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Moravian Course Catalog

2019-2020 Catalog Designed by: Morgan Fehnel & Samantha Riley Table of Contents THE COLLEGE Policy History Interdisciplinary Programs Mission EDUCATIONAL PROGRAMS History and Heritage; International Management Moravian Theological Seminary Accreditation and Compliance International Studies Ministry Statements; Affiliations Italian Health Professionals Japanese The Moravian Campus Law Latin Graduate Study STUDENT LIFE Management Career Planning and Preparation Student Life Mathematics and Computer Reserve Officer Training Corps Student Handbook Science Washington Semester Medieval Studies Study Abroad ADMISSION Modern Languages and Teacher Certification Admission and Financial Aid Literatures Honors Program Music CHARGES AND FEES AWARDS, HONOR Natural Resource Management Tuition, Room, and Board Neuroscience Refund Policy SOCIETIES Prizes and Awards Nursing Occupational Therapy ACADEMIC POLICIES & Honor Societies Peace and Justice Studies REGULATIONS ACADEMIC DEPARTMENTS/ Philosophy Glossary PROGRAMS Physical Education Degrees and Programs of Study Physics and Earth Science Degree Requirements Introduction Accounting Political Science Learning in Commin LinC Pre-Medical Program Interdepartmental Majors Africana Studies Arabic Psychology Self-Designed Majors Public Health Add-Venture Program Art Athletic Training Religion Double Majors and Degrees Russian Minors Biochemistry Biological Sciences Science Education Independent Study & Internship Social Studies Education Academic Code of Conduct Chemistry Chinese Sociology and Anthropology Advising Spanish Course Registration/Schedules Computer Science Dance Speech-Language Pathology Auditing Theatre Attendance Policy Earth Science Economics and Business Women’s Studies Class Standing Writing Grades and Quality Points Education Grade Appeals Engineering DIRECTORIES, CALENDAR, English Grade Changes MAPS Environmental Studies and Repeating a Course Board of Trustees Sciences Academic Standing Faculty Forestry Credit by Examination Seminary Faculty French Transfer of Courses and Artist-Lecturers in Music German Cross-Registration (LVAIC & CIC) Administration German Studies Withdrawal from the College Athletics Staff Greek Withdrawal by the College Faculty and Staff Emeriti Health Sciences Leave of Absence Committees Hebrew Graduation with Honors Academic Calendar Historical Studies Commencement Participation Campus Maps The College THE MISSION OF MORAVIAN facilities with the undergraduate college. COLLEGE With this rich heritage of education, Moravian today ’s liberal arts education prepares is recognized as America’s sixth oldest college, each individual for a reflective life, fulfilling careers, after Harvard (1636), the College of and transformative leadership in a world of change. William and Mary (1693), St. John’s College in Annapolis, Maryland (1696), (1701), and the University of (1740). HISTORY AND HERITAGE; ACCREDITATION AND The early Moravians gave to the world a COMPLIANCE STATEMENTS; pioneer educator, , whose achievements and international recognition AFFILIATIONS have caused him to be known as the “father of Moravian is an independent modern education.” The statue of Comenius founded by and affiliated with the on the College campus, given to the College in America, a branch of a historic Protestant by of Prague in 1960 and denomination dating from 1457 and emphasizing rededicated by President Vaclav Havel of progressive liberal education from its beginning. Czechoslovakia in 1991, is a symbol of Moravian’s unique and diverse educational heritage. In 1732, settlers from Germany and Moravia (now a province of the Czech Republic) began One of the few American educational institutions in coming to the New World. On Christmas Eve their third century of service, Moravian has a strong 1741, they founded the community of Bethlehem sense of identity and purpose firmly rooted in a in Pennsylvania. Their concern for education led long and rich tradition. That tradition is maintained to the founding in 1742 of two schools, one for today. boys and one for girls. By 1759, the boys’ school developed into Academy, which Accreditation and Compliance became instrumental in the founding of Moravian Theological Seminary in 1807. In 1858, the Statements Seminary was reorganized as Moravian College and Moravian College is accredited by the Middle Theological Seminary and in 1863 was chartered States Association of and Schools and as a men’s college. The girls’ school became known approved for professional preparation by the as Bethlehem in 1749 and was American Chemical Society, the Department of opened to students from outside the Moravian Education of the Commonwealth of Pennsylvania, community in 1785, when it became a boarding and the National Association of Schools of Music. school. In 1863, it was chartered as Moravian The prelicensure nursing program is approved Seminary for Young Ladies and reorganized in 1913 by the Pennsylvania State Board of Nursing. The as Moravian Seminary and College for Women. baccalaureate degree in nursing and master’s degree in nursing programs at Moravian College In 1954, after nearly 200 years of parallel are accredited by Commission on Collegiate development, Moravian College and Theological Nursing Education (http:// www.aacn.nche. Seminary and Moravian Seminary and College for edu/ccne-accreditation). Moravian Theological Women merged to form a modern undergraduate Seminary is accredited by the Association of coeducational institution, Moravian College. Theological Schools in the United States and Moravian Theological Seminary, a graduate Canada. Undergraduate majors in accounting, professional school of theology, remains a part management, and economics, and the MBA of the corporate institution, offering a separate and MSHRM degrees are accredited by The academic program but sharing the campus and its Accreditation Council for Business Schools and Programs (ACBSP). Middle States Commission on Higher Education The Accreditation Council for Business Schools and 3624 Market Street, 2nd Floor West, , Programs (ACBSP) PA 19104 11520 West 119th Street Telephone: (267) 284–5000 Overland Park, KS 66213 USA Website: http://www.msche.org/ Telephone: (913) 339-9356 E-mail: [email protected] Spanish: españolinfo@ Email: [email protected] msche.org www.acbsp.org

Pennsylvania Department of Education Commission on Accreditation of Athletic Training 333 Market Street Education (CAATE) Harrisburg, PA 17126-0333 6850 Austin Center Blvd., Suite 100 Main Information Number: 717-783-6788 Austin, TX 78731-3184 TTY Number: 717-783-8445 Telephone: (512) 733-9700 http://www.pde.state.pa.us/portal/server.pt/ www.caate.net community/pennsylvania_department_of_ education/7237 American Speech-Language-Hearing Association (ASHA) Committee on Professional Training 2200 Research Boulevard American Chemical Society Rockville, MD 20850-3289 USA 1155 Sixteenth Street, NW Telephone: (301) 296-5700 Washington, DC 20036 www.asha.org Phone: (202) 872-4589 Fax: (202) 872-6066 Notice www.acs.org Moravian’s academic catalog contains the most accurate information available at the time of National Association of Schools of Music publication. Because the catalog is now published 11250 Roger Bacon Drive, Suite 21 in an online format, it is updated regularly Reston, VA 20190 throughout the year, as appropriate. Moravian College reserves the right to change without Phone: (703) 437-0700 notice statements in this catalog concerning, Fax: (703) 437-6312 but not limited to, curricula, fees, rules, policies, e-mail: [email protected] scholarships and tuitions.

American Association of Colleges of Nursing Emergency Procedures Commission on Collegiate Nursing Education Moravian College has adopted an Emergency One Dupont Circle, NW Suite 530 Preparedness Plan that provides contingency Washington DC 20036 procedures for Moravian College administrators, staff, faculty and students in the event of a campus Phone: (202) 462-6930 emergency. For more information, please see Fax: (202) 785-8320 the Campus Safety website. The College also http://www.aacn.nche.edu/ccne-accreditation has implemented an Emergency Notification System that allows the College to send immediate, time-sensitive voice and text notifications to 5 students, faculty and staff in the event of a campus emergency. Students, faculty and staff can update Nondiscrimination Statement. Moravian College their emergency contact information via the is a welcoming community that embraces and College’s AMOS web portal. values the diversity of all members of the campus community. We acknowledge the uniqueness of all individuals, and we seek to cultivate an Federal Compliance Statements environment that respects, affirms, and defends Program Integrity Statement the dignity of each member of the community. Moravian College complies with all federal Beginning July 1, 2011, the U.S. Department of and state laws regarding nondiscrimination in Education regulations to improve the integrity recruitment, admission, and employment of of programs authorized under Title IV of the students, faculty, and staff. Inquiries concerning Higher Education Act (HEA), as amended (the this policy may be directed to Mr. Mark Reed, vice “Program Integrity Rule”), take effect. The Program president for finance and administration, Moravian Integrity Rule requires, among other things, that College, Bethlehem, Pennsylvania 18018 (610 each college or university authorized to offer 861-1360). postsecondary education in one or more States ensure access to a complaint process that will Retention. For the past five years, the fall- permit student consumers to address the following: to-fall retention rate from first-year to 1. Alleged violations of State consumer protection second-year students has averaged 81%. laws that include but are not limited to fraud and The six-year degree completion rate for false advertising; the last five graduating classes has ranged 2. Alleged violations of State laws or rules relating from71% to 76% with an average of 75%. to the licensure of postsecondary institutions; and Students with Disabilities. Moravian College is 3. Complaints relating to the quality of education or committed to complying with Section 504 of the other State or accreditation requirements. Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990 by providing Moravian College, as an institution authorized access to campus facilities and reasonable to provide postsecondary education in the accommodations in programs, services and Commonwealth of Pennsylvania, is committed to classroom activities. Students with disabilities who full compliance with the Program Integrity Rule, require accommodation should contact the Office and provides the following confirmation to all of Academic and Disability Support to initiate current and/or prospective students: services. Campus Crime. Moravian College abides by the Student Right-to-Know, the Campus Security Complaint Process Act of 1990 and the Higher Education Act Moravian College seeks to resolve all student Reauthorization of 2008. The College makes concerns in a timely and effective manner. To that information concerning campus crime statistics end, this complaint process serves as an ongoing available in printed form and electronically to the means for students to discuss concerns or register campus community each year. This information formal complaints that pertain to alleged violations is also available to prospective students upon of State consumer protection laws that include request. but are not limited to fraud and false advertising; alleged violations of State laws or rules relating to Financial Information. The College’s annual the licensure of postsecondary institutions; and financial report is available for review by complaints relating to the quality of education prospective students, alumni and the public upon or other State or accreditation requirements. request at the Treasurer’s Office. It can also be found online under the Community and Visitors Moravian College takes student complaints very section, in the Resources – Financial Reporting seriously and works with students to resolve and Information for Bond Holders. 6 formal complaints in a timely manner. If you If you are currently enrolled, or anticipate have concerns related to academic programs, enrollment, in an educational program that accreditation, academic advising, or academic requires State agency or board authorization and/ records, please contact the Office of the Provost or licensure and do not see it listed here, please at (610) 861-1348 or academicaffairs@moravian. contact the Office of the Provost at: (610) 861- edu. If you have concerns related to student and 1348. campus life, or residence life, please contact the Office of Student Affairs at (610) 861- 1503 or [email protected]. If you Affiliations have concerns related to admissions eligibility The College is a member of the American or financial aid, please contact the Office of Council on Education, the National Association Admissions and Financial Aid at (610) 861-1320 of Independent Colleges and , or [email protected]. For concerns the Pennsylvania Association of Colleges and regarding programs, policies, or procedures Universities, the Association of Independent at Moravian Theological Seminary, please Colleges and Universities of Pennsylvania, contact (610) 861-1516 or seminary@moravian. the Council of Independent Colleges, the New edu. If you have concerns related to programs, American Colleges Consortium, and the Annapolis policies, and procedures offered in Moravian Group. College’s Graduate and Adult Studies, please call 610.861.1400 or email us at graduate@moravian. Moravian College is one of the six institutions edu. If you are not certain where to direct your that constitute the Association of concern, contact the Office of the Provost, and Independent Colleges (LVAIC). The other members someone there will redirect you appropriately. of the consortium are , DeSales University, , , It is expected that students will fully utilize any/ and . Under the leadership all of the College’s administrative procedures to of a board of directors and an executive director, address concerns and/or complaints in as timely LVAIC’s mission is to broaden educational a manner as possible. On occasion, however, a opportunities for students, offer professional student may believe that these administrative development for faculty and staff, achieve greater procedures have not adequately addressed economy and efficiency of operation, establish concerns identified under the Program Integrity a structure for regional planning, and provide a Rule. In those select cases, the following vehicle for relating to the community. Collaboration independent procedures are provided: permits smaller colleges and universities to retain 1. The Division of Higher and Career Education the many advantages that flow from humanly of the Pennsylvania Department of Education scaled institutions while providing many services is prepared to receive and review complaints and opportunities often associated with larger against any college, university, or seminary but less personal schools. LVAIC administers a certified to operate in Pennsylvania, if the cross-registration policy that makes it possible for complainant has already followed the institution’s students, faculty, and staff to take courses at other published grievance policy in an attempt to member institutions at no additional tuition charge. resolve the dispute, and did not receive a It coordinates a women’s studies program and satisfactory resolution. For a full description of the a continuing studies program in the humanities. requirements to file such a complaint, please see LVAIC promotes reciprocity in student admission the PA Department of Education website. to many campus events and programs, sponsors a consortial professors program that enables faculty 2. A variety of other State agencies, State to teach at other member schools, and offers Boards, and national accrediting bodies which summer foreign study in language and culture are involved in the evaluation and approval at five locations. The consortium operates an of institutional programs, or in the granting interlibrary loan service and shared administrative of professional certification or licensure, services and purchasing initiatives. More than 35 may also be contacted. Those agencies are groups and committees with representatives from listed above, under “Accreditations.” the member institutions meet with LVAIC staff on 7 a regular basis to share in consortial planning and tiered classrooms, six 48-seat classrooms with programming. flexible seating, two computer classrooms, a computer science laboratory, a data and THE MORAVIAN CAMPUS statistics laboratory, a psychology observation Bethlehem, Moravian’s home, is an attractive cluster, an experimental teaching classroom, tree-lined city of 75,000, central to the greater three seminar rooms, and student research Lehigh Valley community, whose population totals areas. It contains faculty and staff offices for the more than 700,000. Known as the Christmas Departments of Education, Mathematics and City, Bethlehem is home to a growing number Computer Science, Psychology, and Sociology. of corporations and businesses in service and technology fields. Collier Hall of Science, a 72,000-square- foot structure, houses the Departments of It is a city that has blended culture and commerce, Biological Sciences, Chemistry, Nursing, and progress and preservation. Among its cultural Physics and Earth Science. Collier Hall provides highlights are the Bach Festival in May, the ten- 35 laboratories for teaching and student- day in August, which draws more than faculty research, the Dana and Mellon lecture 1,000,000 visitors annually, the Celtic Classic in halls, classrooms, and faculty offices. September, and the events and displays of the Christmas season, which attract many thousands of The Haupert Union Building provides guests from all over the world. A special Christmas dining and food court services, lounges and event is the College’s annual candlelight Christmas entertainment space, meeting rooms, offices for Vespers in Central Moravian Church, attended by student organizations, the College bookstore, more than 6,000 people. Arena Theater, and Prosser Auditorium for lectures, performances, and other events. It Most College activities and instruction take also houses the Center for Leadership and place on the Main Street Campus. Here, in a Service, part of the leadership initiative that residential setting, are classroom buildings, began in the 2003-2004 academic year. residence halls, administrative offices, the College student center, athletics and Reeves Library contains seating for 400, shelf recreation facilities, and the College library. space for 400,000 volumes, individual study carrels, seminar rooms, and the Center for In Fall 2017, the institution dedicated the new Sally Moravian Studies. The library’s electronic Breidegam Miksiewicz Health Sciences Building, a services include searchable databases and 55,000-square foot, state-of-the-art facility housing links to peer-reviewed web sites in numerous the Helen Breidegam School of Nursing, and the academic areas, as well as tutorials on research departments of Public Health, and Math and skills such as searching, evaluating sources, Computer Science. Highlights of the building are and documenting scholarship. Reeves Library is the virtual cadaver lab, informatics lab, and lo- and part of an interlibrary loan system with the other high-fidelity nursing simulation labs. colleges of the Lehigh Valley, giving Moravian students access to more than 2,000,000 volumes. In Spring 2016, the institution opened a new Sports Medicine and Rehabilitation Center at The College’s Athletics and Recreation Center 1441 Schoenersville Road. This 33,000 square includes Johnston Hall and the Timothy M. foot facility houses the College’s Department of Breidegam Field House. Johnston Hall’s Rehabilitation Sciences as well as a St. Luke’s gymnasium is the focal point for indoor athletic University Health Network Sports Medicine and events, including home games of the Greyhound Physical Therapy outpatient facility. men’s and women’s teams. Its 1,600- seat indoor arena also is used for convocations, The Priscilla Payne Hurd Academic Complex, at concerts, and a variety of other campus and the center of the Main Street campus, opened community events. It contains a weight-lifting in 2003. Connected to Collier Hall of Science, room. Breidegam Field House, adjoining Johnston this 55,100-square-foot complex features two Hall, includes an indoor track, a weight room and 8 fitness center, an aerobics and dance studio, and Hurd Campus. Students Moravian College students four regulation multipurpose courts for intramural utilize the Priscilla Payne Hurd Education Center, and recreational sports. Outdoor athletics facilities Trexler Hall, and the hospital facilities of this at the nearby Steel Field complex include football campus. Allied health and nursing students also fields and stadium, an all-weather track, baseball use facilities throughout the Lehigh Valley operated and diamonds, courts, and a by St. Luke’s University Health Network. field house. Additional fields for intercollegiate competition, intramurals, and informal play are located near College residence halls.

