and parallels to Continental and Students majoring and minoring in philosophy British-American traditions in Western may choose to do an honors project in the philosophy. Spring, Alternate Years, department. (Please see the Honors web site Prerequisites: PHIL 120 Introduction to for details on eligibility and procedures. But Philosophy or consent of instructor. please note: Applications for Honors are due spring of the junior year!) Honors students 351 Epistemology (Naraghi) earn credit for two philosophy courses, and Philosophical inquiry into the nature of pursue a topic of their own choosing, working knowledge, kinds of experience belief independently with a faculty member from the and truth, justification and verification. department for their entire senior year. The Fall, Alternate Years, Prerequisites: two-semester research project culminates in PHIL 120 Introduction to Philosophy or the writing of an honors thesis. consent of instructor, Naraghi. 190-199, 290-299, 390-399. Special Topics. 353 Metaphysics (Cantens) A study of contemporary analytic metaphysics, Physical Education adopting a pre-Kantian or traditional The program in physical education metaphysical perspective. The course is designed to provide contemporary approaches metaphysics as the study of first information about the beneficial effects causes and of being qua being, or as the of a positive, healthy lifestyle, as well as most general discipline of all that studies the how to implement and live such a lifestyle. nature and structure of reality. Fall, Alternate Students receive credit towards graduation Years, Prerequisites: PHIL 120 Introduction for physical education courses (exception: to Philosophy or consent of instructor. PHED 236). In addition, there will be fitness classes offered throughout the semester. 355 Meta-Ethics (Cantens, Naraghi) Students are encouraged to participate in A study of the fundamental concepts fitness classes to meet their personal health, of morality from metaphysical, wellness, and fitness needs. Contact the epistemological, semantic, and athletic department for further information. psychological perspectives. Spring, Alternative Year- Prerequisite: PHIL 222 or Courses in Physical Education PHIL 224 or permission of the instructor. 107.2. Concepts of Fitness and Wellness. Provides cognitive and behavioral skills needed for a healthy lifestyle, based on 243 personal needs, to promote lifetime health, A booklet prepared by the Society of Physics fitness, and wellness. Veterans who have Students (SPS) describes the department successfully completed Basic Training in and its facilities and is available from the any branch of the service receive credit for department chair upon request. Physical Education 107.2 The department offers introductory courses in 236. Health and Safety. For prospective geology, astronomy, and meteorology. A major teachers. Aspects of health and safety in the in geology is offered through cross-registration classroom. Topics: safety, child abuse, HIV/ in cooperation with Lehigh University. AIDS, substance abuse, suicide prevention. Because the study of geology is an effort to For junior and senior education students. understand natural phenomena on and within 190-199, 290-299, 390-399. the earth, a student of geology must have a Special Topics. broad understanding of the basic sciences and mathematics, as well as professional 381-384. Independent Study. courses in the geological sciences.

386-388. Internship. Learning in Common Requirements for Physics Majors Physics And Earth Science Physics majors must select Mathematics Chair: Associate Professor Krieble 170 to fulfill their Quantitative Reasoning Associate Professor: Roeder; Assistant (F2) requirement and Physics 111 for their Professor: Malenda; Adjunct Faculty: Becker, Laboratory Science (F4) requirement. In Edinger, Jackson addition, they need complete only seven of the eight Multidisciplinary and Upper- The Physics and Earth Science Department Division requirements. provides an opportunity to investigate and study those areas of physics essential for The Major in Physics graduate work in physics or for a physics- The Physics and Earth Science Department related career in industry, government, offers two degree options for students or secondary education. In the physics wishing to pursue the physics major: The curriculum, the emphasis is on theoretical bachelor of arts (B.A.) and the bachelor of developments and problem-solving at science (B.S.). The requirements for each the appropriate level of mathematical degree option are listed below. sophistication; and on experimental investigation that stresses physical principles The Bachelor of Arts with Major in Physics and that makes use of modern laboratory The bachelor of arts with a major in physics techniques and equipment. consists of 7 course units in physics (Physics 111, 112, 222, 331, 345, and Throughout the curriculum, extensive two additional 300-level courses) plus four use is made of the College’s computer course units in mathematics (Mathematics facilities for solution of physics problems 170 or 106-166, plus 171, 211, and 254). and analysis of experimental data. It is suggested that the student schedule Departmental facilities include research Physics 111-112 in the first year and equipment for independent study and begin mathematics at the calculus level by Honors work and a complete machine shop scheduling Mathematics 170 and 171 in to supplement experimental projects. the first year, if possible. In the sophomore

244 year, the courses normally taken are Physics The Major in Geology (cooperative) 222 and Mathematics 211 and 254. A major in geology consists of Mathematics 170 and 171, Computer Science 120, The Bachelor of Science with Major in Physics Chemistry 113-114, Physics 111-112, Earth The bachelor of science with major in Science 110, and seven additional geology physics consists of 10 course units in courses to be taken at Lehigh University, one physics (Physics 111, 112, 222, 331, summer at a geology field camp (to be taken 341, 345, 346, and three additional at an approved college or university field course units), plus five course units in camp), and two courses in further science mathematics (Mathematics 170 or 106- or mathematics selected with the approval 166, plus 171, 211, 254, and 324). If the of the major advisor. As with physics majors, student chooses Physics 343 as one of the geology majors take seven of the eight three elective physics courses, he or she Multidisciplinary and Upper-Division courses may omit Mathematics 324. It is strongly in the Learning in Common curriculum. recommended that the student schedule Physics 111-112 in the first year, and The Minor in Earth Science begin mathematics at the calculus level by The minor in earth science consists of scheduling Mathematics 170 and 171 in five course units: Earth Science 110, the first year. In the sophomore year, the 120, and 130, plus two courses that courses normally taken are Physics 221 and may be taken through independent 222 and Mathematics 211 and 254. study or cross-registration.

The Minor in Physics The Interdepartmental Major in Earth Science The minor in physics consists of five course Set I requirements include Earth Science units including either Physics 109-110 or 110 at Moravian and five earth science Physics 111-112 but not both. courses, selected with the approval of the Set I advisor, at Moravian or Lehigh University. The Interdepartmental Major in Physics Students who plan an interdepartmental The student interested in a career major should keep in mind that the earth requiring an interdisciplinary science sciences require a well-rounded background major is encouraged to design an in mathematics and the basic sciences. interdepartmental major in physics and is urged to consult the department chair. Departmental Recommendations A student planning a major or an The six courses that satisfy Set I of an interdepartmental major in physics should interdepartmental major in physics are discuss career plans with the department Physics 111-112 and any four upper-level chair, because such plans influence the courses in physics. These courses and the choice of the elective physics courses, the six of Set II are selected by the student modern language courses (French, German, with the approval of the department chair. or Russian is recommended), elective An interdepartmental major in physics and mathematics courses, and any other mathematics is strongly recommended for elective courses (e.g., astronomy, geology, any student wishing to prepare for a teaching chemistry, or biology). These considerations career in physics. are especially important for a student planning graduate work in physics or teaching at the secondary level. 245 Students seeking secondary school optics, and selected topics in modern physics. teacher certification in physics follow Co-requisites: Mathematics 170 and 171. either the requirements for the physics Three 50-minute lectures, one 50-minute major or those for the interdepartmental problem session, one 3-hour laboratory. (F4) major, with physics constituting Set I and Krieble, Malenda mathematics constituting Set II. Students also must take Chemistry 113. Those 217. Digital Electronics and Microprocessors. interested in combining physics and general (Also Computer Science 217) Laboratory- science certification should consult the oriented course in computer hardware requirements for such certification under for science, mathematics, and computer- science education. All students seeking science students. Topics include logic certification in secondary education should gates, Boolean algebra, combinational and consult the Education Department. sequential logic circuits, register-transfer logic, microprocessors, addressing modes, Courses in Physics programming concepts, microcomputer 109. Introductory Physics for the Life system configuration, and interfacing. Three Sciences. Aspects of physics important 50-minute periods, two 3-hour laboratories. in biological processes and health Staff sciences. Major topics in the first term include elementary mechanics, 221. Linear Electronics. A laboratory-oriented biomechanics, fluids, thermodynamics, course in electronics stressing applications and metabolism. Second-term topics of linear integrated circuits to laboratory include electromagnetism, bioelectricity, measurement in physics, chemistry, and membrane transport, waves, geometrical biology. Laboratory experiments and lecture- optics, and radiation. Physics 109 & discussions include circuit analysis, system Physics 110 must be taken in sequence. design using operational amplifiers, analog Four 50-minute or three 70-minute computer systems, transistors, power lectures, one 3-hour laboratory. (F4) supplies, oscillators, Butterworth response Krieble, Roeder filters, and phase-locked loops. Prerequisite: Physics 109-110 or 111-112 or permission 110. Introductory Physics for the Life Sciences. of instructor. Fall. Three 50-minute lectures, Aspects of physics important in biological two 3-hour laboratories. processes and health sciences. Major topics in Krieble the first term include elementary mechanics, biomechanics, fluids, thermodynamics, and 222. Modern Physics. Concepts leading metabolism. Second-term topics include to breakdown of classical physics and electromagnetism, bioelectricity, membrane emergence of quantum theory. Topics transport, waves, geometrical optics, and include atomic physics, relativity and radiation. Physics 109 & Physics 110 must four-vector space-time physics, solid- be taken in sequence. Prerequisite: PHYS state physics, nuclear physics, and 109. Four 50-minute or three 70-minute elementary particles. Independent lectures, one 3-hour laboratory. (F4) laboratory experiments (e.g., Compton Krieble, Roeder effect, electron spin resonance, electron diffraction, Mössbauer effect) complement 111-112. Introductory Physics. First term treats student’s interest and needs. Prerequisites: mechanics, heat, and wave phenomena. Physics 111-112 and Mathematics 171 Second term treats electricity, magnetism, or permission of instructor. Spring. Three 246 50-minute lectures, one 50-minute heats. Prerequisites: Physics 111-112 problem session, one 3-hour laboratory. and Mathematics 211 or permission of Writing-intensive. instructor. Alternate years. Three 50-minute Krieble lectures, one 3-hour laboratory. Krieble, Malenda 331-332. Mechanics. First term treats motion of a single particle with emphasis 341. Quantum Mechanics. Fourier transforms, on conservative forces and their properties, wave packets, Schrödinger’s equation, central force fields, and oscillatory motions. square-well and barrier potentials, the Second term treats motion of the system of harmonic oscillator, the hydrogen atom, particles, rigid body mechanics, accelerated atomic spectra, multi-electron atoms, reference systems, and mechanics (Lagrange algebraic methods, matrix mechanics, and Hamilton). Emphasis on computer perturbation theory. Prerequisites: Physics solutions of problems. Prerequisites: Physics 222 and Mathematics 254 or permission of 111-112 and Mathematics 211 or permission instructor. Alternate years. Three 50-minute of instructor. Alternate years. Four 50-minute lectures, one 50-minute problem session, lectures or three 70-minute lectures. one 3-hour laboratory. Roeder Krieble, Malenda

333. Physical Optics. Theoretical and 342. Nuclear Physics. Properties of nuclei, experimental study of the interaction of the deuteron, partial-wave analysis; alpha, electromagnetic radiation and matter. Topics beta, and gamma decay; nuclear models, include wave and photon representations fission, fusion, nuclear reactions, properties of of light, geometrical optics, polarization, elementary particles, classification schemes, interference, and diffraction phenomena. interactions. Prerequisites: Physics 341 and Selected topics in modern optics include Mathematics 254 or consent of instructor. gas and semiconductor lasers, electro- Alternate years. Three 50-minute lectures. optics, nonlinear optics, and fiber Staff optics. Standard laboratory experiments include interfero-metry and diffraction. 343. Introduction to Mathematical Physics. Application-based experiments include laser Mathematical techniques for solving ordinary construction, holography, photo-refractive and partial differential equations that arise nonlinear optics, dynamic diffractive optics, in theoretical physics. Topics include series and fiber optics. Prerequisites: Physics 111- solutions, special functions, operational 112 and Mathematics 211 or permission of methods, boundary-value problems, instructor. Alternate years. Three 50-minute orthogonal functions, product solutions, lectures, one 3-hour laboratory. and/or selected topics determined by needs Staff of students and interest of instructor. Prerequisite/Co-Requisite: At least one year 334. Thermal Physics. Unified treatment of of college physics and Mathematics 254. thermodynamics and statistical mechanics. Spring. Three 50-minute lectures. Topics include laws of thermodynamics, Roeder state functions and variables, application to physical and chemical systems, kinetic 344. Solid-State Physics. Fundamental study theory, distribution functions, Fermi-Dirac of matter in the solid state, including periodic and Bose-Einstein statistics, black-body arrays of atoms, fundamental types of lattices, radiation, and Debye theory of specific position and orientation of planes in crystals,

247 simple crystal structures, reciprocal lattices, maps. Spring. Three 50-minute periods, Brillouin zones, crystals of inert gases, ionic one 3-hour laboratory. (F4) crystals, covalent crystals, hydrogen bonding, Jackson phonons and lattice vibrations, lattice heat capacities, diffusion, free-electron gas, energy 120. Meteorology. Physical processes and bands, and point defects. Prerequisites: properties of the atmosphere, elements of Mathematics 211 or equivalent. A course weather analysis and forecasting, effects in modern atomic physics is recommended. of atmosphere on people and activities. Alternate years. Three 50-minute lectures, Laboratory includes weather instruments and one 50-minute problem session. observation, weather-map construction and Roeder analysis, experiments, scale models, and computer application. Fall. Three 50-minute 345-346. Electric and Magnetic Fields. Field periods, one 3-hour laboratory. (F4) concepts, electromagnetic theory, and Jackson electromagnetic waves. First term treats electrostatics, steady fields and currents, 130. Astronomy. Methods and results and electromagnetism. Second term of astronomical exploration of the solar treats time-varying fields and currents, system, our stellar system, galaxies, and Maxwell’s equations, and electromagnetic universe. Laboratory includes telescope waves. Prerequisites: Physics 111-112 observation, optics, analysis of astronomical and Mathematics 211 or permission of photographs, and computer simulations. instructor. Alternate years. Three 50-minute Spring. Two 3-hour periods. (F4) lectures, one 3-hour laboratory. Becker Krieble 150. Forensic Science. An introduction to 370. Physics Seminar. Selected topics in the field of forensic science as applied to theoretical and/or experimental physics. criminal investigations and the law. This Choice of topics determined by needs course will employ a data-driven approach of students and interest of instructor. to solving simulated criminal cases using Alternate years. Lecture and/or laboratory a variety of scientific methods to examine hours depend on topics. physical evidence. Evidence-based lab Staff experiments include examinations of soil samples, hair fiber, blood patterns, 190-199, 290-299, 390-399. Special Topics. fingerprints, and ballistics and will be conducted to build a logical case in a 286, 381-384. Independent Study. criminal investigation. The laboratory will culminate in a final project employing a 288, 386-388. Internship. number of these methods. Limitations and abilities of experimental techniques will 400-401. Honors. also be examined throughout the course. No pre-requisites. Fall and Spring. (F4) Courses in Earth Science Staff 110. Introductory Geology. Earth processes and their effects on materials, structure, 210. Introductory Geographic Information and morphology of Earth’s crust. Laboratory Systems. Geographic information systems includes fieldwork, computer simulations, are a primary tool for analysis of spatial study of minerals, rocks, photographs, and data. ArcGIS desktop software is used to 248 edit, query, and analyze spatial databases 355; Political Science 210 and 235; and and display the results of analysis. Both Political Science 245, 247, 327 and 347. vector and raster data are considered. Emphasis on applications of GIS to the Two of the remaining three courses required lecture/laboratory sessions. Fall. for the major are to be electives at the 300 Edinger level, if not already included above.

291. Earth System Climatology. Study of the Courses in special topics and independent physical processes that control and modify the study may be substituted for courses at the global climate system. Discussions of climate advanced level, depending on the area in change during geologic time will occur in which the student will work and contingent conjunction with modern climate change. upon departmental approval. Internship Analysis and interpretation of climatic (386-388) will be counted as an elective in data and paleo- environments will also be the major but is contingent upon department considered through laboratory exercises. (F4) approval. Honors candidates take two courses, Political Science 400-401, which are counted 190-199, 290-299, 390-399. Special Topics. within the 10-course requirement.

286, 381-384. Independent Study. Writing-Intensive Courses Students will be required to take one of the 288, 386-388. Internship. following to meet the College requirement for writing-intensive courses: Political Science 400-401. Honors. 225, 330, 347 or 355.

Political Science The Minor in Political Science Chair: Professor Haddad The minor in political science consists of Professors: Reynolds; Assistant Professors: five course units: two selected from among Kato; Faculty Associate: Lalande (French); Political Science 110, 115, 120, and 125, Adjunct Faculty: Farbod and three additional courses selected with the approval of the advisor. The program in political science is designed to provide opportunities to understand The Interdepartmental Major politics as art, science, and philosophy, so Set I of the interdepartmental major that students may prepare for graduate and consists of six course units: any two of professional schools such as law school, for Political Science 110, 115, 120, and professions in government service, and for 125, and four others, two of which may individual citizenship in a democratic society. be independent study.

The Major in Political Science Departmental Recommendations The major in political science consists Students interested in graduate and of 10 course units. Four are required: professional studies are encouraged to take Political Science 110, 115, 120, and 125. courses in other areas of the social sciences Students also must select one advanced and in statistics. Prospective graduate course at the 200 level or above, from students are advised to reach at least reading three of the following groups: Political proficiency in those languages that may be Science 220, 225, 237, 240, 330, and required for their studies. 340; Political Science 215, 250 and 249 Courses in Political Science 125. Introduction to Comparative Politics. 110. The American Political System. Operation A thematic approach to the study of of American political processes and politics in Latin America, Asia, and Africa. governmental institutions. Political culture It exposes students to the diversity of of American democracy, political philosophy the modern world, teaches methods for of the Constitution, relationship between studying other countries comparatively, organization of the economy and political and emphasizes critical analysis. Topic power, linkages between mass public and selection varies by semester. (M5) governing elites, and operation of institutions Staff of national government. (M4) Reynolds 127. East Asia and the Future. This course provides an introduction to national 115. International Politics: How the World security, regional security, and politics Works. This course is meant to acquaint in the East Asian region. The course will students with the analytical approaches, focus primarily on the major and middle concepts, processes, issues, and actors in Northeast Asian powers (China, Japan, world politics. The class is anchored in class Russia, the Koreas, Taiwan, and the discussion and exchange of ideas. We will United States); however, there also will study the continuum of theoretical traditions be substantive reference to South Asia, and analytical approaches used in the study Southeast Asia, and Europe. It will consider of international relations/world politics/ a series of selected issues, including international politics, including realism, historical background; political economy; liberalism, constructivism, and feminism. We national and regional security; human will explore the roles of key actors in global rights; culture; and transnational linkages politics including governments, international such as drugs, disease, oil, and war. (M5) institutions, and a variety of non-state actors. Staff Additionally, we will examine key global issues such as global security, war and peace, 130. The First Amendment. Issues of freedom human rights, global economics and trade, of speech and expression. Supreme Court poverty and development, and environmental interpretations of the First Amendment, issues. The course will draw on historical including major cases that have defined and contemporary cases to help students parameters of free speech in America. draw connections between theories and world Philosophical debate about value of free events and to be equipped with how to best expression in a democratic society. Topics explain and understand the world. (M4) include subversive speech and political dissent, protest speech, prior restraint, 120. Introduction to Political Thinking. How obscenity, libel, symbolic speech, hate can we ask better political questions and speech, and provocation. May Term. provide better political answers? This Reynolds course introduces students to the habits of mind of famous thinkers across the 210. U.S. Workers in the New Globalized centuries: Plato, Machiavelli, Shakespeare, Economy. What does “working for a living” de Tocqueville, Students for a Democratic mean today? What are prospects for good Society, and Hannah Arendt. Topics include jobs in a world dominated by labor-displacing personal choice, democratic citizenship, technology? Who should control the shape justice, and totalitarianism. (M3) and purpose of technology? Do some people Haddad deserve better working conditions and more 250 fulfilling jobs than others? How have workers 225. Congress and the Presidency. organized to protect themselves? Should Organization and operation of legislative corporations have “rights”? What conditions and executive branches; interaction prompt or retard class awareness and between them. Attention to the rise of the organization among workers, including bonds administrative state and struggle for control across national borders? Do global market of public policy. Fall, alternate years. Two forces produce the best outcomes for workers? 70-minute periods. Writing-intensive. Course addresses these and related questions. Reynolds Spring. Two 70-minute periods. (M4) Olson 235. Contemporary European Politics. Efforts to set up, organize, and implement the European 215. Modern Political Theory. Why should we Union, from the end of World War II to the obey the law? What makes state violence present. Review of political, economic, and legitimate? Close textual investigations social factors that have influenced these of the works of great modern political efforts. Topics include national interests of theorists such as Hobbes, Locke, Rousseau, the larger countries (Germany, France, and Wollstonecraft, Marx, and Mill, with an Great Britain); role of smaller countries; emphasis on the social contract and its reunification of Germany; relations with the limits as a form of political foundation. United States and Japan; recent enlargement Spring. Two 70-minute periods. of the EU to include central and eastern Haddad European countries. Special attention given to the creation, implementation, and meaning of 220. American Constitutional Law. (Also the euro, the EU’s common currency. Spring. Sociology 220) Role of the Supreme Court Two 70-minute periods. (M4) and its relationship to the legislative and Lalande executive branches of American political system. Attention to judicial decisions of 237. Public Administration and Public constitutional and historic significance Policy. Principles and practice of public in development of American government. administration in the U.S. Organization Recommended: Political Science 110 or and operation of executive branch and its Sociology 216. Fall, alternate years. Two role in formulation and implementation of 70-minute periods. public policy. Topics include organization Reynolds theory, bureaucratic discretion, power and accountability, administrative process, 221. Civil Liberties and the U.S. Constitution. budgeting, theories of decision-making, (Also Sociology 221) Civil liberties of regulatory policy. Spring, alternate years. (M4) Americans as delineated in the Bill of Reynolds Rights. Issues of freedom of religion, speech, press, assembly, right to counsel, searches 240. Environmental Policy. Contemporary and seizures, self-incrimination, cruel and American politics and policy on unusual punishment, and fair trial. Judicial environmental issues. Current controversies policy-making and problem of individual in legislative and regulatory areas. freedoms in conflict with federal and local Examination of environmental issues and police powers. Alternate years. the political process. Makoul Staff

251 245. Topics in the Politics of the Third World. methods to understand and analyze other Most recent focus has been on the Middle countries. Topics change by semester and East: Israeli-Palestinian conflict, oil politics, will include: women in the developing world, Islam, U.S. policy in the region, with the politics of human rights, contentious attention to Egypt, Iran, Jordan, Lebanon, politics, comparative revolutions, Syria, and Saudi Arabia. Spring. Two democratization and authoritarianism, states 70-minute periods. (M5) and social movements, comparative political Farbod, Olson transitions. (M5) Staff 247. Introduction to Chinese Politics. An introduction to contemporary Chinese politics. 330. Topics in American Politics: Politics and Using scholarly articles, literature, journalistic Popular Culture. How popular culture shapes accounts, and films, the course presents an outcomes of American political process; how overview of China in world history and then cultural processes structure comprehension moves on to issues, groups, and individuals and evaluation of politics; relationship that animate current Chinese politics, between culture and political power; how including economic and political reforms, political beliefs and values are manifest in the social and cultural problems, quality of life popular culture. Discussion of consumerism, dilemmas, the new generation of leaders, violence, race and ethnicity, gender conflicts, foreign policy, and China’s future. (M5) and religion, as treated in television, movies, Staff music, and the Internet. Spring, alternate years. Writing-intensive. (M4) 250. Contemporary Political Theory. Topics Reynolds have included democracy, totalitarianism, existential political thought, Marxism, 340. Energy Policy. Explores how contemporary nationalism. Fall. Two 70-minute periods. society uses energy and how its use is shaped Staff by politics and public policy, especially how energy consumption and choices of 260. Critical Gender Studies. (Also Women’s energy technologies shape patterns of Studies 260) This advanced-level political human settlement, structure of social life, theory course introduces students to distribution of income, and allocation of scholarly texts, activist writings, and political power. Examines implications historical documents pertinent to feminist of energy choices for the viability of the theory and masculinity studies. Selected environment, levels of personal freedom, and readings also address multiculturalism, possibilities of democratic government. (U1) race, class, sexuality, religion, and ethnicity. Reynolds Theories studied will vary by semester. This class exposes students to diverse 347. Topics in Chinese Politics. Using scholarly approaches to the politics of sex and gender. articles, literature, journalistic accounts, Prerequisite: Political Science 120 or and films, the course addresses a variety of permission of the instructor. topics that change by the term, including Haddad leadership, regime change, foreign policy, domestic politics, contentious politics, social 327. Topics in Comparative Politics. This movements and the state, women in politics, seminar covers the politics of Latin political economy, political and economic America, Asia, and Africa through reading development, and the effects of globalization and research. Provides the means and the within China. Writing-intensive. (M5)

252 Staff (Physics 109-110 or Physics 111-112) • Biology, 2 semesters with laboratory (in 355. Utopias, Dystopias, and Manifestos: The general, Biology 112 and either Biology Imagination of Political Alternatives. This 119 or Biology 210) course introduces students to visionary political writing, including Thomas More’s • Calculus, 1 semester (either Mathematics Utopia, Theodore Herzl’s The Jewish 170 or Mathematics 106-166) State, Karl Marx and Friedrich Engel’s The • English, 2 semesters (Writing 100 Communist Manifesto, and Octavia Butler’s or Learning in Common 101 and The Parable of the Sower. We will think one literature course chosen from about political theorists as writers and also English 101-105) engage in original writing. The work of this course culminates in the creation of original Among the additional courses, biochemistry student political visions. Prerequisites: is strongly recommended. In general, Sophomore standing or higher, and Political some additional biology courses, statistics, Science 120 or permission of instructor. introductory courses in sociology and/ (U2) Writing-intensive. or psychology, and medical ethics are Haddad recommended, regardless of major. Individual schools may have specific requirements. 190-199, 290-299, 390-399. Special Topics. Advising 286, 381-384. Independent Study. Moravian College maintains a Health Professions Office which offers advising 288, 386-388. Internship. and resources. Premedical students are encouraged to register with the Health 400-401. Honors. Professions office and to begin meeting with the health professions advisor during Pre-Medical Program their first year at Moravian College. This Curriculum will help ensure that all necessary courses are taken and properly sequenced and that Students preparing to apply to medical students receive up-to-date information and/or osteopathic medical schools may on preparing for medical school, including select any major, including a non-science opportunities to gain clinical and research major. Pre-medical students are expected experience as well as advice on how to to complete a core curriculum (courses build a strong application. required by nearly all medical/osteopathic medical schools) and are encouraged to The Health Professions Advisory Committee complete additional courses that are either recommended or required by most schools. The Health Professions Advisory Committee (HPAC) is responsible for providing the The core curriculum consists of institutional letter of recommendation for students applying to medical school. The • General (or inorganic) chemistry, HPAC interviews students who request an 2 semesters with laboratory institutional recommendation letter; reviews (Chemistry 113-114) each student’s application credentials, • Organic chemistry, 2 semesters with determines the recommendation level, and laboratory (Chemistry 211-212) identifies specific issues to be included in • Physics, 2 semesters with laboratory letter. Pre-medical students who wish an 253 HPAC letter must be registered with the medical school at the main Health Professions Office. Medical School campus in Philadelphia, then return to the Lehigh Valley where they will Pre-Health Professions Club take their second-year classes and third- and The Pre-Health Professions Club is fourth-year clerkships at the new Temple- an engaging and motivating campus St. Luke’s Medical School. Prospective organization which encourages students EAP candidates must, by the end of the preparing for any of the health professions junior year, have completed the minimum to join. The Pre-Health Club typically meets science pre-requisites and have at least a every other week and participates in a variety 3.5 GPA (overall and science). They must of activities throughout the year. Meetings also have earned a competitive score on the may host health care practitioners as guest MCAT by May of their junior year.Interested speakers or focus on issues of broad interest, students should see the health professions such as preparing for the MCAT and similar advisor,Erin Durkin, for details. exams. Club members may visit health professions schools and exhibits, as well as Psychology participate in community service projects. Chair: Professor Dunn Meetings are primarily student organized Professors: Dunn, Schmidt, Toedter, Zaremba; and led, with guidance from the health Associate Professor: Brill, Johnson; Faculty professions advisor, Erin Durkin. Associates: Scholtz (nursing); Adjunct Faculty: Helm, Holtzman-Vasques, R. Smith St. Luke’s Pre-Med Observer Program Moravian College pre-med students have an The program presents psychology as an opportunity to be involved in this internship established body of knowledge that focuses on experience directed by St. Luke’s Hospital. human and animal behavior, as a discipline Students must be of junior or senior year that generates information and discovery by standing with an overall GPA of at least using methods of inquiry employed by the 3.2 to participate in the program. Students natural and social sciences, and as a field of shadow physicians in obstetrics/gynecology, professional activity that is variously applied internal medicine, and surgery. They learn to promote human welfare. how the various departments contribute to the overall hospital system. Students develop The curriculum includes a wide range of essential skills of professionalism as well as courses intended to contribute to the program an appreciation for the demands of pursuing of liberal study for students, whatever a career in the medical field. All interested their fields of concentration, and offers a students should speak with Virginia O’Connell broad base of prerequisite knowledge at in the Department of Sociology to apply for the introductory and intermediate levels for these competitive field study opportunities. those who declare psychology as a major. Beyond this, students may further define Temple-St. Luke’s Early Assurance Program their educational and career objectives by completing courses at the advanced level. Qualified Moravian College pre-medical students who wish to attend medical school Many courses offer a laboratory or in the Lehigh Valley have an outstanding experiential component, including field and opportunity through the Temple-St. Luke’s observational studies, surveys, simulation Early Assurance program. Students admitted and role-playing, and laboratory studies. to this program will spend the first year of There are opportunities to participate in 254 field-study programs, independent study Psychology 211 Experimental projects, and, for the highly qualified Methods and Data student, the Honors program. Analysis I (grade of C or better required Students are encouraged to present their to advance to research at one of three major annual Psychology 212 and conferences: the Lehigh Valley Undergraduate declare the major in Psychology Conference, the Psi Chi psychology) Undergraduate Research Symposium (held in conjunction with the meeting of the Eastern Psychology 212 Experimental Psychological Association), or the Moravian Methods and Data College Student Scholarship and Creative Analysis II Endeavors Day. In addition to an active

Psychology Club, the department sponsors Students must choose one course from each a chapter of Psi Chi, the national honorary of the following required clusters: society in psychology, a student chapter of the Cluster A: Experimental-cognitive cluster (1 Society for Human Resource Management, course) and a chapter of Active Minds. Psychology 315 Cognitive Psychology The Major in Psychology Psychology 320 Mind and Brain The psychology major consists of nine Psychology 335 Conditioning, psychology courses, including an introductory Learning, and course, a one-year statistics and research Behavior methods sequence, four core courses, one seminar, and one elective. These courses Cluster B: Clinical-counseling cluster (1 will provide students with a solid, core-based course) introduction to the discipline of psychology Psychology 362 Abnormal Psych with some opportunities for choice. Students Psychology 363 Psychological Testing will be given enough breadth of the discipline to prepare them for graduate study Cluster C: Social-personality cluster (1 course) or employment. Psychology 340 Social Psychology Students are required to satisfy the following Psychology 361 Personality requirements for the major in psychology: Psychology

All students must complete the following Cluster D: Developmental cluster (1 course) three courses: Psychology 370 Infancy and Psychology 120 Introduction to Childhood Psychology Psychology 371 Adolescence, Adulthood, and Aging

Students must choose one of the following seminar courses: Psychology 375 Seminar in Social/ Personality Psychology