The Priscilla Payne Hurd Campus on Church Street, eight-tenths of a mile south of the Main Street Campus, formerly housed Moravian College for Student Women. The campus is in the heart of the city’s colonial historic district, where Moravian settlers constructed buildings of renowned beauty and endurance. Church Street has been identified as Life one of the 10 most distinctive historic streets in America, with the Single Brethren’s House (1748) considered to be one of the best examples of TO FIRE UP YOUR SPIRIT: Colonial Germanic architecture in the country. 80+ CLUBS & ORGANIZATIONS. Given the rich tradition of the Moravians’ love for Your inner go-getter is itching to get out and music and art, nothing could be more appropriate do something. And you can. Build houses— than for the College’s academic center for these and connections—with Habitat for Humanity. two disciplines to be located on this historic site. Write an article or two (or 10) for The The Hurd Center for Music and Art encompasses Comenian. Find your spotlight with the theatre six buildings, including the Single Brethren’s company. And if you don’t find something House and the Payne Gallery, as well as Foy that catches your eye, start your own club. Concert Hall, which was added in 1982. The Hurd Campus provides a variety of classroom, practice, recital, performance, and exhibition spaces in a ACADEMIC & ACCESSIBILITY unique and beautifully restored setting. There are three residential options for students on the Hurd SUPPORT CENTER Campus: Main Hall (all women), Clewell Hall (all The Academic & Accessibility Support Center men), and the HILL (a co-ed residence built in (AASC) is committed to providing services to 2009); and one dining facility (Clewell Dining Hall). help students achieve academic success. The Center supplements the classroom experience The Hurd Campus is bounded by Monocacy with individual and group assistance from Creek, a long stretch of natural beauty; the professional staff and peer tutors, who help attractive downtown shopping area; and students develop specific strategies for Bethlehem’s contemporary public library and learning, time management, test preparation, city government offices. All these harmonize test-taking, and other skills required for with the stone and brick historic structures, success in the college classroom. making Church Street an unparalleled example of the progression of architecture in America The Academic & Accessibility Support over the past two and a half centuries. Center also provides disability support and accommodations for students with The College provides transportation to enable documented disabilities under the Americans students to travel between campuses. with Disabilities Act (ADA, 1990; ADAAA, 2008), the Rehabilitation Act of 1973, the The St. Luke’s University Hospital campus is across Fair Housing Act, and other applicable laws. the Lehigh River, approximately a mile from the 9 Services Provided Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities The Academic & Accessibility Support Center Act Amendments Act of 2008 in ensuring is committed to helping all students achieve accessibility of its programs and services. academic success. Individual appointments We welcome all students with disabilities are available for students who would like to to Moravian College and Moravian improve their academic performance. Theological Seminary. Services provided include (but are not The Director of Academic and Accessibility limited to): Support is responsible for providing 1:1 help with: reasonable accommodations and accessibility • Greyhound Tutoring Program, coursespecific for students with disabilities enrolled in peer tutoring, is available either the College and Seminary. The Director by appointment or drop-in tutoring. also serves as a resource for other College Learn more about Greyhound Tutoring by departments regarding disability support. clicking here. We value a collaborative process as we work with students to establish services. • Accessibility support is available to The AASC staff will work with you on an students with documented disabilities individual basis to determine reasonable who require classroom and other accommodations that facilitate access to accommodations, as outlined by the learning, living, and other experiences on Americans with Disabilities Act and campus. The information you provide is an Section 504 of the Rehabilitation Act essential component in the determination of 1973. Contact AASC for detailed of reasonable accommodations and information about documentation services. AASC staff determine approved requirement and accommodations by accommodations after reviewing your clicking here. request for support services, your past use • Academic coaching is available for help of accommodations, and the likely impact with identifying personal strengths of your disability on your educational and achieving other goals related to 11 experiences at Moravian College and individual academic achievement and Moravian Theological Seminary. success. • Extended absence notification is sent to If you are a visitor and require access to any faulty when a student must miss two or of our events or programs, please contact more days of class for reasons of illness, our Director of Academic and Accessibility injury, or family emergency. It is the Support via phone (610 - 861-1401) or email responsibility of the student to notify ([email protected]). the Academic & Accessibility Support Center in the event of an extended What Is A Disability? absence and to communicate directly According to the Americans with Disabilities Act with faculty about completing missed of 1990 (as amended), “Disability” means, with assignments. Read more on extended respect to an individual: absences by clicking here. • a physical or mental impairment that • Referrals to other campus support services. substantially limits one or more major life activities of such individual; Accessibilty Support • a record of such an impairment; or Moravian College’s Academic & • being regarded as having Accessibility Support Center (AASC) serves such an impairment. many individuals, including students with disabilities. Moravian College adheres to Major life activities include, but are not limited to: 10 • Caring for oneself, performing manual Services And Accomodations tasks, seeing, hearing, eating, Students with disabilities are entitled sleeping, walking, standing, lifting, to services and accommodations that bending, speaking, breathing, learning, provide access to the College’s academic, reading, concentrating, thinking, residential and program offerings. communicating, and working. Accommodations are determined on a A major life activity also includes: case-by-case basis through documentation • The operation of a major bodily function, review and an interactive interview process. including but not limited to, functions of the immune system, normal cell growth, In order to receive academic, residential, digestive, bowel, bladder, neurological, program and other accommodations, brain, respiratory, circulatory, endocrine, please follow the disability disclosure and reproductive functions. process and documentation guidelines. For additional information, or if you require any An individual is regarded as having information in an alternative format, please a disability if: contact us by clicking here. • They establish that they have been subjected to an action prohibited under Disclosure Process: the ADAAA because of an actual or Students with disabilities who are requesting perceived physical or mental impairment accommodations at Moravian College must whether or not the impairment limits or is provide the appropriate documentation. perceived to limit a major life activity. • Share the documentation guidelines with The determination of whether an impairment your medical professional. substantially limits a major life activity shall be • Complete and return the Disclose made without regard to the ameliorative effects a Disability Form. of mitigating measures such as: • Submit both your documentation and the • medication, medical supplies, equipment, completed Disclose a Disability Form. or appliances, low-vision devices (which do • Once the materials have been not include ordinary eyeglasses or contact submitted, allow at least two weeks lenses), prosthetics including limbs for the Director of Academic and and devices, hearing aids and cochlear Accessibility to review the materials. implants or other implantable hearing Allow additional time during times when devices, mobility devices, or oxygen the campus may be closed for holidays, therapy equipment and supplies; as well as during summer months. • use of assistive technology; • You will be contacted via email or • reasonable accommodations or auxiliary phone to schedule an appointment aids or services; or with the director. • learned behavioral or adaptive • Meet with the director to discuss the neurological modifications. materials submitted and your needs. The College will provide reasonable • Accommodations will be sent to your accommodation(s), upon request, to students professors through the campus notification whose conditions meet the legal definition system called Momentum. of a disability under the ADA and who are • Meet with your professor(s) to considered otherwise qualified. discuss your accommodations. For more information on Americans with Disabilities Act of 1990 (as amended), click here.

11 Documentation Guidelines functioning/aptitude, preferably, but not limited to the Wechsler Adult Intelligence Moravian College requires students with Scale-III (WAIS-III) with standard and documentation disabilities to self-disclose scaled scores, including subtest scores. their disabilities to the college in order The Woodcock-Johnson III: Tests of to receive academic, housing, program, Cognitive Ability or the Stanford-Binet and other accommodations. We encourage Intelligence Scale: Fifth Edition is also students to disclose their disability at acceptable. the start of the semester, but will happily receive your disclosure and disability • A comprehensive academic achievement documentation at any time. battery that measures current levels of functioning in reading (decoding and Click this link to access the comprehension), mathematics and oral documentation guidelines for disclosing a and written language (e.g., WoodcockJohnson disability or read them below: III: Tests of Achievement, Wechsler Individual Achievement Test II (WIAT II), Stanford Test of Academic Disability Documentation Guidelines Skills (TASK), Scholastic Abilities Test for Please submit an integrated summary that Adults (SATA), or specific achievement includes the following information. This tests - Test of Written Language-3 summary should be provided from the (TOWL-3), Woodcock Reading Mastery healthcare professional (doctor, therapist, Tests-Revised/NU, Stanford Diagnostic etc.) or from the educational system (i.e. Mathematics Test, Nelson-Denny). All school psychologist). standard scores, standard deviations and percentiles is recommended. • Date of evaluation and/or visit. • An assessment of specific areas of • Credentials of evaluator (title information processing (e.g., short- and and license number) long-term memory, sequential memory, • Clear statement of diagnosis; how sequential and simultaneous processing, condition was diagnosed; & progression auditory and visual perception/processing, and prognosis of diagnosis. processing speed, working memory, motor • Description of symptoms and current ability). Information from subtests on functional limitations related to diagnosis. the WAIS-III, the WJIII Tests of Cognitive • Description of how the symptoms and Ability, or the Detroit Tests of Learning functional limitations impact academic Aptitude - Adult (DTLA-A), as well as other life in a post-secondary setting. instruments relevant to the presenting learning problem(s) may be used to • Description of current and past address these areas. accommodations, services, or medications that are being used to treat symptoms. • Other assessment measures such as non-standard measures and • A list of recommended accommodations, informal assessment procedures adaptive devices, assistive services, and/ or observations may be helpful in or other supports that address symptoms determining performance across a and functional limitations. In addition variety of domains. Formal assessment to the above information, for specific instruments may be integrated with diagnosis areas, we recommend the these types of measures to help following in order to receive appropriate determine a learning disability and and reasonable accommodations: differentiate it from co-existing neurological and/or psychiatric Learning Disabilities/Diagnosis disorders (i.e., to establish a • Specific Diagnostic methodology used: differential diagnosis). In addition to A complete assessment of intellectual standardized tests, it is also very useful 12 to include informal observations of the to diagnose including interview student during the test administration. information, tests administered (include names of tests), and other. Attention Deficit Hyperactivity • Description of major life activities Disorder (ADHD) or impacts specific to the • Specific Diagnostic methodology used: psychological diagnosis. A discussion of the neuropsychological • Impact of medication on the student’s or psycho-educational assessments ability to meet the demands of the administered to determine the current postsecondary environment. impact of the diagnosis on the student’s • Prognosis for therapeutic interventions, ability to function in an academic list of what the student has tried and work/ setting. Such data should include didn’t work, and list of any interventions standard scores, standard deviations and student is recommended to take part in percentiles reported in table format for those subtests administered. • Describe whether the student currently pose threat to themselves or • A specific psychiatric diagnosis as per others. Housing and Residence Hall the Diagnostic and Statistical ManualIV Accommodations Requests In addition TR (DSM-IVTR) of the American to the information above on the specific Psychiatric Association (2000). Symptoms diagnosis information, the following of hyperactivity/impulsivity which were information is needed to process housing present in childhood and the current and residence hall requests symptoms which have been present for at least the past six months and which impair • Severity of the Condition. functioning in two or more settings (e.g., • Statement on whether or not condition is school, work, and home) is recommended. life threatening if the request is not met. • Statement on the impact on academic Physical, Medical, Mobility performance and social development as Disabilities/Diagnosis related to the request. • Specific Diagnostic methodology • Provide information on the requested used: Description of methods used accommodations including housing to diagnose including interview configurations to meet the student’s information, tests administered (include functional limitations/needs. names of tests), and other. • Medical information relating the Emotional Support Animals to the student’s needs in the Requests Emotional support animals (ESA) postsecondary environment. serve as a therapeutic accommodation • Impact of medication on the student’s typically in residence halls only prescribed ability to meet the demands of the only to the student requesting the animal. In postsecondary environment. addition to the information required under the • Any relevant tests or information on psychological/psychiatric diagnosis section medical condition in terms of severity above, the following information is needed: of symptoms, flare-ups, how often the • Name of Animal flare-ups could occur, management of flare-up conditions. • Type of Animal • Size of Animal Psychological and/or Psychiatric • Age of Animal Disabilities/Diagnosis • A description of the relationship between • Specific Diagnostic methodology the student requesting and animal in used: Description of methods used terms of therapeutic impacts. 13 • Statement the animal is specifically community. With a Registered Dietitian on prescribed as part of treatment for the staff, students can receive consultations student’s diagnosis. on special dietary needs, healthy eating on • Description of how student’s campus, food allergies, and so much more. well-being is impacted with and without animal in residence hall. Sustainability Moravian College is devoted to sustainability and Service and Emotional our Dining Services team continues to lead the way in green initiatives across campus, including Support Animal Policy composting, finding local and organic food It is the policy of Moravian College suppliers, and introducing reusable dishware and to comply with all applicable federal, take-away containers. state and local laws regarding the use of service animals on campus. Under Mo’s Cupboard Resource Pantry Pennsylvania law, individuals with Mo’s Cupboard provides shelf-stable food items to disabilities who use guide or support any Moravian College student in need. If you require animals, or trainers of such animals, any assistance or would like to help, send an email are entitled to equal opportunity in all to [email protected]. aspects of employment and education, as well as equal access to and treatment in all public accommodations, and any Peer Mentor Program For housing accommodation or commercial property without discrimination. Students With Disabilities Beginning in August 2018, this To access the complete service and volunteer based program eases the emotional support animal policy for the transition from high school to college Academic and Accessibility Support for students with disabilities so that Center and Moravian College, click here. they may become strong students for their first year and beyond.