255 Psychology 376 Seminar in and one 200-level course. Experimental/ Cognitive Psychology The Minor in Psychology Psychology 377 Seminar in The minor in psychology consists of six course Developmental units: PSYC 120, PSYC 211, PSYC 212 and Psychology three additional courses that must include at Psychology 378 Seminar in Industrial/ least two 300-level courses. Organizational Psychology Introductory Courses in Psychology 105. Psychology of Human Adjustment. Students must choose one elective course. Introduction to basic theoretical principles This may be any psychology course that of psychological coping and adjustment. is above the 212 level, and chosen in Students will learn greater insight and consultation with the academic advisor. efficacy in dealing with social and behavioral These include any of the courses listed in forces they encounter and will acquire an the clusters and seminars above. In addition, appreciation for the importance of psychology electives may be chosen from: and its reliance on other disciplines to Psychology 218 Industrial/ understand and improve complex social and Organizational behavioral phenomena. (M4) Psychology Staff Psychology 230 History, Theories, 120. Introduction to Psychology. Overview of and Systems research drawn from biological, perceptual, Psychology 250 Animal Behavior cognitive, developmental, clinical, social, and Psychology 251 Philosophy of personality traditions in the discipline. Psychology Staff Psychology 260 Sports Psychology Psychology 345 Psychology of Women Intermediate Courses in Psychology Psychology 372 Developmental 205. Spaces for Living: Design in Mind. Implications of (Also Interdisciplinary 205) We live amidst Medical Technologies architecture—buildings, houses, interiors, and landscapes—but we rarely take the time Psychology 373 Contemporary Work- to think about the spaces where we live. Life Challenges Why have our homes, communities, cities, Psychology 381 Independent Study and public spaces evolved as they have? Are Psychology 386 Internship some spaces more pleasing to the eye and Psychology 400-401 Honors* the mind than others? How do our physical spaces affect our mental life? To explore *Students enrolled in Psychology 400 are these questions, we will read about domestic exempted from the seminar requirement. life (the idea of “home”), architecture, and design. Does not count towards the The Interdepartmental Major psychology major. May Term. (M6) Dunn The six courses of Set I include the required courses Psychology 120 and 211-212. For 207. Lifespan Development. Individual the three remaining courses, students may development as a lifelong process. take three 300-level courses or two 300-level 256 Representative theories, research, organizational psychology. Students will learn and controversies on conception and about the application of psychology to the birth, infancy, childhood, adolescence, world of work as achieved through the use adulthood, old age, death and dying. of science and practitioner collaboration as Insight into social, emotional, cognitive, the main tools of this discipline. Students and physical aspects of aging along the will study the factors that contribute to an various stages of development. May not optimal fit between the worker, the job and be taken for credit by students who have the organization with the goals of improved completed Psychology 370 or 371. Does worker performance and well-being. Students not count towards the psychology major. will critically examine the psychological Staff implications that come with the challenge of meeting these commonly competing goals in 211. Experimental Methods and Data Analysis I. our current society. Scientific method as the means through which Brill knowledge advances in the field of psychology. Developing and researching hypotheses, 222. Emerging Language and Literacy, Pre-K to collecting data, testing hypotheses using 4th Grade. (Also Education 222) The course appropriate statistical techniques, interpreting begins with a brief overview of the recent and reporting statistical results. Research key national policies and initiatives that methodology, descriptive statistics, and have impacted the teaching of literacy from inferential statistics, as well as use of the birth to kindergarten. Students will learn key computer software Statistical Package aspects of language and literacy that will for the Social Sciences (SPSS) to analyze promote early reading success in preschool psychological data. Students will be and childcare settings. They will be able responsible for researching a topic and to apply their learning into practice with a creating a research proposal. Prerequisite: field experience. Students will expand their Psychology 120. Fall. Writing-intensive. knowledge of the initial reading instruction Staff practices that develop real readers. Students will also learn ways of preventing 212. Experimental Methods and Data reading difficulties through developmental Analysis II. Statistical techniques that build interventions. Assessment methods always on concepts introduced in Psychology inform programs so students know if a child 211. Mastering inferential statistics and is making process in reading-related skills nonparametric statistical procedures. and early reading. Students will also learn Students will carry out the research study how to work with parents and policy makers outlined in their proposals from Psychology who always influence early learning programs 211 and complete an APA-style research and who make decisions regarding early paper. This course must be taken in the reading instruction. 40-hour field experience. semester immediately following Psychology May be registered as a psychology course 211 and with the same instructor. only by students majoring in psychology and Prerequisite: Psychology 211 with a grade also obtaining teaching certification in early of C or better. Spring. childhood education. Co-requisite: Education Staff 210. Prerequisite: Education 100.2 and 160; GPA of 2.70. Clearances and other documents 218. Industrial/Organizational Psychology. This for fieldwork required. Fall course will explore the history, advances and Unger contemporary trends in the field of industrial/

257 230. History, Theories, and Systems. understanding of science, theory, and practice Historical origins of contemporary as collaborative tools for the domains of sport psychology, including structuralism, and exercise. No prerequisites. associationism, functionalism, Brill. behaviorism, Gestalt, and psychoanalysis, as well as recent developments in the Advanced Courses in Psychology field. Prerequisite: Psychology 120 or 315. Cognitive Psychology. Major permission of instructor. issues, research findings, and theories Brill, Dunn of human mental processes. Topics include perception, attention, memory, 250. Animal Behavior. (Also Biology 250) human information- processing, mental Neurological, ecological, and genetic basis imagery, language, creativity, thinking, of behavior, with emphasis on evolutionary problem-solving, and decision-making. mechanisms that govern acquisition of Prerequisite: Psychology 211. behavioral patterns. Prerequisite: Biology Johnson 100 or 112 or Psychology 105 or 120. Fall, alternate years. Two 70-minute periods, one 320. Mind and Brain. This course investigates 3-hour laboratory. how the brain serves as the basis for our thought processes and behavior. Topics 251. Philosophy of Psychology. (Also may include attention, perception, learning Philosophy 251) An examination of and memory, language, emotion, social philosophical and empirical theories of interactions, and consciousness. We start the mind. Main questions will be: What with an overview of the structure of the is the mind? How does the mind relate to brain. Emphasis is placed on brain-behavior the brain and behavior? Can the mind be relationships, especially in relation to studied scientifically? What is the nature of cognitive processes. Students will learn about conscious experience? Different accounts of techniques used to understand the general the nature of mind will be discussed such as relationships between the brain, thought, and behaviorism, materialism, and functionalism. behavior. Prerequisite: Psychology 211. In addition, we will survey main approaches Johnson to the mind found in contemporary cognitive science, a multi-disciplinary field consisting 335. Conditioning, Learning, and Behavior. of (among other things) artificial intelligence, Procedures, phenomena, and processes of cognitive psychology, cognitive neuroscience conditioning and learning in animals and and philosophy. (U1) humans. Major issues, research findings, and Staff contemporary theories of conditioning and learning. Behavioral approach to the study of 260. Sports Psychology. This course will learning. Topics include classical (Pavlovian) examine the dynamics of human behavior, and instrumental (operant) conditioning and internal processes, and group dynamics in the their interaction; reinforcement; stimulus context of athletic competition, recreation, generalization, discrimination, and control; and pursuit of one’s personal physical biological constraints on learning; and well-being goals. Various psychological cognitive components of conditioning and applications and interventions to increase learning. Laboratory work. Prerequisite: coaching effectiveness and the realization of Psychology 211. individual athletic potential and well-being Zaremba will be explored. Students will gain a greater

258 340. Social Psychology. A survey of the Toedter major theoretical and empirical research in social psychology, including person 363. Psychological Testing. Opportunity perception and social cognition, attitudes to develop the skills for assessing quality and persuasion, prejudice and stereotyping, of commonly used measures of human interpersonal attraction, and helping behavior. Basic material on norms, behavior. Some theoretical applications reliability, and validity leads to evaluation, will be discussed, as will methodological administration, and interpretation of tests approaches to social psychological currently in use in clinical, industrial, and questions and problems. Students will educational settings. Topics include ethics, complete research projects and writing testing and the law, and test construction. assignments. Prerequisite: Psychology 211. Prerequisite: Psychology 211. Dunn Toedter

345. Psychology of Women. (Also Women’s 370. Infancy and Childhood. Development Studies 345) Research on gender of the child from prenatal period through differences and female gender development pre-adolescence. Theories, research, and from various perspectives. Critical analysis current issues in cognitive, social-emotional, of assumptions about human nature and and physical development with emphasis science embedded in our approach to these on stability and change across these stages issues. Interdisciplinary approach, with of development. Topics include physical attention to biological, cognitive, behavioral, changes, attachment, emotions, parenting, and social factors that influence emergence morality, language, memory, education, peer of gender. Topics include gender-role relations, aggression, and gender identity. development, achievement and motivation, Developmental methodology and empirical health issues, sexuality, adjustment, evidence. Prerequisite: Psychology 211. victimization, and minority-group issues. Schmidt Prerequisite: Junior or senior standing. Zaremba 371. Adolescence, Adulthood, and Aging. Development of the person from adolescence 361. Personality. Major systematic through death. Understanding theories, interpretations of personality, including works research, and current issues in cognitive, of Adler, Allport, Erikson, Freud, Maslow, social-emotional, and physical development Rogers, and Skinner. We will consider what with emphasis on stability and change it means to be “normal,” as well as each over these stages of development. Topics theoretical perspective’s guides to living. include physical growth and decline, identity Theoretical and applied level of analysis development, peer relations, romantic included. Prerequisite: Psychology 211. relations, health and nutrition, leaving home, Dunn, Toedter marriage, parenthood, vocational choice, grandparenthood, retirement, illness, death. 362. Abnormal Psychology. Analysis of Developmental methodology and empirical disordered behavior: description, possible evidence. Prerequisite: Psychology 211. origins, prevention, treatment, and social Schmidt significance. Current research and new developments. Class lectures and discussions, 372. Developmental Implications of Medical case studies. Prerequisite: HLTP 190/189 (or Technologies. (Also Interdisciplinary Studies MATH 107) AND HLTP 230 or PSYC211. 372) Explores implications of recent

259 medical advances. Topics include: assisted psychology, focusing on how developmental reproductive technologies, genetic testing, theory and methodology can promote premature and low-birth-weight infants, health and welfare across the lifespan. performance-enhancing drugs, sex selection, Topics vary from year to year. Practical and euthanasia. Students will be provided approaches for developmental psychologists with an overview of the medical technologies in explaining, assessing, and intervening in question and will explore ways in which in current social challenges. Individual individuals, families, and society are socially, and societal implications of various issues emotionally, morally, legally, and economically from the perspective of developmental affected by these advances. Prerequisite: science. Ethical and cultural influences on junior or senior standing. (U1) developmental psychology. Prerequisite: Schmidt Psychology 211; junior or senior standing or permission of instructor. 373. Contemporary Work-Life Challenges. Staff (Also Interdisciplinary 373) An exploration of the emerging theories and controversial 378. Seminar in Industrial/Organizational issues regarding the relationship between Psychology. In-depth study of emerging work, family, and other life roles. Both the areas in industrial/organizational psychology. employee and employer perspective will be Issues will vary to reflect new developments discussed within an organizational context, and contemporary approaches. Prerequisite: and from various moral perspectives. Psychology 211; junior or senior standing or Students will also consider and react to permission of instructor. the psychological adjustment and decision- Brill making issues posed by the impact of work on one’s family and life roles, and vice versa. 190-199, 290-299, 390-399. Special Topics. Prerequisite: junior or senior standing. (U2) Brill 286, 381-384. Independent Study.

375. Seminar in Social/Personality 288, 386-388. Internship. Psychology. Contemporary issues in social psychology and/or personality psychology. 400-401. Honors. Issues will vary to reflect new disciplinary developments or instructor interests. Public Health Prerequisite: Psychology 211; junior or Advisor: James Teufel, Director of senior standing or permission of instructor. Public Health Staff Students majoring in public health can pursue 376. Seminar in Experimental/Cognitive a Bachelor of Arts in Public Health (BAPH) or a Psychology. New developments and Bachelor of Science in Public Health (BSPH). contemporary issues in experimental and cognitive psychology. Prerequisite: In both the BAPH and BSPH tracks will Psychology 211; junior or senior standing or students will gain skills in 9 core courses permission of instructor. that cover the key elements of the discipline. Staff Additionally, all students majoring in public health will complete a minimum of 1 unit of 377. Seminar in Developmental Psychology. experiential coursework as well as 1 additional Contemporary issues in developmental course unit elective in the area of Health. 260 The BA and BS degrees are distinguished Experiential/Service Experiential/Service by the multidisciplinary electives chosen Courses (1 unit): Courses (1 unit): by students. Students majoring in the Public Health majors Public Health majors BS in Public Health (BSPH) select 5 will complete 1 unit will complete 1 unit units from specified courses in Biology, from the following from the following Chemistry, Earth Science, Environmental options. options. Science, Mathematics, and/or Physics. HLTP 185 Service in HLTP 185 Service in Students majoring in the BA in Public Public Health Public Health Health (BAPH) focus on 5 specified course units in Accounting, Economics, History, HLTP 386/387 HLTP 386/387 Management, Philosophy, Political Science, Internship in Public Internship in Public Psychology, Sociology, and/or Spanish. Health Health Bachelor of Science Bachelor of Arts Health Elective Health Elective in Public Health (BS) Public Health (BA) (1 unit): Public (1 unit): Public Health majors will Health majors will Public Health Core Public Health Core complete a HLTP complete a HLTP Courses (9 units) Courses (9 units) elective beyond the elective beyond the HLTP 110 HLTP 110 units applying to the units applying to the Introduction to Introduction to Core or Experiential/ Core or Experiential/ Public Health (M4)* Public Health (M4)* Service unit Service unit HLTP 218 Writing HLTP 218 Writing requirements. requirements. About Health (writing About Health (writing HLTP course elective HLTP course elective intensive) or an intensive) or an 200 level or above 200 level or above equivalent HLTP equivalent HLTP (examples: HLTP (examples: HLTP writing intensive writing intensive 231 Nutrition, HLTP 231 Nutrition, HLTP course course 310 Health Research 310 Health Research HLTP 230 HLTP 230 Methods, HLTP 311 Methods, HLTP 311 Epidemiology Epidemiology Professionalism in Professionalism in HLTP 240 Essentials HLTP 240 Essentials Public Health, and Public Health, and of Health Behaviors of Health Behaviors HLTP 340 Health HLTP 340 Health HLTP 189 HLTP 189 Program Planning Program Planning Biostatistics (F2)* Biostatistics (F2)* and Evaluation) and Evaluation) HLTP 289 Social HLTP 289 Social Determinants of Determinants of Health Health HLTP 315 Health HLTP 315 Health Policy Policy HLTP 321 Global HLTP 321 Global Health (M5)* Health (M5)* or HLTH 322 or HLTH 322 Populations at High Populations at High Risk for Health Risk for Health Problems (M5) Problems (M5) HLTP 330 HLTP 330 Environmental Environmental Health Health 261 Interdisciplinary Interdisciplinary Elec- Research Methods) or Biostatistics and Elective (5 units) tive (5 units) Epidemiology need to be completed prior to course enrollment. BSPH students will BAPH students will complete five units complete five units from the following: from the following: Public Health Minor Requirements Required Public Health Courses of All Public BIOL 103, 104 (or ACCT 157 Health Minors (2 units) 310, 350), 112, • HLTP 110 Introduction to 205, 206, 209, Public Health (M4*) 210, 235, 263, ECON 152, 211 310, 327, 328, (37X • HLTP 230 Epidemiology approved by director) HIST 220, 260, or Elective Public Health Courses for Public Health 270(or equivalent) CHEM 108, 113, Minors (choose 3 units) 114, 205, 211, • HLTP 218 Writing About Health 212, 314 (or MGMT 223, 227, 250, (writing intensive) 251, 253, 310, 311 equivalents) • HLTP 231 Nutrition • HLTP 240 Essentials of Health Behaviors EASC 210 PHIL 250, 255, 257, 259, 275, 279 • HLTP 189 Biostatistics (F2*) ENVR 112 • HLTP 289 Social Determinants of Health POSC 110, 115, 120, • HLTP 315 Health Policy MATH 171, 231, 237, 240 332 (or any MATH • HLTP 311 Professionalism in other MATH at Public Health the 200 or 300 PSYC 120, 207, 218, • HLTP 321 Global Health (M5*) or assuming no 340**, 362** HLTH 322 Populations at High Risk for restrictions) Health Problems (M5) SOCI 113, 115, 165 • HLTP 330 Environmental Health PHYS 109, 110, (also IDIS 165), 210, 111, 112 251, 256, 258, or 260 • HLTP 185 Service in Public Health HLTP 340 Health Program Planning Other BIOL, CHEM, and Evaluation SPAN 111, 120/125 EASC, ENVS, MATH, • Other HLTP classes as approved by the PHYS courses by public health program director approval of public Other ACCT (BUSN), health program ECON, HIST, MGMT Courses in Public Health director (BUSN), PHIL, POSC, PSYC, SOCI, or SPAN HLTP 110. Introduction to Public Health. This courses by approval of course will explore the multidimensional public health program aspects of public health in the United States director from a historically aspect, current practices TOTAL (16 units) TOTAL (16 units) and potential future needs. Public health professional practice is diverse due to *Learning in Common approved. multiple cultures, environments, and health care delivery systems in the 21st century **Note that HLTR/HLTP 310 (Health United States. Prerequisite: none.

262 HLTP 185. Service in Public Health. HLTP 230. Epidemiology. This course is Partnering with the Moravian College an introduction to the study of disease Center for Career and Civic Engagement, occurrence in human populations. Basic students will contribute to the health and epidemiological concepts, data sources, well-being of individuals and populations study designs, and analysis are discussed. by serving community-based organizations Emphasis is place on how epidemiology and initiatives. As an integral part of impacts the way we make personal service learning, students will reflection decisions about our own lives and the ways and present on their experiences and share in which governments and public health ideas for capacity building and service agencies make policy decisions that affect improvements. Prerequisite: Approval of how we live. Prerequisites: none. the public health program director. HLTP 231. Nutrition. (also IDIS 231) Food HLTP 189 Biostatistics. This course introduces is essential not only for our health and students to the key statistical concepts and wellbeing, but also for our basic survival. How methods used in public health and health we obtain, preserve, and prepare our food sciences. The curriculum focuses on the has changed drastically since the days when following biostatistical topics: measurement, our hunter-gatherer ancestors discovered descriptive and graphical analysis, hypothesis fire, domesticated the first livestock, and testing, confidence intervals, correlation, cultivated the earliest crops. Today, concerns analysis of variance, regression analysis, and about food safety, poor diets, and obesity writing and interpreting statistics. A major dominate the U.S. headlines, and we are component of the course includes learning bombarded with all sorts of conflicting dietary how to manage, analyze, interpret, and claims in the media or via the internet. This communicate quantitative health findings. course will focus on the science of nutrition: Another major component of the course the macro and micro nutrients we need and includes learning how to utilize SPSS, which why, the linkages between energy balance is one of the leading statistical software and body composition disordered eating, and packages for public health. This course food safety. Because there are so many false, prepares students to be a good consumer of conflicting, and newly-emerging (but as of yet, health research. Students will apply ethical unproven) claims about diet and our health, principles to data collection and recognize we will also use the scientific understanding the importance of limitations based on study gained to help identify credible sources of design. Prerequisite: none. information about nutrition, diet plans and dietary supplements, and food safety. HLTP 218. Writing about Health. (WI) (cross- listed as English 218) This workshop-based HLTP 240. Essentials of Health Behavior. In course introduces students to the practice of the search for why individuals make various writing about complex medical topics with health choices this course will explore many a focus on defining the purpose, identifying theories of the intricacies of human behavior the audience and developing the appropriate and change. The health of individuals affects tone for selected documents. Students will the health of their families, communities and read and discuss representative works and society. Recognizing the complexity of human will draft and revise a number of their own behavior and the related dynamics of cultural, health-related documents. Writing intensive. social and environmental factors, students Prerequisite: LINC 101 or Writing 100. will analyze and evaluate various health intervention and programs.

263 HLTP 289. Social Determinants of Health. public health institutions. Current issues Social and economic conditions are the best in health policy including individual rights, predictors of health outcomes. Students health economics, health insurance and will learn why a person’s zip code is a better reform, and healthcare quality are addressed. predictor of health than genetic code. Students will practice basic skills in health Students are introduced to emerging research policy analysis and communication for on the social determinants of health and are political success. Prerequisites: HLTP 110 challenged to experience social disadvantage. Instructor’s permission. Health’s relationship to life chances and choices is critically analyzed throughout the HLTP 321. Global Health. (also Nursing 321) course. Prerequisite: none. Global health explores the huge disparities of health from country to country. In the HLTP 310. Stats and Methods for Health 21st century the ease of travel has erased Professions. Scientific method as the means the confinement of communicable diseases through which knowledge advances in allied and bioterrorism to the borders of a country. health fields. Developing and researching The health advances of the 21th century hypotheses, collecting data, testing are costly and often pose ethical dilemmas hypotheses using appropriate statistical for their implementation. Improvement techniques, interpreting and reporting of global health is a complex and often statistical results. Research methodology, misunderstood process. Lack of public health descriptive statistics, and inferential professionals in many countries can prevent statistics, as well as use of the computer implementation of beneficial changes. software Statistical Package for the Social Millennium developmental goals and the Sciences (SPSS) to analyze data. Writing World Health Organization goals will guide the intensive. Prerequisite: Psychology 120 and study of this course. Prerequisites: HLTP 110 junior or senior class standing. or Instructor’s permission.

HLTP 311. Professionalism in Public Health. HLTP 330. Environmental Health. Becoming a health professional requires (also Environmental Studies 330) building a base of knowledge, skills, and This course addresses key areas of experiences. During the course, students environmental health. Environmental reflect on their knowledge, skills, and epidemiology, environmental toxicology, experience. Based on this reflection fitting and environmental policy and regulation internship, graduate school, and/or career are discussed as tools necessary to opportunities are identified. Elevator pitch, understand and promote environmental public speaking, community engagement, health. Specific agents of environmental resume writing, and interview skills are diseases are analyzed. Applications of developed and evaluated. Prerequisites: HLTP environmental health, including water 110, 218, 230, 240, or instructor’s approval. and air quality, food safety, waste disposal, occupational health, and HLTP 315. Health Policy. This course unintentional injuries and death, are provides a foundation for both healthcare explored. Prerequisites: HLTP 110 or professionals and citizens to evaluate, and Environmental Studies 110 or 112. potentially change, health policies which influence the quality of their lives. The HLTP 340. Health Program Planning and course provides an overview of policymaking Evaluation. (also Nursing 340) This course and the law, the U.S. healthcare system, and introduces students to the theory and

264 application of public health program 200 level), with at least three from planning, implementation, and evaluation. different traditions. The curriculum focuses on community needs • Religion 370: The Senior Seminar (offered assessment, partnership building, designing every year in the fall). clear objectives, developing a strategic plan, implementing culturally competent • Religion 385: Directed Reading (this is interventions, formative and summative the Independent Study/Capstone, offered evaluation, and sustainability of programs. every spring). Students will present the Students will design their own public health results of their independent research with program and evaluation plan using a logic a presentation or poster at the spring model and public health planning models. Student Scholarship Day. Prerequisites: HLTP 110 or Nursing 115 Advanced courses do not have prerequisites; you may take any of them without prior Religion background in Religion. Beyond these nine Chair: Associate Professor Radine courses, students are free to select any Associate Professor: Denton-Borhaug; additional religion courses according to their Assistant Professor: Naraghi, Cheung; Faculty own interests. You will work with an advisor to Associates: Gal, Peucker assist you to develop your own individualized program of study, including: In the Department of Religion, faculty and • exposure to a variety of religious students study the religious traditions of the traditions. We offer courses in world and explore the nature and function Multireligious Studies, Judaism, of religion in human experience. Through Christianity, Islam and Asian Traditions. multidisciplinary methods engaging sacred texts, theology, ritual, belief, culture, history • opportunities for study with all the and more, we investigate the ways religion departmental faculty; and enriches and complicates the lives of people • learning and practice of diverse methods as a major source of people’s values, ideals, of religious study. and practices. Students acquire skills in thinking and reading, speaking and writing, SELF-DESIGNED PATHWAYS in the Major and learn how to approach and understand cultures radically different from their own. In addition to studies in diverse religious traditions, students may choose various The Major in Global Religions self-designed pathways in the major. The As a Major in Global Religions, you will list below offers various tags you may develop a working knowledge of major click for a list of different offerings in religious traditions in the world. This requires these specific areas. taking courses in the following areas: • Introductions Multireligious Studies, Judaism, Christianity, • Sacred Texts Islam and Asian Traditions. The Major is comprised of NINE courses in all, including • History the senior seminar and an independent study/ • Culture capstone. Your courses will include: • Philosophy and Theology • 3 survey courses (generally 100 level), • Ethics and Justice each from a different tradition/category; • War and Peace • 4 advanced courses (generally 265 • Health and Science leaders or become active in the non-profit sector. Some pursue graduate studies in The tags above may be used to help you craft religion or other fields. your own focus; for example, if you wished to focus on Sacred Texts, you could possible Courses in Religion study sacred texts in almost every religious 110. What Is Religion? Students will attempt tradition we teach. We cannot guarantee, to arrive at their own “thick descriptions” however, that the courses you’re looking for regarding the nature, meaning, and will be offered every semester; you’ll need phenomenon of religion(s) and religious to plan ahead and work with your advisor experience. Introduction to psychological, on these issues. The tags also can help you theological, sociological, and anthropological navigate our offerings, choose courses that methods in exploring the ways religion interest, and plan for options that involve functions in the lives of individuals as well as cross-listing courses, since many of the in the construction, maintenance, and daily courses ALSO satisfy requirements for the life of societies. Engagement in cross-cultural Ethics minor, the Peace and Justice Studies comparison and contrast. (M4) Introduction minor, the Gender Studies minor, etc. Denton-Borhaug

The Minor in Religion 112. Hebrew Bible/Old Testament. Examination The minor in religion consists of Religion of how the Hebrew Bible/Old Testament 370 plus four course units selected with the was written and what its original meanings approval of an advisor. No more than two 100 were, using the tools of historical criticism, level courses may count towards the minor. A archaeology, and religious history. The diverse student who minors in religion has the option religious perspectives within the text will be of taking Religion 385: Directed Study in explored. Knowledge of the Hebrew language Religion, as one of their four courses. is not expected. (M3) Sacred Texts Radine The Interdepartmental Major The six courses of Set I of the 114. Jesus and the Gospels. Exploration of what interdepartmental major include Religion we can know historically about the life and 370 plus five other courses. These five activities of Jesus. Comparison of the four religion courses and the six courses of Set gospels of the Christian New Testament, so II are selected by the student with the that their separate messages and emphases approval of the advisor. Two distribution can be discerned. Gospels that present areas in addition to advanced studies in different views of Jesus and his teachings but religion must be studied in Set I. were not included in the Christian Bible will also be studied. (M3) Sacred Texts Opportunities: Additional Study and Careers Radine

Students may enroll for religion courses at 115. Major Themes in the Qur’an. The other LVAIC institutions or take additional historical background within which the classes at Moravian Theological Seminary. Qur’an appeared. Characteristic features of Qur’anic worldview. Topics of study include Religion majors and minors go on to become Qur’anic views of God, God-human relation, teachers, pursue law, diplomatic, social and God-world relation, and ethico-religious counseling services, journalism and business, concepts. The course addresses different while others pursue careers as religious approaches and methods of interpretation 266 in the tradition of Qur’anic exegesis and 126. Judaism. An introduction to Jewish explores various challenges the Qur’an religion, culture, and history. The course faces in the modern era, such as feminist will explore major Jewish textual resources challenges and the issue of violence and (the Jewish Bible, rabbinic commentaries, human rights. (M3) Sacred Texts philosophy, and mysticism) as well as Jewish Naraghi religious lifeways such as worship and holidays. The diversity of Jewish cultures 116. Paul and Early Christianity. Movement and languages, Jewish political nationalism of earliest Palestinian Christianity into the (Zionism), as well as the complex and ever- Hellenistic world, studied through a focus on changing question of Jewish identity will also the Book of Acts and on the life and letters of be studied. (M3) Introduction the Apostle Paul. Historical methods for study Radine of the Bible as a whole. (M3) Sacred Texts Radine 127. Health, Healing, and Medicine in Asian Contexts. How does healing go beyond the 121. Introduction to Roman Catholic Thought. physical to include the emotion and spiritual? An introduction to the Roman Catholic What are the boundaries between medicine expression of Christianity. Use of historical, and religion? This course investigates these sociological, theological and ethical methods questions by turning to Indian and Chinese to explore the development of the Roman religious-philosophical traditions. We will Catholic Church, its social structures such as example Chinese medical arts such as the Magisterium, its ecclesiology, doctrines, acupuncture and qigong, Indian Ayurveda rituals, and body of social teaching. The medicine and its relationship to Yoga, and focus will especially address the concerns, the contemporary discourse on Buddhist- experience, and practices of contemporary based meditation practices—including U.S. Catholics. (M3) Introduction Mindfulness—for health. (M5) Staff Cheung

124. Religious Thought of China and Japan. A 131. Intro to Christianity: Jesus Saves? study of the Confucian, Daoist/Taoist, and Introduction to the pluralism of Christian Buddhist traditions and their contribution to images, metaphors, and theories of the intellectual, ethical, and spiritual life of salvation. Students will read ancient and East Asian cultures. Local traditions will also modern theological texts, and learn from be discussed. (M3) Introduction visual art, film, and literature. In addition Cheung to conducting theological investigation, students will explore the social and historical 125. Introduction to Islam. A survey of the underpinnings of various salvation metaphors ideals and practices of Islam across its as they occur in various cultures and epochs. history. It includes ritual, theological, (M3) Philosophy and Theology philosophical, mystical, ethical, and Denton-Borhaug political dimensions of Islam. Special attention is given to Islam’s primary message and its implementation in the life 133. Native American Religions. Traditional of Muslims. (M3) Introduction myths, rituals, and life-cycle ceremonies Naraghi of native American peoples, representing several geo-cultural regions of North America. Attention will also be paid to issues of

267 medicine and healing, gender relations, including editing (shot composition), lighting, ecological values, and indigenous responses musical arrangement, and implicit ideologies to threats of physical and cultural genocide. (romanticization, Orientalism). Students will Fall, alternate years. (M5) Culture watch clips and short films in class, and Staff feature-length films before class (through Ensemble Video). The final group project 136. Seeing and Believing: Women, Religion, involves creation of a short film that will be and Film. (Also Women’s Studies 136) screened to the rest of the class. Students Students explore how films appropriate will gain basic concepts of Asian religious- religion in the service of the cultural philosophical traditions and learn how to production of images of women and women’s critically evaluate films that we will view. (M6) lives; and investigate the ways the creation Culture Cheung and viewing of film might share similarities with the construction and practice of religion. 210. Christian Ethics. A careful reading and (M3) Gender Studies/Culture discussion of representative texts in Christian Denton-Borhaug ethics, with particular emphasis upon the distinctiveness of Christian ethics, Christian 165. Life Walk of Justice: Introduction faith and social responsibility, the relation to Peace and Justice Studies. (Also between Christian ethics and Christian Interdisciplinary 165, Sociology 165.) In theology, and the diversity of Christian ethics this course students will be encouraged among the various Protestant and Catholic to identify and analyze (in)justice in our traditions. (U2) Ethics and Justice own lives, communities and world. In addition to course readings, we will use 211. Christian Ethics and War. How should the contemplative practices of memoir and humans respond to the perennial human walking as resources for critical thinking. A problem of war? This course provides majority of the course will involve students an introduction to ethics from Christian developing responses to (in)justice through perspective through focus on this social issue. various projects that reflect students’ own Students will be exposed to a wide spectrum passion and design, including academic, of responses, including pacifism, nonviolent artistic, political, social, service-oriented, direct action, just war theory, Christian and personal responses. (M3) War and realism, warrior ethics, and more; and will Peace & Ethics and Justice develop their own ethic as their final project Denton-Borhaug, Jasper for the semester. (U2) War and Peace Denton-Borhaug 128. Asian Traditions through Film. What can we learn about Asian religious-philosophical 215. Christian Theology. Major issues traditions through film? What can we learn within mainstream Christian faith, with about the form and content of this medium attention to God, the nature of Christ, by watching others and creating our own film? death and the ultimate Christian hope. This course exposes students to Hinduism, Philosophy and Theology Yoga, Buddhism, Confucianism, Daoism, Staff Chinese divination and geomancy, and 217. Paul through Jewish and Christian Eyes. contemporary expressions of Asian religions. An introduction to the complex, perilous Students learn not just from the content and fascinating world of New Testament and narrative of film, but also its meta- biblical interpretation through focus on narrative, or narration in form and structure, the writings of Paul of Tarsus. We will