Dining & Meal Plans Who are Peer Mentors? Eating well is easy at Moravian College. There are a number of on-campus dining options for students Peer mentors are carefully chosen on any schedule, plus we take special care to students who maintain a 3.0 GPA, have provide healthy and delicious options. a record free of conduct violations, and are strong self-advocates who are confident in discussing their Dietary or Dining Hall Requests own experiences with a disability. In addition to the information required under Peer Mentors use Moravian College the medical diagnosis section above, the resources and are active members of following information is needed: the Moravian College community. A Peer Mentor’s primary role is to assist • Clear description of the diet recommended first-year students in their transition to due to medical diagnosis. the College. • Clear description of any health risks or hazards, and/or allergies related to dietary needs. If you are a first year student with a disability and wish to have a peer Nutrition mentor, contact us by clicking here! Dining Services is committed to developing satisfying and nutritious meals for all of What are our peer mentors saying our students and the greater campus 14 about the program? “This experience really helped me If you have any questions, please grow and experience college from contact Barry Saturen another persons perspective all while Coordinator of Tutoring and Academic Support making a difference in someone else’s Reeves 213 life!” - A. Padilla [email protected]

“Being a peer mentor provided an Overview of Tutoring: opportunity to help a student during their first year at Moravian and guide Tutors can help you understand course them to tools that will help them concepts in new ways, enhance your study succeed!” - Anonymous skills, and devise learning strategies.

While tutors can help you if you encounter Greyhound Tutoring Information challenges in your courses, tutoring is not The Greyhound Tutoring Program, in only for students who are struggling in a partnership with Moravian College faculty, class. Students who are excelling in a course strives to support the learning and growth of also benefit from tutoring! every student, help each individual realize his or her full potential, encourage each This year the Greyhound Tutoring Program student’s intellectual curiosity, and enhance is using WC Online for scheduling. each student’s academic knowledge and study skills so that each student may achieve Making an Appointment or Viewing a academic excellence in his or her courses, successfully complete college, and engage in Drop-in Schedule an ongoing journey of lifelong learning as a If this is your first time using WC Online for the reflective citizen and professional. Greyhound Tutoring Program If you haven’t registered for an account on Who are Greyhound Tutors? the Greyhound Tutoring WC Online page, click Greyhound tutors support the learning here to complete the registration form. Be and success of Moravian College students sure to use your Moravian College e-mail when by facilitating individual appointments, creating an account. Also note that you will small group tutoring sessions, and dropin need to register for a WC Online account for tutoring. Utilizing a creative tutoring Greyhound Tutoring even if you already have pedagogy that is customized for the needs a WC Online account for the Moravian College of each individual student, Greyhound Writing Center. These are separate websites. tutors help students realize their potential and achieve success in their If you already have registered for an account on courses. In addition, Greyhound tutors the Greyhound Tutoring WC Online site encourage students to adopt a positive Once you are signed in, select a growth mindset; serve as a trusted schedule from the drop-down menu at guide to academic culture and faculty the top of the page. expectations; help students become independent self-regulated learners • Choose “Appointments FA19” if you equipped with study strategies and tools would like to schedule an individual or that align with their needs; facilitate each small group appointment in advance student’s critical thinking, deep learning, • Choose “Drop-In FA19” to see when and information literacy; and inspire tutors are available for drop-in (no prior students to embrace their intellectual appointment needed) curiosity and desire to learn more as After you select a schedule, select the lifelong learners. 15 course you are seeking tutoring in from communication skills including the ability the “Limit to:” menu. This will filter the to empathize with others schedule to only show tutors who tutor • Desire to support the success of a the course you select. diverse group of students from a variety of educational, cultural, and To make an appointment, click on any open socioeconomic backgrounds time slot (white box), fill out the appointment request form, and click “Save Appointment.” • Positive growth mindset • Ability to collaborate effectively with If you would like to make an appointment others as a team player during a future week, navigate to the week • Ability to maintain confidentiality you are looking for by clicking “Next Week” near the top of the page or by clicking the • Knowledge of Moravian College calendar icon and selecting a date. policies, resources, services, and opportunities for engagement within the Moravian College community Benefits of being a Tutor: • Conscientious and thorough approach to As peer tutor, you will: all administrative aspects of the position • Enjoy the rewarding opportunity • Good conduct record to make a positive difference by helping other students Greyhound Tutor Responsibilities: • Receive training that will not only • Clarify course concepts and offer students empower you to help others, but also opportunities to apply their knowledge and provide you with skills and tools you can practice skills use to excel in your own classes • Customize tutoring approaches in a way • Develop a deeper understanding of what that aligns with each student’s individual you have already learned by explaining learning style and needs ideas to others in a variety of ways • Serve as a peer academic coach to help • Bolster your communication, analytical, students set and achieve goals, acquire and leadership skills in ways that are academic skills, devise effective study relevant to your future employment strategies, prepare for exams, develop and will benefit you throughout your confidence, and manage their time professional career. • Help students achieve a growth mindset and recognize their ability to learn in Position Requirements: new ways and overcome challenges • Written recommendation(s) from faculty/ • Serve as a trusted guide to academic instructor(s) of the course(s) you wish to culture and faculty expectations tutor (can be submitted through form or through e-mail from professor) • Actively promote each student’s critical thinking, deep learning, and • Earned an B+ or above in the course you information literacy wish to tutor • Inspire students to pursue their • Cumulative GPA of 3.00 is strongly preferred intellectual curiosity • Genuine desire to help others succeed • Attend orientation, initial training, • Commitment to facilitating meetings, and other events each student’s learning • Attend all scheduled appointments and/or and pursuing one’s own opportunities scheduled drop-in hours to learn and grow • Complete progress reports for each session • Outstanding interpersonal and 16 • Maintain regular and ongoing the interview will be notified and referred to communication with the coordinator of Financial Aid to complete hiring paperwork. tutoring and academic support 5. Once completed, tutors will be • Uphold the ethical standards informed about initial training and will be of the tutoring program and scheduled to serve as tutors on the basis maintain confidentiality of demand and current staffing needs in • Refer students to professionals with the subject areas they tutor. greater expertise and experience when appropriate Boundaries? There Are No Boundaries. Tutor Application Process: None that will restrict your freedom to learn, 1. Students or faculty can begin the to dream, to do something a little greater than application process. yourself. So go ahead: Make your own major. • Students can begin the process by Build homes in Jamaica. Start a club. completing the peer tutor application This is your chance. Be a little revolutionary. form and then contacting faculty to recommend them for the course(s) At Moravian College, we won’t stand in they wish to tutor. Faculty then your way. After all, we have a long history complete the recommendation form or of being a little revolutionary ourselves—of e-mail the coordinator of tutoring and turning small acts into big impacts. Today, academic support, Barry Saturen, to our Greyhounds still share that spark. recommend the candidate. Our students are football-playing nurses and dancing neuroscientists who become • Faculty can begin the process by globe-trotting activists and piano-playing completing a recommendation form or physicians. In other words: They like to shake by e-mailing the coordinator of tutoring things up a bit. and academic support, Barry Saturen, to recommend a candidate. In these cases, the coordinator will contact the students who have been recommended and refer Charges and them to the tutor application form. 2. Upon receiving the candidate’s application form and a recommendation from faculty, Fees the coordinator will verify that the candidate meets the academic requirements. The TUITION & FEES coordinator will also request a review of the Tuition & Fees applicant’s conduct history to be completed by the Student Development office on behalf of the Greyhound Tutoring Program. For TUITION REFUND POLICY student-initiated applications, the coordinator Full-time undergraduate students who officially may also contact the faculty member from withdraw from the College are eligible for whom the recommendation was received. refunds of tuition charges as indicated in the 3. Candidates who meet the position schedule below. Specific withdraw deadline requirements will be invited for an dates will be indicated for each standard Fall interview with the coordinator. Candidates and Spring semesters each year on Moravian who do not meet the academic College’s official Academic Calendar. requirements will be notified and will be Comprehensive Tuition and informed how they can potentially meet Fee Refund Schedule the requirements in the future. –Undergraduate DAY Program 4. Candidates who successfully complete 17 • Student Health Insurance Date of Tuition Tuition • Audit Fees Withdraw Incurred Refunded • Fines (Parking, Library, etc.) 1st Week 0% 100% • Technology Fee and Lab Fees are not (Drop/Add) refundable for students billed by credit 2nd Week 30% 70% hour or unit. 3rd Week 50% 50% Board Fee: Board refunds will be granted on a 4th Week 70% 30% prorated basis. After 4th 100% 0% Week Administrative Withdraw or Withdraw by College: The above schedule only applies to fulltime When a student has been withdrawn by the students OR part-time students [in the College for any reason after the semester begins, undergraduate day program] as of the last day which may include Administrative Withdraw, to drop/add, and are based on the standard suspension or expulsion from the College for academic calendar for Fall and Spring disciplinary reasons, refunds are not available semesters. Full-time students who fall below except for a pro-rated board refund and M-Flex. full-time status by dropping or withdrawing Further, if disciplinary action results in the loss from a course after the drop/add deadline of any College or College-contracted service will not be eligible for any refund. Parttime for the student, no refund except pro-rated students who withdraw from all courses board is available, unless required by federal, after the drop/add deadline are eligible for a state, or other regulations. Students withdrawn tuition refund based on the above schedule. by the College or administratively withdrawn In those circumstances the refund amount in-between semesters would be eligible for a would be based on the official withdrawal refund tuition refund for an upcoming term. date as determined by the Registrar’s Office and Office of The Provost. If a part-time Tuition Refund Policy for Students undergraduate day student (as of the last Billed by Credit Hour or Unit day to drop/add) withdraws from one or more courses in a standard fall/spring semester but Includes the following (but is not limited to): are still concurrently enrolled in at least one •Undergraduate DAY Students enrolled class, those withdrawn courses are not eligible in Winter or Summer Terms for a tuition refund. •Graduate Students in Education, Business, or Nursing Non-Refundable Fees (including but not limited to): •RN to BSN • Fee •Adult Undergraduate or Adult Post-Bac Students • Housing/Room Fee (see full policy at •Graduate Students in the Moravian https://www.moravian.edu/rlh/ Seminary Program policies-andprocedures) Refunds for any course that is billed by unit or • Tuition Overload Fees credit hour are calculated based on the official course withdraw date as indicated by the • Lab Fees (Chemistry, Biology, Physics, Art, etc.) Registrar’s Office. Students are responsible for • Art Kit Fees following proper procedure for officially dropping/ • Course Fees (Nursing, Music, Education, etc.) withdrawing from any course. Last date of recorded attendance will NOT be used as the date • Private Lesson Fees to determine the appropriate tuition refund amount • Departmental Fees (Health Center for any course. Any course that operates in a Fees, ID Replacement Fees, etc.) 18 standard 16 week fall/spring term will be held to the •Registering for the wrong course or having same tuition refund schedule as the Undergraduate no knowledge of being registered DAY refund schedule. Class schedules that •Misinterpretation, lack of knowledge, operate in shorter duration will have 100% tuition understanding, or failure to follow refund through the scheduled drop/add period official drop/withdraw procedures of that course. After the drop/add period, up to 75% of tuition would be refunded through the •Non-attendance or minimal attendance in class first 25% of the course length (based on number Inadequate investigation of course requirements of days in the course). Once the student’s prior to registration and attendance withdraw date exceeds 25% of the scheduled •Non-qualification of financial length of the course, no refund will be given. aid and/or scholarships •Financial hardships Tuition Refund Policy for Cohort Programs •Textbook, software, hardware, Includes the following (but is not limited to): or technical difficulties •Accelerated Nursing Program •Failure to meet course prerequisites •M.S. Athletic Training •Other personal errors in judgment involving •M.S. Occupational Therapy transportation, childcare, availability of finances, academic ability, and time management •M.S. Speech Language Pathology Students with unresolved student conduct Students who begin a semester/term have the allegations or incomplete student conduct first academic week of their program to withdraw sanctions will not be permitted to appeal. and be eligible for a 100% tuition refund. After No request will be considered after the last the first week of the term has concluded, the date of classes in the succeeding semester student would not be eligible for a tuition refund. (Fall or Spring) as published in the academic calendar, and the appeal must be initiated Appealing the Tuition Refund Policy and submitted by the student. Any decision Students who formally withdraw from the College rendered by the Committee is final. mid-semester or in the middle of a class session based on extreme hardship in the specific cases of medical illness, mental illness, injury, unforeseen life circumstances, or death of an immediate family Academic member may appeal to have their tuition refunded for the term in question. Students who are called to active military duty or training are also eligible to appeal. Students who wish to appeal must provide Policies & their completed and signed Tuition Refund Appeal Form to the Director of Student Accounts detailing the reason for appeal, along with any supporting Regulations documentation that the student can provide. The Director of Student Accounts, in cooperation with an appeal committee and VP for Finance and GLOSSARY Administration will review the student’s case to Some of the words and phrases used in this determine the most appropriate course of action catalog may be unfamiliar. The following definitions and any amount of tuition refund based on the are provided to help students comprehend circumstances. Students may not appeal the the material contained in this document. Any tuition refund policy for any other reason, including questions concerning the content of this catalog Administrative Withdraw or Withdraw by College. or of any other College publication should be directed to the Office of the Provost. The committee will not typically consider tuition Academic year, a period running refund appeal requests for the following reasons: approximately from late August through 19 May, including fall term and spring term. minor or in fulfillment of the requirements Accredited, approved by an accrediting of Learning in Common. In certain majors agency acceptable to Moravian College. or in certain categories of liberal education, a student may choose a restricted elective Certificate, an organized and approved from a limited array of courses that satisfy a program of study leading to a stand- requirement or may choose a general elective alone certificate; certificates can normally from among all courses offered in a discipline. be completed in a year or less. First-year student, a student enrolled Certification, teacher, public-school teacher in college for the first time. certification for the Commonwealth of Pennsylvania and those states having Freshman, a student who has completed reciprocity agreements with Pennsylvania. fewer than 6.75 course units, regardless of the number of years enrolled. Course, an organized series of lessons focused on a particular subject. GPA, quality-point average. Note that the institution does not round GPAs, but rather Course unit, a measure of academic credit truncates GPAs after the hundredths place in equivalent to four semester hours of credit. Full- all case (term, cumulative, major, and minor) time students normally enroll in four course units (16 credit hours) in a single fall or spring term. GPA, term, the average of quality points for Three units (12 credit hours) are the minimum all course units scheduled in a given term. to be considered a full-time student. Full unit GPA, cumulative, the average of quality points courses generally meet for 50 hours during a for all course units scheduled to date. normal fall or spring term, and require at least 8 GPA, major, the average of quality points hours of work per week outside class (including but for all course units taken in the major not limited to reading, research, music practice department, numbered 110-199, 210-299, time, field reports, writing assignments, journals, and 310-401, both required and elective. etc.). Hours in and out of class may vary based GPA, minor, the average of quality points for all on disciplinary differences. See the institution’s course units taken in the minor department, credit hour policy for more information. program or field, both required and elective. A Credit Hour, a measure of academic credit minimum of five courses is required for the minor. for graduate programs. Full-time study at the A minor typically excludes the courses excluded undergraduate level equates to a minimum of 12 for a major in the same field (see above). credit hours or 3 course units. Full-time study at the Half-course unit, a measure of academic credit graduate level typically equates to 9 credit hours equivalent to two semester hours of credit. or more in a single term. At Moravian Theological Seminary, full-time study is defined as at least 12 Junior, a student who has completed credits hours of study in a single term. Half-time is 14.75-22.74 course units. defined as half of the time for any given program. Overload, any course unit or fraction Part-time study is defined as any enrollment of a course unit scheduled beyond the greater than 0 credits in a given term, but less than maximum full-time load of four and one- full-time. A minimum of 44 hours in and out of half course units during a single term. class is required for each credit hour, though this Quality points, numerical points assigned to letter may vary based on disciplinary differences. See the grades, e.g., A = 4, A– = 3.67, etc. A complete list institution’s credit hour policy for more information. is given in the section on academic regulations. Cross-listed course, a course that fulfills Scheduled course, any course which appears requirements in more than one discipline on the student's transcript, including or subject area and is listed under both. any course from which the student has Students register using the discipline withdrawn with a grade of W or WF. listing relevant to their requirements. Senior, a student who has completed Elective, a course chosen for a student's program 22.75 or more course units. of study that is not required for the major or

20 Sophomore, a student who has Graduate-level courses in the College and the completed 6.75-14.74 course units. Moravian Theological Seminary use credit-hours; Student, day-session, a student enrolled over the semester, students will have at least 44 largely for daytime study. Requires admittance contact hours with the course material for each through the Admissions Office. credit hour earned (for example, a minimum of 88 contact hours, including all in-class meeting and Student, full-time, a student enrolled in out-of-class work for 2 graduate credit hours). three or more course units during a term. Student, part-time, a student enrolled in fewer The Practice than three course units during a term. 1. Over the semester, course activities for a Summer sessions, periods of three, four, or six full-unit undergraduate course will include: weeks in May, June, July, and August, during •At least 50 hours of classroom activities and/ which a student can earn academic credit or labs for 15 weeks (including final exams) in intensive courses. Study in one or more AND At least 124 additional hours of course summer sessions (including May Term) may work (approximately 8 hours/week) OUTSIDE of be combined for financial aid eligibility. regular class meetings, including: preparation Term, fall or spring, a period of approximately for classes in the form of assigned reading 15 weeks, during which students take and writing; and/or problem solving homework courses and earn academic credit. exercises; and/or conducting research; and/or Summer sessions are defined above. additional academic activities listed below*. Writing-intensive indicates a course in which -OR- at least half the grade comes from informal 2. Over the semester, course activities for a and exploratory writing assignments, for a full-unit undergraduate course will include: minimum of 25 pages of writing. A writing- •At least 36 hours of classroom activities intensive course in the major is a graduation and/or labs (i.e. 3 hours/week for 14 requirement for all Moravian degree candidates. weeks, excluding exams or presentations during final exam week), AND Credit Hour Policy •At least 14 hours of additional classroom Moravian College: Policy and Practice Related activities or academic activities such to the Credit Hour Provisions in the Higher as those listed below*, AND Education Opportunity Act of 2008 •At least 124 additional hours of course work (approximately 8 hours/week) OUTSIDE of The Policy regular class meetings, including: preparation Moravian College uses a course unit system for classes in the form of assigned reading intended to emphasize the mastery of subject and writing; and/or problem solving homework matter, in contrast to the semester credit exercises; and/or conducting research; and/or hour system, which measures achievement additional academic activities listed below*. in terms of class time. A unit of instruction includes a combination of lecture, discussion, -OR- recitation, group and individual projects, and studio/laboratory work. Moravian College 3. (for full-unit Independent Studies, undergraduate courses vary in the number Honors Projects, Internships) of scheduled meeting hours, often based on Over the semester, the successful student will disciplinary differences. Courses scheduled complete at least 140 hours of course work, for three hours of classroom/other instruction the nature of which will be determined by the per week also include additional instructional student and the instructor/supervisor. Such work activity, e.g. discussion sessions, workshops, will include a combination of the following: attendance at lectures and performances, service •Meeting with the instructor (including labs, and/ learning, final examinations, fieldwork, etc. or studios, and/or lectures, and/or conferences, and/or rehearsals, and/or coaching sessions etc.); 21 •Honor thesis reviews, presentations and defenses; boards, chat rooms, blogs, wikis, •Agreed upon reading and writing; or other online assignments Problem solving homework exercises; 21. participation in weekly conversation •Conducting research; Editing and sessions in foreign languages outside of class revision of written work; time, including participation at meetings of the Spanish, French or German Clubs •Rehearsals, and/or performances; 22. participation in weekly discipline- •Private practice time (for ensembles based organizations or clubs, such and private lessons); as History Club or Tri-Beta •Field trips; individual meetings with the instructor •Attending required performances or talks. EDUCATIONAL PROGRAMS N.B. Meeting times and out-of-class expectations will be adjusted accordingly Degrees and Programs of Study for half-unit and quarter-unit courses. Art

Art, B.A. *Examples of Additional Academic Activities The following tracks are available: 1. service learning Art Education 2. field work or clinical hours Art History and Criticism Graphic and Information Design 3. attendance at concerts, dramatic Studio Art - Photography-Media Concentration 4. performances, poetry readings, lectures Studio Art 5. viewing of films outside of class time Art, B.F.A. 6. attendance at departmental colloquia The following tracks are available: 7. supervised problem solving sessions, Graphic and Information Design e.g., supplemental instruction meetings Studio Art - Photography-Media Concentration Studio Art 8. weekly group tutoring sessions or study/review sessions organized by the course instructor Biochemistry 9. writing conferences with faculty or a Writing Center tutor Biochemistry, B.S. 10. advising sessions related to First-Year Seminar Biological Sciences 11. participation in outside of class experiments Biology, B.S. 12. conducting science labs or experiments outside of class Chemistry 13. group project meetings and/ Chemistry, B.S. or group work outside of class 14. attendance at departmental Economics and Business student research presentations Accounting, B.A. 15. participation in local or regional conferences Economics, B.A. The following tracks are available: 16. participation in community projects Economic Theory and Policy 17. field trips Finance 18. organizing campus events as International Management (French/ part of course requirements German/Spanish), B.A. Management, B.A. 19. library instruction outside of class The following tracks are available: 20. participation in electronic discussion Marketing

22 Organizational Leadership Integrative Studies (Open to adult Sports Management degree-completion students only) Master of Business Administration, MBA Concentrations in: Master of Health Administration, MHA Art Master of Science in Predictive Analytics, MSPA Business Master of Science in Human Resource English Management, MSHRM History Philosophy Education Art Education (pre-K to grade -12 certification) Mathematics and Computer Science Early Childhood Education (pre-K Computer Science, B.S. to grade 4 certification) Mathematics, B.S. Early Childhood Education Special Education The following tracks are available: Foreign Language Education (pre-K Actuarial Science to grade 12 certificate) Applied Mathematics Middle Level Education (grades 4-8 certification) Pure Mathematics Music Education (pre-K to grade 12 certification) Secondary Education (7-12 certification) Modern Languages and Literatures in the following disciplines: French, B.A. Biology French and Francophone Studies, B.A. Chemistry German, B.A. Citizenship Education (major in Historical Studies) German Studies, B.A. English Spanish, B.A. General Science International Management (French/ Mathematics German/Spanish), B.A. Physics Social Studies English as a Second Language Program Specialist Music Reading Specialist (pre-K to grade 12 certification) Music, B.A. Principal Certification The following tracks are available: Supervisory Certification Music (general) On-Line Endorsement Music technology and audio recording Master of Art in Teaching, MAT Pre-music therapy Master of Education in Curriculum Music, B.Mus. & Instruction, M.Ed. The following tracks are available: Composition English Music Education Performance English, B.A. Sacred Music with option of Certification in Writing Arts

Environmental Science and Studies Neuroscience Neuroscience, B.S. Environmental Policy and Economics, B.A. The following tracks are available: Environmental Science, B.S. Behavioral Neuroscience Cellular Neurobiology Global Religions Cognitive Neuroscience Religion, B.A. Nursing History Nursing, B.S.N. Historical Studies, B.A. Master of Science in Nursing M.S.N. History, B.A. 23 Philosophy Minors Philosophy, B.A. Minors are available in all departments and programs, except for Biochemistry, Physics and Earth Science Engineering, Historical Studies, and Nursing. Physics, B.A. or B.S. Minors are also available in: Engineering (Cooperative), B.A. •Africana Studies Geology (Cooperative), B.S. •Art History Political Science •Dance Political Science, B.A. •Environmental Studies The following tracks are available: •Ethics Citizenship in Theory and Practice Global Politics and International •Graphic Design Political Awareness •International Studies •Media Studies Psychology •Medieval Studies Psychology, B.A. •Peace and Justice Studies •Photography Public Health •Psychology Public Health, B.A. or B.S. •Theatre •Women's, Gender and Sexuality Studies Rehabilitation Sciences Health Sciences, B.S. Self-Design Majors or Minors Athletic Training, M.S., D.A.T. Occupational Therapy, M.S.O.T. Students may also self-design majors or minors. Speech-Language Pathology, MS-SLP See Self-designed majors for more information.