268 explore the robustly debated topic of how to understand Paul, his letters, and his 227. Ancient Near Eastern Religion. A study theology through study of the history of of the religions of the ancient Near East, Christian antijudaism and antisemitism, this course will explore the myths and exposure to contemporary biblical criticism, rituals of the peoples of Mesopotamia, archeology, and other scientific findings, Anatolia, Syria-Palestine, and Egypt before and via service learning. (M3) Sacred Texts the Roman era. Foundational to western Denton-Borhaug civilization in general, these religions also form the cultural context and background 223. Religions of India: Hinduism and for the sacred scriptures of Judaism, Buddhism. An introduction to the basic Christianity, and Islam. (M3) History beliefs and practices of Hinduism and Indian Radine Buddhism through the study of primary sources. Secondary sources will be used to 231. Atheism. Atheism is the belief that there examine popular Hinduism and contemporary is no God or gods. This course is a systematic South Asian Buddhism. (M5) and sympathetic examination and critical Staff evaluation of atheism. It is primarily focused upon understanding contemporary arguments 225. Pilgrimage: Searching for God in a (Post) against theism, such as arguments from modern World. Pilgrimage: Searching for evil and divine hiddenness; sociological and God in a (Post)modern World. This course psychological theories about the origin of will provide students with the opportunity to religion (e.g., Freud and Durkheim); and study and reflect on the relationship between the implications of atheism with respect to Christian thought and (post)modern life. the questions of moral values, the meaning We will look at the way supposedly “secular of life, and possibility of immortality. (U2) culture” makes reference to “signals of Philosophy and Theology transcendence,” and expresses longing for Naraghi spiritual meaning, focusing on the changing nature of “pilgrimage” and its relationship 240. Religion and Feminist/Gender Studies. to religious authority, theology, spiritual (Also Women’s Studies 240). Students study conviction, and movement, and the methods from feminist and gender studies role of culture. Students will embark upon to explore the intersection of women’s their own pilgrimage as a part of their class lives and experience, and traditions of work, in addition to studying diverse sites and Christianity, Judaism, Islam, Buddhism, and pathways of pilgrimage (secular and religious) Hinduism. We investigate the personal and in the U.S. and world (M3) Culture political through case studies that address Denton-Borhaug issues such as leadership/ritual roles in diverse institutions; religious text/law; 226. From Prophecy to Apocalyptic. An image(s) of the divine; gender, violence, exploration of the phenomenon of prophecy and “religious extremism”; religion and the as a social institution as known in the body; and feminist theological exposition. ancient Near East as well as prophetic Ethics and Justice literature in biblical texts. The development Denton-Borhaug of apocalyptic thought in Judaism and Christianity will be studied, up to the book of 245. Religion and Politics. What is “civil Revelation. (M3) History religion”? This course examines the Radine relationship between religious ideas and

269 values, and political structures, decision- religious “map” of Jewish life today. Topics making, and culture. Topics include the will include Hasidic Judaism, Zionism, and historical background of civil religion in contemporary North American trends in the U.S., church-state relations and the Judaism. (M5) Culture First Amendment, the role of religion Radine in politics post 9/11, the intersection of politics, religion and race, and other 253. Philosophy of Religion. (Also Philosophy current issues. (U2) Ethics and Justice 253) The nature of religion and beliefs Denton-Borhaug concerned with existence, nature, and knowledge of God, with alternative positions 246. War and Peace in the Biblical World. This to theism. (U2) Philosophy and Theology course will explore ideologies of warfare and Naraghi other forms of sanctioned mass violence, as well as ancient hopes and expectation 255. Latin American Liberation Theology. for peace. Ancient Near Eastern texts and Introduction to the study and practice of practices will be studied in addition to liberation theology in the Latin American biblical texts. (U2) War and Peace context through classroom study of the Radine history, method, and content of liberation theology. Our purpose will be to investigate 248. Topics in Religion and Literature. How the how this movement emerged and the religious dimension of human experience is effects it continues to have culturally, expressed and interpreted in literature, with politically, religiously, and personally. All focus on a particular author, group of writers, students and professor will embark on a theme, or school of critical interpretation. travel seminar during Spring Break to the Identification and evaluation of the way border region between Mexico and Arizona. human religious experience is articulated (M5) Ethics and Justice through the literary imagination, whether Denton-Borhaug classical, modern, or contemporary. Culture Staff 261. Islamic Philosophy, Theology, and Mysticism. (Also Philosophy 261) An 250. Environmental Philosophy. An overview exploration of key notions and figures in of the ethical, metaphysical, cultural, and Islamic philosophy, theology, and mysticism. political issues involved in understanding Some issues embedded in the enormous body humankind’s complex relationship with the of scholarship in Muslim intellectual heritage natural world and with other-than-human are employed to examine current global issues animals. Examines positions and philosophies such as the struggle for justice and peace of radical environmentalists, environmental and the fight against violence and absolutism. ethicists, animal-rights advocates, and Special attention is given to the structure of political ecologists. Fall, alternate years. (U2) Being, the notion of the truth, and the way Health and Science to attain the truth in the three systems. (M5) Canteñs, Falla Philosophy and Theology Naraghi 251. Modern Jewish Religious Movements. Modern Judaism exists in a wide spectrum of 262. Religion and Capitalism. Did the beliefs and practices, from ultra-traditionalism Protestant work ethic contribute to to secular humanism. This course will explore capitalism? How are Chinese Buddhist both the making of modern Judaism and the institutions currently involved in the stock

270 market? This course examines historical Readings drawn from classical and and contemporary engagement of religious contemporary interpreters of religion. Culture institutions with various forms of capitalism. We will discuss how karma acts as a medium 266. History of the Early 18th Century for the exchange of spiritual and material Moravians. This course explores the history goods. We investigate arguments that of the Moravians as an 18th-century characterize capitalism as a religion. (M4) transatlantic community. Their communities Ethics and Justice Cheung are an interesting example of 18th-century intentional communities. How were their 263. Civil Rights and the Moral Life. (Also congregations organized? What did Moravians Interdisciplinary Studies 263) Many forces believe, and how does this relate to other and ideas shaped the civil rights movement. religious groups? How did they perceive their Through both a historical and a theological/ own history, and how did Moravians record philosophical lens, students will examine history? Eighteenth-century Moravians were those forces and ideas and will consider highly controversial; we will take a look at how the power and depth of the movement some of the polemical writings. In the course continues to challenge us with its continued we will also explore issues of gender, race and relevance today. The course includes in-close sexuality. (M1) History examinations of key events in the movement, Peucker such as the Montgomery Bus Boycott and the Nashville sit-ins, in order to view the 221. Buddhism and Mindfulness. What is movement from the vantage of people mindfulness? Does it improve health? Why involved in the movement. (U2) Ethics and are mindfulness-based programs being Justice increasingly introduced into big corporations, startups, churches, public schools, hospitals, 264. Science and Theology. Is it (im)possible prisons, law enforcement, and the military? to hold religious beliefs and convictions, This course will explore: 1) the relationship and simultaneously to be a modern person between Buddhist traditions and mindfulness; of science? This course will examine the 2) scientific research on the effects of interface between science and theology from mindfulness; and 3) the ethical debate on the a variety of perspectives. We will explore key commodification of mindfulness. (U1) Health questions and supposed conflicts between and Science Cheung science and religion, emphasizing the interaction between the two, how science 310. Methods in Religious Study. Historical, impacts religion and vice versa. A capstone anthropological, sociological, psychological, paper, a Credo, will ask the student to reflect comparative, and theological methods used on how one’s understanding of scientific in scholarly study of religion. Readings theories affects his/her beliefs about certain drawn from classical and contemporary key religious ideas such as Creation or human interpreters of religion. nature. Prerequisites: Junior or senior class Staff standing. (U1) Health and Science Falla 370. Seminar in Religion. Selected topics significant in current religious studies, 265. Sociology of Religion (also SOC 265). drawing together several themes or Historical, anthropological, sociological, methods within religious studies and psychological, comparative, and theological posing issues of broader interdisciplinary methods used in scholarly study of religion. significance. Required for majors, minors,

271 interdepartmental majors, and open to others by permission of instructor. Spring, All students interested in the secondary alternate years. Two 70-minute periods. program must select courses with the approval Writing-intensive. of the major advisor and science education Staff advisor and must satisfy requirements for secondary teacher certification described 385. Directed Study in Religion. A required under education. These requirements include course for religion majors. Students will select Education 378 during the student-teaching and conduct an individual research project term. In addition to general principles of under the direction of a faculty member. secondary-school teaching, this course Ideally the student will have already taken emphasizes development of effective teaching Religion 370. The first part of the course will techniques and materials in the sciences and be focused on methodology. includes review of current science curricula, Staff resources available to science teachers, and application of educational research to the 190-199, 290-299, 390-399. Special Topics. teaching of science.

286, 381-384. Independent Study. The Major in General Science/Secondary Education 288, 386-388. Internship. A student seeking Pennsylvania teacher certification in general science at the 400-401. Honors. secondary level must take Chemistry 113 and 114; Physics 109 or 111 and Physics Russian 110 or 112; Biology 119, Biology 100 or See Modern Languages and Literatures 112, and Biology 107 or Environmental 112 or Biology 360; Earth Science 110, Science Education 120, and 130; Interdisciplinary Studies 320.2; Mathematics 170 (or its equivalent Advisor: Kelly Krieble, Dept. of Physics & sequence Mathematics106-166); and three Earth Science other course units in science. In the entire sequence, at least two courses from one Moravian College offers approved department must be numbered 210 or above. programs leading to secondary-school When appropriate, students are encouraged to teacher certification in Pennsylvania be laboratory assistants in one of the science and states with reciprocal agreements areas. Students also complete requirements in biology, chemistry, physics, and for secondary teacher certification under general science. Students in biology and education, including Education 378 as chemistry complete a departmental major described above. Students should check with in the field. Students in physics may the Education Department about specifics complete a departmental major in physics regarding this program. with a bachelor of science or complete Set I of an interdepartmental major The Major in General Science for in physics and Set II in mathematics. Middle Level Education Consult the appropriate departmental listing for details. The general science Students seeking Pennsylvania certification major at the secondary and middle level in middle level education with an is described below. interdisciplinary program in general science complete nine science courses including: 272 Biology 100 or 112 or 119; Biology 107 or Education 371, 375, Taken in spring of the Environmental 112; Chemistry 108 or 113; 376, and 377 senior year. Physics 109 or 111; two courses from Earth Science 110, 120, or 130; and three science In addition, Biology 107 or Environmental electives. In addition the students complete 112 with a grade of C or better is the the Learning in Common (LinC) curriculum, prerequisite for Education 331. Mathematics Mathematics 107, and Interdisciplinary 125 with a grade of C or better and Studies 320.2 as their Writing Intensive Mathematics 107 are prerequisites for course. For LinC requirements students Education 332. History 113 with a grade must select Mathematics 125 to fulfill of C or better, Political Science 110, and the requirement in the Quantitative Interdisciplinary Studies 110 are prerequisites Reasoning (F2) category and Biology 107 or for Education 330. Students must pass the Environmental 112 to fulfill the lab science reading, writing, and mathematics PAPA requirement (F4). In the Multidisciplinary exams prior to enrolling in any 200 level categories, they must take History 113 or above education courses. These exams to fulfill the requirement in Historical should be taken in the freshman year. All Studies (M1); Education 131 to fulfill the students interested in teacher certification are requirement in Literature (M2); Education reminded that they must complete courses 160 to satisfy the Ultimate Questions (M3) required for initial admission to the teacher category; Political Science 110 to satisfy certification program. Specifically, students the requirement in Economic, Social, and must complete six credit hours (1.5 Moravian Political Systems (M4); and Interdisciplinary units) in mathematics as well as three credit Studies 110 to fulfill the Cultural Values and hours in English composition and three credit Global Issues (M5) category. The Aesthetic hours in English literature. Expression (M6) requirement is waived for these students. Middle level education Students in the middle level certification students must complete only one of the program may also complete a pre- Upper-Division category requirements. approved interdisciplinary major in mathematics/elementary general science Middle level education students must or elementary general science/English. complete the professional sequence in middle Students should check with Joseph Shosh level education: in the Education Department about Education 100.2 Taken in the fall of specifics regarding these programs. the freshman year. Education 160 Taken in the spring of Social Studies Education the freshman year. See Historical Studies Education 130 and Taken in fall of the 140.2 sophomore year. Sociology And Anthropology Education 131 Taken in the spring of Chair: Associate Professor Wetcher-Hendricks the sophomore year. Associate Professors: Jasper , O’Connell; Education 244 Taken in the fall of Assistant Professor: Keshodkar; Faculty the junior year. Associate: Reynolds (Political Science); Education 332, 333, Taken in the spring of Visiting Instructor: Castillo; Adjunct Faculty: and 358.2 the junior year. Dougherty, Giordano, Heiberger, Makoul, Education 330, 331, Taken in the fall of McIntosh, Ramunni, Sonne, Williams 332.2, and 358.2 the senior year. 273 The program in sociology and anthropology either Sociology 258, 355, or 357 as at helps students better understand social least one of these upper level courses, organization and human social behavior. while law and society students will normally With strong foundations in sociological take Sociology 318. The writing-intensive research and theory, students learn about requirement for majors will be fulfilled by socio-cultural identity , social interaction, Sociology 258, 355, or 357. the role of culture and social institutions, and the impact of structured inequality Sociology majors are encouraged to fulfill (race, class, and gender) upon social life. their Learning in Common F2 requirement by The department has a particular strength in completing Mathematics 107. the analysis of legal institutions. Students in the general sociology program The Major in Sociology should take electives designed to familiarize A student may select either the general them with an array of other disciplines. sociology program or the law and Crime, Law and Society students should society program. include among their electives courses such as Political Science 110. • Sociology This track is designed to prepare students for a wide range of professional Note: Students majoring in either track of careers and advanced study by the sociology major who desire a minor or a emphasizing cultural awareness, research, second major are required to select a field and theoretical thinking skills as they outside the Sociology Department. apply to the interplay between individuals and social structures. Transfer Students • Crime, Law and Society This track is All transfer students must complete designed to prepare students for careers a minimum of five of their sociology in legal professions or other aspects of the requirements at Moravian College. justice system, including social work, as well as for the kinds of advanced study The Minor in Sociology expected of professionals in those fields. The minor in sociology consists of five course The Sociology Core units: Sociology 115 and four other courses that must include at least two 200-level Sociology 115 Introductory courses and one 300-level course. Sociology Sociology 246 Basic Research The Interdepartmental Major Methods Six courses of Set I of the interdepartmental Sociology 335 Sociological Theory major must include Sociology 115, at least Sociology 346 Advanced Research two 300-level courses, and three other Methods departmental electives.

In addition to these four required courses, Courses in Sociology students take five other courses above the SOC 111. Human Communications. (Also COMM 100 level, at least one of which must be 111) This course focuses upon the functions at the 300 level. These remaining courses and processes of communication as well as should be chosen in careful consultation the various communication techniques used with the student’s advisor, but students in modern society. Students explore basic in the general sociology program will take 274 theories and examine the characteristics developing responses to (in)justice through and social effects of verbal and non- various projects that reflect students’ own verbal human interaction. Application of passion and design, including academic, theoretical concepts include observation and artistic, political, social, service-oriented, and analysis of communication methods used in personal responses. (M3) interpersonal, group, and media forums. (M4) Denton-Borhaug, Jasper Rosen, Wetcher-Hendricks SOC 210. The Human Services System. SOC 113. Cultural Anthropology. An Describes the wide variety of human services introduction to the ways that anthropologists offered in the United States, explaining analyze cultures to understand the diversity current resources available and ranges of of human social forms. Using both cross- unmet needs. Students explore the historical cultural comparisons of major social development of the helping professions, as institutions and practices and the intensive well as philosophies and political realities examination of selected specific cultures, it that affect human services. They also examine seeks to promote students’ understanding of roles and skills needed by various human- human cultural diversity. (M4) service practitioners. Prerequisite: SOC 115. Keshodkar Williams

SOC 115. Introductory Sociology. Explores SOC 216. ​Crime,​ ​Law,​ ​and​ ​Justice​. An basic concepts and theories concerning the introduction to the American criminal justice relationship between individuals and society. system. Topics include measuring crime, Emphasizes the influence of culture, social crime causation theories, criminal law, law structure, and institutions upon human enforcement, criminal courts, and corrections. activity. Discusses and analyzes social Students will explore strategies for system groups, socialization, community, class, reform to improve the quality of justice in power, and social change, among other America today. Prerequisite: SOC 115. substantive issues. (M4) Staff Staff SOC 220. American Constitutional Law. (Also SOC 125. Marriage and the Family. Customs Political Science 220) Role of the Supreme and trends in courtship, marriage, and family Court and its relationship to legislative and life in the United States and worldwide. executive branches of the American political Analysis of family structures with particular system. Attention to judicial decisions of attention devoted to roles, relationships, and constitutional and historic significance in problems within as well as between families. development of American government. Fall, McIntosh, Wetcher-Hendricks alternate years. Two 70-minute periods. Recommended: POSC 110 or SOC216. SOC 165. Life Walk of Justice: Introduction Reynolds to Peace and Justice Studies. (Also IDIS/ REL 165) In this course students will be encouraged to identify and analyze (in)justice SOC 221. Civil Liberties and the U.S. in our own lives, communities and world. Constitution. (Also POSC 221) Civil liberties In addition to course readings, we will use of Americans as delineated in the Bill of the contemplative practices of memoir and Rights. Issues of freedom of religion, speech, walking as resources for critical thinking. A press, assembly, right to counsel, searches majority of the course will involve students and seizures, self-incrimination, cruel and

275 unusual punishment, and fair trial. Judicial decisions in keeping with their values. (U2) policy-making and problem of individual Staff freedoms in conflict with federal and local police powers. Alternate years. SOC 256. Social Controversies. (Also IDIS 256) Makoul Ethical concerns associated with traditional and contemporary social issues. Assessment SOC 240. Social Deviance. The concept of moral arguments based upon individual of deviance as addressed by sociological beliefs as well as those promoted by perspectives. Sociological, biological, and traditional philosophy. Encourages exploration psychological theories of causation are used of students’ own philosophies in the context to explore behaviors that may intersect with of everyday life. Prerequisite: SOC 115; junior matters pertaining to criminal justice and or senior standing. (U2) social welfare. Prerequisite: SOC 115. Wetcher-Hendricks Ramunni SOC 258. Power and Conflict.Analyzes the SOC 245. Juvenile Delinquency. Delinquent ways that sociologists and others have tried behavior and the juvenile justice system, to understand social hierarchies and the with emphasis on facets of delinquency processes by which social activity develops (types and origins) that differentiate and sustains them. Focus is on understanding it from adult criminal behavior. Topics social-science theories and concepts that include institutional and non-institutional describe and analyze social inequality and prevention, control, and treatment of perceptions of such inequality in modern life. delinquency. Prerequisite: SOC 115. Writing-intensive (WI). Ramunni Staff

SOC 246. Basic Research Methods. SOC 260. Urban Sociology. Examines the Development and practical use of skills city as a unique site of social life, using for initiating the research process, from an historical and comparative approach to development of topics to determination identify key features in the development of of research methods and instruments. industrial, post-industrial, and global cities. Information-gathering through traditional Topics include human and spatial divisions, sources and the media, and proper reporting institutional structure of urban areas of this information. Understanding and (including economic, political, and religious use of structures for data-gathering. dimensions), cosmopolitanism, and pluralism. Prerequisite: SOC 115. Each term, the course focuses on one city, O’Connell, Wetcher-Hendricks such as New York, Bombay, or London, as a case study. Prerequisite: SOC 115. SOC 251. Human Sexuality. (Also IDIS 251) Satff The physical, psychological, relational, and socio-cultural aspects of sexuality influence SOC 265. Sociology of Religion. The role of humans from before birth through death. This religion in modern society, with emphasis course will increase students’ understandings on the changing dynamic of religion. Topics of lifespan human sexuality; engage them in include secularization and de-secularization of critical thinking about sexuality in the context society; religious pluralism and immigration; of culture; help them identify and critique political and civil religion; new religions. (M3) their sexual values, attitudes and morals; and Jasper enable students to make relational and sexual

276 SOC 268. Nation, Religion & Region in India. SOC 312. Environmental Law. Importance of This course is designed as an introduction public policy and the law to environmental to the culture and society of modern India. issues and problems. Topics include The course focuses upon the historical environmental values upon which policy is formation of different communities, looking based; review of laws and regulations with at the historical, political, cultural, and social an emphasis on NEPA, RCRA, CERCLA; and forces that have shaped these communities. policies that apply to clean water, wetlands, The course will highlight the development of endangered species. Prerequisite: SOC 216. national, religious, and regional communities. Staff No prerequisites. (M5) Jasper SOC 318. Criminal Law and Society. Causes of crime, nature of criminal acts, SOC 270. Corrections in America. Historical elements of crimes, defenses, excuses and development and competing philosophies of justifications for crimes. Topics include corrections as institutional and community- crimes against persons, property, moral based programs. Dynamics of prison order, “victimless” crimes, admissibility life; inmate subculture; administrative, of evidence, constitutional guarantees. organizational, and rehabilitative aspects Prerequisite: SOC 216. of adult and juvenile probation and parole. Giordano, Heiberger Prerequisite: SOC 216. Dougherty SOC 335. Sociological Theory. Prominent schools of sociological theory, building upon SOC 275. Complex Organizations. Theory theories introduced in lower-level courses. and dynamics related to the administration Development of social theory and connections of complex organizations. Emphasis on between classical and contemporary historical, comparative, and contemporary theoretical positions. Topics include organizational theories; distinction between consensual and conflict approaches, micro- sociological and economic approach to and macro- perspectives. Current theoretical understanding organizations. Case studies challenges, including feminist theory, critical aid in comprehending these differences. race theory, and post-modernist theories. Prerequisite: SOC 115. Prerequisite: junior or senior standing. Staff Jasper

SOC 310. The Family and the Law. Sources SOC 340. Women and Crime. This course is and applications of family law in designed to provide students with an in- America. Legal regulation of marriage, depth understanding of the status of women boundaries of marital and non-marital in society today and its impact on women contracts, divorce. Legal ramifications and girls both as victims and perpetrators of parent-child relationships, including of crime. The course examines theories of parental obligations in children’s victimization, crime and delinquency, as education and medical care. Issues well as how the criminal and juvenile justice of child neglect, abuse, and legal systems function to process female victims termination of parental rights. and female offenders. Focusing on females’ Prerequisite: junior or senior standing. specific pathways into crime and delinquency, Sonne students will examine contemporary prevention and intervention strategies designed to either prevent such behaviors

277 from happening in the first place or from SOC 366. Counseling in Human Services. reoccurring once they have been exhibited. Development of the helping relationship Prerequisite: Sociology 216. as a basis for individual, group, and family Dougherty counseling. Building interviewing skills through classroom practice exercises to SOC 346. Advanced Social Research. Capstone demonstrate and integrate understanding of course for sociology majors. Each student counseling techniques. Helpful preparation conducts an empirical study designed to for students in a variety of field placements develop skills for gathering and interpreting and internships. Prerequisite: SOC 210 and data using common statistical tests to junior or senior standing. determine significant effects. Students Williams become familiar with computer programs that perform these tests and practice SOC 370. Seminar. In-depth study of one scholarly presentation of research findings. of a wide range of topics in contemporary Prerequisite: SOC 246. sociology, such as social movements, media, O’Connell, Wetcher-Hendricks sports, and other aspects of popular culture. Open to junior and senior sociology majors or SOC 350. Socio-History of Media Technology. by permission of instructor. (Also IDIS 350) Technological development Staff and social implications of various forms of mass media. Analyzes mass media as a social SOC 375-377. Fieldwork in Sociology. force that shapes personal and collective Designed to relate classroom concepts to ideas and behaviors. Prerequisite: junior organizational practice. To be eligible for a or senior standing. (U1) (Major elective for specific placement, students should contact Sociology) (Minor elective for Media Studies) advisor at the start of the junior year to plan Wetcher-Hendricks courses necessary for their field placement, which requires approval of fieldwork seminar SOC 355. Sociology of Gender. (Also IDIS 355) instructor. Restricted to senior majors. Relationships between biologically defined Staff sex and culturally defined gender; analysis of expectations and limitations upon males 190-199, 290-299, 390-399. Special Topics. and females in traditional and contemporary societies. Significant focus on inequality 286, 381-384. Independent Study. in social institutions, including family, workplace, and legal system, that reflect 288, 386-388. Internship. differences in sex and sexual orientation. Writing-intensive (WI). 400-401. Honors. Wetcher-Hendricks Spanish SOC 357. Racial and Ethnic Inequality. Current See Modern Languages and Literatures and historical theories of race and ethnicity paradigms. Concepts of minority-dominant relations, assimilation, pluralism, strains of anti-racism, immigration, segregation. Speech-Language Pathology Writing-intensive (WI). Program Director: Louise Keegan Staff Beginning in Summer 2019, Moravian 278 College will offer a Master of Science Functions (PDBEF)’ document degree in Speech-Language Pathology. The Moravian College Speech-Language *Note: evidence of observation hours Pathology program is a full-time, two year, and the signed PDBEF are required only entry-level, professional practice program. after students are offered a place in the Students from any major may apply for MS-SLP graduate program. admission to this program. Students who wish to enter the Moravian College Speech- Students who do not consider English to be Language Pathology program will be able their primary language are required to submit to avail of a Communication Sciences and official scores of a recent IELTS (International Disorders track, within the Health Sciences English Language Testing System) or TOEFL Major. To be considered for admission the (Test of English as a Foreign Language) following pre-requisites apply. examination. Minimum scores required for • A completed undergraduate degree admission to this program are as follows: from an accredited institution of • IELTS: 6.5 or higher higher education • TOEFL Paper: 577 or higher • A minimum GPA of 3.0 • TOEFL Computer: 233 or higher • A completed Graduate Record Examination • TOEFL Internet: 90 or higher (GRE) general test • A grade of a C or higher in the following Application Materials: coursework (or equivalent) at an • Official Transcripts accredited institution of higher education: • GRE Report Statistics (e.g. MAT 107 Elementary Statistics) • Resume Biology (e.g. BIO 103, • Personal statement/letter of intent Anatomy & Physiology 1) • Three letters of recommendation Physics/Chemistry (e.g. PHY 109, • Top applicants will be selected to attend Physics for Life Sciences) an interview before final offers are made. Psychology/Sociology (e.g. PSYH) Accreditation Clinical Linguistics (linguistic analysis/ language disorders) The Master of Science in Speech-Language Pathology at Moravian College is seeking Anatomy & Physiology of the Speech & candidacy accreditation by the Council Hearing Mechanism on Academic Accreditation in Audiology Communication Development and Speech-Language Pathology (CAA) of Phonetics/Phonology the American Speech-Language Hearing Association (ASHA). It is anticipated that the Speech & Hearing Science program will be granted candidacy before Audiology students are admitted in June 2019. • *25 hours of observation in the discipline (must observe an ASHA certified, licensed provider) Courses in Speech-Language Pathology • *Submit a signed copy of the ‘Professional Foundational Knowledge Sequence Dispositions, Behaviors & Essential

279 SLP 500 Neuroanatomy & Neurophysiology. 510 Child Development & Cognition I, This course covers the basic anatomy and EDUC 513 The Arts: Creative Expression, physiology of the central nervous system EDUC 516 Early Child Education Theory/ with special emphasis on neural systems Practice/Family, EDUC 520 Interventions involved in normal and disordered language for Mid-Level learners, EDUC 606 Reading comprehension and production, normal and Writing across the Curriculum, EDUC and disorders speech, voice and swallowing 673 ESL Assessment and Support, EDUC functions as well as normal and disordered 610 Differentiating Instruction, EDUC cognitive skills. The course is 3 credit 670 Oral Language development and hours in total (one of which will be taught acquisition, EDUC 626 literacy skills for by the neuroscience faculty, in conjunction children with special needs with the Athletic Training graduate students, and two of which will be taught Healthcare Elective: Examples of courses by faculty in the SLP program). 3 credits, students may elect to take include; HLAT lecture & lab, Summer offering 622 Sports Nutrition, HLAT 678 Psychosocial Aspects of Rehab, NURS 504 Policy, SLP 502 Medical Speech-Language Quality, & Safety in Health Care, NURS 502 Pathology. This course was designed to Epidemiology & Bioinformatics, NURS 536 introduce graduate level clinicians to Law, Regulations, Ethics, Health, HLAT 710 the medical setting as a prospective Healthcare policy, HLAT 712 Epidemiology work setting. Topics include specialized & informatics, OT 561 Reflections & roles of the speech/language pathologist Professional Development, OT 605 in the medical center setting, medical Management of Therapy Services. record keeping systems and terminology, evaluation and treatment of dysphagia, Inquiry Sequence laryngectomy rehabilitation with emphasis on surgical voice restoration (T.E. SLP 510 Professional Issues in Speech- puncture) and other topics of concern to Language Pathology. This course the hospital-based clinician. 3 credits, examines professional ethics and issues, lecture & lab, Spring offering reviews regulations and requirements for professional practice, provides an EDUC 502 Introductory Education for English overview of the composition/policies of the Language Learners. Students will learn basic Graduate Program in SLP, and discusses principles, issues, and strategies for English cultural considerations for studying, language teaching. This course will be an assessing and treating communication introduction to challenges of teaching English and swallowing disorders in culturally and learners and offers a comprehensive overview linguistically diverse (CLD) populations. 1 of learning theories and teaching strategies. credit, lecture, Summer offering Attention will be given to such controversial topics as the influence of culture on SLP 511 Evidence Based Practice. This schooling, the cultural practices of schooling, course will introduce the student to and the sociopolitical context of education. role and importance of research in the Students will learn clear models of strategic rehabilitation professions. Course content teaching leading to students’ success. will include defining research terminology, Educational Elective: Examples of courses basic epidemiology, development of search students may elect to take include; EDUC terms, human subjects training and the 507 Culture Community Diversity, EDUC development of a research question. 1 credit,

280 lecture, Fall offering SLP 623 Aural Rehabilitation. This lab course will provide students with information about SLP 612 Interprofessional Development the basic concepts of acoustics as they relate & Documentation. This course examines to hearing measurement, the psychophysical professional ethics, reviews regulations, methods of measuring hearing thresholds requirements and billing in professional and the calibration of hearing measurement practice, documentation across healthcare devices. Students will learn how to evaluate and education based professions and and interpret audiometric tests and make settings, experimental design, research appropriate referrals, in diverse populations. 1 methodologies and also addresses other credit, lab, Summer offering topical interdisciplinary and practical issues. 1 credit, lecture, Summer offering SLP 624 Advanced Linguistic Analysis. This lab course examines language as a system of SLP 613 Evidence Based Practice III. This human communication. It provides students course will educate the student regarding with the opportunity to record, investigate, statistical analysis, development of discussion and analyze language in populations with points, figure and table creation and communication disorders. Specific emphasis developing research conclusions. 1 credit, on theories of analysis (e.g. Brown’s lecture, Fall offering stages, LARSP, conversation analysis, narrative analysis, systemic functional Clinical Skills Sequence linguistics) emphasize the importance of interconnections between language, context, SLP 521 Evaluation. This lab course will genre and the communication partner. allow students to practice procedures Clinical applications are emphasized. 1 and processes of evaluation. Students credit, lab, Summer offering will practice administering various forms of assessments. They will learn how to Problem Based Learning Sequence interpret standardized scores and determine the psychometric properties, validity, SLP 551 Foundations of Speech-Language reliability and applicability of the most Pathology. A problem based learning common norm-referenced standardized course that covers 10 standard cases and assessments in the field of communication issues in Speech-Language Pathology (e.g. disorders. 1 credit, lab, Fall offering developmental communication disorders, acquired communication disorders, SLP 522 Technology in Speech-Language interprofessional collaboration, counseling, Pathology. This lab course will provide cultural diversity). 5 credits, problem based students with information about the use learning, Summer offering of technology in enhancing client and provider outcomes, in the profession of SLP 552 Developmental Communication Speech-Language Pathology. The uses of Disorders. A problem based learning Alternative Augmentative Communication course that covers 10 cases of (AAC) devices, Electronic Medical Records, developmental speech, voice, software and hardware that may be applied language & social communication/ in communication analysis, neuroimaging cognitive difficulties. 5 credits, devices, and other such tools will be problem based learning, Fall offering examined, discussed and applied. 1 credit, lab, Spring offering