Sociology & Anthropology INTERDEPARTMENTAL MAJORS Sociology, B.A. In addition to the departmental majors, the The following tracks are available: or the Bachelor of Science degree General Sociology also may be taken with an interdepartmental major Law and Society consisting of six course units chosen from one department (called Set I) and six course units from Theatre one or more other departments (Set II), carefully Performance Creation, MFA selected, in consultation with an advisor in the Set I area and with approval by the Academic Standards Committee, with a specific purpose. Allied Health Programs with The Set I area of concentration determines the Jefferson University degree (B.A. or B.S.). At least one course among Moravian College also has programs of study the 12 must be designated as writing-intensive. that prepare students to transfer to Thomas At least two courses must be at the 300-level. Jefferson University to pursue the B.S. or M.S. in: The objective of the interdepartmental major •Biotechnology is to incorporate sets of courses from two or •Cytotechnology more departments into an organized program of •Diagnostic Imaging study. It is designed for the student who has an academic objective that cannot be achieved by the

24 regular departmental major. It is not intended to three undergraduate degrees must complete at accommodate the uncommitted student. Proposals least 48 units. for an interdepartmental major, therefore, must be submitted to the Academic Standards Committee Double Degrees (Graduate) for approval prior to registration for the senior year. Students who have earned a graduate degree from Moravian College or Moravian Theological SELF-DESIGNED MAJORS Seminary are invited to pursue a second graduate A student whose academic interests or career degree from the institution. Students must apply goals cannot be met by any of the departmental or for admission to the new degree program, and interdepartmental majors listed above may propose fulfill all requirements of that degree program. a self-designed major. Such a program normally The program director of the second degree will consists of 12 course units. The student chooses a determine if credits from the previous degree title for the major and formulates a general rationale may be applied to the new program; up to a for it (including specific career objectives, where maximum of 50% of those credits may apply appropriate). Each of the 12 course units must be the new degree program. Students who are justified as a part of the program and related to the simultaneously enrolled in two master's programs rationale. At least one course among the 12 must may count courses towards both degrees, as long be designated as writing-intensive, and at least two as at least 50% of the courses in each degree courses must be at the 300-level. The student's program is completed independently of the other. faculty advisor works closely and carefully with the student in planning such a self-designed major. Some external accrediting bodies may have policies The student should be prepared to demonstrate on transfer and sharing of credits between degree that his or her goals cannot be met through existing programs. Where these policies are more stringent options. As for the regular interdepartmental major, or specific than the Moravian College policy stated the Academic Standards Committee may meet with above, the accreditation policies take precedence. the student to discuss the program. Applications must be submitted for approval to the Academic Students must complete the double degree within Standards Committee no later than the announced seven years of the first course in the program; date of midterm of the first term of the junior year. exceptions on the time limit may be granted by the appropriate graduate program director. Students who have already completed a master's Double Majors degree at Moravian College who wish to use this policy towards a second master's degree must A student who wishes to complete full majors in two have earned the first degree within three years of areas of study indicates one as the primary major, applying to the second degree program; exceptions which determines the degree (B.A., B.Mus., or B.S.). on the time limit may be granted by the appropriate Both majors will be noted on the transcript. Courses graduate program director. in each major must be independent of each other; students may not "double dip" one course between two majors, or between any major and a minor. MINORS The minor at Moravian College consists of at least Double Degrees (Undergraduate) five letter-graded course units from a department Students who wish to earn multiple baccalaureate outside the student's major. In many cases, degrees from Moravian College must complete departments specify certain courses that must multiple majors (one major per degree awarded), all be included in a minor. These are listed in the requirements of the Learning in Common program descriptions of the respective departments. At (excepting Add-Venture students), and at least eight least three of the course units must be taken for additional course units beyond the first degree for a letter grade at Moravian College (or through each additional degree. For example, a student cross-registration at LVAIC institutions), and must wishing to earn two undergraduate degrees must include at least two course units above the 100 complete at least 40 units; a student wishing to earn level. Students must have a 2.00 GPA in all selected 25 course units in order to graduate with a minor. biology, chemistry, citizenship education‡, English, general science, mathematics, Notes on Double Majors and Minors physics, and social studies (grades 7-12). In seeking to establish a second major or a Candidates for teaching in secondary education minor, a student may count a course only take the B.A. or B.S. degree with a major in one once. For example, a student may not count of the appropriate subject areas and a minor in Economics 152 more than once in fulfilling the education. Students seeking certification in music requirements of a major or minor in economics, take the B.Mus. degree with a sequence of courses management, and accounting. An alternate in education. Students seeking certification in course, approved by the department, must be art take the B.A. degree in art and follow the art substituted in the second major or the minor. education track. Early childhood certification students take the B.A. or B.S. degree with an Required collateral or co-requisite courses in academic major selected by the student. Middle departments outside the major, however, may level certification students take the B.A. or B.S. be used to establish a second major or a minor degree with one of the majors identified under if at least eight course units in one department middle level certification. are required for the first major. As an example, the major in chemistry requires eight chemistry For science certification requirements, course units and in addition three course units in see Science Education. mathematics and two course units in physics. In this case, the mathematics course units or the physics Students admitted to Moravian College are course units may be counted toward a second major not admitted automatically to the teacher or a minor in mathematics or in physics. certification program. Consult with the Department of Education on requirements Note on Cross-Listed Courses for admission to the certification program. Cross-listed courses count toward a major or minor only in the field in which they are listed on the †The Pennsylvania Department of Education will begin to provide certificates in the areas of transcript. early childhood education (pre-K to grade 4) and elementary/middle level education (grades 4-8) TEACHING beginning on September 1, 2013. Moravian prepares students for teaching in ‡Completion of the historical studies major is elementary, middle, and high schools. The necessary for citizenship education and social program in teacher education is approved by the studies certification. Pennsylvania Department of Education. Students who receive Pennsylvania certification but choose to teach in other states are advised to check the DEGREE REQUIREMENTS certification requirements of the state(s) in which The requirements for the they intend to teach. See the Education section for additional information on teacher preparation. baccalaureate degree are: 1. Completion of 32 course units of TEACHER CERTIFICATION study (33 or more for the B.Mus.) with a cumulative GPA of 2.00 including: Moravian offers programs leading to Pennsylvania public school teacher certification in art (grades •Completion of the program of studies outlined K-12), early childhood education (pre-K to grade in the section on Learning in Common. 4), middle level education (grades 4-8)†, four •Completion of at least one writing-intensive foreign languages (French, German, Spanish, course per major in the student's major and Latin, grades K-12), music (grades K-12), program (please see specific departmental and seven secondary education subject areas: requirements, where appropriate); double 26 majors are required to complete one no fewer than 12 course units. At least half writing-intensive course per major. the courses required for the student’s major •Completion of all requirements for a major with within the major department must be taken at a cumulative GPA of 2.00 or higher for all course Moravian College unless the number required units numbered 110 or above (excluding 200- is reduced by the department. For students 209 and 300-309), both required and elective, completing a minor or certificate, at least 50% taken in the department of the major field. In the of the minor or certificate must be completed in case of an interdepartmental major, the average letter-graded courses taken at Moravian College. of all course units in Set I and Set II must be Only courses passed with a grade of C (not C–) 2.00 or higher. Unlike the overall cumulative or higher or the equivalent, as determined by the GPA, in which both grades of any repeated College, are considered for transfer of credit to course are counted, the cumulative GPA in the Moravian College. No more than 20 course units major includes only the higher grade earned in (80semester hours of credit) will be accepted a repeated course. A repeated course will count in transfer from accredited institutions toward only once toward the 32 required course units. a degree at Moravian. All the requirements for a degree (listed above under degree •Completion of the final 12 course units requirements) must be met by transfer students, for the degree as a degree candidate except as noted in the following paragraph. in residence at Moravian College or in Work transferred from another institution may programs approved by Moravian College satisfy some of these requirements. Students and as a student in the day session. who successfully complete an A.A., A.S. or B.A. Note: If a student will be .25 course unit or less or B.S. degree prior to enrolling at Moravian short of meeting the graduation requirement, College are exempted from completing the course unit total will be rounded upward Learning in Common, with the exception of a to meet the graduation requirement. U1 or U2 course, which must be completed 2. Satisfaction of all obligations to the in a letter-graded course at Moravian College. College including, but not limited to, All other transfer students must fulfill the payment of any outstanding charges and requirements specified in the Learning in return of equipment and library books. Common curriculum, completing either the two Upper-Division courses or one Upper-Division 3. At the time of scheduled graduation, and one Multidisciplinary course at Moravian clearance of any disciplinary charges College. LEARNING IN COMMON In addition that have resulted in, or may result in, to their majors, all Moravian students (except either expulsion or suspension. those in the Add-Venture program) are required It is the responsibility of each student to to complete a program in general education to see that these requirements are met. acquire a well-rounded liberal arts education. The Learning in Common curriculum (LinC) is Degree Requirements for Transfer designed to provide Moravian students with a broad-based, academically challenging, and Students intellectually rigorous education in the liberal To transfer to Moravian College, students arts and sciences. To fulfill the LinC general must be in good academic and disciplinary education requirements, students will choose standing at another college or university that is courses from a variety of LinC categories. approved by an accrediting agency acceptable These categories are designed to provide to Moravian College. In order to receive a degree students with a broad spectrum of learning from Moravian College, a transfer student must in the liberal arts and sciences and to help be enrolled at the College for no fewer than them develop an appreciation of and capacity two fall or spring terms of study and complete for scholarship and a lifelong love of learning. LinC courses will help students develop the 27 basic skills of reading, writing, speaking, responsibilities of citizenship, as well as to develop numeracy, and information literacy, as well as personal habits that sustain physical and emotional the more complex abilities of critical thinking, well-being. Courses designed for first-year students problem- solving, and creativity, and an will help specifically with this latter goal. understanding of the creative experience. etc. As part of LinC, students also will complete a Students transferring into graduate programs writing-intensive course in the department of their chosen major and will gain experience related to from another accredited graduate program speaking and computing across the curriculum. may transfer up to 25% of their degree Students with an interdepartmental or individually program, depending on external licensing designed major must include and complete a and accreditation requirements. Courses writing-intensive course as part of the program. earning grades of B or better are eligible for transfer, in accordance with discipline-specific LinC is organized into Foundational (F), transfer guidelines. Programs which lead to Multidisciplinary (M), and Upper-Division (U) professional licensure often will not permit categories. Students should complete their courses transfer of courses at the graduate level. in the F categories in the first two years. Except for students in the degree programs, students choose to complete 6 of 8 M LEARNING IN COMMON and U categories, of which at least one must be a In addition to their majors, all Moravian students U course. U courses must be taken at Moravian. (except those in the Add-Venture program) Students must take their two U-category courses are required to complete a program in general at Moravian. Students enrolled in programs that education to acquire a well-rounded liberal require only one U-category course must take arts education. The Learning in Common at least one U and one M course at Moravian. curriculum (LinC) is designed to provide Moravian Students in the Bachelor of Music degree students with a broad-based, academically programs should see the Learning in Common challenging, and intellectually rigorous requirements described under the major in music. education in the liberal arts and sciences. Each student is responsible for completing To fulfill the LinC general education requirements, the LinC requirements, and each one's students will choose courses from a variety of program of LinC courses should be planned LinC categories. These categories are designed in consultation with the academic advisor. to provide students with a broad spectrum of learning in the liberal arts and sciences and Summary of Requirements for to help them develop an appreciation of and capacity for scholarship and a lifelong love Learning in Common of learning. LinC courses will help students Academic Requirements develop the basic skills of reading, writing, speaking, numeracy, and information literacy, Foundational Categories as well as the more complex abilities of critical •F1 First-Year Seminar or Writing 100 thinking, problem- solving, and creativity, and (transfer students only), 1 course an understanding of the creative experience. •F2 Quantitative Reasoning, 1 course

Through multidisciplinary courses, students •F3 Foreign Language, 0-2 courses will learn to compare and integrate differing •F4 Science (laboratory requirement), 1 course perspectives on a given subject. Courses in foreign language and cultural values and global issues will Multidisciplinary Categories (4 or 5 courses) bring to students an awareness of a wide variety •M1 Historical Studies, 1 course of global cultures. Several categories in LinC have been designed to help students develop a basic •M2 Literature, 1 course comprehension of moral and ethical issues and the •M3 Ultimate Questions, 1 course 28 •M4 Economic, Social, and low level as defined by the American Council on Political Systems, 1 course the Teaching of Foreign Languages. To meet this •M5 Cultural Values and Global Issues, 1 course requirement a student may do one of the following: •M6 Aesthetic Expression, 1 course •Complete Foreign Language 100-105, Foreign Language 105-110, Foreign Language 105-111 Upper-Division Categories (1 or 2 courses) (the lower level must be completed first); or (Open to juniors and seniors only, or Foreign Language 110, 111, 120, or 125 in any with permission of the instructor.) one language offered at Moravian College; or •U1 The Social Impact of Science, 1 course •Complete an analogous sequence of courses at another institution; or •U2 Moral Life, 1 course •Complete a semester of approved study Other Requirements focused on any subject in a country whose primary language is not English; or •Writing across the curriculum •Attain a score of 4 or better on the Advanced A description of each course category follows. Placement Examination in any modern language Those courses that have been approved at the before entering the College (for which the student time of publication are marked (F2, M3, etc.) will receive one unit of course credit); or to indicate the requirement they can fulfill. •Attain a score of 14 or higher on the NYU language exams. Credit awards are based on minimum scores. NYU offer exams in over 60 Foundational Categories: Detailed languages. Credit for NYU language tests will be Description given as follows: 1 unit (4 credits) for the 12 point exam and 2 units (8 credits) for a 14 point exam. F1 LinC 101: First-Year Writing Seminar or Writing 100: College Writing To be exempted from the requirement, a LinC 101 is for first-year first semester students student may do one of the following: only. Other classes exist to fulfill the requirement •Attain a score of 600 or higher on the for multilingual learners. Contact the Director of Modern Language Achievement Test of Writing at [email protected] for details.See the the CEEB (no course credit given); or detailed descriptions of these writing courses in the Interdisciplinary Courses section of this catalog. For students not exempted from study of a foreign language, the Department of Modern Languages F2 Quantitative Reasoning and Literatures will suggest an appropriate level Each course in this category will develop the of placement based on performance in and student's facility in quantitative reasoning through number of high school language courses. After a wide variety of applications chosen from many consultation with the department, students may fields and will involve converting conceptual decide to drop back a maximum of one level from information into problems that can be solved the department’s recommended placement. quantitatively; using appropriate techniques for analyzing and solving such problems; creating Students whose primary language is not and reading pictorial and graphic representations English may be exempt from the Foreign of data and data analysis, including those Language requirement. These students showing relationships among or between multiple must meet with the chair of the Department variables; using appropriate technology as a of Modern Languages and Literatures to tool for quantitative analysis; and writing and arrange for the waiver of this requirement. interpreting results and solutions of problems. Such a waiver does not carry course credit.