281 SLP 553 Acquired Communication Disorders. working with pediatric populations. This may A problem based learning course that covers be in settings such as schools, outpatient 10 cases of acquired communication and clinics, early intervention etc. Consists of a swallowing disorders. 5 credits, problem five-week full time placement. It is expected based learning, Spring offering that students will obtain a minimum of 50 direct contact hours with clients over the SLP 654 Complex Cases in Speech-Language five weeks. 2 credits, Clinical Education Pathology I. A problem based learning course Experience, Fall offering that covers 10 complex cases in the field of SLP. Cases include voice disorders, fluency SLP 563 Clinical Education III. A supervised difficulties, and developmental issues across clinical experience in speech-language the lifespan. 5 credits, problem based pathology. Student will acquire experience learning, Summer offering working with adult populations. This may be in settings such as acute care SLP 655 Complex Cases in Speech-Language hospitals, outpatient clinics, nursing homes, Pathology II. A problem based learning course rehabilitation centers, etc. Consists of a that covers 10 complex cases in the field of five-week full time placement. It is expected SLP. Cases address ethical issues in speech- that students will obtain a minimum of 50 language pathology, mental health issues direct contact hours with clients over the and the impact on communication and many five weeks. 2 credits, Clinical Education more unusual and complex cases. 5 credits, Experience, Spring offering problem based learning, Fall offering SLP 664 Clinical Education IV. A supervised Clinical Education Sequence clinical experience in speech-language pathology. Student will acquire experience SLP 561 Clinical Education I. A supervised working with various populations. This may clinical experience in speech-language be in any healthcare or educational setting. pathology. Student will acquire experience Consists of a five-week full time placement. working with a variety of populations, which It is expected that students will obtain a may include individuals with developmental minimum of 50 direct contact hours with communication and swallowing difficulties clients over the five weeks. 2 credits, Clinical (e.g., Down syndrome, autism spectrum Education Experience, Summer offering disorders, cerebral palsy), hearing impairment and acquired difficulties (e.g. SLP 665 Clinical Education V. A supervised stroke, degenerative diseases, injury). This clinical experience in speech-language will typically be an outpatient placement pathology. Student will acquire experience in a clinic such as St. Luke’s North. working with various populations. This may Consists of a two day a week placement, be in any healthcare or educational setting. where each student is responsible for the Consists of a five-week full time placement. service provision where students work in It is expected that students will obtain a pairs and see one to two clients per week minimum of 50 direct contact hours with for 10 weeks (45-75 mins of direct client clients over the five weeks. 2 credits, Clinical care per week). 1 credit, Clinical Education Education Experience, Fall offering Experience, Summer offering SLP 562 Clinical Education II. A supervised SLP 666 Clinical Education VI. A supervised clinical experience in speech-language clinical experience in speech-language pathology. Student will acquire experience pathology. Student will acquire experience

282 working with various populations. This may proficient in collaboration, creative be in any healthcare or educational setting. problem solving, interpretation, and All efforts will be made to place students in self-awareness. settings that are similar to those where they may wish to pursue employment. Consists Curriculum of a fifteen-week full time placement. It is 1. INTRODUCTION TO THE DISCIPLINE (one unit) expected that each student will obtain a minimum of 200 direct contact hours with • THEA232/ENGL232. ART OF THEATRE clients over the fifteen weeks. 4-6 credits, 2. STUDY OF THEATRE PRODUCTION (one unit) Clinical Education Experience, Spring offering (Directing, Design, Performance, Playwriting, Stage Management, etc) Capstone Experiences One unit in directing, design, performance, playwriting or stage management, to be SLP 680 Colloquium. The word chosen from courses offered at Moravian “colloquium” is derived from the Latin, and or another LVAIC institution. Special means “to talk together.” The word conveys topics, independent study or internship a conversation that is both structured and courses may be included, with approval of informal, a meeting of minds that is serious the program director. and spirited. This course requires active participation and discussion of topical 3. STUDY OF DRAMATIC LITERATURE OR HISTORY issues that are important to the discipline. (one unit) 1 credit, lecture, Fall offering Choose one of the following, or another approved Moravian or LVAIC course in dramatic Literature SLP 681 Thesis (optional). Candidates will work or Theatre History: independently (independent study), under • THEA330/ ENGL330. Shakespeare the guidance of a thesis advisor, to conduct a research project, place data within the context • ENGL223. Modern Drama and Theater of published studies and report research • ENGL224. American Drama and Theater findings in a final thesis. An oral defense • Or special topics courses in Dramatic of the thesis will be required. 1 credit, Literature or Theatre History, with approval Independent Study, Spring offering of the program director. Theatre 4. ELECTIVE (one unit) The Theatre Minor gives students the Choose one of the following: opportunity to develop communication • A second theatre production course and creative problem solving skills and • A full unit of approved they learn the art and technique of Vocal Music courses communicating a play to an audience. • A full unit of approved Dance courses Students will gain an understanding and appreciation of the various aspects • A second dramatic literature course of theatre production and their own For foreign language students, this could artistic voice in a combination of include FREN360/THEA360 (20th-Century classroom and laboratory environments. French Theatre), GERM350/THEA350 Within the minor, a student may (20th-Century German Theatre), SPAN342/ focus on an area of particular interest THEA342 (Love and Jealousy from Cervantes (performing, directing, writing, etc.), to Almodóvar), SPAN354/THEA354 (Emblems but all students will become more and Visual Culture in Early Modern Spain) or 283 FOR115/THEA115 (Spanish Masterpieces in Black Translation) however, note that courses cannot count toward BOTH a major and a minor). THEA385 or 385.2. Project. Exploration of an • An approved arts management course aspect of theatre in practice. • Internship or --Independent Study with Women’s Studies approval of the program director. See Interdisciplinary Programs • An approved LVAIC theatre course NOTE: Other complementary courses- Writing including special topics courses-may not be counted as the elective with approval of the See Interdisciplinary Programs Theatre Minor advisor. 5. MAJOR PROJECT (one unit) Directories, Calendar, Maps • THEA 385 Board Of Trustees Performance of a major role, completion of a primary design, stage management of a fully Elected Members staged production, etc. Typically completed Sonia Aziz in a student’s senior year. TO INCLUDE: Bethlehem, PA Process journal with entries for each Associate Professor, Economics, Moravian rehearsal/session; Accompanying readings; College Weekly meetings with advisor; Completion of a personal artistic statement that looks Curtis H. Barnette back over previous experiences including Bethlehem, PA practicum, evaluates progress, and identifies Attorney (Retired) strengths, challenges, and goals. 6. PRACTICA (NON CREDIT Ray S. Bishop, Jr. ’81 BEARING REQUIREMENT) Nazareth, PA President & Owner, Team Imaging Participation (in an approved capacity) in TWO theatre productions, with accompanying Laurie Brubaker ‘82 self-evaluation. Could be pre-production Austin, TX research, performance, building, painting, Vice President, Aetna (Retired) writing, directing, design, etc. One of the practica may be in a related discipline (such Gregory Christensen as Dance Company participation) if authorized Schnecksville, PA by the minor advisor. Air Products Corp. (retired)

Courses Brian J. Corvino ‘02 THEA232. Art of the Theater. Aesthetic, Newtown, PA historical, and production aspects of Vice President, Operations, Pharmastrat theater. Practical experience in production. Alternate years. Craig Danielson ‘88 Shorr Lititz, PA CEO and President, Wolf Home Products THEA330. Shakespeare. The major plays. Spring, alternate years. Michael M. Ellis ’72 284 New York, NY Principal, Pantera Partners LLC Kenneth Rampolla ’79 Bethlehem, PA Robert Flicker ‘71 Owner & President, Topton, PA Responsive Marketing, Inc. Executive Vice President and COO, East Penn Manufacturing A. Reed Raymond ’74 Sicklerville, NJ Andrew W. Hart ’90 Vice President and Chief Administrative New York, NY Officer, Federal Reserve Bank of Philadelphia Senior Vice President, Tiffany& Co. Bill Schaninger ‘93 ‘98 Axel Hildebrandt Bethlehem, PA Bethlehem, PA Senior Partner, McKinsey & Co. Professor, German, Moravian College Honnie P. Spencer ‘90 Joyce Hinnefeld Mooresville, NC Bethlehem, PA Physician Professor, English, Moravian College Susan M. Studds Maggie Jones ‘20 Hyattsville, MD Morristown, NJ Provost, National Defense Intelligence College Student, Moravian College Hilary Wandall ‘93 Robert Kafafian ‘77 Center Valley, PA Bethlehem, PA General Counsel & Chief Data Governance CEO and President, The Kafafian Group Officer, TrustARC

Michael Lazari Karapetian ‘97 David Zinczenko ‘91 Tolvca Lake, CA Bethlehem, PA Founder, President, CIO of Lazari Capital President and CEO, Galvanized Management, Inc. and Lazari Asset Management, Inc. Ex Officio Members David Bennett ‘88 Sean McFarland ‘21 Bethlehem, PA Alburtis, PA President, Eastern District, Northern Province, Student, Moravian College Moravian Church in America

Deborah McKinnon ’73 Bryon L. Grigsby ‘90 Alexandria, VA Bethlehem, PA Executive Director, The American College of President, Moravian College Trust & Estate Counsel David Guthrie ‘86 Brian Oswald ‘82 Winston-Salem, NC Naples, FL President, Provincial Elders CPA, CFO, Secretary & Treasurer, Prospect Conference, Southern Province, Capital Corp. Moravian Church in America 285 Elizabeth D. Miller ‘85 School of Arts, Humanities, and Social Bethlehem, PA Sciences President, Provincial Elders Conference, Uppinder Mehan Northern Province, Moravian Church in Dean: America Art J. William Reynolds ‘03 Natessa Amin Bethlehem, PA Kristin Baxter President, Moravian College Alumni Angela Fraleigh Association Susan Morelock Camille Murphy Greg Weir Calgary, Alberta Canada Communication & Media Studies Program President Canadian District, Moravian College Joel Nathan Rosen

Life Trustees Economics & Business Parry J. Miller ‘66 Sonia Aziz Lancaster, PA Katie Desiderio Radiologist (Retired) Tom Egan Mahmoud Elhussini Betsey Tait Puth ’51 Gary Kaskowitz Winnetka, IL Liz Kleintop Mark Koscinski Frederick A. Reinhard Richard Krohn Palmerton, PA Eva Leeds Chairman of the Board, Pencor Services, Inc. Santo Marabella Daniel O’Connor Officers of the Board James Ravelle Kenneth J. Rampolla, Chair Linda Ravelle Brian Oswald, Vice Chair John Rossi Deborah McKinnon, Secretary Richard Stahnke Ray S. Bishop, Jr., Treasurer Sabrina Terrizzi Barbara Vinciguerra Full-Time Faculty James West Moravian’s strong curriculum is reinforced by Education a scholarly, dedicated faculty. The influence of the faculty on students is personal and Jean DesJardin immediate: Moravian faculty members— Tristan Gleason including the most senior—teach freshman Laurie G. Kahn classes as well as upper-level classes. And Carolyn Mitten the scholarship and dedication of Moravian’s Joe Shosh faculty creates a dialogue between teachers Yosung Song and students with far-reaching results. Huijing Wen

286 English Physical Education John Black Mary Beth Spirk Theresa Dougal Crystal Fodrey Political Science Joyce Hinnefeld Khristina Haddad Robert LaRue Yayoi Kato Meg Mikovits Faith Okpotor Belinda Waller-Peterson John Reynolds Christopher Shorr Nicole Tabor Psychology

History Robert Brill Dana Dunn Sandra Aguilar-Rodriguez Dietlinde Heilmayr Sandy Bardsley Sarah Johnson Jane Berger Michelle Schmidt Brian Carroll Lori Toedter Heikki Lempa Stacey Zaremba Jamie Paxton Global Religions Modern Languages & Literature Kin Cheung Carmen Ferrero Kelly Denton-Borhaug Axel Hildebrandt Arash Naraghi Jean-Pierre Lalande Jason Radine Nilsa Lasso-von Lang Joanne McKeown Sociology & Anthropology Claudia Mesa Franca Roibal Fernandez Alison Bloom Lynnet Sanchez Joyce Dougherty Erica Yozell Daniel Jasper Akbar Keshodkar Music Virginia O’Connell Debra Wetcher-Hendricks Hilde Binford Carl Hess School of Natural and Health Sciences Larry Lipkis Neil Wetzel Dean: Diane White Husic Paula Zerkle Biological Sciences Philosophy John Bevington Bernie J. Canteñs Cecilia Fox Carol Moeller Frances Irish Arash Naraghi Christopher Jones Leon Niemoczynski Kara Mosovsky Daniel Proud Anastasia Thevenin

287 Chemistry Physics Michael Bertucci Kelly Krieble Shari Dunham Ruth Malenda Stephen Dunham Edward Roeder Alison Holliday Carl Salter Rehabilitation Sciences Tricia Shepherd Monica Kaniamattam Louise C. Keegan Mathematics & Computer Science Susanna Keller Jeffrey Bush Jennifer Ostrowski Benjamin Coleman Ellen Payne Brenna Curley Ann Marie Potter Michael Fraboni Mary Anne Riopel Kevin Hartshorn Eric Sanders Trish Moller Jay Scifers Thyago Mota David Wilkenfeld Greg Schaper Fred Schultheis Seminary Faculty Nathan Shank Our faculty are dedicated teachers, Shannon Talbott researchers, practitioners, and mentors. Debra Ward They love what they do and it shows. Both full-time or adjunct faculty provide a wealth Nursing and Public Health of knowledge and experience and bring a Pamela Adamshick curiosity for their students’ passions and Joyce Brill interests that allow them to support the Donald Bucher individual growth and transformation that is a Kerry Cheever hallmark of Moravian Seminary. Elise Colancecco Paulette Dorney Full-Time Faculty Janice Farber Rev. Dr. Deborah Appler Nancy Fickert Professor of Old Testament/Hebrew Bible Dawn Goodolf Director of MATS Program Beth Gotwals Email | Visit Profile Kathleen Gray

Karen Groller Rev. Dr. Craig Atwood Taylor Grube The Charles D. Couch Chair of Moravian Deborah Halliday Theology Lori Hoffman Director of Center for Moravian Studies Donna Keeler Email | Visit Profile John Mikovits

Colleen Payton Rev. Dr. Frank Crouch Michelle Sayenga Dean & Vice-President Susan Scholtz Professor of New Testament James Teufel Email | Visit Profile

288 Rev. Dr. Nelson Rivera Professor, Old Testament Associate Professor of Theology Email Email | Visit Profile Rev. Dr. Willard R. Harstine Rev. Dr. Beth Toler (1982 – 2003) Associate Professor of Clinical Counseling Associate Professor, Pastoral Theology Email | Visit Profile Email

Rev. Dr. C. Riddick Weber Rev. Dr. William W. Matz Associate Professor of Pastoral Ministry (1971 – 1988) Seminary Chaplain Dean of the Seminary Email | Visit Profile Email

Adjunct Faculty Rev. Dr. John Thomas Minor Tahara Akmal (1984 – 2001) Adjunct Professor, Chaplaincy Director, Reeves Library Email | Visit Profile Email

Rev. Dr. David H. DeRemer Rev. Dr. Steve Simmons Director of Supervised Ministry (2003 – 2017) Email | Visit Profile Assistant Professor, Theology; Director of Continuing Education Gregory Krausz, LPC, CADC Email Adjunct Professor, Addictions Counseling Email | Visit Profile Rt. Rev. Dr. Kay Ward (1990 – 2005) Marcella Kraybill-Greggo, MSW, LSW Director of Continuing Education; Seminary Co-Director of Formative Spirituality Program Advancement and Recruitment; Vocations Clinical Director of MACC Program Email Email | Visit Profile Rev. Dr. Jane Williams Barbara Martell, MSEd, MA, MS (2010 – 2018) Co-Director of Formative Spirituality Program Professor of Clinical Counseling; Chair of Email | Visit Profile MACC Program Email Rev. Dr. Walter Wagner Adjunct Professor, Church History, New Artist-Lecturers in Music Testament, World Religions Chris Aguayo Email | Visit Profile Rock-Pop Singer/Songwriter/Guitar Email: [email protected] Rev. Suzanne Duchesne Adjunct Professor, Pastoral Theology Research interest and expertise Email | Visit Profile Artist-Lecturer in rock-pop singer/songwriter/ guitarist EmeRritus & Retired Biography: Dr. Howard H. Cox (1960 – 1989) Chris Aguayo is a performing rock singer/ 289 songwriter/guitarist & alumni of Moravian In addition to teaching college students, Dr. College. He is recognized by WFMZ as a Andrus has a thriving private studio in the “uniquely talented songwriter” and plays an Lehigh Valley. Her clarinet students have average of 10-15 shows per month. Chris won positions in All-State, All-East and All- self-produces his work and can help singer/ National Honor Ensembles, as well as winning songwriters who play guitar or piano take their local, regional and national competitions. songs to a commercial level as well as to play Dr. Andrus earned her doctorate as a them live professionally. Presidential Fellow at The , a Master of Music from Dr. Deborah Andrus Michigan State University and her Clarinet; Clarinet Choir, Woodwind Trio Bachelor of Music from The Crane School Email: [email protected] at SUNY . Her teachers include Alan Woy, James Pyne, Theodore Oien, Research interest and expertise Elsa Ludewig-Verdehr and Mark Nuccio. Artist-Lecturer in clarinet, Clarinet Choir, Woodwind Trio, Clarinet Pedagogy, Clarinet A passionate teacher of all students of the Literature clarinet, Dr. Andrus is the clarinet author for Teaching Woodwinds, a woodwind Biography: methods resource for music educators, Deborah Andrus is the second and Eb which can be found at: teachingww.com. clarinetist with the Allentown Symphony Orchestra, and is a member of the SATORI Dr. Andrus is an Artist-Clinician for the Buffet Chamber Ensemble, the DeMarina Trio and Corporation and plays Buffet R-13 clarinets. the East Winds Quintet. Before moving In her free time, Dr. Andrus enjoys reading, to Pennsylvania, she held the principal yoga, cooking and traveling with her family. clarinet position with the Natchez Opera Festival Orchestra. She has performed with John S. Arnold many ensembles across the United States, Guitar, Classical; Guitar Ensemble including the Louisiana Philharmonic, the Email: [email protected] Baton Rouge Symphony, the Mississippi Symphony, the Central Ohio Symphony, the Research interest and expertise New Columbian Brass Band and the Fort Artist-Lecturer in guitar, Guitar Ensemble, Wayne Philharmonic. In 2010, Dr. Andrus Flute and Guitar Ensemble, Guitar Pedagogy, toured mainland China, giving concerts and Guitar Literature masterclasses with Trio Clavino. Biography: Currently, Dr. Andrus is the Artist-Lecturer John S. Arnold is presently the guitar in Clarinet at Moravian College and Lehigh instructor at Moravian College where he University where she teaches clarinet, directs teaches private lessons (classical, flamenco, the clarinet ensembles and teaches Woodwind lute, fingerstyle), guitar ensemble, flute & Techniques. In 2009, she was the recipient guitar ensemble, guitar literature & guitar of the T. Edgar Shields prize for Outstanding pedagogy. Prior to this position he taught Studio Teaching at Moravian College. Before guitar at in Vermont. moving to Pennsylvania she was Professor As a soloist and chamber musician, he of Clarinet at Delta State University in has performed with numerous ensembles Cleveland, Mississippi and at Southeastern and venues including the Pennsylvania Louisiana University in Hammond, Louisiana. Sinfonia Orchestra, Allentown Symphony 290 Orchestra, Sage City Symphony, Satori, Two Email: [email protected] Part Invention, Gabriel Chamber Ensemble, Pennsylvania Shakespeare Festival, Kennedy Research interest and expertise Center, Musikfest, Wall Guitar Festival, Artist-Lecturer in voice and Bach-Handel Festival, Philadelphia Classical conducting, Women’s Chorus, Guitar Series, Festival of the Human Voice, Vocal Pedagogy, Vocal Literature, HCC Guitar Mini-Fest, Hartt International Vocal Diction Guitar Festival, and on national public radio & television. Biography: Eduardo Azzati, director & conductor, is In 2002, John was awarded the T. Edgar a versatile musician who divides his time Shields Prize for distinguished studio between singing, teaching and conducting. instruction at Moravian College where his He gained popularity as a conductor and students have won many competitions baritone soloist in his homeland Argentina including the MC Concerto Competition where he directed many choral and orchestral and the prestigious GFA Competition (Youth ensembles and sang with important orchestras Division). From 2000-2012, he founded including the National Symphony Orchestra. and directed the Bethlehem Guitar Festival, Mr. Azzati has held many positions as a bringing to the Lehigh Valley some of the conductor. Among others Associate Conductor most outstanding guitarists the world has to of the award winning National Youth Choir of offer. In 2011, Shenandoah Conservatory Argentina, Director of Choral Activities and presented John with the Alumnus of Conductor of award winning choirs at St. Excellence Award, recognizing alumni Agnes School, Director of Choral Activities for doing outstanding work in their field. and Conductor at St. Andrew’s School and In addition to teaching and performing, Conductor of Kantus Choral Group. John has been a judge for numerous guitar competitions including the Schadt As a solo singer Mr. Azzati specializes in the String Competition, Philadelphia Classical oratorio and art song repertories. He appears Guitar Competition, John & Susie Beatty frequently in the Lehigh Valley and beyond Competition, and Godfrey Daniels. and has sung in Argentina, Uruguay, Brazil, France, Spain and Greece. The Morning Call Mr. Arnold holds an Artist Diploma remarked: “In Max Reger’s Der Einsiedler degree from the Hartt School, University Eduardo Azzati was the excellent soloist. of Hartford, where he studied with Never has solitude and loneliness sounded Richard Provost; Bachelors and Masters so gorgeous.” The same newspaper said in a Degrees in Guitar Performance and review of Bach’s St. John’s Passion: “Eduardo Guitar Pedagogy from Shenandoah Azzati was outstanding as Pilate.” Conservatory of Shenandoah University, where his major teacher was Glenn Currently he is on the music faculty at Caluda. Mr. Arnold has recorded several Moravian College where he is the 2005 CD’s and published arrangements for recipient of the T. Edgar Shields Prize for guitar with ClearNote Publications and “excellence in studio teaching, contributions Guitar Chamber Music Press. to music scholarship and participation in professional musical activites, and a Eduardo M. Azzati quality relationship to music students.” Voice, Classical; Women’s Chorus Mr. Azzati is Director of Music at Yardley United Methodist Church, in Yardley, PA 291 where he directs children, youth, adult and Ensemble Director handbell choirs. He is also on the music Email: [email protected] faculty at Lehigh University. Mr. Azzati holds a Bachelors Degree in music with Research interest and expertise a specialization in conducting from Juan Artist-Lecturer in classical José Castro State Conservatory of Music, voice, musical theater voice, Buenos Aires, Argentina, and a Master’s and vocal coaching. Degree in Voice Performance and Pedagogy from Westminster Choir College of Rider Biography: University, Princeton, NJ. Baritone Justen Blackstone has been praised for his vocal brilliance, artistic sensitivity, Sarah Baer and deep musical understanding beyond his Oboe years. He holds a masters degree in Vocal Email: [email protected] Performance and Pedagogy from Westminster Choir College of . There he Research interest and expertise studied with mezzo-soprano Laura Brooks Artist-Lecturer in oboe, Women’s Studies Rice and collaborative pianist Dr. J.J. Penna. He also holds a bachelor’s degree in Piano Biography: Performance from where Sarah Baer is an active oboist, music scholar, he studied with Dr. Susan Kindall. and educator in the Lehigh Valley. Ms. Baer earned a Bachelor’s Degree in Music Because of the nature of his musical degrees, Performance from Moravian College, where Justen feels comfortable singing on stage, she studied with Carol Temlin and David collaborating with another musician from B. Diggs. Graduate work was completed behind the piano, or teaching one of his many at where Ms. Baer vocal students. Justen currently teaches at was awarded a joint M.A. in Music History Moravian College in Bethlehem, PA where and Women’s and Gender Studies after he gives voice lessons and vocal coachings, completing a thesis on the life and work of directs the Broadway and Opera Workshop Margret Ruthven Lang, the first American ensemble, and plays for recitals and women composer to have her orchestral works performance classes. He also teaches private performed. Ms. Baer can be heard throughout voice for DeSales University’s distinguished the Lehigh Valley as a soloist, and has also theatre program in Center Valley, PA. His performed internationally with the New Jersey recent performances include solos in Mass Youth Symphony. Her continued academic in G (Schubert), Mass in E-flat Major, Op. 5 interests in musicology, and the history of (Beach), and Requiem Op. 48 (Faure). women in music, include educating about and advocating for the performance of works by Ralph Brodt III women composers. Trombone; Trombone Ensemble Email: [email protected] Andrea Berntsen Accompanying Research interest and expertise Email: [email protected] Instructor of trombone, Trombone Ensemble, Trombone Pedagogy, Trombone Literature Justen Blackstone Voice Teacher, Classical and Musical Theatre; Biography: Vocal Coach; Broadway and Opera Workshop Ralph E. Brodt, III is an artist-lecturer 292 of trombone and low brass at Moravian Research interest and expertise College and Muhlenberg College. He has Instructor of horn been an instructor of music for over 40 years. A graduate of Moravian College, Biography: he had studied with Dr. Henry Schmidt, Jonathan Clark is an active horn player from Donald Spieth, and Richard Schantz. New York to Maryland. He is principal horn Nazareth Music Center, a family owned of the Allentown Symphony Orchestra and store is where Ralph spends a majority of the Bay Atlantic Symphony and a member his time in instrument sales/repairs, and of Symphony in C and Princeton Symphony. privately teaching low brass students. Prior Along with these orchestras he plays with to that, he was the Director of Music at the Philadelphia Orchestra, Philly Pops, Allentown Central Catholic High School. Pennsylvania Ballet Company and the Ralph proudly served as a captain in the Reading Symphony. Jonathan studied at USMC. He had the honor of conducting The New England Conservatory of Music the Basic School’s Men’s Chorus and and earned his Bachelors of Music in Horn performing at the National Cathedral in Performance in 2008. While there he studied Washington. Ralph performs with many with Richard Mackey and Jason Snider and area orchestras, including the Lehigh Valley worked with many other member of the Chamber Orchestra, PA Sinfonia, Allentown Boston Symphony Orchestra. He received a Symphony, Bach Festival Orchestra, and Masters in Horn Performance from Temple Lehigh University. Ralph has played for University’s Esther Boyer College of Music and legendary performers such as Bobby Vinton, Dance in 2012, studying with Jeffery Lang Don Rickles, Marilyn Horn, Barbara Cook, of the Philadelphia Orchestra. Outside of the and Monica Mancini. He has been honored concert hall, Jonathan has recorded with NFL to share the stage with his talented peers, Films and played horn at the Walnut Theater as well as musicians such as Ken Brader, and for the popular musicals Les Misérable Rick Braun, Bob Grausso, and Bill Watrous. and Miss Saigon on Broadway. When not Ralph performs with many various small performing Jonathan enjoys living in rural ensembles, concert bands, and big bands Bucks County with his wife and son. throughout the Lehigh Valley. He performs with professional pit orchestras for colleges Dan DeChellis and theatre groups throughout the Valley, Piano, Classical and Jazz; and also conducts orchestras for local high non-idiomatic improvisation schools productions. Since it resurrection Email: [email protected] 23 years ago, Ralph has conducted the Nazareth Area Community Band, one of Research interest and expertise the area’s oldest community bands. In his Artist Lecturer in classical and jazz piano, leisure time, Ralph enjoys arranging music Non-idiomatic improvisations in a variety of for various ensembles, performing with his ensemble sizes family quartet, home improvement projects, spending time with his canine companion, Biography: and traveling with his wife. Dan DeChellis (pianist) first came to the Jonathan D. Clark attention of the jazz / improvised / new Horn music world in 1996 with the release Email: [email protected] of his solo recording debut “Shapes” on the Sachimay label. This recording earned him immediate critical praise 293 and led to appearances throughout the been reviewed in The Wire, Cadence, Signal Northeast. Since then DeChellis has to Noise and Keyboard Magazine. Among the released five more CDs on Sachimay and many fine musicians he has collaborated with has continued to increase his reputation are: Gerry Hemmingway, Sabir Mateen, Daniel as one of today’s busiest and most Carter, Dee Pop, Rueben Radding, Ravish compelling improvisers. He has performed Momin, Ernesto Diaz-Infante, Jeff Arnal, Chris as a soloist, leader and sideman at the Forsyth, Anita DeChellis, Brian Moran, Toshi Roulette (NY), Knitting Factory (NY), Makihara, Masashi Harada, Matt Hannafin, The Middle East (Boston), Sculler’s Jazz Bhob Rainey, Tatsuya Nakatani. Club (Boston), , New Langton Arts (CA), The Zeitgeist, ABC NO David Diggs Rio, Autumn Uprising Festival, the Big Oboe Sur Experimental Music Festival and as Email: [email protected] an organizer and performer at New York’s, Improvised and Otherwise Festival. Joseph Doucette Suzuki Violin and Viola Most recently, DeChellis was nominated Email: [email protected] by his peers as “Best Pianist” and “Best All-Around Performer” at the Lehigh Valley Research interest and expertise Music Awards and last year, as a founding Artist-Lecturer in Suzuki, violin and viola member of the group, ThreeMonKs, he won “Best New Artist” and “Best Live Jazz Biography: Performance”. His current trio is focused on Joseph Doucette received his Bachelor of original compositions and re-working of Pop Music degree from the Hartt School and and Jazz standards. his Master of Music degree from Temple University. He has studied violin and viola Born October 14,1970, DeChellis grew up with Hirono Oka, Ana Tsinadze, Anton Miller, in Whitehouse Station, NJ. He began piano and Robert dePasquale, and has had lessons studies at age five and quickly developed with Barbara Gavotos, William dePasquale, interest in a diverse range of musical and Gregory Fulkerson. He is a certified styles. From 1989 to 1997 DeChellis Suzuki teacher, having trained through books received his master’s degree in classical 7 with James Hutchins, Christie Felsing, and piano. At the New England Conservatory Martha Shackford. He has played with the DeChellis worked closely with legendary Hartt Symphony Orchestra, as well as held composer/pianist Ran Blake and improviser principle positions with the Temple University Masashi Harada. DeChellis sites influences Orchestra, and has toured Peru with as diverse as Paul Bley, Brian Eno and the Instrumentos de Albanza. He has interned music of Anton Webern. with the Hartford Symphony Orchestra, and served as a management assistant with DeChellis’s music seeks to blur the the Ambler Academy of Music. Currently, boundaries between contemporary Joseph is an artist-lecturer in Suzuki violin at classical and improvised music. Whether Moravian College, and regularly performs with he is performing solo or accompanied by the Doucette Quartet/Trio. His background as electronics, voice and acoustic instruments, an orchestra member, chamber musician, and he masterfully combines standard piano freelancer, has shown him how important it virtuosity with extended technique and is to teach and share the music that he loves explosive bursts of energy. His recordings have with his students. Joseph believes that with 294 motivation, encouragement, and exposure to Lou Carol Fix fine music, any child can learn the skills and Organ, Recorder patience it takes to study a string instrument. Email: [email protected]

Inna A. Eyzerovich Research interest and expertise Violin Artist-Lecturer in organ, Organ Pedagogy, Email: [email protected] Organ Literature, Sacred Music

Research interest and expertise Biography: Artist-Lecturer in violin, Violin Pedagogy, Lou Carol Fix is Artist-Lecturer of Organ Violin Literature at Moravian College in Bethlehem, PA, teaching organ, sacred music, recorder Biography: and music history since 1985. She holds Inna obtained her B.A.in music and her the B.M. degree in Organ Performance Masters from the Moscow Conservatory. from , NC, and M.M. and Upon graduating, she held the position of M.A. degrees in Organ Performance Assistant Concertmaster with the Richerkar and Musicology, respectively, from Chamber Orchestra and then with the State Indiana University, Bloomington. Her Symphony Orchestra in Moscow where she organ teachers have included Margaret also was Assistant Concertmaster. With the Mueller, John Mueller and Wilma Jensen. State Symphony she performed in many She also studied the carillon with Jo of the major countries of Europe including Haazen at the Royal Carillon School in Austria, Germany, Italy, and Spain. Mechelen, Belgium. In recent years Lou Carol has given papers and organ recitals After coming to the United States in at conventions of the Organ Historical 1991 Ms. Eyzerovich played with the Society, Region III of the American Guild of Hudson Valley Philharmonic, the Nassau Organists, and the Bethlehem Conferences Symphony Orchestra, and the Hartford on Moravian Music. She has recorded for Symphony where she was Concertmaster the Organ Historical Society on the 4-CD of the Core Orchestra. set Historic Organs of Pennsylvania (OHS- 03, 2005), and has served as Dean and In 1994 she came to the Lehigh Valley. She Archivist of the Lehigh Valley Chapter of is now a member of the Reading Symphony, the AGO. She also served as the Faculty the Pennsylvania Sinfonia, the Moravian Coordinator and Organ Instructor at the String Quartet, the Bach Festival Orchestra, 2009 Pipe Organ Encounter (POE) in and is currently Assistant Concertmaster of Bethlehem. She will teach on the organ the Allentown Symphony. She has been on faculty at the 2018 POE in Philadelphia. the faculty at Moravian College for twelve years and has a private violin studio. Her Lou Carol’s church music positions as students have won awards at the Voorhees Organist and/or Director of Music have Competition, the Friends of Music of included Lutheran, Methodist, Episcopal, Bethlehem Competition, the District, Presbyterian and Regional, State and National Orchestras. congregations throughout the Eastern half of the United States. She currently is Besides music, Ms. Eyzerovich loves cats, the Organist/Choirmaster at St. George’s gardening and books. Episcopal Church in Ardmore, PA. In 2009 she was Director of the first Peace 295 Instrumental Music Camp at Peace-Tohickon Clay Aiken, the Temptations, the Four Lutheran Church in Perkasie, PA. Lou Carol Tops, Bob Dorough, and Maria Schneider also teaches music and recorder at Moravian and has appeared on stage with such Academy in Bethlehem, PA. luminaries as Phil Woods, Natalie Cole, Al Lou Carol has performed on the Heefner Martino, David “Fathead” Newman, and Organ Recital Series at , Bud Shank, among others. Voted the 2004 PA (2004), as well as the Tannenberg Jazz Musician of the Year – Lehigh Valley Organ Programs in Winston-Salem, NC (PA) by Pulseweekly Magazine, he has (2009). Her chapter “The Organ in composed more than 120 works for Jazz Moravian Church Music” is published Orchestra including The Real Book of Gig in The Music of the Moravian Church in (2012), a jazz opera, Collaboration (2007), America, ed. Nola Reed Knouse, Eastman a jazz ballet, The Never-Ending Saga of Studies in Music (Rochester, NY: University Elli and Griff (2013), a jazz suite featuring of Rochester Press, 2008). Lou Carol’s Phil Woods, and an album, Treacherous interests include 17th-century organ (2005), on Sea Breeze Jazz Records which performance practice, creative hymn- was nominated for a Grammy nomination. playing and Moravian music in America. Mr. Gairo is an alumnus of the prestigious BMI Jazz Composer’s Workshop in New Anthony Gairo York City (2001-2006) where several of his Saxophone, Jazz Arranging, Combo I compositions for Big Band were premiered. Email: [email protected] He conducted the BMI (NY) Jazz Composer’s Orchestra in concert at Merkin Hall, New Research interest and expertise York in 2003, 2004, and 2005. Whether Artist Lecturer in Jazz Saxophone, Artist as sideman or leader, Tony “gigs” several Lecturer in Jazz Flute, Jazz History nights a week and records in disparate musical settings throughout the Northeast Biography: Corridor of the United States, primarily in Saxophonist, flutist, clarinetist, and jazz and around the Lehigh Valley of PA, the composer Tony Gairo keeps an active Greater Philadelphia region, and Princeton calendar of professional performances, NJ with such ensembles as the Franklin engagements, sessions, and shows while Alison Orchestra, the Rob Stoneback Big maintaining busy teaching studios at Band, Band From Mars (a David Bowie Moravian, Muhlenberg, Lafayette and Tribute), the Hoppin’ John Orchestra, Swing Mercer County Community Colleges, and Easy, Philadelphia Funk Authority, Marah, Music Forte Music School. A 22-year duos with pianist/vocalist Lou Lanza and member of the Jazz Faculty at Moravian, he guitarist Jason Wolbach, and his own Cross has directed Jazz Combo 1 since 1998 and Current Big Band whose book is comprised was awarded the T. Edgar Shields Prize for entirely of his works for Jazz Orchestra. Tony Distinguished Studio Instruction in 2006. leads the Hot 3, a jazz repertoire ensemble, He has directed and conducted the Big in addition to various jazz trios, quartets, Band at Muhlenberg since 2009 and is a and quintets. He is immensely grateful to former Vice President of the Pennsylvania have had the good fortune and resilience to Jazz Collective (2015-18). A graduate of have made a career of music and absolutely Temple University (B.M. Jazz Saxophone loves what he does for a living. Performance), Tony performs with some of the best and most successful musicians in the industry including Johnny Mathis, 296 Frank Giasullo She is a frequent workshop clinician and Piano, Jazz recording artist, and she performs as a Email: [email protected] founding member of the Celtic bands Blackwater and Banna Lach, as well as lead Research interest and expertise fiddler for the award-winning Big Valley Artist Lecturer in piano and jazz piano Bluegrass Band. Alison teaches at the River Biography: Valley Waldorf School in Bridgeton, PA and Composer and pianist with a B.A. in at her home studio in Coopersburg, PA. Music from and a M.A. She leads a monthly Irish music session in Composition and Performance from in Hellertown, PA, and is the founder and Goddard College. Frank has worked as organizer of the long established Celtic a composer and performer in both the Classic Fiddle Competition as part of the classical and jazz idioms. His original annual Celtic Classic Highland Games & pieces for piano were first performed in Festival in Bethlehem, PA. She has traveled Town Hall, NY in 1970 by pianist Arlis throughout Ireland and the British Isles Heukelekian. He has released two highly for musical projects, and she also enjoys acclaimed jazz albums, “Expedition” and performing with her husband and three “First Light.” A third album, “Until The adult daughters who were raised in both folk Next Time,” recorded in London with his and classical music traditions. new quartet featuring UK jazz greats Art Themen (Tenor/Soprano Sax) and David Dr. Arianna Goldina Green (Bass), was released October 2005. Piano, Classical; Piano Trio Frank has completed four successful Email: [email protected] of England. A fifth tour with the new quartet will take place July 2006. Frank Research interest and expertise has taught for over ten years at Raritan Artist-Lecturer in piano, Piano Trio, Piano Valley Community College in New Jersey Pedagogy, Piano Literature directing the jazz ensemble, writing and arranging charts and teaching jazz theory Biography: and improvisation. Frank is currently on Arianna Goldina (piano, chamber music, the music faculty at Moravian College in piano literature, piano pedagogy) holds a Bethlehem, Pa, where he teaches piano Master of Music degree from the Juilliard and jazz piano. School of Music and a Ph.D. in Piano Performance from New York University, Alison Gillespie where she studied with Martin Canin Celtic Fiddle; Celtic Ensemble and Herbert Stessin, respectively The Email: [email protected] foundations of her musical education were laid in her native Latvia. Research interest and expertise Artist-Lecturer in celtic fiddle As a member of the Goldina-Loumbrozo piano duo team, she has been heard in Biography: numerous music centers in the United States, Canada, England, France, Italy, Alison Gillespie has been with the music Germany, the Baltic States, Russia, and faculty at Moravian College since 1996 as Scandinavia. The duo has appeared an instructor of Celtic Fiddle and director among others, with The Detroit Symphony, of the Moravian College Celtic Ensemble. The Pacific Symphony, The New World 297 Symphony, The Symphony of the Americas, Mason University, Fairfax, VA, under Carol The Philharmonic Orchestra of Florida, Lubetkin of Oberlin Conservatory. and The Latvian National Symphonic Orchestra. It was featured on the ABC She taught general music in the Diocese of TV network in the United States and on Allentown and also Bethlehem School District, French and Russian National TV. Goldina but focused on Suzuki when she began and Loumbrozo captured public attention teaching at the Suzuki Center of the Lehigh after winning First Prize at two major Valley. At Moravian, she teaches both Suzuki international duo-piano competitions: the and traditional piano. As a member in PMTA, 7th Valentino Bucchi Competition of 20th Pennsylvania Music Teachers’ Association, Century Music in Rome, Italy, and the 2nd she offers her students opportunities to excel Murray Dranoff Two-Piano Competition yearly by entering several special auditions, in Miami. They have recorded for the an annual Hannah Young Playathon, and Pianissime, Cybelia and Phoenix labels. Annual Piano guild Auditions.

Dr. Goldina has taught at New York University, Robin Kani The Juilliard School, and the French- Flute, Flute Ensemble American Conservatory. She has adjudicated Email: [email protected] several international piano competitions, such as the Gina Bachauer International Junior Research interest and expertise Piano Competition and the Murray Dranoff Artist Lecturer in flute, Flute Ensemble, Flute International Two-Piano Competitio. She Pedagogy, Flute Literature also served as an Associate Artistic Director of the Murray Dranoff Foundation and on Biography: the Executive Board of The Piano Teachers Robin Kani, flutist, has been described Congress of New York. Currently, Dr. Goldina by the New York Times as an artist with is an artist-lecturer at Moravian College. “professional aplomb as well as technical authority…playing with complete assurance Lori Huth and accuracy.” Her accomplished Suzuki, Piano international career has seen her perform Email: [email protected] throughout the Eastern United States, Mexico, Germany, Spain, Czech Republic, Research interest and expertise England, and Scotland and has earned her Artist-Lecturer in piano, Suzuki Piano praise by The Washington Post, Stalban Observer (UK), and Philadelphia Enquirer Biography: among others. Robin made her Carnegie Lori Huth graduated with a Bachelor of Hall debut as a winner of the Artists’ Science in Music Education from West International Chamber Music Award. She University as a piano major, voice has also performed in Alice Tully and CAMI minor with a concentration in vocal- Halls in New York, at the Kennedy Center in choral. She studied Suzuki pedagogy Washington, DC, Royal Albert Hall in London, under master clinicians Carole Bigler and and as recitalist and chamber musician in Valery Lloyd Watts, pioneers in bringing live broadcasts over National Public Radio. Suzuki Piano to the U.S. She attended She recorded the Sacred Flutist through teacher training institutes at Queens Alfred Publishing and regularly records University, Kingston Ontario, under Bigler/ for the Warner Bros., Dorian, Koch, and Watts for several summers, and George Analekta labels. Robin can be heard as flute 298 soloists on The Bach Choir of Bethlehem’s Biography: recordings of the Mass in B Minor, Christmas Linda Louise Kistler, violin, holds a Bachelor Oratorio, and the Emmy award winning PBS of Music degree from documentary about The Bach Choir entitled Conservatory, and received a Master of Make a Joyful Noise. Music from the Juilliard School, where her teacher was Ivan Galamian. She has been a Robin serves as principal flutist of the soloist and concert master with the Lehigh Bethlehem Bach Festival, Pennsylvania Valley Chamber Orchestra, the Pennsylvania Sinfonia, and Allentown Symphony Sinfonia Orchestra and the Bethlehem Bach Orchestras. She was awarded, along with Festival Orchestra, and is a frequent guest her husband Larry Wright, the Arts Ovation artist with the Gabriel Chamber Ensemble of Award given by the Arts Council of the city Schuykill County, Pennsylvania. Her teaching of Allentown, PA. Aided by an outreach grant engagements have included the Lehigh from the State Department, she toured Turkey, Valley Charter School for the Performing Arts, Jordan, and Lithuania with the New York Kutztown University, Lehigh University and based ensemble Poetica Musica. Cedar Crest College. Ms. Kistler currently maintains a private teaching studio, and An advocate of new music, Robin has is on the faculty of Moravian College and premiered works written for her by composers Allentown’s Community Music School. Larry Lipkis and Steven Sametz. She also recently recorded music by Paul Salerni for flute, guitar, and voice with guitarist Oren Thomas Kozic Fader and tenor Jan Opalach on the Albany Jazz Guitar label. Frequently invited to the National Flute Email: [email protected] Association Conventions, she has performed in Washington, DC and with Eastwinds Biography: Quintet in San Diego, CA. In December of Tom Kozic, guitar, has been playing the guitar 2016 Robin toured through 10 cities in China since age 7. Having been schooled privately with the Philadelphia Festival Orchestra. by such greats as Joe Pass, Kenny Burrell, Howard Roberts, Harry Leahey, Jack Wilkins, Robin is an Alexander Technique Teacher, and Tal Farlow, Tom had the opportunity of trained at the Philadelphia School for the being assistant clinician to Howard Roberts Alexander Technique. seminars in the 70s. In 1978, in fact, Tom won 1st Place in the Kenny Burrell National She received a Bachelor of Music, “with Jazz Guitar Competition at the young age of distinction,” from the 19. In addition to being a great performer, and a Master of Music from The Juilliard Tom has 25 years teaching experience, both School, where she studied with renowned privately and at the college and university flutist Samuel Baron. level including 5 years at Lehigh University, 7 years at Moravian College, and 9 years at Linda Kistler Muhlenburg College. Tom has performed with: Violin, Baroque Violin Brian Lynch, Tim Hagens, Steve Gilmore, Phil Email: [email protected] Woods, Bill Goodwin, Bill Watrous, and Don Patterson. Tom also is a major contributor to Research interest and expertise the repertoire of the Nelson Hill Quartet. Artist Lecturer in violin, Violin Pedagogy, Violin Literature

299 Rebecca Lepore Zach Martin Organ Drum Set Email: [email protected] Email: [email protected]

Rebecca Kleintop Lepore has been the Research interest and expertise Director of Music and Organist at Central Artist-Lecturer in drum set Moravian Church since 2002, is an Artist- Biography: Lecturer at Moravian College teaching organ Originally from Bethlehem, PA, Zach Martin performance, sacred music, and Musicianship began pursuing music at a young age. At Classes, serves as the Organist and Choir the age of 8, he began private lessons Director of the Moravian Theological with Jon San Filippo at the local Seminary, and is a former University Organist Drum Shop. Later he moved on to study of Lehigh University. She was previously with educator and author for Mel Bay the Senior Organist at the Coral Ridge Publications, Inc., D. Scott Williams. By Presbyterian Church in Fort Lauderdale, the age of 14, he was playing clubs around Florida, as well as an Assistant Grand the area professionally and would eventually Court Organist at the Wanamaker Organ in graduate from the Lehigh Valley Charter Philadelphia. Becky earned the prestigious School for the Performing Arts with the Artist Diploma from the Curtis Institute of award for Outstanding Musical Achievement. Music in Philadelphia, PA and received her Bachelor of Music degree, magna cum laude, Zach then moved to Boston, Mass. in 2006 from Moravian College. where he attended the world renowned Berklee College of Music. While at Berklee, In addition to five CDs recorded at Central he studied with teachers Bob Tamagni and Moravian Church, Becky recorded three CDs John Ramsay. Finishing his degree in Jazz with Tim Zimmerman and the King’s Brass Performance at Moravian College Zach has and one with the Coral Ridge Presbyterian studied drum set with Byron Landham and Church Choir. Becky has published organ Gary Rissmiller, piano with Justin DeAngelo, works through Warner Brothers Publications, Skip Wilkins and Jason Long, and composing/ Alfred Music Publications, MorningStar arranging with Tony Gairo. Zach has most Music Publishers, and the Moravian Music recently studied drum set with Joe Bergamini, Foundation, and most recently, was the editor educator, author, and Senior Drum Editor for of Praise and Thanksgiving: For 275 Years of Hudson Music Publishing, Inc. Music at Central Moravian Church. Becky has done extensive traveling as a concert organist Zach has become an in-demand drummer in and as an organ clinician, and is the 2018 the Lehigh Valley. He has experience playing recipient of the prestigious Moramus Award, in a wide range of styles from musical theater given by the Moravian Music Foundation that to heavy metal and has toured on a semi- honor scholars and others whose activities and national level. He has been a professional achievements have resulted in outstanding educator since graduating Moravian College in contributions to American Moravian music. 2013, developing a unique style of teaching that draws from his experience as both a life In her spare time, Becky loves gardening, long student and performer. knitting, anything Disney, the beach, and spending time with her husband and their Steven Mathiesen combined family of four kids. Percussion, Percussion Ensemble Email: [email protected] 300 Research interest and expertise Joseph Mixon Artist-Lecturer in percussion, Percussion Guitar ensemble, Percussion Pedagogy, Email: [email protected] Percussion Literature Michael Montero Biography: Violin, Viola Steven Mathiesen is a member of the Email: [email protected] percussion section of the Northeastern Pennsylvania Philharmonic and is Research interest and expertise principal timpanist with the Pennsylvania Violin, Viola Sinfonia Orchestra and the Binghamton Philharmonic. In January 2002, he was Biography: a featured soloist with the Binghamton Michael Montero began playing the violin Philharmonic, performing Harmonic at age eleven in his native New York City. Rhythm, a timpani concerto composed by He attended the Fiorello H. LaGuardia Russell Peck. In recent seasons, he has High School of Music, Art and Performing also performed with the Bethlehem Bach Arts in Manhattan and participated in the Festival Orchestra of Bethlehem, Lehigh Manhattan School of Music preparatory Valley Chamber Orchestra, Allentown division. Mr. Montero received a BA in Symphony and Reading Symphony. He has music from Rutgers University where he accompanied many professional entertainers studied under Matthew Reichert. in their appearances at area venues. Mr. Montero served as the Music Director of Mr. Mathiesen has appeared on recordings the Auburn Chamber Orchestra in Auburn, with the Bach Choir of Bethlehem, and the New York. He was the former concertmaster Pennsylvania Sinfonia Orchestra, and has of the Onondaga Civic Symphony Orchestra made studio recordings for Shawnee Press (Syracuse, NY) and held that post for six and Alfred Publishing. His compositions and years. Mr. Montero was the music director of arrangements are published by Shawnee the Onondaga Youth String Ensemble, a string Press, Honeyrock Publications, C-Alan orchestra that he founded in 2005, for both Publications and Permus Publications. middle and high school students.

Mathiesen received a Master of Music degree After graduation, Michael taught instrumental from the Cincinnati College-Conservatory music in both public and private schools of Music, and a Bachelor of Music degree in New Jersey and New York while studying from the School of Music. His violin repair and restoration with his beloved principal teachers were William Youhass and mentor, Thomas Cox. In 2003, Montero Allen Otte. He has also studied marimba with opened his first shop and spends most of his Leigh Howard Stevens. time as a luthier servicing clients at his two shops, Montero Violins, located in Emmaus In addition to teaching at Moravian College, and Stroudsburg. He also has a private lesson Mr. Mathiesen also teaches at Marywood studio at both locations where he teaches University in Scranton. He and his family violin and viola. Mr. Montero has been playing reside in the Poconos. A graduate of East violin with the Moravian College Orchestra Stroudsburg Area High School, he was since he moved to the Lehigh Valley in 2011 recently inducted into that school district’s where is he Concertmaster. In his free time, Music Hall of Fame. he enjoys hiking and traveling with his family. 301 Tanya O’Brien Most recently, Tanya has studied with Ruth Voice, Classical Drucker and Doug Martin. Tanya is a member Email: [email protected] of American Guild of Musical Artists. Research interest and expertise Other performances include Choral Arts Artist-Lecturer in voice Society of Philadelphia, Wolf Trap Opera Chorus, Central Moravian Church Choir, Biography: Covered Bridge Theater, Musikfest Chorus and Tanya Lauser O’Brien a 1996 graduate The Bach Choir of Bethlehem. Now residing of Moravian is thrilled to return and share in the Schnecksville area with her husband her talents with her alma mater. Tanya Tim and daughter Katharine, Tanya continues holds a Bachelor of Music degree in Vocal to perform regionally as a classical recitalist Performance and Music Education from and opera professional. Moravian College and a Master of Music degree from The Boston Conservatory in Vocal Gregory Oaten Performance. During her time as a student at Voice, Classical Moravian, Tanya had the honor of performing Email: [email protected] in the College Choir, Women’s Choir, Chamber Singers, Mostly Monteverdi Ensemble and Research interest and expertise Jazz Ensembles. A frequent soloist, Tanya Artist-Lecturer in voice, Vocal Pedagogy, had the privilege of performing solos during Vocal Literature Christmas Vespers, The Emma Cecilia Thursby Memorial Concert, Central Moravian Church Najwa Parkins Choir, Moravian College Orchestra, Opening Voice, Jazz Vespers, Founder’s Day Celebrations and at Email: [email protected] Commencement. Tanya was awarded both the Leon Prokofy Leonovitch Memorial Prize Research interest and expertise and the Steven K. van Auken Prize for music Artist-Lecturer in Voice, Jazz students. While at Moravian, Tanya studied voice with Joanne Barsotti. Biography: Najwa Parkins is a Philadelphia-based In 1997, Tanya moved to Boston to study with vocalist, songwriter/composer, arranger, Monique Phinney at The Boston Conservatory. bandleader, and educator. Her voice has While there, Tanya was awarded the Opera often been described as smooth, smoky, Department Assistantship and a Music and soulful— with a profound range of Department Award. Tanya was solosist emotion. Najwa has been praised for her with every vocal performance ensemble at compositions, which are both lyrically the conservatory as well as a soloist with and musically engaging. the First and Second Unitarian Church of Boston, L’Ensemble Eclectique, Boston Coro At 13 years old, Najwa attended a di Camera, Boston Lyric Opera and others. performance featuring jazz vocalist and Tanya had the opportunity to perform Pamina electric bassist, Nancy Reed. She immediately (The Magic Flute) at the Boston Conservatory recognized a kindred spirit and fell in love as well as participate in the ensembles of with Nancy’s voice. Najwa soon began Cendrillon and numerous opera scenes. Tanya studying with Nancy, and at 14 years old, she performed in Master Classes for Brian Zeger, was performing in jazz groups at various local Sondra Kelly, Nico Castel, Charles Reicker, venues, for public and private events. In high Louis Burkot, Steve Steiner and Ken Benson. school, she continued to add to her musical 302 activities and accolades. She was selected to Bass Ensemble perform as a member of the COTA Cats Jazz Email: [email protected] Band as a trombonist and vocalist, she played leading roles in her school musicals, and she Research interest and expertise performed at Carnegie Hall as a member of Artist-Lecturer in Jazz & Classical Bass, Jazz the National Honor Choir. theory, Bass Pedagogy, Bass Literaturature

As an adult, Najwa has continued to succeed Biography: and grow. She graduated from Temple Paul Rostock has been on the faculty at University with a B.M. in Jazz Studies and Moravian since 1991 as an instructor of Vocal Performance. As a trombonist and double bass and bass guitar. He has directed vocalist for the Temple University Big Band — jazz ensembles and teaches jazz history and under the direction of Terell Stafford— Najwa improvisation practicum. Paul is also one performed at various prestigious venues and of the directors for the popular July Jazz festivals. After graduating from Temple, Najwa Getaway and accompanies the guest artists released her self-produced debut album, Not who appear annually at the camp. the Next Someone Else in 2011. She has shared the stage with a wide array of artists Rostock is also an active free lance musician including Benny Golson, Larry McKenna, performing in a multitude of musical settings Bob Dorough, Nellie McKay, Donn T, Houston .Some of the popular artists he has performed Person, Nicholas Payton, Phil Woods, and with include Frank Sinatra, Olivia Newton Branford Marsalis. Performing as both a John, Maureen McGovern, Perry , Joel vocalist and trombonist, Najwa was a member Grey, Sandy Duncan, John Davidson and Steve of Phil Woods and the Festival Orchestra. Allen. Jazz artists who Paul has appeared She is also the featured vocalist on the 2013 with include Stanley Turrentine, Urbie Green, release, New Celebration, by Phil Woods and Bob Dorough, Maynard Ferguson, David the Festival Orchestra. Fathead Newman, Clark Terry, John Coates, Bobby Watson, Ellis Marsalis, Al Grey, Buddy In the winter of 2016, she toured nationally, Childers, Carl Fontana and Bill Watrous. He portraying Rosa Parks in the Mad River also tours and records with vocalist Frank Theater Works production of “Walk On: Sinatra Jr. and his orchestra. The Rosa Parks Story. Najwa graduated from New York University with a M.S. in Paul and his family reside in Stroudsburg Professional Writing in May 2016. She Pa. and he has been actively involved in the returned to Temple University in the fall fertile jazz scene there performing annually of 2016 as a vocal jazz instructor. In the at the Delaware Water Gap Celebration of the fall of 2017, Najwa also became the vocal Arts jazz festival. jazz instructor at Moravian College. As an artist and performer, Najwa believes in the David Roth importance of connecting with the audience Piano, Jazz ; Combo II by telling stories through music. She draws Email: [email protected] on life experiences in writing her own music Website: www.rothpiano.com and lyrics as well as in her interpretation of the music and lyrics of others. Biography:

Paul Rostock David Roth performs in a wide variety of Double Bass (classical and Jazz); both of classical and jazz settings. He holds both BA and BM degrees from Moravian 303 College, and he has earned a Masters David Madsen in Beaver Creek, Colorado. He degree in classical piano performance from currently teaches Suzuki Guitar at Moravian the University of Northern Colorado. David College Music Institute. has performed with many well-known jazz Dr. Martha Schrempel musicians including Steve Gilmore, Glenn Piano, Classical Davis, Paul Rostock, Larry Mckenna, Warren Email: [email protected] Vache Jr., Bill Goodwin, and Terell Stafford. In the commercial music field, David has Research interest and expertise done keyboard work for Regis Philbin and Artist-Lecturer in piano, Accompanying Michael Amante, and he had given many live performances on radio and television. Biography: Under the direction of composer Sean O’Boyle, David recorded the piano music Martha Schrempel, piano, is a graduate sound track for the Film, Damn Fine Dining of and the Juilliard School starring David MacLean and Sam Dugmore. in New York, where she studied with the David is the creator of the Moravian College legendary piano teacher, Rosina Lhevinne; she Summer Youth Jazz Camp that includes also received a Doctor of Musical Arts from students grades 8-12. David also conceived Temple University. On the occasion of her and led the development of the strategic debut at Carnegie Recital Hall in New York, education alliance between MTNA and the The New York Times wrote of Ms. Schrempel: International Association for Jazz Education. she is “a pianist of taste and technical He is a co-author of the MTNA/IAJE Jazz finesse. Everything she played had a warm, Studies Guide that includes a forward by intimate tone and a textual transparency. Dave Brubeck. David created two community Debussy. . .was brilliantly handled as a concert programs, Peak View Jazz, in diamond-hard study in sonority.” As a Colorado, and Art’s in Your Backyard, in the soloist and accompanist to both singers and Lehigh Valley, Pennsylvania. instrumentalists, Dr. Schrempel has appeared in such festivals and series as the Beethoven Festival in New York, the National Gallery of Skylar Ruloff Art Chamber Music Series in Washington, Suzuki Guitar DC, the Moravian Music Festival in North Email: [email protected] Carolina, and Musikfest in Pennsylvania. She has played with Robin Kani, flutist, on Research interest and expertise National Public Radio, and has concertized Artist-Lecturer in Suzuki Guitar widely in the U.S., Caribbean, and Europe. Dr. Schrempel has toured the Czech Republic Biography: four times with New York-based Poetica Skylar Ruloff graduated from Moravian Musica, performing in several international College with a Bachelor of Arts in Music in festivals, including the South Bohemia and 2013. While at Moravian College he studied Janácek festivals; she has also performed and with John Arnold (Classical Guitar), Frank given master classes in Bulgaria and Albania Giasullo (Piano), and Greg Oaten (Voice). through State Department-sponsored tours. Skylar has performed solo and with various Dr. Schrempel is principal keyboardist in the ensembles including the Moravian College Pennsylvania Sinfonia Orchestra, a member Guitar Ensemble, Moravian College Choir, and of the Satori chamber music group, and on Moravian College Guitar and Flute Ensemble. the piano faculty of Bethlehem’s Moravian Skylar received Suzuki Guitar training from College, where she received the T. Edgar Shields prize for outstanding studio teaching. 304 Kimberly Seifert Audrey Simons Bassoon Cello, Cello Pedagogy, Cello Literature Email: [email protected] Email: [email protected]

Research interest and expertise Research interest and expertise Artist-Lecturer in bassoon Artist-Lecturer in cello

Biography: Biography: Kimberly Seifert, a native of Bethlehem, Audrey Simons is active as a cellist and Pennsylvania, began her bassoon studies with instructor. Ms. Simons is a cellist in the Milton Focht of Allentown. Kim continued Allentown Symphony Orchestra, and is a her studies with David P. Coombs and founding member of the Classical Attitude Jeffrey Winter. She is a freelance bassoonist String Quartet and the Chestnut Hill in the Lehigh Valley and Northeastern Chamber Players. She also performs regularly Pennsylvania area performing with the with the PI Piano Trio and the Pocono Allentown Symphony, Pennsylvania Sinfonia, Chamber Music Society, both based in Lehigh Valley Chamber Orchestra, Valley East Stroudsburg, PA. Ms. Simons received Pops Orchestra, Eastwinds Quintet, Lehigh the Bachelor of Music Degree in cello University Choral Arts and Philharmonic, performance from . and various chamber ensembles. Kim is an She was subsequently awarded a teaching accomplished woodwind player and performs assistantship at the Temple University Esther frequently with local theatre orchestras, Boyer College of Music, where she received including Muhlenberg College Theatre and the Master of Music Degree in music history Summer Theatre, DeSales University’s Act 1 with summa cum laude honors, and taught and the Pennsylvania Shakespeare Festival classes in music appreciation. In 1996, while as well as the Municipal Opera Company of teaching music history at Montgomery County Allentown. She has also performed with the Community College, she received the Faculty Irish Tenors and Brian Wilson of The Beach Award in Teaching Excellence. In 2002, Boys on his “Pet Sounds” Tour. she was selected for inclusion in the 23rd Edition of Who’s Who of American Women. Currently, Kim is principal bassoonist and Currently, Ms. Simons is a cello instructor a soloist with The Allentown Band of which on the music faculty and teaches the String she has been an active member since Techniques class for music education majors 1981. During her tenure with the band, at Moravian College. In addition, she and her she has performed concerts in Switzerland husband, Anthony, are the Music Directors of and Austria as well as Carnegie Hall. the Pocono Youth Orchestra and the Pocono She is an adjunct music faculty member Junior String Orchestra. and artist lecturer teaching bassoon at Lehigh University, Moravian College and Melissa Socci Muhlenberg College. In addition, she is also Suzuki cello a member of the instrumental music faculty Email: [email protected] at the Lehigh Valley Charter High School for the Performing Arts. Kim maintains a private Research interest and expertise woodwind studio in Bethlehem where she Artist-Lecturer in Suzuki cello resides with her husband Greg. Biography: Melissa Anthony Socci graduated with a 305 Bachelor of Arts Degree in Music, Magna with fellow chamber players in New England, Cum Laude, from Kutztown University, Philadelphia and the Greater Lehigh Valley. where she studied cello with Marie-Aline Cadieux. Mrs. Socci is a registered Suzuki She has done extensive violin and viola cello teacher and member of the Greater pedagogy training with Mimi Zweig, and Philadelphia Suzuki Association and the Rebecca Henry at Indiana University, Lee Suzuki Association of the Americas. Snyder in Philadelphia, and the SAA Suzuki Violin Training program, certified thru book 9 She has completed Suzuki Cello Teacher as well as supplemental units. She maintains Training in Books 1 - 3 at the Pennsylvania an active music studio in Coopersburg, Suzuki Institute, the Chicago Suzuki and is on the faculty at Moravian College, Institute, and the Southwestern Ontario as well as the Moravian Community Music Suzuki Institute. She is an Artist-Lecturer in Institute. She has founded and directed the Suzuki Cello at the Moravian College Music Lehigh Valley Fall Suzuki Strings Workshop Institute, and she teaches private cello at Moravian College since 2008. Utilizing the lessons in the Lehigh Valley area. premise that string performance involves the physical, psychological, and musical abilities As a freelance cellist, she performed for the of a player, her philosophy of teaching, national tour of Rodgers and Hammerstein’s based on natural physical motions nurtured “South Pacific” in 2011-2012. Currently, in a non-judgmental environment, explores she performs with local groups such as all three of these elements of performance. the Pennsylvania String Ensemble, the Nancy integrates the violin pedagogy, musical Pennsylvania Shakespeare Festival at DeSales vision, and teaching philosophies of Shinichi University, and Muhlenberg College Theatre. Suzuki, Paul Rolland, Ivan Galamian and Mimi Zweig. Her students have won concerto Nancy Terlaak Poot competitions with the Allentown Symphony, Suzuki, Violin and Viola Lehigh University Philharmonic, and the Email: [email protected] JSP and YPP orchestras. Her students have competed in District, Regional, State, and Research interest and expertise All East Coast Orchestras, as well as being Artist-Lecturer in viola and Suzuki violin members of JSP, YPP, Lehigh University Philharmonic, Moravian College Orchestra, Biography: and the Philadelphia Youth Orchestra. All Nancy Terlaak Poot enjoys an active career as are actively involved in their school music violin/viola pedagog and chamber musician. programs. Some have pursued violin or viola She received her Bachelor of Music Degree performance degrees at major conservatories from SUC Potsdam, studying with Nardo Poy, both nationally and internationally. Others and her Master of Music Degree from the have pursued careers in law, medicine, College of St. Rose, studying with Nathan architecture, film, teaching, technology and Gottschalk, both with a concentration parenthood. All have taken with them a life in viola. She has been a member of the long love and understanding of music. Albany Symphony Orchestra, Schenectady Symphony, Bucks County Symphony, and Dr. Barbara Thompson has performed with the Trenton Symphony, Piano, Classical Allentown Symphony, the Lehigh Valley Email: [email protected] Chamber Orchestra. She finds her musical outlet immersing herself in chamber music 306 Research interest and expertise of political protest and she began teaching Artist-Lecturer in piano, Musicianship Artists as Activists for the art department in 2011. Torok is a recording artist, pianist, Biography: composer, and conductor. Her recordings are Barbara Tilden-Thompson has been on the heard internationally and are available on music faculty at Moravian College since iTunes. Two of her compositions were written 1979 where she teaches applied piano, for a 2005 Amnesty International tribute piano techniques and musicianship. She was to human rights, one of her musicals was awarded the fourth annual T Edgar Sheilds featured at the 2009 Philadelphia Fringe Prize for distinguished studio instruction in Festival, and a commissioned composition 2004 by students and faculty of the music was premiered at the Valley Forge National department. Mother of three grown children, Historical Park in 2015. She has made Ms Thompson has been active in the Lehigh a number of appearances on PBS. She Valley as a chamber musician and piano was music consultant and participated pedagogue. Beginning piano studies at in the concept development for the PBS the age of five, she studied throughout her documentary Make a Joyful Noise, narrated teenage years with Harriet Serr, assistant by Charles Osgood. Torok taught at New York to legendary Madame Isabelle Vengerova. A University and Lehigh University. She is the graduate of Muhlenberg College with a dual current musical director of the Pennsylvania degree in music and history, Ms. Thompson Flute Choir and a charter member of Artists holds a Master of Music degree in Music for Amnesty International. History from Temple University where she was elected to Pi Kappa Lambda, National Scot Walker Music Honor Society. She received her Ed. Bagpipes D. degree in College Music Teaching at Email: [email protected] where she continues piano studies with Evelyn Chen. Research interest and expertise Artist Lecturer in bagpipes Dr. Debra Torok Piano, Classical Biography: Office location: Brethren’s House 119 Scot Walker is currently ranked as one of Office phone: 610-861-1650 the top solo bagpipers in North America. A Email: [email protected] fourth-generation player with many years of experience, Mr. Walker offers instruction Research areas and expertise to players of all levels. He is a member Artist lecturer in piano, accompanying, of the Eastern United States Pipe Band piano pedagogy, piano literaturature, music Association judges’ panel, a Pipe Major technology, techniques, US music history, arts of the Lehigh Valley Pipe Band, and a education, social justice education, music of published composer. His students have political protest and social activism distinguished themselves at many bagpipe competitions throughout North America. Biography: Debra Torok, Ph.D. is an adjunct professor at Eileen Wescoe Moravian College where she teaches courses Accompanying in musictheory, technology, history, and Email: n/a performance. Her writing courses and senior seminars have been on the topic of music 307 Denise Williams She was the accompanist for baritone Cornell Piano Hardy and performed in concert with him in Email: [email protected] the Phila. area (1990-1991).