F3 Foreign Language F4 Science (lab requirement) All students should achieve proficiency in a Theoretical and experimental aspects of science foreign language equivalent to the intermediate- have had a major impact on all areas of human 29 intellectual and cultural development. LinC M3 Ultimate Questions courses in natural science will emphasize the Ultimate Questions courses consider questions and fabric and substance of the science, study the answers fundamental to religious and philosophical quantitative and qualitative aspects of that traditions. They emphasize the relevance of science, demonstrate change and creativity these questions to contemporary experience and in science, and address some of the broad self-understanding and include the reading and implications of science. Through laboratory analysis of original texts. Examples of ultimate participation, a student will have an opportunity questions that orient such courses are: What is to understand the scientific method. really real? Who are we? How should we live? What is of value? What are our origins and destiny? How Multidisciplinary Categories: is knowledge possible? Such courses provide Detailed Description students with the ability to think and write about ultimate questions in ways that demonstrate Courses in these six categories will an understanding of the questions' importance involve multidisciplinary teaching and to individuals and to society and the ability to learning and include perspectives and evaluate critically their own and others' answers. approaches from different disciplines. M4 Economic, Social, and Political Systems M1 Historical Studies Each course in this category will deal with a variety of approaches to social systems. This may Learning in Common courses in Historical Studies be accomplished by a course that incorporates should deal with a significantly large period in significant material from more than one social the history of Europe and/or the Americas that science or a course that includes a unit devoted is dominated by European or European-derived to a single topic taught from the perspective of values. In addition, students should be able to several disciplines. As an outcome, students evaluate various approaches to the study of history should understand some of the social systems and learn to scrutinize a range of primary sources. in which they live, as well as the complexity of those systems. They should be aware of the social Although the M1 category focuses on Europe and behavioral forces that act on them and of and the Americas, history as a discipline their own effect on these forces. They should be evaluates all human experience and change aware of the various systems or methodologies over time. It seeks to provide a contemporary that can be used to address and understand understanding of the past by assessing a complex social issues and that will help them historical period on its own terms. Historical formulate their own role as citizens in society. methods are interdisciplinary in nature. Students will learn how to integrate political, M5 Cultural Values and Global Issues economic, social, and cultural perspectives in order to build up a holistic picture of the past. The student will come to an understanding of the interplay between global cultural M2 Literature traditions and trans-cultural issues or of the worldview of a contemporary culture or Literature is humankind's written record of what cultural region not dominated by European it is to be alive. It gives voice to the imagination or European-derived cultural values. as it chronicles the human condition. Courses in Courses may (1) concentrate on the history, this category should provide perspectives from traditions, and values of a contemporary cultural which students can understand themselves, region (e.g., "African Civilizations," "Arabic-Islamic their own society, and societies and cultures Civilization"); or (2) select one or two global issues other than their own. This will be gained and show how various cultural differences shape through examination of an appropriately large the global community's discussion of and response time or place and a variety of authors. to these issues (e.g., "Introduction to Comparative Politics," "World Geography and Global Issues");

30 or (3) begin with the study of history and traditions Courses in this category will examine the impact of a contemporary culture or cultural region of selected areas of science and technology and then demonstrate how the culture's values on contemporary society. These courses give shape its interpretation of and response to two students a chance to understand relevant scientific or more global issues (e.g., "Africa through the principles and technological innovations and Eyes of Women," "Native American Religions"). their impact on contemporary society. Possible areas of focus may include nuclear power, Each course should include significant study science and religion, evolution and creationism, of the lives of the less powerful as well as the the choices and trade-offs of energy production, lives of political, economic, or social elites. the problems of toxic waste disposal, the Students should become more aware of economic costs of modern health care, or the their own cultural values and the common impact of the Internet on journalism. Through issues we face, and thus be more prepared to taking courses in this category, students acquire contribute positively to our global future. an informed perspective of the role of science and technology in their lives and in society. M6 Aesthetic Expression Through courses in this category, students will U2 Moral Life gain an appreciation of the creative process in Courses in this category will have two focuses. the fine arts and will experience the theoretical One is an introduction to two or more frameworks and practical components of a fine art—creative for reflection upon a moral life. The other will writing, visual arts, music, or theater. The course be two or more significant contemporary issues or activity will include an analysis of procedure that will be explored in light of these theoretical and production in a historical context and may considerations. Possible issues or topics include also engage the students in an active creative racism in America, sexism, moral traditions of experience. As a result of taking a course in non-Western societies, war and peace. In these this category, students should develop an courses, students will learn that moral issues are understanding of the diversity and complexity typically more complex than they appear to be of one of the fine arts, the interdependence and that informed decision-making about them of form and content, and the richness and requires interdisciplinary understanding. Students importance of artistic expression for individuals will grapple with their own values and moral and society. They should have the ability to positions, and their capacity for moral discernment, discuss and analyze works of art using vocabulary criticism, and argument will be enhanced. germane to the discipline and also should understand the relationship between a work of art and the society in which it was created. ADD-VENTURE PROGRAM The Add-Venture program is designed for students The following music ensembles can fulfill who come to college with a clear sense of direction the M6 requirement. Six terms of successful and a good idea of their educational goals. It allows participation in any combination are such students maximum freedom in choosing and required. Additional assignments apply. justifying their programs of undergraduate studies. •Marching Band No more than 35 first-year students and 5 •Moravian College Big Band incoming transfers students may be enrolled •Moravian College Choir as Add-Venture students each year. Incoming •Moravian College Community Orchestra students who wish to be considered for the Wind Ensemble program must complete an online application to the Add-Venture program; more specific information can be obtained from an admissions Upper-Division Categories: Detailed counselor or on the college’s website.*Selection Description of Add-Venture students is made by the U1 The Social Impact of Science Academic Standards Committee on the basis of 31 an evaluation of each applicant’s application, reading, research, or artistic production not high school record, and SAT scores. Applicants provided within existing courses. Independent are encouraged to provide pertinent additional Study should not be used simply to approximate information (special projects, unusual recognition) an existing course for a single student or to cover in support of statements made in their application. projects more properly described as an Internship.

Students selected for participation in the Add- The Independent Study option is available to Venture program are assigned a faculty mentor students who have junior or senior standing at the time of their selection and are required with a cumulative GPA of at least 2.70. Transfer to design a plan of study during their first year students must have completed one fall or spring at the College in consultation with their mentor. term of study at Moravian College before taking Though free to propose and select the courses on Independent Study. An Independent Study they wish to take, approval of their program is earns one course unit. Students may schedule subject to the mentor's certification that the no more than one Independent Study or Honors course selections promote the educational goals course unit in a term, to a maximum of four identified in the plan of study. Completion of over the period of the junior and senior years. Learning in Common 101 is mandatory for all Add-Venture students. In addition, Add-Venture Independent Study may be taken in any term, students selecting academic majors must also including the summer. A student may not take meet the departmental requirements and course more than one Independent Study during the sequences applicable to the major, including summer and must register for it no later than completion of a writing-intensive course in the the beginning of the second summer session. major. However, Add-Venture students need not select a major. (Add-Venture students who do not An Information and Approval Form describing declare a major still must complete at least one the project and certifying that the student is writing-intensive course as part of their degree eligible and qualified to undertake it must be program.) They may opt to pursue a course of study submitted to the Office of the Provost, which determined by the objectives of their master plan. decides any question concerning eligibility.

In order to qualify for graduation, Add- Internship Venture students also must meet minimum graduation requirements (32 course units Internships are an opportunity for off-campus with a cumulative GPA of 2.00 or higher) work, study, or both, for which a student may and abide by all other policies governing receive from 1 to 3 course units of credit per student conduct at Moravian College. term for a total not to exceed 3 units of the 32 required for graduation. Internships may be taken Add-Venture students completing requirements in any term, including summer, on a full-time for a major are expected to consult concurrently or part-time basis, and may assume the form of with their departmental major advisor and their volunteer work or internships in public or private Add-Venture Program mentor. Both advisors must agencies, institutes, or businesses. It does not sign and approve the student's course selections. include those field experiences or internships required for completion of certain programs or *Specific instructions will be majors such as education or the law and society supplied to all applicants. track in sociology. The three-unit maximum on fieldwork, however, applies to the total number of units for which a student may enroll either in INDEPENDENT STUDY & an elective internship or a required internship. INTERNSHIP A faculty coordinator and an on-site supervisor Independent Study share supervisory responsibility for each Independent Study provides students with an Internship project. Upon completion of an opportunity to undertake a program of supervised Internship, the faculty coordinator consults with 32 the field supervisor and assigns a final grade. proposal to the Honors Committee during the pre- registration period for the first term as a formal To be eligible for an Internship, a student must application for admission to the Honors Program. have junior or senior standing with a cumulative GPA of at least 2.70. In some cases, there may Upon successful completion of the Honors be additional prerequisites for a particular program with a grade of A (Honors), the student Internship. A student may register for more than receives academic credit equivalent to two 2 course units of Internships in a single term or course units with the grade of A, and the degree summer session only if the project involves a full- carries the citation of Honors in the field of time commitment and residence off campus. A research. Students who earn a grade of P (Pass) student may not continue an Internship for credit receive two course units of credit only. Students at the same placement in a later term or summer who fail to complete the Honors program session without the permission of the associate satisfactorily receive a grade of NC (No Credit). provost. A transfer student may take an Internship Any questions concerning the operation of the only after completing one term at Moravian. Honors program may be addressed to the chair of the Honors Committee, Axel Hildebrandt. A student who wishes to undertake an internship must submit an Internship Application to the Registrar's Office. Complete information STUDY ABROAD on procedures for internship registration is To learn more about Moravian College's available on AMOS > College Students tab Study Abroad program, please visit: > Forms, and in the Registrar's Office. https://www.moravian.edu/center- global-education/global-programs. HONORS PROGRAM Moravian College encourages students to The purpose of the Honors program is to offer participate in study abroad to add an international qualified students, generally seniors, the component to their major field of study. The opportunity to work on an independent, intensive Office of International Studies maintains a list of research project on a specific topic of their choice. more than 40 semester and yearlong programs of academic study in over 30 locales. Approval A student admitted to the Honors program is to participate in study abroad is contingent upon expected to work on his or her project during meeting the following College requirements: a two terms under the guidance of a faculty minimum 2.7 cumulative grade point average, member who serves as the Honors project good academic and student life standing, and advisor, devoting no less time in each term the successful completion of at least 12 course than would be devoted to a course unit. units (equivalent of second semester sophomore standing) before going abroad. Transfer A student who has completed a minimum of students must complete one fall or spring term 15 courses (at least eight of which must be at at Moravian before applying for study abroad. Moravian College) may apply for admission to the Honors program. At the start of the term in Most majors can include a semester of study which the Honors work is begun, the student must abroad with the proper advance planning. have a cumulative GPA of 3.00 with a cumulative Students receive extensive advising support from GPA of 3.30 in the proposed field of Honors and the director of international studies in choosing must have completed at least 19 course units. a program appropriate to their major, guidance in securing the appropriate course approvals The student should (1) consult with the chair from faculty, and assistance in completing of the department in which he or she proposes both the Moravian and the chosen program to receive Honors (usually, but not always, the application. All students attend a pre-departure major field); (2) agree on an Honors project orientation before they leave on their program. advisor; (3) in consultation with this advisor, work out a proposal of study; and (4) submit the 33 While abroad, students may fulfill requirements judged on the basis of their academic record in their major, minor, and/or Learning in Common and the individual research project they propose (LinC) with pre-approval from department to undertake if selected. The student bears the chairs (major/minor) or the Learning in expenses of travel to and from Washington, room Common director. Students must complete and board, books, incidentals, and the tuition at least one U course at Moravian College. charged by . Financial aid is available. Credit for the term's work is granted by Students must take all courses abroad for a letter Moravian College. The grades earned at American grade. Pass/fail courses will not be accepted for University are reflected on the Moravian College Moravian credit. Students must earn a C (2.0) or transcript and are factored into the student's better to receive credit for the course at Moravian. cumulative GPA. Interested students should consult Grades earned on study abroad will not be with Dr. John Reynolds, professor of political calculated into the Moravian grade point average. science, who serves as the local representative.

Moravian is committed to making study abroad RESERVE OFFICER TRAINING available to all students. Students are charged Moravian tuition and fees. Moravian pays up CORPS to $8,500 toward the tuition to the program Moravian College students are eligible to provider. The student is responsible for making up participate in ROTC programs leading to the difference in tuition, if any, and the student commissions in the U.S. Army after graduation. pays for room, board, airfare, and activity fees. Two- and four-year programs, open to men Moravian aid as well as federal and state aid (per and women, are currently offered through guidelines) will transfer for the study-abroad semester with the exception of on-campus work- cross-registration at Lehigh University. study. Students participating in a summer program pay all fees directly to the program sponsor. Moravian students enjoy all the benefits accorded ROTC students at the host Faculty-led May Term study abroad are institution. Scholarships available to qualified offered each year. Check online to see the current students include monthly subsistence offerings. Moravian also co-sponsors six-week allowances, full tuition, and books. All summer language programs in Italy, Mexico, grades for ROTC courses are recorded on Spain, and Germany through the Lehigh Valley the Moravian transcript and are entered Association of Independent Colleges (LVAIC). into the cumulative GPA. Students assume Grades from these programs are calculated into responsibility for intercampus transportation. the student's overall Moravian grade point average. For further information on these programs, see Further information about the ROTC the course offerings in Modern Languages. program is available at Lehigh University from the professor of military science. WASHINGTON SEMESTER A limited number of Moravian students may CAREER PLANNING AND participate in programs of study offered by American University, Washington, D.C. Special PREPARATION fall- or spring-term opportunities include courses The Moravian College Career Development in foreign policy, environment, education Center assists students with all aspects of career policy, American government, journalism, planning and development. It makes available science and technology, justice, public law, information on majors and career possibilities, self- the arts, and international development. assessment tools, internships, graduate schools, There also are internship opportunities. and career counseling and advising. Programs offered through the center are designed to ensure Moravian students are especially encouraged that as many students as possible graduate with to participate in the fall term. Applicants are specific graduate school or employment plans. 34 The career-development staff members work an academic field should consult his or her individually with students and provide workshops, major advisor about successful undergraduate programs, and class presentations. Topics preparation. Additional materials and counsel addressed include résumé writing, interview are available through a variety of sources. skills, internships, networking, effective job- Many academic departments maintain searching, graduate-school preparation, and resources and can offer personal advice successful career planning and decision-making. about graduate school. Reeves Library houses The center hosts both on and off campus student/ materials from numerous graduate school alumni networking events in various cities and programs in its reference collection. coordinates an on-campus Career & Internship Fair every spring. They also partner with the Lehigh The Career Center houses Peterson's Guide Valley Collegiate Career Expo (the largest such to Graduate Programs, as well as its specific collegiate event in the Lehigh Valley) to provide editions for business, medicine, law, and other opportunities for students to develop skills and programs. Also available are resources on graduate meet employers to explore full- and part-time school entrance exams, exam preparation, employment, internships, and summer jobs. For and financial-aid resources for graduate juniors and seniors, Backpack to Briefcase, a two- school. Interested students are encouraged to day conference style program is offered to prepare attend workshops offered by their academic students for life after Moravian. Topics for this department, as well as graduate school preparation program include financial planning, professionalism workshops offered by the Career Center. in the workplace and mock-interviews with industry professionals. Programs specific to students area LAW of career interest are also offered on a regular basis. The center also offers self-assessment No single major is exclusively appropriate for instruments including the Myers-Briggs Type pre-law students. Students should choose a Indicator, Strong Interest Inventory and Focus 2. single major that interests them and requires intensive reading, critical thinking, and writing. The Career Development Center also coordinates Traditionally, majors in English and the various the Career Connections Externship Program Social sciences have been the choices of a partnering students with alumni and other majority of pre-law students. However, in increased professionals in their area of professional numbers students in Philosophy, Languages, interest. This program includes a site visit with Mathematics and Natural Sciences have chosen a professional over winter break. Through the to pursue advanced studies in the Law, Following use of social media, the center also connects the guidelines of the American Association of Law students with alumni in various industries as part Schools (AALS) the Moravian Pre-Law program of the student/alumni mentor network. Students does not recommend a particular major to students can connect with professionals all over the who wish to go to law school or pursue law as a world about a variety of career-related topics. career. However, the College has identified certain areas of study and course work to assist students The center maintains listings of full-time and in their preparation for future legal studies and internship opportunities. Also hosted in the center help students focus his or her thoughts about is the on campus recruitment program where the future. Students considering law school are employers visit campus to interview students for encouraged to take the following courses if they available positions in their organizations as well wish to improve their chances of success in as the alumni and community partner internship obtaining entrance to law school and becoming stipend programs that offer payment to students productive members of the legal profession. completing internships in various industries Some of these courses may also be used to and at specific non-profit organizations. fulfill the Learning in Common requirements.

GRADUATE STUDY English 211 Creative Nonfiction A student who plans to continue study in (or equivalent course) 35 Philosophy 211 Symbolic Logic several departments such as internal medicine, obstetrics and gynecology, surgery, radiology, A minimum of three courses from the following set: etc. Pre-dental students can observe several Accounting 157 Financial Accounting types of dental specialties. Similar programs Economics 152 Principles of Economics are available for other health professions. Economics 330 Public Finance Possibilities for research in medical areas also are History 243 The U.S. 1815-1877 available at a local hospital's research center. Management / Sociology 226 The Legal Environment of Business Pre-veterinary students may elect various majors Political Science 130 The First Amendment or design their own programs, but veterinary Political Science / Sociology 220 schools require specific preparation in biological American Constitutional Law sciences, chemistry, physics, and mathematics, Political Science / Sociology 221 as well as appropriate basic preparation in the Congress and the Presidency liberal arts. Students preparing for careers in Political Science 225 Congress veterinary medicine also should elect appropriate and the Presidency internship: large or small veterinary practices, Sociology 216 The Legal System zoos, aviaries, aquaria, or such establishments It also is suggested that pre-law students choose as the Lehigh Valley Zoo, Disney World, or Latin to fulfill the foreign language requirement Harbor Branch Oceanographic Institute. (LinC F3), though it is recognized that not all students will find it possible or practicable to do so. Moravian offers pre-professional programs in medicine, dentistry, podiatry, veterinary med- A student interested in the pre-law program icine, optometry, physical and occupational should speak with the pre-law advisor, Heikki therapy, pharmacy, and other health profes- Lempa, as soon as possible. The pre-law advisor sions. Students interested in preparation for a will be glad to answer any questions about the health profession should consult with the health program or general preparation for law school. professions advisor, Erin Durkin, as soon as pos- sible. Pre-medical students should also see the HEALTH PROFESSIONS Pre-Medical Program section in this catalog. The health professions advisor will monitor stu- Schools for the health professions recognize the dent progress, suggest relevant courses, supply importance of a broad education in the natural information about the health professions, and and social sciences and in humanities, as well provide assistance in the application process. as the need for communication skills. Moravian has a tradition of a strong liberal arts curriculum, of which the natural sciences are an integral part. Foundation courses in biological sciences, chemistry, physics, and mathematics are required by schools of the health professions, but a student is not required to major in a science area. Schools of the health professions are interested in students who can obtain, assimilate, and effectively communicate information. Students must be able to think analytically and solve problems. Moravian provides students with the opportunity to blend scientific and liberal arts concepts.

An internship, taken during the academic year or summer sessions, allows students to receive credit for off-campus, on-the-job experience. For example, pre-medical students can spend many hours at local hospitals rotating through 36 Awards & Honors The American Chemical Society Award Upon recommendation of the chemistry faculty, to a senior chemistry major with an outstanding Societies academic record and promise of an academic or research career in chemistry or a related discipline.

PRIZES AND AWARDS The American Institute of Chemists Award The following prizes are awarded in the judg- Upon recommendation of the chemistry faculty, ment and at the discretion of the College in to a senior chemistry major with an outstanding accordance with the conditions established. academic record and promise of a professional research career in chemistry or a related discipline. The Charles A. Albrecht Memorial Award To two members of the senior class who The American Sociological Association have the best four-year record at Mora- Departmental Student Achievement Award vian College in scholarship and effec- To the sociology major who, at the completion tive participation in student activities. of the junior year, has demonstrated excellence in the study of sociology and shows the most The Alumni Prize for Outstanding promise for future achievement in the field. Achievement in Humanities To a graduating senior in the humanities on The Irving S. Amrhein Prizes the basis of GPA, independent study, and in- in Modern Languages volvement in college and community affairs. To graduating seniors for distinguished work in one or more modern languages. The Alumni Prize for Outstanding Achievement in Social Sciences The Louis and Esther Bader Memorial To a graduating senior in the social sciences on Scholarship Prize in Chemistry the basis of GPA, independent study, and in- To a junior or senior chemistry major who, in the volvement in college and community affairs. judgment of the Department of Chemistry, exhibits outstanding professional and academic qualifi- The Alumni Prize for Outstanding cations in preparation for a career in science. Achievement in Natural Sciences To a graduating senior in the natural sciences The Willis N. Baer Award on the basis of GPA, independent study, and To the junior economics and business stu- involvement in college and community affairs. dent who has shown the greatest improve- ment over a period of five terms. Established The Alumni Prize for Outstanding by the Epsilon Beta Alpha Society in honor of Achievement in Interdisciplinary Studies the first chairman of the Department of Eco- To a graduating senior engaged in interdisciplinary nomics and Business at Moravian College. study on the basis of GPA, independent study, and involvement in college and community affairs. The James M. Beck Oratorical Prize Established in 1892 by the former Solic- Alumni Fellowships itor General of the United States to en- Awarded by the Alumni Association to five stu- courage excellence in oratory. dents each year on the basis of scholarship, active participation, and leadership in college and/or The James M. Beck Shakespeare Essay Prize community service. To be eligible for nomination, For the best essay on a Shake- the applicant must be a full-time student, have spearean topic by a student. been enrolled at least one class year prior to appli- cation, and have attained a minimum cumulative The Biochemistry Prize GPA of 3.00 for the class year prior to application. To a student who, in the judgment of the bio- 37 chemistry faculty, has demonstrated out- To a music student who has demonstrated standing achievement in biochemistry and outstanding achievement and an exceptional shows potential for significant future contri- talent in writing about music or has demon- butions to biochemistry or related fields. strated excellence in musical scholarship and shows promise for future achievement. The Biological Sciences Prize To the senior biology major with the high- The History Prize est cumulative GPA in biology. To the history major who, in the judgment of the History Department, has demonstrated ex- The Timothy M. Breidegam Memorial cellence in historical scholarship and shows Student Service Award the most promise of future achievement. To the student who has unselfishly given his or her service to the College community, following The Priscilla Payne Hurd Prize in Nursing the example of Timothy M. Breidegam '78. To a nursing student selected on the basis of "best of the class" in overall outcomes of academics, The Delta Kappa Gamma Society professionalism, student involvement in campus Delta Chapter Award programming, athletics, and community care. To a graduating woman student for aca- demic achievement and participation in The Stuart S. Kulp Scholarship extracurricular activities while preparing Prize in Chemistry for a career in the education of youth. To a chemistry major who, in the judgment of the chemistry faculty, deserves recognition for supe- The English Prize rior academic achievement and demonstrates the To the graduating English major who has demon- potential to contribute to the field of chemistry. strated outstanding achievement in the discipline. The George Diamond Prizes The Patricia Erskine Memorial Award For the best academic essay, best personal To the junior or senior Moravian College essay, best short story, and best poem writ- Theatre Company member who has con- ten by a student during each academic year. tributed most to that organization. Also awarded for the best Writing 100 es- says following both fall and spring terms. The Fab MAB Pass-It-On Award The Fab MAB Pass-It-On Award is a service out- The Leon Prokofy Leonovich Memorial Prize reach award to be given annually to fund a project To a member of the sophomore class who that is aimed at diminishinh health disparities has shown significant growth and ex- among at-risk individuals or populations, living cellence in the study of music. within the local Lehigh Valley community, the United States, or a developing nation. The aim of The Eugene Daniel Lucas Accounting Awards this award is not only to diminish health disparities To two junior or senior students (one man and among those "underdogs" that are at-risk because one woman) majoring in accounting who have of health disparities, but to enrich and further the maintained high scholastic standing and show professional viewpoint of those who receive the great promise in their chosen field of endeavor. award. The award is made in memory of Dr. Michele August-Brady, Associate Professor of Nursing. The Pennsylvania Institute of Certified Public Accountants Award The Albert Ferkel Jr. Memorial Prize To the outstanding accounting student in the To a senior political science major for demon- graduating class. The award includes a two-year strated service in raising awareness of social subscription to the Journal of Accounting. justice issues to his or her fellow students. The Psi Chi Service Award The Judith Green Memorial Prize To a Psi Chi member who has shown outstand- 38 ing achievement, dedication, enthusiasm, Continuing, Professional, and Graduate Studies and participation in the field of psychology. for academic excellence; for contribution to the institution, the community, or his or her profes- The Marlyn A. Rader Memorial sion; and for triumph over difficult circumstanc- Prize in Mathematics es encountered in pursuing a college degree. The recipient of the award must have complet- ed at least six courses in mathematics at the The Steven K. Van Auken Memorial College, including at least one 300-level course, Prize in Music Performance and be among the top students whose mathe- To a member of the junior class for notable achieve- matics cumulative grade point average is 3.7 or ment in vocal or instrumental performance. above. Normally, the recipient will be a senior. The Zeta Psi Award The St. Luke's Hospital Award for To the senior art major who, in the judgment of Nursing Practice Excellence the art faculty, has demonstrated leadership To the nursing student who has demon- ability while maintaining a superior scholastic strated outstanding performance in prac- record and outstanding artistic achievement. tice excellence and professionalism. The Zinzendorf Award The E. C. Schultz History Prize To the graduating senior English major with To a student who has demonstrated distinction in the highest cumulative GPA in English. historical scholarship and indicated a commitment to continued excellence and studies in the field, according to the wishes of Edward C. Schultz '62. HONORS SOCIETIES Alpha Alpha Alpha: First Generation The Augustus Schultze Greek Prize Advisors: Carol Traupman-Carr and Amy Saul To the best student of second-year Greek. Alpha Kappa Delta: Internation- The T. Edgar Shields Memorial Prize in Music al Sociology Honor Society To a member of the graduating class for prog- Advisor: Debra Wetcher-Hendricks ress and proficiency in music studies. Alpha Psi Omega: National Hon- The Edwin L. Stockton Prize in orary Theater Society Economics and Business Advisor: Bill Bauman To the senior who has achieved the high- est cumulative GPA in the Depart- Alpha Sigma Lambda: National Honor Society ment of Economics and Business. for Students in Continuing Higher Education Advisor: LaKeisha Thorpe The Ronald J. Stupak Award To a student who, in the judgment of the po- Beta Beta Beta: National Biology Honor Society litical science faculty, has performed dis- Advisors: Christopher Jones and Kara Mosovsky tinguished work in political science. Delta Omicron: International Mu- The Daniel W. Tereshko Memorial sic Honors Fraternity Advisor: Paula Zerkle Prize in Studio Art To the senior art major who has demonstrated Gamma Sigma Alpha: National Greek Honor Society outstanding creative, technical, and intellec- Advisor: Elizabeth Yates tual achievement in the field of studio art. Iota Iota Iota: National Wom- The George Tyler Award en’s Studies honor society To a graduate from the Comenius Center for Advisor: Belinda Waller-Peterson

39 Kappa Delta Pi: International Sigma Theta Tau: Internation- Honor Society in Education al Nursing Honor Society Advisor: Tristan Gleason Advisor: Janice Farber