Research interest and expertise She has been an adjudicator for the Dorothy Artist-Lecturer in Piano Sutton Piano Festival, the National Federation of Music Clubs, the National Guild of Piano Biography: Teachers and the Northeast Chapter of the Denise A. Williams began the study of piano Pa. Music Teachers Association (Preliminary at the age of twelve and within two years was Judging for Carneige Hall). assisting her instructor in teaching beginner students. She continued to teach for the next She has served as Chairperson for the Dorothy three years until she went away to College. Sutton Performance Festival for the Northern Delaware Chapter of the Penn. Music She volunteered at her local Church for Teachers and has been the Chairperson for the four years as the Church Organist and also National Guild of Piano Teachers in her area assisted other Churches during the summer for the past ten years. She has been a Judge with their music programs. for the National Federation of Music Clubs for the past fourteen years. At the age of seventeen, She was accepted at Juilliard School of Music. She received Skip Wilkins a scholarship for room and board as well as Jazz Piano tuition for four years at College Misericordia Email: [email protected] in Dallas, Pa. and a half scholarship at Marywood College in Scranton, Pa.. Research interest and expertise Artist-Lecturer in jazz piano Her teachers include: Ray Cramer (taught by Martin Canin who took over for Rosinna Biography: Levinne at Juillard))Dr. Rober Shick and Ben Skip Wilkins was born in Massachusetts Whitten ()andHarvey and raised in a musical family. He became Wedeen who was the Assistant to Adele interested in jazz at an early age and found Marcus at Juillard…..Ms. Marcus produced his way to the stage in kindergarten. He three international Tchaikowsky Winners. learned to love singing, played drums for Mr. Wedeen was the chairman of the Piano years, but then focused on piano, which Department at Temple University for more became his main instrument by his late than 50 years and was very much sought after teens. As he was coming up in Boston, world wide by students in the Graduate and he worked with drummers Joe Hunt and Doctoral Programs at Temple. His students Bob Moses and with saxophonists Jimmy have won world competitions and frequent Mosher and John LaPorta. Carnegie Hall in New York City. For many years, Skip has maintained an After resuming her teaching career part time active international career as a pianist, from 1987-1992 and working full time as a composer, workshop presenter, jazz choral Music Therapist with psychiatric patients for director and educator. He is currently working fifteen years, Mrs. Williams opened her Piano on three new CD releases and has performed Studio full time in 1992. with a host of international luminaries throughout his career. He performed often 308 with Phil Woods, and is a featured soloist on Andrea Wittchen Phil’s final big band release New Celebration. Harp (Classical and Celtic) Wherever he has lived, he has performed with Email: [email protected] and collaborated with top stars whenever they came to town – Phil Woods, David Liebman, Research interest and expertise Plas Johnson, Mark Murphy, Clark Terry, David Artist-Lecturer in harp Sánchez, Stanley Turrentine, Bobby Watson, Bob Dorough, Conte Candoli and Peter Biography: Erskine, among so many others. Andrea G. Wittchen is well known throughout eastern Pennsylvania as a solo, chamber, and Skip performs throughout Europe in a variety orchestral harpist. She is Principal Harpist of ensembles, with regular tours to the Czech with the Lehigh Valley Chamber Orchestra Republic, Germany, Switzerland, Austria, and the Schuylkill Symphony Orchestra, and Slovakia, Italy, Greece and France. Stateside, teaches harp at both Lehigh University and he lives at Deer Head Inn in Delaware Moravian College. Water Gap, PA, surrounded by the great jazz community there. Skip teaches jazz piano and She has appeared many times as soloist a range of jazz practica at Moravian College. with the LVCO, the Schuylkill Symphony, and the Bloomsburg University Orchestra. Some of Skip’s CD releases include Trio In February 2003, Ms. Wittchen appeared WUH Live at Jazzinec (2014), Czech Dreams again as soloist with the LVCO in a (2013), Father & Son – with his son Daniel performance of Saint-Saëns’ “Morceau de (2012), After (2011), I Concentrate on You Concert”, as well as performing with her (2011), Frýdlant Nights (2010), and many daughter, Samantha, the world premiere of more. A June 2018 CD release and concert “Earth Wind Fire, Concertino for Two Harps tour is planned for Czech Wishes – recorded and Chamber Orchestra” by Steven Sametz. with his son Daniel in Prague in March 2016. The piece was a joint commission of Ms. He recently recorded two new projects, the Wittchen and the LVCO. first in December 2017 in the U.S. also with his son Daniel, and paired with Tony Marino Ms. Wittchen has performed as a solo and legendary drummer Bill Goodwin. The recitalist three times as part of Musikfest’s second was in Prague in January 2018, Chamber Series as well as on recital series as Skip recorded a new set of his original throughout the region. In addition, she pieces, primarily in trio format, with long-time provides educational programs on the collaborators Josef Feco and Tomáš Hobzek. harp, its history and development for the Saxophonist Rostislav Fraš was Skip’s public schools. featured guest on a few selections. She has performed with such stars as Each summer since 2007, Skip has Bernadette Peters, Brian Wilson of the taught and performed at the Karel Velebny Beach Boys, Marilyn Horne, Johnny Mathis, Summer Jazz Workshop in Frýdlant, Olivia Newton-John, Debbie Boone, and Czech Republic. He has often led the Jazz Rosemary Clooney. Her orchestral work Ateliér at the Summer Choral Workshop includes the Williamsport Symphony, in Lomnice u Tišnova, and twice taught at Lehigh University Philharmonic, Berks the International Jazz Workshop, Kryoneri, Chamber Orchestra, Hershey Symphony, Greece. He also teaches at the Moravian Orchestra, Reading College Summer Jazz Camp. Choral Society and Civic Opera, Pottstown 309 Symphony, and the Pennsylvania Sinfonia, five years, and, also for twenty-five years, co- to name a few. She has broadcast for WVIA principal trumpet of Philadelphia Brass. He (NPR) Scranton and has played supporting has performed in Germany, Austria, France, roles for the Lehigh University Choral Italy, England, Scotland, Mexico, Bolivia, Union, Choir, and LUVME Ensemble. China, and throughout the American Midwest and Eastern Seaboard. He has recorded with Ms. Wittchen holds a Bachelor of Music the Bach Choir of Bethlehem, Philadelphia degree in harp performance, magna cum Brass, the Lehigh Valley Chamber Orchestra, laude, from , FL, PBS TV, and for Alfred and Shawnee and a Masters degree in harp performance Publishing. He and his wife, flutist Robin from the Eastman School of Music of the Kani, are recipients of the Allentown Arts , NY plus an MBA Commission’s Performer Ovation Award for from Lehigh University. She is a founding “outstanding achievement in the performing partner of Enterprise Systems Partners, Inc. arts”. Larry is a dedicated teacher, serving on the faculty of Moravian College and Lawrence Wright instructing students of all ages at his home Trumpet, Classical; Brass Ensemble studio in Bethlehem. Email: [email protected] Administrative Staff Research interest and expertise William Bauman Artist Lecturer in trumpet, Brass Ensemble, Music Business Manager Brass Pedagogy, Brass Literature Office location: Hurd Campus, Brethren’s House, Room 315 Biography: Office phone: 610-861-1662 Lawrence Wright, trumpeter, was born in Email: [email protected] Grand Junction, Colorado, and grew up in Denver and Princeton, NJ. He graduated Blair Flintom from , , Music Facilities Manager and earned his Master’s Degree from Juilliard Office location: Hurd Campus, Brethren’s where he was a student of Mel Broiles and House, Room 310 William Vacchiano. Office phone: 610-861-1661 Email: [email protected] He is principal trumpet of the Bethlehem Bach Festival and Pennsylvania Sinfonia Ronald Haas Orchestras, and after thirty-three years as Outreach Coordinator principal trumpet, now second trumpet with Office location: Hurd Campus, Brethren’s the Allentown Symphony. House, Room 319 Office phone: 610-625-7512 He has performed with the New York Email: [email protected] Metropolitan Opera, New Jersey Symphony, Spoleto Festival Orchestra, the Opera Rose Panik Company of Philadelphia, Reading Symphony, MCMI Program Coordinator Philadelphia Festival Orchestra, Northeast Office location: Hurd Campus, Brethren’s Pennsylvania Philharmonic, Orchestra of House, Room 306 the State of Mexico, and numerous other Office phone: 610-861-1650 organizations. Larry was solo trumpet of the Email: [email protected] Lehigh Valley Chamber Orchestra for twenty- 310 Dawn Rodriguez Diane Husic Adacemic Secretary & Audition Coordinator Dean- School of Nat&Health Sciences;Prof Office location: Hurd Campus, Brethren’s (610) 625-7100 House, Room 307 Hamilton Hall 202 Office phone: 610-861-1651 [email protected] Email: [email protected] Uppinder Mehan Emeritus Faculty Dean of Arts, Humanities, & Social Sciences Monica Schantz (610) 625-7402 Hamilton Hall 204 Richard Schantz [email protected]

Dr. Paul Larson Admissions Rebecca Ahner Administration Manager of Enrollment Office Relations & Special Projects Academic & Accessibility Support Center (610) 861-1422 Barbara Ryan Hausman Colonial Hall 123 Director of Academic & Accessibility Support [email protected] (610) 861-1401 Monocacy Hall 104 Jonathon Baltz [email protected] Assistant Director of Admission (610) 861-1613 Barry Saturen Colonial Hall 223 Coordinator for Tutoring and Academic [email protected] Support (610) 625-7843 MaryBeth Carey Reeves Library 213 Executive Director of Admissions and [email protected] Financial Aid Colonial Hall Michelle Shafer [email protected] Management Asst (610) 861-1401 Edward Flaherty Monocacy Hall 1st Floor Director of Admissions Operations [email protected] (610) 625-7854 Colonial Hall 225 Academic Programs [email protected] Sarah Corroda Staff Asst Erika Mondok (610) 625-7733 Director of Transfer Admissions Hamilton Hall 100 (610) 861-1325 [email protected] Colonial Hall 226 [email protected]

311 Joanne Python Kristin Baxter PT Regional Admissions Counselor Associate Professor Colonial Hall (610) 861-1463 [email protected] South Hall 2 [email protected] Alyson Remsing Director of Undergraduate Recruitment Janet Ciganick (610) 861-1328 Admin Asst; Adjunct Faculty Art History Colonial Hall 228 (610) 861-1680 [email protected] South Hall 1 [email protected] Kimberly Shank Director of Campus Visit Experience & Angela Fraleigh Community Relations Associate Professor (610) 625-7934 (610) 861-1652 Colonial Hall 229 South Hall 5 [email protected] [email protected]

Valerie Verba David Leidich Enrollment Operations Specialist Director of Payne Gallery (610) 861-1323 (610) 861-1622 Colonial Hall 221 South Hall [email protected] Payne Gallery [email protected] Janet Wallace Enrollment Operations Specialist Susan Morelock (610) 861-1324 Assistant Professor of Photography and Colonial Hall 221 New Media [email protected] (610) 861-1623 South Hall 6 Giulianna Young [email protected] Assistant Director of Admissions (610) 861-1322 Camille Murphy Colonial Hall 224 Asst Professor [email protected] (610) 861-1678 South Hall 3 Art [email protected] Natessa Amin Visiting Studio Artist Athletics and Recreation (610) 861-1675 Joshua Baltz South Hall 106 Equipment Manager [email protected] (610) 861-1538 Johnston Hall Eq. Room [email protected]

312 Jesse Baumann Kristen Gillis Director of Track & Field/Cross Country Head Coach (610) 861-1578 (610) 861-1404 Johnston Hall 146 Johnston Hall 113 [email protected] [email protected]

John Byrne Renee Hellert Associate Athlet Dir- Operations/Head Softball Associate Athletics Director (610) 861-1321 (610) 861-1531 Johnston Hall 117 Johnston Hall 109 [email protected] [email protected]

David Carty William Lahouchak Head Men’s Coach Asst Equipment Manager (610) 625-7709 (610) 861-1538 Johnston Hall 104 Johnston Hall 140 [email protected] [email protected]

Sarah Coelho Rebecca May Athletic Trainer Fitness Center Director/ (610) 861-1537 Assistant Athletic Director Johnston Hall 129 (610) 625-7791 [email protected] Johnston Hall 148 [email protected] Theresa Eddinger Office Manager Marty Moyle (610) 861-1572 Secretary Johnston Hall 101 (610) 861-1534 [email protected] Johnston Hall 101 [email protected] Paul Engelhardt Head Baseball Coach Kristen Nicholson (610) 625-7502 Head Women’s Lacrosse Coach Johnston Hall 114 (610) 625-7727 [email protected] Johnston Hall 105 [email protected] Mark Fleming Sports Information Director John Ostrowski (610) 861-1472 Coordinator of Athletic Training Johnston Hall 115 (610) 861-1537 [email protected] Johnston Hall 129 [email protected] Benjamin Gabriel Athletic Trainer (610) 861-1537 Johnston Hall 129 [email protected]

313 Justin Potts Collier Hall of Science 306 Head Men’s Basketball Coach [email protected] (610) 861-1506 Johnston Hall 108 Cecilia Fox [email protected] Professor (610) 861-1426 Jeffrey Pukszyn PPHAC 220 Head Football Coach [email protected] (610) 625-7956 Johnston Hall 127 Mark Hahn [email protected] Laboratory Preparation Coordinator (610) 861-1674 Shelley Sorensen-Bauder Collier Hall of Science 314 NCAAChamps LifeSkillsAsstDir/ [email protected] Coach (610) 625-7849 Frances Irish Johnston Hall 116 Associate Professor [email protected] (610) 861-1427 Collier Hall of Science 312 Mary Beth Spirk [email protected] Director of Athletics & Recreation (610) 861-1424 Christopher Jones Johnston Hall 160 Professor [email protected] (610) 861-1614 Collier Hall of Science 319 Aaron Wilf [email protected] Director of Tennis/Head Coach (610) 625-7783 Joshua Lord Johnston Hall 111 Assistant Professor [email protected] (610) 861-1414 PPHAC 218 Robert Wilkinson [email protected] Head Men’s Soccer Coach (610) 625-7656 Kara Mosovsky Johnston Hall 101 Asst Professor [email protected] (610) 861-1428 Collier Hall of Science 311 Jeffrey Ykoruk [email protected] Head Women’s Soccer Coach (610) 625-7953 Daniel Proud Johnston Hall 112 Assistant Professor of Biological Sciences [email protected] (610) 625-7114 Collier Hall of Science 323 Biological Sciences [email protected] John Bevington Professor Ann Sywensky (610) 861-1430 Admin Support Asst for HOS 314 (610) 861-1425 Colonial Hall 3rd Floor Collier Hall of Science 201 [email protected] [email protected] Rachael Lyall Anastasiya Thevenin Director of Business & Financial Operations Assistant Professor (610) 861-1304 (610) 861-1607 Colonial Hall 303 Collier Hall of Science 316 [email protected] [email protected] Amy Mallow Book Shop Accounting Manager Larry Davis (610) 861-1388 Subcontractor Colonial Hall 304 (610) 866-5481 [email protected] [email protected] Lynn Masters Carol King Accts. Payable Clerk Subcontractor (610) 861-1357 (610) 866-5481 Colonial Hall 3rd Floor [email protected] [email protected]

Karen Kulanko Gail Shively Asst Bookstore Manager Accounting Manager-Payroll & Tax Compliance (610) 866-5481 (610) 861-1344 NULL Colonial Hall 306 [email protected] [email protected]

Robert Rush Debra Williamson Manager Staff Accountant (610) 866-5481 (610) 861-1356 NULL Colonial Hall 305 [email protected] [email protected]

Jessica Weida Campus Police Subcontractor Richard Blake [email protected] Police Captain (610) 861-1409 Business Office 118 W Greenwich St Marie Breisch [email protected] Associate Dir of Financial Operations (610) 861-1549 George Boksan Colonial Hall 307 Chief of Police [email protected] (610) 861-1421 119 W Greenwich St Margaret Cook [email protected] Payroll Clerk (610) 861-1358 315 Roberta Dodson Julianne Huber Office Manager Civic Engagement Coordinator (610) 861-1421 (610) 625-7503 119 W Greenwich St HUB Career and Civic Engagement [email protected] [email protected]

Michael Schmittinger Amy Saul Police Sergeant Assistant Vice President for Student Affairs & (610) 861-1421 Dean for Career & Civic Engagement 119 W Greenwich St (610) 861-1508 [email protected] HUB Main Floor [email protected] Robert Yurvati Sergeant Gillian Sharkey (610) 861-1421 Director of Civic Enagagement 119 W Greenwich St (610) 861-1507 [email protected] HUB Main Floor [email protected] Center for Career & Civic Engagement Kathleen Barr Chemistry Assoc Dir Career Dev-Experiental Learning Michael Bertucci (610) 625-7510 Asst Professor HUB Main Floor (610) 861-1436 [email protected] Collier Hall of Science222 [email protected] Christina Crawford Administrative Support Assistant Shari Dunham (610) 861-1509 Associate Professor HUB Main Floor (610) 625-7105 [email protected] Collier Hall of Science 213 [email protected] Brooke Fontoura-Sutliff Assistant Director of Career Development Stephen Dunham (610) 861-1664 Associate Professor HUB Main Floor (610) 625-7103 [email protected] Collier Hall of Science 209 [email protected] Patricia Hanna Asst Dir of Career Dev & Alumni Relations Godfred Fianu (610) 625-7874 Chemistry Lab Coordinator and Instructor HUB Main Floor Collier Hall of Science [email protected] [email protected]

316 Alison Holliday Development Associate Professor Anisa Albertson (610) 861-1433 Prospect Researcher & Stewardship Specialist Collier Hall of Science 220 (610) 861-1369 [email protected] Colonial Hall 324 [email protected] O Carlysle Salter Professor Jill Anderson (610) 625-7920 Vice President for Development and Alumni Collier Hall of Science 221 Engagement [email protected] (610) 625-7910 Colonial Hall 3rd Floor College Central Services [email protected] Donna Moyer Administrative Support Assistant - CCS Julia Attanasio (610) 861-1417 Director of Major Gifts Comenius Hall 206 (610) 625-7906 [email protected] Colonial Hall 3rd Floor [email protected] Counseling Center Allison Blechschmidt Lisa Brand Director of the Counseling Center Director of Advancement Operations (610) 625-7912 (610) 861-1338 1307 Main St Colonial Hall 336 [email protected] [email protected]

Kamna Malhotra Robert Breckinridge Psychiatrist Director of Corporate, Foundation & (610) 625-7936 Government Relations 1307 Main St (610) 861-1478 [email protected] Colonial Hall 329 [email protected] Kelly Waechter Staff Counselor PT Jill Davis (610) 861-1510 Staff Asst 1307 Main St (610) 625-7909 [email protected] Colonial Hall 337 [email protected] Rosemarie Williams Staff Counselor FT Stephanie Flurer (610) 861-1495 Administrative Support Asst 1307 Main St (610) 625-7969 [email protected] Colonial Hall 3rd Floor [email protected]

317 Carrie Gradin Economics & Business Director of Annual Fund Sonia Aziz (610) 625-7942 Associate Professor Colonial Hall 323 (610) 625-7702 [email protected] Comenius Hall 204 [email protected] Robert Gratz Director of Alumni Engagement Katie Desiderio (610) 861-1584 Executive Director of Graduate Business Colonial Hall 323 Programs [email protected] (610) 861-1376 Comenius Hall 202 Amanda Maenza [email protected] Asst Director of Alumni Engagement (610) 861-1342 Thomas Egan Colonial Hall 333 Instructor [email protected] (610) 625-7507 PPHAC 215 Matthew Nesto [email protected] Assistant Director of Annual Giving (610) 861-1339 Mahmoud Elhussini Colonial Hall 336 Visiting Assistant Professor [email protected] (610) 625-7101 Comenius Hall 209 Barbara Parry [email protected] Administrative Asst (610) 861-1366 Gary Kaskowitz Colonial Hall 3rd Floor Professor [email protected] (610) 861-1406 PPHAC 217 Patricia Price [email protected] Director of Planned Giving (610) 625-7915 Lizabeth Kleintop Colonial Hall 330 Director of Assessment and Accreditation [email protected] (610) 625-7704 Comenius Hall 207 Jannette Saeger [email protected] Director of Seminary Advancement (610) 625-7908 Mark Koscinski Colonial Hall 328 Visiting Assistant Professor of Accounting [email protected] (610) 625-7867 Comenius Hall 205B Lucas Smith [email protected] Asst Director of Major Gifts (610) 861-1337 Richard Krohn Colonial Hall 332 Professor of Practice [email protected] (610) 625-7722 318 Comenius Hall 311 (610) 861-1377 [email protected] Comenius Hall 216 [email protected] Eva Leeds Professor Cathy Welsko (610) 861-1446 Support Leader I Comenius Hall 214 (610) 861-1591 [email protected] Comenius Hall 208 [email protected] Santo Marabella Professor James West (610) 625-7903 Professor Comenius Hall 203 (610) 861-1381 [email protected] Comenius Hall 215 [email protected] Daniel O’Connor Assistant Professor of Practice in Accounting Education (610) 861-1413 Doris Correll Comenius Hall 211 Director of Field Experiences [email protected] (610) 861-1473 PPHAC 321 James Ravelle [email protected] Professor (610) 861-1378 Jean DesJardin Comenius Hall 217 Associate Professor [email protected] (610) 861-1317 PPHAC 326 Linda Ravelle [email protected] Associate Professor (610) 861-1453 Tristan Gleason Comenius Hall 217 Asst Profesor [email protected] (610) 861-1452 PPHAC 3rd Floor Sabrina Terrizzi [email protected] Associate Professor of Economics (610) 625-7937 Beverly Hockemeier Comenius Hall 212 Community School Coordinator [email protected] (610) 861-1558 PPHAC 3rd Floor Stacey Unterberg-Hill [email protected] Graduate Business Program Advisor (610) 861-1380 Lauren Kahn Comenius Hall 207 Assistant Professor [email protected] (610) 625-7958 PPHAC 323 Barbara Vinciguerra [email protected] Department Chair 319 Joseph Shosh Zinzendorf Hall 302 Professor/M.Ed. Director [email protected] (610) 861-1482 PPHAC 327 Joyce Hinnefeld [email protected] Professor (610) 861-1392 Alexis Slavish Zinzendorf Hall 202 Administrative Support Assistant [email protected] (610) 861-1558 PPHAC 325 Robert LaRue [email protected] Asst Professor (610) 625-7862 Yosung Song Zinzendorf Hall 307 Assistant Professor [email protected] (610) 625-7971 PPHAC 318 Megan Mikovits [email protected] Instructor of Writing/Dir of Writing Cntr (610) 625-7820 Huijing Wen Zinzendorf Hall 204 Assistant Professor [email protected] (610) 625-7015 PPHAC 322 Belinda Peterson [email protected] Asst Professor (610) 861-1642 English Zinzendorf Hall 303 John Black waller- [email protected] Professor (610) 861-1390 Christopher Shorr Zinzendorf Hall 306 Associate Professor of Theater Arts [email protected] (610) 861-1489 HUB Theater Theresa Dougal [email protected] Professor (610) 861-1389 Nicole Tabor Zinzendorf Hall 301 Associate Professor [email protected] (610) 625-7842 Zinzendorf Hall 302 Crystal Fodrey [email protected] Asst Professor (610) 861-1511 Finance & Administration Zinzendorf Hall 203 Lauren deQuintal [email protected] Manager of Budgets & Analytics (610) 861-1368 Christopher Hassay Colonial Hall 216 English & WAM Staff Assistant and [email protected] Adjunct Faculty (610) 625-7513 320 Wilson Gonzalez Colonial Hall 120 Director of Finance [email protected] (610) 861-1554 Colonial Hall 212 Naree Simmons [email protected] Asst Director of Financial Aid Services (610) 861-1330 Gloria Guth Colonial Hall 119 Exec Admin Asst – VP Finance & [email protected] Administration (610) 861-1360 FMP&C Colonial Hall 204 Harold Anderson Jr. [email protected] Assistant Dir of Plant Services (610) 861-1553 Mark Reed 1415 Cortland St VP for Finance & Administration, CFO [email protected] (610) 861-1360 Colonial Hall 205 Cynthia Armenta [email protected] CSI Supervisor (610) 861-1638 Anne Reid 1415 Cortland St Associate Vice President for Finance [email protected] (610) 861-1353 Colonial Hall 203 Jamie Breidinger [email protected] Administrative Specialist (610) 861-1550 Financial Aid 1415 Cortland St Mykayla Biechy [email protected] Financial Aid Advisor (610) 625-7749 Yasmin Bugaighis Colonial Hall 122 Director of FMP&C [email protected] (610) 861-1480 1415 Cortland St Sarah Fevig [email protected] Director of Financial Aid Operations (610) 861-1387 Amber Donato Colonial Hall 118 Assoc. Director of Planning/Project [email protected] Management (610) 625-7981 Kaitlyn Globosits 1415 Cortland St Financial Aid Advisor [email protected] (610) 861-1329 Colonial Hall 2nd Floor Regina Gower [email protected] Administrative Services Manager (610) 861-1560 Dennis Levy 1415 Cortland St Director of Financial Aid Services [email protected] (610) 625-7925 321 Randy Haffling Kevin Gualano General Services Manager Catholic Chaplain (610) 861-1593 (610) 625-7922 1415 Cortland St Comenius Hall [email protected] [email protected]

Dean Molitoris Jason Radine Assistant Director of Plant Operations Associate Professor (610) 625-7990 (610) 861-1314 1415 Cortland St Comenius Hall 108A [email protected] [email protected]

Mark Newman Michael Singer Plant Services Supervisor - Custodial Associate Chaplain - Judaism (610) 625-7946 (610) 861-1510 1415 Cortland St 1305 Main St [email protected] [email protected]

Chad Royer Graduate & Adult Enrollment Assoc. Director of Plant Operations Peter Albrecht (610) 625-7982 Associate Director of Graduate & Adult 1415 Cortland St Enrollment Operations [email protected] (861) 625-7914 Benigna Hall 1st Floor Galvanized Brands, L.L.C. [email protected] Jeffrey Csatari Executive Director Caroline Bechtel 130 W Greenwich St Student Experience Mentor - Nursing [email protected] (610) 625-7131 Benigna Hall Global Religions [email protected] Kin Cheung Assistant Professor David Castaneda (610) 625-7844 Instructional Designer Comenius Hall 108B (610) 625-7744 [email protected] Benigna Hall 206 [email protected] Kelly Denton-Borhaug Professor Scott Dams (610) 625-7104 Dean of Enrollment Comenius Hall 109 (610) 861-1601 denton- [email protected] Benigna Hall 213 [email protected]

Brian Martin Student Experience Mentor (610) 625-7130 322 Benigna Hall 215 (610) 625-7957 [email protected] Comenius Hall 302 [email protected] Jennifer Pagliaroli Lead Student Experience Mentor Sandra Bardsley (610) 625-7964 Professor Benigna Hall 210 (610) 861-1398 [email protected] Comenius Hall 303 [email protected] Jennifer Rao Instructional Designer Jane Berger Benigna Hall Associate Professor of History [email protected] (610) 861-1402 Comenius Hall 308 Sarah Rentz [email protected] Instructional Designer (610) 861-1451 Heikki Lempa 120 W Greenwich St 201 Professor [email protected] (610) 861-1315 Comenius Hall 307 Sean Rossi [email protected] Senior Student Experience Mentor (610) 625-7742 James Paxton Benigna Hall 208 Associate Professor [email protected] (610) 625-7897 Comenius Hall 306 Kristina Sullivan [email protected] Director of Student Recruitment Operations (610) 861-1326 Housing & Event Management Benigna Hall 211 Suzanne Moyer [email protected] Assistant Director of Event Management (610) 861-1491 Health Center HUB Main Floor Kathy Atkinson [email protected] St. Lukes Health Center Secretary (610) 861-1567 Megan Soltis 250 W Laurel St Housing Coordinator (610) 625-7051 Stephanie Dillman HUB Nurse Coordinator [email protected] (610) 861-1566 250 W Laurel St Elizabeth Yates Seaman [email protected] Associate Dean of Students (610) 861-1505 History 1301 Main St 2nd Floor, Rm 3 Sandra Aguilar Rodriguez [email protected] Associate Professor 323 Human Resources 120 W Greenwich St 205 Leah Breisch [email protected] Title IX Coordinator & Compliance Officer (610) 861-1529 Amber Kortbawi Colonial Hall 210 Assistant CIO for Client Success [email protected] (610) 861-1461 Memorial Hall Jon Conrad [email protected] VP for Human Resources (610) 861-1527 Christopher Laird Colonial Hall 311 Assistant CIO for Infrastructure [email protected] (610) 625-7760 118 W Greenwich St 1st Floor Dior George [email protected] Human Resources Specialist (610) 861-1467 Nicholas Laird Colonial Hall 314 MAC Systems Administrator [email protected] (610) 625-7928 Memorial Hall 203 Hope Meixell [email protected] Asst Director of HR-HRIS & Benefits (610) 861-1528 Maria Lucas Colonial Hall 309 Senior Network Administrator [email protected] (610) 861-1455 120 W Greenwich St 204 Lori Venegas [email protected] Human Resources Assistant (610) 861-1527 Colleen Marsh Colonial Hall 310 IT Project Manager [email protected] (610) 625-7824 120 W Greenwich St 1st Floor Information Technology [email protected]

James Beers William Shivers Director of Information Security IT Programmer Analyst (610) 861-1449 (610) 861-1648 118 W Greenwich St 203 120 W Greenwich St 206 [email protected] [email protected]

David Brandes Mandy Stauffer Chief Information Officer Systems Engineer (610) 625-7753 (610) 625-7132 Colonial Hall 118 W Greenwich St 2nd Floor [email protected] [email protected]

Paul Edinger Craig Underwood Director of Custom Development Director of Media Services (610) 861-1688 324 (610) 861-1501 [email protected] Memorial Hall 101 [email protected] Manuel Gonzalez Executive Director of International Enrollment Jonmichael Vito (610) 861-1644 User Support Analyst Colonial Hall 226 (610) 625-7703 [email protected] Memorial Hall 102 [email protected] Melissa Miller Secretary Brett Volk (610) 861-1510 User Support Analyst 1307 Main St 1st Floor (610) 625-7107 [email protected] Memorial Hall 102 [email protected] LVAIC Charlene Bergstresser Jennifer Wolfel LVAIC Program Director CRM Programmer/Administrator (610) 625-7892 (610) 625-7832 1309 Main St Colonial Hall 229 [email protected] [email protected] Diane Dimitroff Brittany Yenser Executive Director Event Technology Coordinator (610) 625-7892 (610) 861-1447 1309 Main St Memorial Hall 101 [email protected] [email protected] William Ferry Institutional Research LVAIC Courier Sharon Maus (610) 625-7888 Director of Institutional Research 1309 Main St (610) 861-1536 [email protected] Colonial Hall 207 [email protected] Alexandra Fiorini Administrative Coordinator Carole Reese (610) 625-7888 VP Planning & Research 1309 Main St (610) 861-1555 [email protected] Colonial Hall 208 [email protected] Katy Thomas Strategic Partnership Director Intercultural Advancement & Global Inclusion (610) 625-7892 Anize Appel 1309 Main St Coordinator of International Student [email protected] Recruitment (610) 625-7701 1140 Main St Main 325 Mail Services Math & Computer Science Michael Macenka Jeffrey Bush Mailroom Supervisor Instructor (610) 861-1631 (610) 625-7710 HUB Lower Level The Sally 204 [email protected] [email protected]

Marketing & Communications Benjamin Coleman Claire Boucher Professor of Computer Science Social & Digital Media Manager (610) 625-7781 (610) 861-1332 The Sally 203 Colonial Hall 111 [email protected] [email protected] Brenna Curley Michael Corr Assistant Professor Director of Marketing and Communications (610) 625-7738 (610) 861-1365 The Sally 339 Colonial Hall 102 [email protected] [email protected] Michael Fraboni Beth Fritzinger Professor of Mathematics Content Marketing Manager (610) 861-1605 (610) 861-1362 The Sally 341 Colonial Hall 113 [email protected] [email protected] Shannon Graham Eleni Garzon Associate Professor of Mathematics Creative Services Manager (610) 861-1573 (610) 625-7796 The Sally340 Colonial Hall 112 [email protected] [email protected] Laurie Lefurge Christie Jacobsen Office Assistant Webmaster (610) 861-1335 (610) 625-7797 The Sally 351 Colonial Hall 111a [email protected] [email protected] Trisha Moller Claire Kowalchik Visiting Asst Professor of Mathematics Communications Associate Magazine Editor (610) 861-1335 (610) 625-7765 The Sally 350 Colonial Hall 103 [email protected] [email protected] Gregory Schaper Visiting Associate Professor of Comp Science (610) 625-7786 The Sally 205 326 [email protected] Joanne McKeown Professor of French Fred Schultheis (610) 861-1396 Professor of Mathematics Comenius Hall 407 (610) 625-7887 [email protected] The Sally 342 [email protected] Claudia Mesa Associate Professor of Spanish Nathan Shank (610) 861-1397 Associate Professor of Mathematics Comenius Hall 406 (610) 861-1373 [email protected] The Sally 344 [email protected] Franca Roibal Fernandez Visiting Assistant Professor of Spanish Debra Ward Comenius Hall 410 Visiting Instructor of Mathematics [email protected] (610) 625-7776 The Sally 345 Lynnet Sanchez [email protected] Visiting Instructor of Spanish (610) 861-1494 Modern Languages & Literarure Comenius Hall 4th Floor Carmen Ferrero [email protected] Associate Professor of Spanish (610) 861-1394 Erica Yozell Comenius Hall 412 Associate Professor of Spanish [email protected] (610) 625-7782 Comenius Hall 402 Axel Hildebrandt [email protected] Associate Professor of German (610) 861-1395 Music Comenius Hall 405 William Bauman [email protected] Business Manager (610) 861-1662 Jean-Pierre Lalande Brethren’s House 315 Professor of French/Assoc [email protected] Member Political Sc (610) 861-1399 Hilde Binford Comenius Hall 104 Associate Professor [email protected] (610) 861-1691 Brethren’s House 302 Nilsa Lasso-von Lang [email protected] Associate Professor of Spanish (610) 861-1393 Edward Flintom Comenius Hall 408 Facilities Manager/Music Department [email protected] (610) 861-1661 Brethren’s House 310 [email protected] 327 Ronald Haas [email protected] Outreach Coordinator-Music Department (610) 625-7512 Nursing Brethren’s House 319 Pamela Adamshick [email protected] Associate Professor (610) 625-7766 Henry Hess The Sally 307 Dir. Instrumental Music & Asst Prof of Music [email protected] (610) 861-1672 Brethren’s House 317 Joyce Brill [email protected] Assistant Professor (610) 625-7720 Suzanne Kompass The Sally 305 Artist-in-Residence [email protected] (610) 861-1650 Brethren’s House 109 Donald Bucher [email protected] Acute Care NP/Asst Prof. of Nursing (610) 625-7726 Larry Lipkis The Sally 241 Professor of Music [email protected] (610) 861-1656 Brethren’s House 309 Elise Colancecco [email protected] Instructor (610) 625-7962 Rose Panik The Sally 310 MCMI Program Coordinato [email protected] (610) 861-1650 1301 Main St 306 Paulette Dorney [email protected] Asst Professor (610) 625-7730 Dawn Rodriguez The Sally 309 Academic Secretary [email protected] (610) 861-1651 Brethren’s House 307 Janice Farber [email protected] Asst Professor of Nursing (610) 625-7719 Neil Wetzel The Sally 209 Associate Professor [email protected] (610) 861-1621 Brethren’s House 303 Dawn Goodolf [email protected] Chairperson of Nursing and Public Health/ Assoc Prof (610) 625-7764 Paula Zerkle The Sally 244 Associate Professor [email protected] (610) 861-1681 Brethren’s House 308

328 Beth Gotwals John Mikovits Associate Professor Instructor (610) 861-1590 (610) 625-7804 The Sally 306 The Sally 311 [email protected] [email protected]

Kathleen Gray Colleen Payton Asst Prof & Dir-Nurse Practitioner Programs Assistant Professor of Public Health (610) 625-7736 (610) 625-7745 The Sally 243 The Sally 247 [email protected] [email protected]

Karen Groller Reinerris Sanchez Asst Professor Secretary (610) 625-7767 (610) 861-1660 The Sally 308 The Sally 103 [email protected] [email protected]

Taylor Grube Michelle Sayenga Instructor Instructor (610) 625-7505 (610) 625-7737 The Sally 249 The Sally 250 [email protected] [email protected]

Deborah Halliday Susan Scholtz Instructor Associate Professor (610) 625-7812 (610) 625-7768 The Sally 211 The Sally 312 [email protected] [email protected]

Lorraine Hoffman Shelly Strauss Associate Professor/MSN Program Director Clinical Coordinator (610) 625-7769 (610) 625-7731 The Sally 242 The Sally 210 [email protected] [email protected]

Donna Keeler James Teufel Instructor Asst Professor & Program Dir of Public Health (610) 625-7878 (610) 625-7807 The Sally 208 The Sally 246 [email protected] [email protected]

Jennifer Landis Philosophy Simulation & Multimedia Technician Bernardo Cantens (610) 625-7718 Professor; Dept Chair The Sally 304 (610) 861-1589 [email protected] Comenius Hall 107 329 [email protected] Yayoi Kato Asst Professor Carol Moeller (610) 861-1585 Associate Professor Comenius Hall 205 (610) 625-7881 [email protected] Comenius Hall 110 [email protected] Faith Okpotor Assistant Professor Leon Niemoczynski (610) 861-1407 Visiting Asst Professor PPHAC 213 (610) 625-7858 [email protected] Reeves Library 313 [email protected] John Reynolds Professor Philosophy & Religion (610) 861-1408 Arash Naraghi Comenius Hall 113 Associate Professor [email protected] (610) 625-7835 Comenius Hall 106 President [email protected] Elaine Deitch Exec. Assistant to the President and BOT Physics & Earth Science (610) 861-1364 Kelly Krieble Colonial Hall 201 Associate Professor [email protected] (610) 861-1437 Collier Hall of Science 109 Bryon Grigsby [email protected] President (610) 861-1364 Ruth Malenda Colonial Hall 2nd Floor Asst Professor [email protected] (610) 861-1639 Collier Hall of Science 110 Provost [email protected] Kayla Holdridge Administrative Support Assistant Edward Roeder (610) 625-7120 Associate Professor Monocacy Hall 2nd Floor (610) 861-1439 [email protected] Collier Hall of Science 111 [email protected] Cynthia Kosso Political Science Provost & Dean of Faculty Khristina Haddad (610) 861-1348 Associate Professor Colonial Hall 206 (610) 861-1559 [email protected] Comenius Hall 112 [email protected]

330 Amy McHenry [email protected] Executive Coordinator (610) 625-7755 Sarah Johnson Monocacy Hall 2nd Floor Associate Professor [email protected] (610) 625-7013 PPHAC 224 Hassan Rone [email protected] Environmental Health & Safety Officer (610) 625-7921 Michelle Schmidt Hamilton Hall 203 Professor [email protected] (610) 861-1606 PPHAC 230 LaKeisha Thorpe [email protected] Asst Dean - Graduate and Continuing Studies (610) 625-7716 Lori Toedter Benigna Hall 212 Professor [email protected] (610) 861-1565 PPHAC 227 Carol Traupman-Carr [email protected] Vice Provost (610) 861-1347 Stacey Zaremba Monocacy Hall 205 Professor; Dept. Chair [email protected] (610) 861-1563 PPHAC 229 Psychology [email protected] Robert Brill Associate Professor Reeves Library (610) 861-1561 Vincent Condello PPHAC 225 P/T Techanical Services Assistant [email protected] Reeves Library [email protected] Erin Butler Staff Assistant Angela Cortez PPHAC Cataloging/Acquisitions Librarian [email protected] (610) 625-7876 Reeves Library 111 Dana Dunn [email protected] Professor of Psychology and Director of Academic Assessment Kim Demyan (610) 861-1562 Research Instruction Librarian/Coordinator PPHAC 231 (610) 861-1579 [email protected] Reeves Library 224 [email protected] Dietlinde Heilmayr Assistant Professor of Health Pshychology Jeffrey Dickens (610) 861-1564 Electronic Resources Librarian PPHAC 226 (610) 861-1547 331 Reeves Library 119 Casey Gadsby [email protected] Graduate & Continuing Ed Registration Spec. (610) 861-1383 Debra Gaspar Monocacy Hall 3rd Floor Circulation/Public Services Library Asst [email protected] (610) 861-1305 Reeves Library 203 Renee Hagan [email protected] Office Coordinator (610) 861-1450 Pamela Johnson Monocacy Hall 3rd Floor Research Instruction, Digital Res. Librarian [email protected] (610) 625-7965 Reeves Library 119 Megan Noble [email protected] Asst Registrar (610) 861-1343 Elizabeth Miller Monocacy Hall 3rd Floor Research Instruction/Seminary Liaison [email protected] (610) 861-1676 Reeves Library224 Lori Sliwa [email protected] Transcript Evaluator (610) 861-1367 Lisa Nyce Monocacy Hall 3rd Floor Assistant to the Moravian College Library [email protected] Director (610) 861-1541 Rehabilitation Sciences Reeves Library 203 Sara Benham [email protected] Assistant Professor of Occupational Therapy (610) 625-7207 Janet Ohles 1441 Schoenersville Rd 264 Director of Reeves Library [email protected] (610) 861-1540 Reeves Library 204 Marvel Blocker [email protected] Administrative Specialist (610) 625-7230 Kristine Petre 1441 Schoenersville Rd 204 Information Literacy & Reference Librarian [email protected] (610) 625-7994 Reeves Library 224 Mary Culshaw [email protected] Assistant Professor of Occupational Therapy (610) 625-7218 Registrar 1441 Schoenersville Rd 276 Monique Davis [email protected] Institutional Registrar (610) 861-1475 Monica Kaniamattam Monocacy Hall 3rd Floor Assistant Professor of Speech Language [email protected] Pathology (610) 625-7215 332 1441 Schoenersville Rd 210 Cynthia Rommens [email protected] Administrative Specialist (610) 625-7204 Louise Keegan 1441 Schoenersville Rd 204 Program Director Speech-Language Pathology [email protected] (610) 625-7202 1441 Schoenersville Rd 234 Eric Sanders [email protected] Assistant Professor of Speech Language Pathology Susana Keller (610) 625-7214 Clinical Coordinator and Assistant Professor of 1441 Schoenersville Rd 212 Speech Langiuage Pathology [email protected] (610) 625-7216 1441 Schoenersville Rd 211 James Scifers [email protected] Chair of Rehabilitation Sciences (610) 625-7210 Jennifer Miller 1441 Schoenersville Rd 205 Asst. Prof Occ Therapy/Dir. Clinical Ed [email protected] (610) 625-7219 1441 Schoenersville Rd 207 David Wilkenfeld [email protected] Asst Professor & Coord. of Clinical Education (610) 625-7208 Jennifer Ostrowski 1441 Schoenersville Rd 236 Associate Professor of Athletic Training [email protected] (610) 625-7203 1441 Schoenersville Rd 235 Religious and Spiritual Life [email protected] Jennika Borger Chaplain Ellen Payne (610) 861-1583 Assistant Professor 1305 Main St (610) 861-7211 [email protected] 1441 Schoenersville Rd 213 [email protected] Laura Oesterle Assistant Director of Religious and Ann Marie Potter Spiritual Life Director of Occupational Therapy (610) 861-1583 (610) 625-7205 1305 Main St 1441 Schoenersville 278 [email protected] [email protected]

Mary Riopel Deborah Appler Program Director and Associate Professor of Professor Hebrew Bible/OT & Dir MATS Prog Physical Therapy Program (610) 861-1523 (610) 861-7213 Bahnson Center 9 1441 Schoenersville Rd 207 [email protected] [email protected]

333 Craig Atwood Amy Silvoy Associate Prof/Dir Center of Moravian studies Associate Director of Marketing (610) 861-1596 (610) 861-1525 Bahnson Center 107 Lenox House 2nd Floor [email protected] [email protected]

Frank Crouch Rachel Starmer VP & Dean of Sem /Prof of New Testament Assistant Director of Seminary Administration (610) 861-1515 (610) 861-1464 Bahnson Center 103 Lenox House 3 [email protected] [email protected]

Randy D’Angelo Ronald Szabo Dir. of Seminary Enrollment Technology Specialist (610) 861-1512 (610) 625-7866 Bahnson Center 111 Bahnson Center 102 [email protected] [email protected]

Elizabeth Johnson Mary Toler Asst to the Dir of Enrollment/Dir of Cont Ed Associate Professor of Clinical Counseling (610) 861-1516 (610) 861-1521 Bahnson Center 100 Bahnson Center [email protected] [email protected]

Marcella Kraybill-Greggo Charles Weber MAPC Clinical Director Asst Professor of Pastoral Theology (610) 861-1571 (610) 861-1524 Lenox House 1 Bahnson Center 110 kraybill- [email protected] [email protected]

Jill Peters Jane Weber Missional Leadership Developer Director of Administration (610) 861-1616 (610) 861-1634 Lenox House 5 Bahnson Center 101 [email protected] [email protected]

Nelson Rivera-Garcia Sociology & Anthropology Associate Professor Allison Bloom (610) 625-7868 Instructor of Sociology and Anthropology Bahnson Center 104 (610) 625-7729 [email protected] PPHAC 312 [email protected] Michelle Santiago Asst Professor of Clinical Counseling Lori Boyle (610) 861-1522 Secretary Bahnson Center 106 (610) 861-1318 [email protected] PPHAC 313 334 [email protected] Deborah Brownbridge Office Coordinator Joyce Dougherty HUB Professor of Practice [email protected] (610) 625-7119 PPHAC 214 Kathy Campbell [email protected] Office Manager (610) 861-1496 Daniel Jasper HUB Associate Professor [email protected] (610) 625-7882 PPHAC 316 Karol Keeney [email protected] Marketplace Supervisor HUB Akbar Keshodkar [email protected] Associate Professor History/ Sociology (610) 861-1685 Heather Kindig PPHAC 311 B&G Supervisor [email protected] HUB [email protected] Virginia Adams O’Connell Associate Professor St. Luke’s (610) 625-7756 Thomas Long PPHAC 315 Head Strength and Conditioning Coach [email protected] (610) 861-1416 Johnston Hall 148 Joel Nathan Rosen [email protected] Assoc Prof/ Program Dir. Comm&Media Studies Student Accounts (610) 625-7814 Hamilton Hall 101 Glenda Learish [email protected] Accounts Specialist (610) 625-7960 Debra Wetcher- Hendricks Colonial Hall 105 Professor [email protected] (610) 861-1415 PPHAC 314 Susan O’Hare wetcher- [email protected] Associate Director of Student Accounts (610) 861-1588 Sodexo Colonial Hall 104 [email protected] Christine Bainbridge Assistant Director/Marketing Katicia Rothrock (610) 625-7433 Accounts Specialist - Cashier HUB (610) 861-1334 [email protected] Colonial Hall 108 [email protected]

335 Dawn Snook Monocacy Hall 203 Director of Student Accounts [email protected] (610) 861-1333 Colonial Hall 106 Monica Jacobe [email protected] Dir. of Academic Support Services Monocacy Hall Student Affairs [email protected] Gloria Chibueze-Azinge Assistant Director of Student Development Lisa Johnson (610) 861-1504 Student Success Program Coordinator 1301 Main St 3rd Floor, Room 1 (610) 625-7625 chibueze- [email protected] Monocacy Hall 2nd Floor [email protected] In-Chi Chow-Rivera Executive Admin Asst - Student Affairs Marilyn Kelly-Cavotta (610) 861-1503 Dir of Veteran and Military Affairs 1301 Main St 1st Floor (610) 861-1363 [email protected] Colonial Hall 225 [email protected] Alexis Kersten Assistant Director of Residence Life Athletics Staff (610) 625-7789 Mary Beth Spirk 1301 Main St Director of Athletics & Recreation/Head [email protected] Women’s Basketball Coach 610-861-1424 Nicole Loyd [email protected] VP for Student Affairs & Dean of Students (610) 861-1502 Renee Hellert 1301 Main St 1st Floor Associate Director of Athletics/Senior [email protected] Woman Administrator 610-861-1531 Gregory Meyer [email protected] Assistant Dean of Students (610) 625-7787 John Byrne 1301 Main St 2nd Floor, Room 2 Head Softball Coach/Associate [email protected] Athletics Director 610-861-1321 Meghan Santamaria [email protected] Associate Dir of Res. Life & Greek Life (610) 625-7788 Rebecca May 1301 Main St 3rd Floor, Room 3 Fitness Center Director/Assistant [email protected] Athletic Director 610-625-7791 Student Success [email protected] Kevin Hartshorn Dean of Student Success/Assoc Prof Math Marty Jo Moyle (610) 861-1374 Office Manager 336 610-861-1534 Sarah Coelho [email protected] Assistant Athletic Trainer 610-625-7006 Terry Eddinger [email protected] Office Manager 610-861-1572 Ben Gabriel [email protected] Assistant Athletic Trainer 610-625-7752 Athletic Department Fax [email protected] 610-625-7954 Ashley Gray Dr. Robert Brill Assistant Athletic Trainer Faculty Athletics Representative 610-625-7004 610-861-1561 [email protected] [email protected] Kelly Hoots Mark Fleming Assistant Athletic Trainer Sports Information Director 610-861-1574 610-861-1472 [email protected] [email protected] Megan Kurzec Nicole Palmasano Assistant Athletic Trainer Sports Information Assistant 610-625-7006 610-625-7705 [email protected] [email protected] Elizabeth Ballard Sports Information Fax Rehabilitation Coordinator 610-625-7954 [email protected]

Matt Nesto Sports Medicine Fax Blue & Grey Club 610-861-1604 610-861-1339 [email protected] Fitness Center Staff Rebecca May Dr. Nicole Loyd Fitness Center Director/ Vice-President for Student Affairs & Assistant Athletic Director Dean of Students 610-625-7791 610-861-1503 [email protected] [email protected] Sports Performance Staff Sports Medicine Staff Thomas Long John Ostrowski Director of Athletic Performance Director of Sports Medicine/ 610-861-1416 Head Athletic Trainer [email protected] 610-861-1537 [email protected] Laurie Segreaves Assistant Director of Student-Athlete 337 Performance [email protected] [email protected] Amy Endler Equipment Staff Assistant Women’s Basketball Coach Josh Baltz 610-861-1424 Equipment Manager/ [email protected] Assistant Softball Coach 610-861-1538 DeAnna Rayam [email protected] Assistant Women’s Basketball Coach 610-861-1424 Sean Cole [email protected] Equipment Room Assistant 610-861-1538 Tim Potopa [email protected] Assistant Women’s Basketball Coach 610-625-7762 Baseball [email protected]

Paul Engelhardt Men’s Basketball Head Baseball Coach 610-625-7502 Justin Potts [email protected] Head Men’s Basketball Coach 610-861-1506 Joe Forcellini [email protected] Assistant Baseball Coach Steve Weiler 610-625-7793 Assistant Men’s Basketball Coach [email protected] 610-861-1506 [email protected] Jon Michael Vito Assistant Baseball Coach Sean Rossi 610-625-7703 Assistant Men’s Basketball Coach [email protected] [email protected]

Matt Hanson Micah Covert Assistant Baseball Coach Assistant Basketball Coach 610-625-7502 610-625-7785 [email protected] [email protected]

Steve Tomaszewski Cheerleading Assistant Baseball Coach Ashley Melchionna 610-625-7502 Head Cheerleading Coach [email protected] 610-861-1534 [email protected] Women’s Basketball Mary Beth Spirk Allie Feinman Director of Athletics & Recreation/Head Assistant Cheerleading Coach Women’s Basketball Coach 610-861-1534 610-861-1424 [email protected]

338 Shannon Smith 610-861-1404 Assistant Cheerleading Coach [email protected] 610-861-1534 [email protected] Football Jeff Pukszyn Angelica Jackson Head Football Coach, Assistant Cheerleading Coach Defensive Coordinator, Linebackers 610-861-1534 610-625-7956 [email protected] [email protected]

Dale Tsudy Chris Leavenworth Assistant Cheerleading Coach Assistant Head Football Coach - 610-861-1534 Offensive Line [email protected] 610-625-7955 [email protected] Men’s Cross Country Jesse Baumann John Harrison Director of Men’s & Women’s Track & Field Assistant Football Coach - Offensive and Cross Country Coordinator, Quarterbacks 610-861-1578 610-625-7717 [email protected] [email protected] Jim Newhard Meg Noble Assistant Football Coach - Defensive Line Assistant Cross Country and 610-625-7956 Track & Field Coach [email protected] [email protected] Mike Kane Women’s Cross Country Assistant Football Coach - Wide Receivers Jesse Baumann 610-625-7956 Director of Men’s & Women’s [email protected] Track & Field and Cross Country 610-861-1578 Tim Wait [email protected] Director of Football Operations [email protected] Meg Noble Assistant Cross Country and Nick Sacco Track & Field Coach Assistant Football Coach - Offensive Line [email protected] 610-625-7956 [email protected] Field Hockey Kristen Gillis Gary Martell Head Field Hockey Coach/SAAC Advisor Assistant Football Coach - Offense 610-861-1404 610-625-7956 [email protected] [email protected]

Julie Sikorsky Ian Heck Assistant Field Hockey Coach Assistant Football Coach - Kickers 339 610-625-7956 Women’s Lacrosse [email protected] Kristen Nicholson Head Women’s Lacrosse Coach Steve Gordy 610-625-7727 Assistant Football Coach [email protected] 610-625-7956 [email protected] Erin Allen Assistant Women’s Lacrosse Coach Don Clemons 610-625-7872 Assistant Football Coach - Defensive Line [email protected] 610-625-7956 [email protected] Tyler Ornstein Assistant Women’s Lacrosse Coach John Menegakis 610-625-7872 Assistant Football Coach - Safeties [email protected] 610-625-7956 [email protected] Men’s Soccer

Golf Bob Wilkinson Head Men’s Soccer Coach Kevin Edwards 610-625-7917 Head Golf Coach [email protected] 610-861-1535 [email protected] Shane Kohler Assistant Men’s Soccer Coach John Makuvek 610-625-7723 Head Coach Emeritus [email protected] 610-861-1535 [email protected] Chris Vaughan Assistant Men’s Soccer Coach Scott Roberts Assistant Golf Coach Joe Veneziale 610-861-1535 Assistant Men’s Soccer Coach

Men’s Lacrosse Women’s Soccer Dave Carty Jeff Ykoruk Head Men’s Lacrosse Coach Head Women’s Soccer Coach 610-625-7709 610-625-7953 [email protected] [email protected]

Ryan Nowell Alyssa Zurlo Assistant Men’s Lacrosse Coach Assistant Women’s Soccer Coach 610-625-7707 610-625-7941 [email protected] [email protected]

George D’Angelo Jackie Zalis Assistant Men’s Lacrosse Coach Assistant Women’s Soccer Coach 610-625-7709 340 Kirsten Schall [email protected] Assistant Women’s Soccer Coach 610-625-7953 Chris Conrad [email protected] Assistant Tennis Coach 610-625-7783 Softball [email protected] John Byrne Head Softball Coach/Associate Athletics Lewis Cooper Director Assistant Tennis Coach 610-861-1321 [email protected] Women’s Tennis Aaron Wilf Justine Rossi Director of Tennis Assistant Softball Coach 610-625-7783 610-625-7754 [email protected] [email protected] Mariana Freitas Amy Rogers Assistant Tennis Coach Assistant Softball Coach 610-625-7708 610-861-1321 [email protected] [email protected] Chris Conrad Leah Holmes Assistant Tennis Coach Assistant Softball Coach 610-625-7783 610-861-1697 [email protected] [email protected] Lewis Cooper Alexandra MacLean Assistant Tennis Coach Assistant Softball Coach 610-861-1321 Men’s Track & Field [email protected] Jesse Baumann Director of Men’s & Women’s Track & Field Josh Baltz and Cross Country Equipment Manager / Assistant Softball 610-861-1578 Coach [email protected] 610-861-1538 [email protected] Jonathan D’Ottavio Assistant Track & Field Coach - Throws Men’s Tennis 610-625-7826 Aaron Wilf [email protected] Director of Tennis 610-625-7783 Sarah Werner [email protected] Assistant Track & Field Coach - Sprints 610-861-1578 Mariana Freitas [email protected] Assistant Tennis Coach 610-625-7708 341 Dan McSurdy [email protected] Assistant Track & Field Coach 610-861-1578 Patrick Fenstermacher [email protected] Assistant Women’s Volleyball Coach 610-625-7849 Meg Noble [email protected] Assistant Cross Country and Track & Field Coach Erin Hillman [email protected] Assistant Women’s Volleyball Coach

Doug Houser Faculty And Staff Emeriti Assistant Track & Field Coach Rudy S. Ackerman (1963) (2002) Women’s Track & Field Priscilla Payne Hurd Professor of Arts and Humanities Jesse Baumann B.S., Kutztown State College Director of Men’s & Women’s M.A., Temple University Track & Field and Cross Country Ed.D., Pennsylvania State University 610-861-1578 [email protected] Mary E. Arenas (1963) (1999) Jonathan D’Ottavio Professor of Spanish Assistant Track & Field Coach - Throws B.A., Rockford College 610-625-7826 M.A., Ph.D., George Washington University [email protected] Dawn Ketterman Benner (1971)(2014) Sarah Werner Professor of Physical Education Assistant Track & Field Coach - Sprints Associate Director of Athletics 610-861-1578 Senior Women’s Athletics Administrator [email protected] B.S., East Stroudsburg State College M.S., Temple University Dan McSurdy Assistant Track & Field Coach George D. Brower (1989) (2013) 610-861-1578 Professor of Economics and Business [email protected] B.A., M.S., State University of New York at Oneonta Meg Noble M.B.A., Ph.D., State University of Assistant Cross Country and New York at Buffalo Track & Field Coach [email protected] Carole K. Brown (1988) (2004) Doug Houser Associate Professor of English Assistant Track & Field Coach B.A., Chatham College M.A., Ph.D., Lehigh University Women’s Volleyball Mohamed M. Bugaighis (1985) (2001) Shelley Bauder Head Women’s Volleyball Coach Professor of Mathematics 610-625-7849 B.S., University of London 342 M.Sc., University of Union Ph.D., B.A.,

Robert T. Burcaw (1956) (1994) Sandra E. Fluck (1990) (2012) Professor of English Professor of Education B.A., Moravian College B.S., M.Ed., East Stroudsburg State College M.A., Ph.D., University of Pennsylvania Ed.D., Temple University

Mary Faith Carson (1967) (2000) John J. Gehman (1955) (1992) Professor of Religion Associate Professor of Accounting B.A., Salem College B.A., Muhlenberg College M.A., Presbyterian School of Christian Education Joseph J. Gerencher Jr. (1969) (2010) B.D., Union Theological Seminary at Professor of Earth Science Richmond B.S., M.S., D.Ed., Pennsylvania State Ph.D., University

G. Clarke Chapman Jr. (1963) (2006) Dennis G. Glew (1970) (2010) Professor of Religion Professor of Classics and History A.A., Phoenix College B.A., St. John’s College B.A., M.A., Ph.D., Princeton University S.T.B., Ph.D., James S. Green (1979) (1998) Herman E. Collier Jr. (1955) (1986) Professor of Computer Science President B.A., M.S., Ph.D., Lehigh University B.S., Randolph-Macon College M.S., Ph.D., Lehigh University Mary Margaret Gross (1973)(2013)

George S. Diamond (1966) (2013) Registrar B.A., Moravian College Professor of English B.A., Ruth R. Hailperin (1952) (1983) M.A., New York University Ph.D., Lehigh University Professor of Mathematics A.B., John R. Dilendik Jr. (1973) (2013) M.S., University of Chicago Ph.D., University of Pennsylvania Professor of Education A.B., Boston University Charles L. Hargis (1977) (2004) M.A.T., M.S., State University of New York at Professor of Doctrinal Theology Binghamton on the J. Taylor Hamilton Chair of Ph.D., State University of New York at Doctrinal Theology Buffalo B.S., B.D., Ph.D., Union Theological Seminary, Helen Paty Eiffe (1963) (1995) Virginia Th.M., Princeton Theological Seminary Director of Student Activities and the Haupert 343 Willard R. Harstine (1982) (2003) Ph.D., Rutgers University Associate Professor of Pastoral Theology on the Edward Rondthaler Karen Kurvink de las Casas (1985) (2012) Chair of Practical Theology Associate Professor of Biology B.A., Duke University B.A., Augustana College M.Div., Moravian Theological Seminary M.S., Th.M., Princeton Theological Seminary Ph.D., University of Minnesota D.Min., Linda H. Heindel (1966) (2003) David L. Langhus (1977) (2013) Dean of Continuing and Graduate Studies Associate Professor of Chemistry A.B., B.A., M.A., Ph.D., Ph.D., Lehigh University Paul S. Larson (1979) (1997) James S. Hilander (1968) (1995) Professor of Music Professor of Sociology B.S., Mansfield State College B.A., Moravian College M.A., Eastman School of Music B.D., Moravian Theological Seminary D.M.A., Temple University M.S., Ph.D., University of Wisconsin R. Daniel Libby (1992) Donald W. Hosier (1981) (2003) Professor of Chemistry Professor of Biology B.A., A.B., Lafayette College Ph.D., Pennsylvania State University M.S., Ph.D., Emory University Janet S. Loengard (1971) (2003) Hwa Yol Jung (1962) (2002) Professor of History Professor of Political Science B.A., B.A., M.A., Emory University LL.B., Harvard University Ph.D., M.A., Ph.D., Columbia University

Curtis Keim (1980) (2013) Arthur W. (1976)(2014) Professor of History and Political Science Professor of Psychology B.A., College B.A., M.S., D.A., Lehigh University M.A. & Ph.D., Indiana University John Makuvek Jr. (1967) (1997) Winfred A. Kohls (1963) (2001) Professor of Physical Education Professor of History Director of Athletics B.A., Augustana College B.S., M.Ed., East Stroudsburg State College M.A., Ph.D., University of California, Berkeley Marialuisa N. McAllister (1965) (2001) Professor of Mathematics Astrid Kromayer (1964) (1992) B.A., Ph.D., University of Rome Professor of Spanish B.A., Douglass College Albert H. Martin (1976)(2014) M.A., Associate Professor of Chemistry 344 A.B., Ervin J. Rokke (1997) (2006) Ph.D., President B.S., U.S. Air Force Academy John W. McDermott Jr. (1968) (2002) M.P.A., Ph.D., Harvard University Professor of Education Vice President for Planning and Research Donald P. St. John (1981) (2011) B.A., Professor of Religion M.A.T., B.A., St. Francis College M.A., University of California, Davis M.A., Temple University Ed.D., Temple University Ph.D.,

John Thomas Minor (1984) (2001) Shapour Samii (1963) (1989) Librarian with Rank of Professor Professor of Economics and Business B.A., Moravian College B.A., of Kentucky M.Div., Christian Theological Seminary M.A., University of Wisconsin M.S., University of North Carolina Ph.D., Lehigh University

James B. Mitchell Jr. (1965) (2010) Monica Schantz (1962) (1995) Professor of Biology Professor of Music A.B., Wilkes College B.Mus., Concordia College Ph.D., University of Pennsylvania M.Mus., University of Michigan

Johanna S. Ott (1956) (1986) Richard R. Schantz (1956) (1994) Associate Professor of Mathematics Professor of Music B.A., Hunter College B.A., M.S., New York University M.S.M., Union Theological Seminary

Thomas L. Parkinson (1985) (2003) David A. Schattschneider (1968) (2001) Professor of Economics and Business Dean and Vice President of the Seminary A.B., S. Morgan Smith and Emma Fahs Smith M.B.A., Ph.D., University of Massachusetts Professor of Historical Theology B.A., Moravian College Joseph L. Powlette (1963) (2013) M.Div., Yale University Professor of Physics M.A., Ph.D., University of Chicago B.S., Moravian College M.S., Cornell University Doris J. Schattschneider (1968) (2002) Professor of Mathematics Jack R. Ramsey (1970) (2008) B.A., University of Rochester Bertha F. and Bernard L. Cohen Professor of M.A., Ph.D., Yale University English Language and Literature Professor of Drama Susan S. Schuehler (1979) (1994) B.A., Dean of Continuing Studies M.A., B.S., Ph.D., University of Michigan M.Ed., Ed.D., Rutgers University

345 G. Alden Sears (1949) (1988) James R. Walker (1979) Professor of Economics and Business Professor of Physical Education B.A., B.A., Gettysburg College M.A., Ph.D., New York University M.S., Rider College

Alicia Sevilla (1984) (2013) Joel D. Wingard (1981)(2014) Professor of Mathematics Professor of English Licenciada en Ciencias Matemáticas, B.A., Muskingum College Universidad Nacional de Cuyo, Argentina M.A., M.A., Ph.D., Cornell University Ph.D., Louisiana State University

Robert H. Smith (1976) (2000) Hans M. Wuerth (1969) (2001) Vice President for Administration Professor of German B.A., Moravian College B.A., M.B.A., Temple University M.A., Ph.D., Rutgers University

Bettie Moretz Smolansky (1964) (2010) James O. Yerkes (1988) (2001) Professor of Sociology Professor of Religion and Philosophy A.B., Lenoir Rhyne College B.A., M.A., Wheaton College M.A., Duke University M.A., Ph.D., University of Chicago Ph.D., Pennsylvania State University Committees Kay B. Somers (1981) (2013) Taken from the Faculty Handbook Professor of Mathematics B.S., Ursinus College 2.3 Faculty Committees M.S., Ph.D., Rensselaer Polytechnic The College has three main governance Institute committees: The Planning and Budget Committee (PBC), the Academic Personnel Robert W. Stinson (1970) (2004) Committee (APC), and the Academic Planning Professor of History and Program Committee (APPC). Each of B.A., Allegheny College these governance committees will have one M.A., Ph.D., Indiana University or more related that report to them on a semiannual basis (see below). A committee John P. Stoneback (1981) (2004) may be a Faculty Committee (FC), which Professor of Computer Science means it addresses matters of primary B.S., Princeton University concern to the faculty, or a College Wide M.S., Committee (CW), which means it addresses matters of primary concern to the entire Christopher M. Thomforde (2006)(2013) College community. President 2.3.1 Autonomous Faculty Committees B.A., Princeton University M.Div., Yale University Divinity School Two committees stand outside of proposed D.Min., Princeton Theological Seminary structure. The Committee on Committees and Handbook ensures the smooth functioning of faculty committees and college-wide 346 committees. The Faculty Advocacy Committee Women’s Studies Advisory Committee (WSAC) is the faculty advocacy group that meets with — FC the president and/or the VPAA to discuss matters of concern to the faculty. 2.3.5 College Wide Committees Primary functions vary; membership Committee on Committees and Handbook is comprised of both faculty and (CCH) — FC administrator colleagues. Faculty Advocacy Committee (FAC) — FC Council on Diversity and Inclusion — CW 2.3.2 Planning and Budget Committee (PBC) Technology Advisory Committee — CW Primary function: Making recommendations Human Subjects Internal Review Board to the President regarding budget planning, (HSIRB) — CW preparation, and formulation. Budget- Institutional Animal Care and Use Committee related committees: (IACUC) — CW Campus Sustainability Committee — CW Faculty Development and Research Committee (FDRC) — FC 2.3.6 Task Forces Student Opportunities for Academic Research Appointed at the discretion of the president or (SOAR) — FC the dean of the faculty in order to study and InFocus Committee — CW recommend action on specific problems or Arts and Lectures Committee — CW issues of concern to the College community. These committees disband upon the 2.3.3 Academic Personnel Committee (APC) completion of their assigned tasks. Primary Function: Faculty Evaluation and Related Matters Personnel- 2.3.7 Committee Descriptions related committees: 2.3.7.1 Committee on Committees and Handbook (CCH) Faculty Review Committee (FRC) — FC Dispute Resolution Group (DRG) — FC The purpose of the Committee on Committees and Handbook (CCH) is (1) to conduct 2.3.4 Academic Planning and nominations and elections and to appoint Program Committee (APPC) faculty members to openings on faculty Primary Function: Oversight of all Academic committees and task forces; and (2) to update matters related to teaching and learning. material in the online faculty handbook as Academic-related subcommittees: needed due to institutional policy changes.

Academic Standards Committee (ASC) — FC Membership: CCH consists of three elected Learning in Common Committee (LinC) — FC members of the teaching faculty: one from Committee for the Advancement of Teaching SAHSS, one from SNHS, and one at-large (CAT) — FC member. All members must be tenured. Committee on Assessment of Student Committee members serve for three years; the Learning (CASL) — FC terms are staggered so that a new member Health Professions Advisory Committee joins each year. Committee members assume (HPAC) — FC the role of chair in their third and final year of Honors Committee — FC service. Service on CCH begins and ends at Teacher Education Committee (TEC) — FC the first day of the fall semester.

347 2.3.7.2 Faculty Advocacy Committee (FAC) No department of the College may have The Faculty Advocacy Committee (FAC) is more than one of its members on this designed to advise the President and serve committee. Faculty members serving on as a channel of communication between the this committee may not be elected to serve faculty and the President. on any other main governance (PBC, APC, APPC) or autonomous (FAC) committee. The FAC has the following responsibilities:

Typical workload: CCH generally meets to provide leadership and take initiative in once every week for an hour. representing the goals of the teaching faculty Between meetings, work may include to act on their behalf within the established drafting updates to the faculty system of College governance to formally handbook, contacting faculty members present the teaching faculty’s concerns to the regarding nominations/appointments, President to formulate specific proposals for or meeting with representatives from review and consideration by the President, by other committees. the full faculty, and, through the President by the Board of Trustees as a contribution to Summer responsibilities: Appointments decision-making within the College. for task forces and other committees often Membership: FAC is composed of six continue into June — members of CCH teaching faculty. Two tenured teaching faculty are expected to be available via electronic members are from SNHS and two tenured communication through the summer. teaching faculty members are from SAHSS. These four members are elected for three-year Responsibilities of the committee: terms. One full-time faculty member from Nominations and elections. CCH solicits MTS is elected for a three-year term. One candidate nominations from the faculty and untenured faculty member from SAHSS or then runs the elections for those committee SNHS is also elected for a three-year term. slots that require elections. The committee All six terms are staggered to ensure two will also identify and contact colleagues to elections per year. No individual may serve on consider running for particular committee FAC for more than six consecutive years. posts. CCH members also identify colleagues to serve in appointed positions No department of the College may have on various committees and task forces in more than one of its members on this consultation with the academic deans and committee. Faculty members serving on provost as appropriate. this committee may not be elected to serve on any other main governance (PBC, APC, Handbook. The committee is responsible APPC) or autonomous (CCH) committee. for updating an online copy of the Moravian College Faculty Handbook when any The committee elects the chair of the changes are required. Any such updating committee from among the tenured will occur when the President, the Board faculty members. of Trustees, the Provost, and/or the College Faculty creates new policy or changes Typical workload: FAC meets every two weeks existing policy. The committee will present for an hour. In addition to the chair, FAC any handbook changes to the full faculty has a meeting secretary and a (tenured) FAC and keep a record of those changes. representative on the President’s Council (PC). The meeting secretary takes the 348 committee meeting notes and posts them on views of concern to them. AMOS. Between meetings, FAC members are To develop specific proposals for expected to reply to committee emails as well direct presentation at full faculty as be available for conversations with faculty. meetings when circumstances make the utilization of other standing committees The chair serves as the main point person untimely or inappropriate. for between-meeting communication with To request that committees consider the Provost and with faculty. The chair takes issues of concern to the teaching faculty the lead in writing the various reports and including consideration of specific proposals proposals that get submitted for consideration developed by the FAC. to the President, the Provost, and to the To consult with the President of the faculty. The chair also schedules and creates College and/or the PBC for the purpose the agenda for the committee meetings. of providing general support and assistance in planning; and specifically to The PC representative, a designated tenured recommend priorities in the preparation of member of FAC, attends the PC meeting the annual budget of the College. each Tuesday 8:00 am – 11:00 am. This The FAC meets with the President and, at the individual takes notes at the meeting that are President’s discretion, with the Provost when then approved by the Provost and posted on appropriate but at least once each semester. AMOS. This individual also presents faculty Additional meetings may be scheduled as concerns/questions at the PC meeting. All the President and the FAC deem appropriate. FAC committee members suggest items that The FAC advises the President or, at the need to be raised at PC. President’s discretion, the Provost in setting agendas for full faculty meetings. Summer responsibilities: The FAC representative on PC attends the PC meetings For the purpose of identification and on Tuesday mornings throughout the discussion of the concerns of the teaching summer. The chair typically continues to be faculty and to help the FAC identify and contacted throughout the summer by faculty develop specific policy initiatives concerning members who want to raise issues for FAC’s the faculty, the FAC, when it is appropriate, consideration. All FAC members are expected consults with members of the teaching to be responsive to e-mail discussion through faculty. To effect such consultation, meetings the summer. Membership on FAC begins and of the FAC open to all teaching faculty are ends on the first day of the fall semester. held at least once a semester. Additional open meetings of the FAC may be convened when Responsibilities of the committee: The circumstances warrant. committee is authorized: As a representative body of the faculty, the To represent the teaching faculty in the event FAC can initiate proposals and express the of emergencies or situations in which the full will of the teaching faculty. Towards that faculty cannot be convened. end, members of the faculty may petition the To consult with members of the teaching FAC to initiate specific proposals. A petition faculty for the purpose of the exchange of signed by one-third of the voting members information and views on matters of concern of the teaching faculty obligates the FAC to them. to represent before the appropriate persons To consult with other standing committees for or bodies, in accordance with its functions, the purpose of exchange of information and the position stated in the petition. Actions

349 taken by the FAC in the name of the faculty, No department of the College may have more however, do not bind any individual faculty than one of its members on this committee. member to support these actions or to vote in Faculty members serving on this committee favor of them at meetings of the faculty. may not be elected to serve on any other main governance (APPC, APC) or autonomous For the purposes of assuring the effective (CCH, FAC) committee. and efficient operations of the committees of the College, including administrative, Typical workload: During the academic year, advisory, and ad hoc committees, the PBC meets each Thursday morning between FAC, with the President, can request a 8:00 and 10:00 a.m. (exact times determined committee to provide a formal report on the by committee membership each year). The committee’s activities within the time frame chair of PBC attends President’s Council each specified by the FAC and the President. Tuesday from 8:00 to 11:00 a.m. Committee members also attend PC meetings on an Changes in structure, functions, or bylaws of ad hoc basis to deliberate on any budget- the FAC can be made by two-thirds vote of the sensitive issues. Work outside meetings teaching faculty in attendance at a regular takes about one hour for non-chair members faculty meeting. Proposed changes require and three to four hours for the chair. The two readings before a vote. When deemed chair of PBC is occasionally called upon to necessary by the President, changes approved present to the Board of Trustees Joint Finance by the teaching faculty are submitted to the Committee and to the full Board. Board of Trustees for approval. Summer responsibilities: PBC continues to 2.3.7.3 Planning and Budget Committee (PBC) meet as needed over the summer. The chair The Planning and Budget Committee (PBC) attends President’s Council through the advises the President on the implementation summer. Service on PBC starts and ends after and review of the College’s strategic commencement each year. planning process and on the integration of planning and budgeting. Responsibilities of the committee: PBC advises the president on the implementation Membership: The PBC consists of eight and review of the College’s strategic planning members, all with a vote: the Provost; the process and on the integration of planning vice president for student affairs and dean and budgeting. It prioritizes, reviews, and of students; the vice president for finance revises strategic initiatives ensuring alignment and administration; the vice president for with the strategic plan and accreditation planning and research; and four elected standards; presents initiatives for faculty tenured members of the teaching faculty, two and trustee endorsement; and assigns from SAHSS and two from SNHS. Faculty are initiatives to appropriate units to develop elected for staggered four-year terms with no implementation activities. It maintains limits on the number of terms served. The effective communication with College chair of the PBC is the faculty member in constituencies, and publishes and distributes the third year of his or her current term. The the strategic plan and planning updates. chair serves on President’s Council. The vice It seeks regular input from the President president for planning and research provides on strategic planning and makes resource logistical support. Minutes are recorded by allocation recommendations to the President, one of the non-chair faculty members. who may approve, disapprove, or return the issue to the PBC for further consideration.

350 2.3.7.4 Academic Personnel Committee (APC) The committee chair is elected by The Academic Personnel Committee the committee members at the start (APC) is responsible for the following: of the academic year. making recommendations on tenure, rank, termination of service, and emeritus Typical workload: APC meets weekly appointments for all faculty members; making throughout the academic year and workload recommendations for sabbatical and special includes significant preparation prior to leaves for all eligible faculty members; meetings. The committee typically does not making recommendations on tenure and rank meet during the summer. of academic administrative officers (including Summer responsibilities: The chair of APC is the Provost and Dean of Faculty and the expected to be responsive to e-mail queries President); making recommendations for through the summer. Honorary Chairs; and nominating candidates for faculty trustees as stipulated by the by- 2.3.7.5 Academic Planning and Program laws of Moravian College, article II, section Committee (APPC) 3(3). Decisions are made by majority vote. (Note: The Board of Trustees consults with The Academic Planning and Program APC on the appointment of a President.) Committee (APPC) oversees the development of new academic programs Membership: Membership consists of the and course offerings and reviews program Provost and Dean of the Faculty (non- changes and course changes that impact voting) and five tenured members of the the course catalog. The committee reviews teaching faculty: changes that impact the academic mission of the College as well as reviews proposals Two members are elected from SNHS. for new faculty lines. Two members are elected from SAHSS. One of these is elected from among the Membership: APPC is composed of six elected departments of art, English, history, teaching faculty members: modern languages and literatures, music, philosophy, and religion. Four tenured faculty members: two from The other is elected from among SNHS and two from SAHSS, elected for the departments of economics staggered four-year terms; and business, education, physical One full-time tenured faculty member from education, political science, psychology, MTS, elected to a four-year term; and sociology and anthropology. One untenured at-large faculty member One member is elected from MTS. from SNHS or SAHS; selected at large from All elected members must be tenured, departments not already represented, elected and at least three of the elected faculty to a two-year term. must have the rank of full professor. Each The Provost and the Associate Provost are faculty member serves a three-year term. No non-voting members. The Deans of SNHS, department of the College may have more SAHSS, and MTS are non-voting members than one of its members on this committee. and will be available on consultative Faculty members serving on this committee basis only. A student appointed by the may not be elected to serve on any other United Student Government may join main governance (PBC, APPC) or autonomous the committee as a nonvoting member (CCH, FAC) committee. for planning and program review, at the discretion of the committee.

351 No department of the College may have committee aims to encourage and enable more than one of its members on this disciplinary research, the dissemination committee. Faculty members serving on this of research results, participation at committee may not be elected to serve on professional meetings and workshops, any other main governance (PBC, APC) or and pedagogical development, including autonomous (CCH, FAC) committee. efforts to improve existing courses and the development of new courses.

The committee elects the chair Membership: Three faculty members are of the committee from among the appointed to three-year staggered terms, one tenured faculty members. from each division of the Faculty, with the remaining members appointed annually. The Typical workload: APPC meets for 60-90 chairperson is appointed by the associate minutes each week during the academic year dean of academic affairs in consultation with with approximately 2 hours work outside of the academic dean. committee meetings. The committee typically does not meet during the summer. 2.3.7.7 Student Opportunities for Academic Research (SOAR) – Subcommittee of PBC Responsibilities of the committee: The APPC makes recommendations to or otherwise The goal of the Student Opportunities for consults with the Provost. Recommendation Academic Research (SOAR) program is and/or consultation is based on: i) review of to facilitate and fund student research in formal program proposals; ii) examination of collaboration with a faculty mentor during the curriculum and other academic programs the regular academic year and in the in light of the College Mission, Strategic Plan, summer months. Funding is provided on a the deliberations of the PBC, and the wider competitive basis. academic environment; iii) review of proposals for changes in the curriculum and other Membership: Appointed academic programs; iv) review of proposals for new and replacement faculty members; 2.3.7.8 InFocus Committee – and/or v) inquiry and deliberation required Subcommittee of PBC by any task bearing on the academic mission of the College to which the committee is This committee plans yearly programming directed by the Provost. In matters relating so members of the Moravian College to routine modifications of the curriculum, Community can take an in-depth look at the committee acts on behalf of the Provost complex issues from multidisciplinary in providing information and presenting perspectives. The programming rotates proposals to the faculty. through four important topics (poverty and inequality, sustainability, health care, and 2.3.7.6 Faculty Development and Research war and peace) facing humankind in the Committee (FDRC) – Subcommittee of PBC 21st century. This rotation ensures students will be involved with each topic over the Responsibilities: The Faculty Development course of their time at the college. and Research Committee advocates for funding and oversees the distribution of Membership: Appointed monies to faculty members to support the improvement of teaching and research. The

352 2.3.7.9 Arts and Lectures Committee — 4.2 covers all full-time and part-time faculty Subcommittee of PBC employed in the undergraduate day program of Moravian College. The Arts and Lectures Committee proposes, organizes, and coordinates committee The DRG encourages faculty members to seek sponsored cultural and educational programs out a liaison, if a dispute or uncomfortable on campus. It serves as the liaison with situation is complicating their work at the area colleges and universities, and is the College. Liaisons support the constructive coordinating group for other on-campus resolution of disputes among faculty programs. Membership: Members are members. This group aids faculty members in appointed annually. an informal process that emphasizes directing faculty to available resources. Liaisons are 2.3.7.10 Faculty Review Committee (FRC) – available to listen and to offer an additional Subcommittee of APC perspective on a given conflict, but they are neither trained mediators nor lawyers. The Faculty Review Committee: Liaisons act as sounding boards. Given Receives faculty members’ appeals of the the small nature of our community, faculty president’s unfavorable tenure and promotion liaisons are aware that they cannot be neutral recommendations. advisors. Instead, liaisons may direct faculty Considers all materials and recommendations to Academic Affairs, Human Resources, a submitted in the evaluation process. professional mediator or a lawyer based on Formulates a recommendation based on the particular nature of a conflict. Mediation procedural grounds. outcomes are nonbinding. This group has a Within two months of receiving a faculty fixed budget for professional mediation set by member’s appeal, makes a recommendation the Office of Academic Affairs. to the President. Submits a written report of its findings to the Four faculty liaisons are available in the president. case of a dispute. Two faculty liaisons are Membership: The FRC is composed of five appointed by the FAC for concurrent 3 year elected members of the faculty: Three tenured terms. Two faculty liaisons are elected by faculty members with the rank of professor the faculty for concurrent 3 year terms (one from each division of the faculty, which are to be staggered with the terms each serving a three-year term, one to be of the appointed liaisons. The DRG always elected each year, with no restrictions as to consists of two female and two male faculty reelection), and two other tenured faculty members. Faculty serving on APC may members, to serve two-year terms (one to be not serve on DRG. Faculty liaisons sign elected each year, with no restrictions as to a confidentiality agreement and follow reelection). No two members from the same procedures for maximizing and protecting department can be on FRC at the same time. confidentiality in their work with a faculty member bringing a dispute for consideration 2.3.7.11 Dispute Resolution Group (DRG) – as well as with the other liaisons. Subcommittee of APC 2.3.7.12 Academic Standards Committee (ASC) The Dispute Resolution Group (DRG) – Subcommittee of APPC is available for voluntary and informal consultation in the case of faculty-faculty The Academic Standards Committee reviews disputes only. The process outlined in Section student petitions and appeals related to

353 the academic requirements, standards, workshops for faculty, maintaining library and policies of the college, including grade resources for college teaching, facilitating appeals, academic dishonesty, and internship/ the Formative Dialogues initiative, and independent study eligibility, as well as organizing and promoting pedagogy book applications for interdepartmental majors and discussion groups. The Committee meets self-designed majors and minors. monthly during the academic year.

Membership: Elected Membership: The Committee consists of a minimum of six faculty members appointed 2.3.7.13 Learning in Common Committee (LinC) by CCH, with approval of the Director. At least – Subcommittee of APPC two Committee members will be chosen from disciplines in each of the three divisions of This committee oversees and assesses the Humanities, Sciences and Social Sciences. general education offerings in the LinC curriculum; approves and removes courses; 2.3.7.15 Committee on Assessment of Student grants student course waivers and adjudicates Learning (CASL) – Subcommittee of APPC appeals; evaluates faculty performance in general education courses for Academic This committee oversees the formal Personnel Committee; and plans and executes assessment of teaching and learning annual faculty development workshop. activities of the academic program at the college. The committee gathers and Membership: Elected documents assessment materials from all academic departments. 2.3.7.14 Committee for the Advancement of Teaching (CAT) – Subcommittee of APPC Membership: Appointed

The Center for the Advancement of 2.3.7.16 Health Professions Advisory Committee Teaching fosters the exchange of ideas (HPAC) – Subcommittee of APPC about teaching and learning, with the goal of advancing excellence in student learning The Health Career Professions Committee and engagement. The Center promotes a consists of faculty members from a culture in which the value of teaching is variety of disciplines and is responsible broadly embraced and openly discussed, so for assisting students planning on health- that teaching practice continually develops. related careers. The committee advises The Center is overseen by the Director of students on program selection, admissions the Center for the Advancement of Teaching standards and procedures, and selection of (CAT) and the CAT Committee. The Director a professional school. is appointed by the Vice President for Academic Affairs and the CAT Committee Membership: Members are appointed annually is chaired by the Director. The Committee by the associate dean of academic affairs in advises the Director and helps plan and consultation with the academic dean. implement the activities of the Center for the Advancement of Teaching. Activities of 2.3.7.17 Honors Committee – the Center include but are not limited to Subcommittee of APPC overseeing new faculty orientation, promoting teaching discussions through brown bag Accepts students into the College Honors lunch events and academic year and May Program based upon grade point average

354 guidelines, meets with candidates to discuss that all researchers who work with human issues related to the program, reviews participants in any capacity must do so with applications and assigns honors liaisons, HSIRB approval. and evaluates student progress across the senior year, including awarding the honors The Human Subjects Internal Review Board’s designation following oral defenses. purpose is to 1) to set and revise policy concerning the ethical treatment of human Membership: Appointed subjects; 2) to serve as a consultative body which strives to protect human subjects by 2.3.7.18 Teacher Education Committee (TEC) – educating the College community on issues Subcommittee of APPC pertaining to ethics in research; 3) to review submitted research for compliance with the This committee is responsible for approving guidelines set forth in “The Policies and student acceptance and participation in Procedures for Ethical Treatment of Human student teaching experiences based upon Subjects at Moravian College.” grade point average guidelines, performance in courses, and faculty recommendations. The Membership: Members appointed annually committee determines the length and nature by the associate dean of academic affairs in of student teaching experiences required of consultation with the academic dean. post-baccalaureate students who already hold a valid PA Instructional I certificate and who 2.3.7.23 Institutional Animal Care and Use wish to obtain additional certification. Committee (IACUC)

Membership: Appointed Oversees and regulates the use of laboratory animals for research or instructional purposes 2.3.7.19 Women’s Studies Advisory Committee to oversee; evaluates all aspects of the (WSAC) — Subcommittee of APPC institution’s animal care and use program.

2.3.7.20 Council on Diversity and Inclusion The Institutional Animal Care and Use Committee’s purpose is to review submitted 2.3.7.21 Technology Advisory Committee research for compliance with the federal and state regulations governing the use of animal The committee is responsible for overseeing subjects. Members are appointed annually the effective use and maintenance of by the associate dean for academic affairs classroom technology for the teaching and in consultation with the academic dean, in learning at the College. consultation with the director of the animal facility and chair of the IACUC. Membership: Appointed Membership: Three faculty members, one of 2.3.7.22 Human Subjects Internal whom serves as Chair, are appointed annually Review Board (HSIRB) by CCH in consultation with the AAO. A faculty member from a neighboring institution This committee is charged with protecting and a veterinarian are also appointed. human research participants by ensuring that faculty and student researchers adhere 2.3.7.24 Campus Sustainability Committee to approved protocols and ethical guidelines. Federal and College regulations require

355 2019-2020 Academic Calendar Spring Break: FALL TERM (16 Weeks) Sunday, March 1-Sunday, March 8 Classes Begin: Monday, August 26 Mid-Term Grades Due: Friday, March, 13 by Add/Drop Ends: Friday, August 30 at 4:30 pm 12:00 pm (noon) Labor Day (Classes held, Offices open): Fall ‘20/Winter ‘21 Priority Registration Monday, September 2 Opens: Monday, March 23 Last Day for Course Withdrawal ‘W’: Heritage Day: Wednesday, September 18 FallBreak (NoClassesheld): Friday, April 3 Saturday October 5-Tuesday, October 8 EasterRecess (No Classes held): Midterm Grades Due: Friday, October 18 by Friday, April 10-Sunday, April 12 12:00 pm (noon) Classes End: Saturday, May 2 Spring/Summer ‘20 Priority Final Examinations: Registration Opens: Monday, Ocotber 28 Sunday, May 3-Wednesday, May 6 Last Day for Course Withdrawal ‘W’: Baccalaureate: Friday, May 8 at 5:00pm Friday, November 8 by 4:30 pm Commencement: Saturday, May 9 Thanksgiving Break (No Classes held): Final Grades Due: Tuesday, May 12 by Wednesday, November 27-Sunday, 12:00pm (noon) December 1 Classes End: Saturday, December 7 MAY TERM (3 Weeks) Reading Day: Sunday, December 8 Classes Begin: Monday, May 11 Final Examinations: Add/Drop Period: First Day of each Course Monday, December 9-Saturday, December 14 Last Day for Course Withdrawal ‘W’: Final Grades Due: Monday, December 16 by Friday, May 15 at 4:30 pm 12:00 pm (noon) Memorial Day (No Classes held): Monday, May 25 WINTER SESSION (3 Weeks) Classes End: Saturday, May 30 Classes Begin: Thursday, January 2 Final Grades Due: Tuesday, June 2 by Add/Drop Period: First Day of each Course 12:00pm (noon) Last Day for Course Withdrawal ‘W’: Wednesday, January 8 SUMMER SESSION I (6 Weeks) Classes End: Saturday, January 18 Classes Begin: Monday, June 1 Final Grades Due: Monday, January 20 by Add/Drop Period: First Day of each Course 12:00 pm (noon) Last Day for Course Withdrawal ‘W’: Friday, June 26 SPRING TERM (16 Weeks) Classes End: Saturday, July 11 Classes Begin: Monday, January 20 Final Grades Due: Tuesday, July 14 by Add/Drop Ends: Friday, January 24 at 4:30pm 12:00pm (noon)

356 SUMMER SESSION II (6 Weeks) Classes Begin: Monday, July 13 Add/Drop Period: First Day of each Course Last Day for Course Withdrawal ‘W’: Friday, August 7 Classes End: Saturday, August 22 Final Grades Due: Tuesday, August 25 by 12:00pm (noon)

Campus Maps Moravian College has two beautiful, well-maintained campuses. The Main Street campus is within eight blocks, located in a residential area; the Priscilla Payne Hurd Campus on Church Street is in the center of Bethlehem’s historic district. Campus transportation is provided to allow students to commute easily between campuses.

Main Street Campus Click on a section of the map for larger version:

Moravian College Priscilla Payne Hurd Campus Click on a building below to learn more...

Moravian College Steel Athletic Complex

Moravian Book Shop

Printable Campus Map (PDF)

Campus Tree Inventory Learn about several of the special trees in our tree inventory, including our national champion Scotch elm, which is the largest and very possibly oldest Scotch elm in the country.

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