Kappa Pi: International Honorary Art Society Theta Alpha Kappa: National Religious Advisor: Angela Fraleigh Studies/Theology Honor Society Advisor: Jason Radine Omicron Delta Epsilon: Internation- al Economics Honor Society Advisor: Eva Marikova Leeds Academic

Omicron Delta Kappa: National Honorary So- ciety for Scholarship and Leadership Departments/ Advisors: Nicole Loyd

Phi Alpha Theta: National History Honor Society Advisor: Heikki Lempa Programs : National First- INTRODUCTION Year Student Honor Society Advisors: Kevin Hartshorn and Lisa Johnson A course unit is a unit of work occupying approximately one-fourth of a student's time Phi Sigma Iota: National For- over a 15-week term. A few courses carry eign Language Honor Society fractional values, in which case the course Advisor: Claudia Mesa numbers are followed by .1 or .2, indicating quarter or half courses. For example, MUS Phi Sigma Tau: National Philosophy Honor Society 103.1 (Piano Class) is a quarter-unit course. Advisor: Carol Moeller Frequency and duration of class meetings Pi Mu Epsilon: National Mathematics Honor Society are determined by the nature and lev- Advisor: Michael J. Fraboni el of a course and the manner in which its subject matter may best be learned. Pi Sigma Alpha: National Politi- cal Science Honor Society Courses are numbered as follows: Advisor: Yayoi Kato 110-199 Introductory courses, normally open to all students without prerequisites, Psi Chi: National Psychology Honor Society applicable to the major and typically Advisor: Michelle Schmidt taken in the first or sophomore year. 200-209 Reserved for courses not applicable Psi Rho Nu: Neuroscience Honor Society to the major, and which typically are Advisor: Cecilia Fox taken in the sophomore or junior year. 210-299 Intermediate courses, normally : Honor Soci- open to sophomores, juniors, and ety for International Studies seniors, with prerequisites as des- Advisor: Christian Sinclair ignated in the course descriptions. Sigma Pi Sigma: National Physics Honor Society 300-309 Reserved for courses not applicable Advisor: Edward A. Roeder to the major, and which typically are taken in the junior or senior year. Sigma Tau Delta: National English Honorary Society Advisor: Nicole Tabor

40 310-399 Advanced courses, open to stu- of the mind’s imaginative and intellectual powers. dents majoring in the area and Art is by nature an interdisciplinary and trans-cul- to other students with suffi- tural field that invites students to consider how cient preparation in the field. art reflects and shapes society, politics, ethics, and culture. At Moravian College, art-making is 400-401 Honors a form of meaning-making that relies on inven- tion, research, and an infinitely curious mind to construct new knowledge, foster self-expression, A hyphen between two consecutive course and explore visual communication. Students are numbers indicates a double course of one-year given the opportunity to unleash their creativity duration, the second term of which may not be through dynamic projects that embrace risk-tak- taken without the first, e.g., PHYS 111-112. ing, problem-solving, revision, and self-reflection.

In the course descriptions that follow, those cours- Working at the forefront of new approaches to es approved for LinC requirements at the time teaching, learning, and technology, the Art Depart- this catalog was compiled are marked (F2, M3, ment is grounded in strong traditional foundations. etc.) to indicate the requirement they fulfill. Our program lays the groundwork for students to integrate and appreciate art throughout their lives, The course descriptions provided here are based encouraging leadership in their fields and within upon reasonable projections of faculty and facility the global community. Under the mentor ship of our availability. Course offerings are subject to change outstanding faculty, our students are provided with based on changes in circumstances upon which a strong, personalized academic major, combined these projections were based and as deemed nec- with innovative hands-on learning experiences essary by the College to fulfill its role and mission. and opportunities for community engagement and collaboration. The Art Department is committed to ACCOUNTING providing professional opportunities through our in- ternships; in-house graphic design studio; student See Economics and Business teaching; on- and off- campus student exhibitions; visiting guest lectures; study abroad experienc- es; student-run organizations; and participation AFRICAN STUDIES in conferences, workshops and presentations. See Interdisciplinary Programs Five concentrations or tracks are available: studio art, studio art, photography/media concentration; ARABIC art history and criticism; art education; and graph- See Modern Languages and Literatures ic and interactive design. Foundational courses in studio art are the basis for all tracks. Working from observation, students learn technique while ART developing conceptual strategies. Students utilize Chair: Associate Professor Fraleigh a variety of traditional and digital media. Advanced Associate Professors: Baxter, Radycki students are eligible to apply for studio space to Assistant Professor: Morelock, Murphy encourage sustained production of their work. A Visiting Instructor: Amin variety of classes in media-related arts including Adjunct Faculty: Ciganick, Colegrove, Fag- photography, video, website design, and print- gioli, Galbiati, Hurwitz, Kearns, Kuhn, making are offered; the studio art photography/ Myers, Torok, Wynne, Zucco media concentration allows students to specialize in this area. The study of art history integrated into The Moravian College Art Department cultivates the studio experience is an essential element for a vibrant academic community committed to creative and intellectual growth; students may also creative and critical thinking. Our faculty and pursue the track in art history and criticism. Art students share a passion for art as a celebration education students take courses in art and educa- tion and spend a semester in supervised student 41 teaching in order to receive Pennsylvania Depart- raphy and digital video. It may also serve as a ment of Education teacher certification. Art educa- foundation for graduate study in the fine arts. tion activities support and challenge the cognitive, • BA in Studio Art, Photography/Media con- artistic, and social development of all children and centration requires the same four common adolescents. Studio majors create and develop a core courses, except substituting ART 114 cohesive body of work that becomes their thesis, for 113 (or taking ART 220 for the art histo- and exhibit their work on and off campus. Graphic ry requirement). In addition, ART 167, 220, and interactive design students pursue advanced 228, 229, 268, 371, 372, 375, either 267 coursework that focuses on professional creative or 368, and two electives to be chosen from work and complete an internship in their field. ART 228, 254, 262, 263, 267, 354, 367, 368, 369, independent study, or internship, The Major in Art as approved by the adviser, are required. • BFA in Studio Art: Photography/Media Moravian College offers programs in Studio Art; concentration requires the same four Studio Art, Photography-Media Concentration; common core courses, except substituting Graphic and Interactive Design; Art History and ART 114 for 113. In addition, ART 131, Criticism; and Art Education. The BA is available 167, 220, 229, 263, 268, 346, 368, 371, in all art programs (tracks), and the BFA is avail- 372, 375, and two electives to be chosen able in Studio Art; Studio Art, Photography-Media from ART 228, 254, 262, 263, 267, 354, Concentration; or Graphic and Interactive Design. 367, 369, independent study, or internship, The BFA requires 17 course units in Art. The BA in as approved by the adviser, are required. art consists of 10 to 13 course units in art, depend- • Art History and Criticism. This track is de- ing on the track. Both the BFA and BA, in all art signed for students to pursue careers as art tracks, utilize a common core of four courses that historians, critics, or curators in museums or emphasize the historical traditions of art, introduce galleries. It may also serve as a foundation the elements of design and principles of compo- for graduate study in art history. It consists sition, and develop skills in drawing and painting. of 10 course units and is built on the founda- These courses are ART 113, 142, 170, and 180. tion of the four common-core courses listed The student then selects one of the art tracks: above. In addition, ART 114, 218, 229, 310, and at least two additional art history cours- • Studio Art. This track is designed to prepare es (approved by the advisor) are required. students for careers in the fine arts in areas • Art Education. This track is designed for such as drawing, painting, sculpture, ceramics, students to receive certification in teach- or printmaking. It may also serve as a foun- ing art (PreK-12) and to pursue careers dation for graduate study in the fine arts. in art education. This track is built on the • BA in Studio Art: This track consists four common core courses lists above and of 13 course units and is built on the includes 11.5 course units in art and 9.5 foundation of the four common-core course units in education, as follows: ART courses listed above. In addition, 113, 114, 119, 131, 142, 146.2, 159, 160, ART 114, 229, 270, 280, 370, 371, 170, 180, 270, 280, and EDUC 100.2, 130, 372, 375, and 380, are required. 160, 244, 250, 366, 375-377, and 379. • BFA in Studio Art: This track consists of 17 • Graphic and Interactive Design. This track is de- course units and is built on the foundation signed for students interested in careers in the of the four common-core course units listed field of design, including graphic, publication above. In addition, ART 114, 119 (or 159), interactive, marketing, or branding design, or 131, 228, 229, 268, 270, 280, 370, 371, as preparation for graduate study and teaching. 372, 375, and 380, and one art elective • BA in Graphic and Interactive Design as approved by the adviser, are required. consists of 13 course units and is built • Studio Art, Photography/Media concentration. on the foundation of the four com- This track is designed to prepare students for mon-core courses listed above. In ad- careers in photography and media arts, in- dition, ART 131, 229, 230, 231, 268, cluding historic, darkroom and digital photog- 331, 346, 373 and 374 are required. 42 • BFA in Graphic and Interactive Design theory via strategies emphasizing interdisciplinary consists of 17 course units and is built on relationships among a broad range of curriculum the foundation of the four common-core and personal experience. The following 5 courses courses listed above. In addition, ART 131, constitute the photography minor: ART 167, 268; 229, 230, 231, 236, 268, 331, 346, 356, one course in art history (ART 220, 114 or 229); 358, 373, 374, and 378 are required. and two additional courses in Photography or Me- Also offered is the MAT (Masters of Art in Teach- dia Arts: ART 131, 254, 262, 263, 267, 346, 354, ing) with teacher certification in art. Practicing 363, 367, 368, 369, 381, or 386. Certain special (in-service) teachers can also earn their M.Ed. in topics courses may count towards the minor. Curriculum and Instruction with a focus on Art Consult with an advisor. The photography minor is Education. Please see the Education Department not available to students pursuing a major in art. section of the catalog for more information. The Interdepartmental Major in Art The Minor in Art The studio art Set I of the interdepartmen- The minor in art consists of ART 113, 170, and tal major includes ART 113, 142, 159, 170, three additional course units selected with the and two additional courses that, with the six approval of the advisor. Two of the addition- courses of Set II, are selected by the stu- al courses must be at the 200 or 300 level. A dent with the approval of the advisor. student may choose courses that emphasize studio art, graphic and interactive design, or The graphic and interactive design Set I of the art history and criticism. The art minor is avail- interdepartmental major includes ART 131, 142, able only to students who are not art majors. 170, 229, 230, and 231. One additional course It is not possible to minor in art education. is chosen from among ART 268, 331, 373, and 374. This course and those of Set II are selected The Minor in Art History and by the student with the approval of the advisor. Criticism The art history and criticism Set I of the interde- This program is designed for students outside the partmental major includes ART 113, 142, 170, art department with an interest in art history. It and three additional art history courses that, includes ART 113, 114, 218, 229, and one ad- with the six courses of Set II, are selected by ditional course in art history at the 200-level or the student with the approval of the advisor. above. Certain special topics courses may count towards the minor. Consult with an advisor. Art Education The art education program at Moravian College The Minor in Graphic Design and places child-centered teaching and learning the- Interactive Design ories into practice. The primary outcome of this approach is that, through the creation and sharing This program is designed as a minor for students of personal meaning-making, students foster a outside the art department with an interest in greater understanding of themselves and others graphic design. It includes ART 131, 142, 230, and awaken to alternative possibilities in the world. and 231; plus one additional course chosen Art education provides an opportunity for children from among ART 254, 268, 331, 346, and 374. to answer the question, “must things be as they Certain special topics courses may count to- are?” In doing so, they cultivate a more peaceful wards the minor. Consult with an advisor. and socially just world, and education becomes transformative. This child-centered approach to art The Minor in Photography education exceeds the Pennsylvania Department of The minor in photography will consider the me- Education Academic Standards for the Visual Arts. dium as a professional and academic discipline. Creativity, visual literacy, and communication To carry out the goals of this approach to art ed- skills will be stressed through practice and critical ucation, pre-service art educators must develop

43 their own art practice and use their practice to • Lab fees are required for some art classes, inform their pedagogy. Thus, they come to un- including ceramics, printmaking, three-di- derstand their studio art practice as research, as mensional design, graphic design, digital the place where they are constructing new knowl- video, and digital, historic and darkroom edge. By mastering art processes and techniques, photography. Lab fees cover usage of the through the understanding of materials and their lab and lab supplies, such as photographic potential for shaping ideas, the pre-service ed- chemicals, clay, printmaking supplies, and ucator calls on these experiences while writing computer software and hardware and printing curricula that support and challenge the artistic costs. In courses that utilize the color print- development and learning styles of all children. ers in the graphic design lab, a portion of the lab fee goes toward color printing costs. Departmental Recommendations • Kit fees are required for some studio art class- es, including ART 142, 146.2, 170, 180, 270, • Students of art history and criticism who plan and 280. Kit fees cover the costs for an art to pursue graduate degrees in art history/mu- supply kit for the course (paint, brushes, etc.) seum studies are strongly recommended to and are billed to each student's account. pursue advanced study in a relevant foreign language (French, German, Spanish, etc.). • Students who plan to pursue gradu- Courses in Art History ate studies should contact their advisor Note: All courses in art history meet for to plan additional courses for study. a minimum of 140 minutes a week. • Majors in Graphic and Interactive Design should consider taking courses, minoring, or dou- ART 113. Art History Survey: Caves to Cathedrals ble-majoring in Computer Science or Marketing. Basic problems of the development of West- ern art are considered in terms of major civili- Notes on Art Courses and the Art zations and epochs that produced them, from ancient times to the Renaissance. Introduces Major non-Western art such as African, Asian, Islam- • In art history and some studio art courses, ic, Judaic, aboriginal (art of Australia and New students are required to take a course-re- Zealand), and/or art of the Americas. Fall. (M6) lated field trip. Cost can be paid in advance to the art office; otherwise, participating ART 114. Art History Survey: Re- students will be billed by the College. naissance to Abstraction • Art students are required to attend lec- Major movements in Western art from the Re- tures and workshops by visiting artists. naissance to the present. Spring. (M6) • Art students are strongly encouraged to par- ticipate in exhibition opportunities and arts ART 212. Artists as Activists events on campus and in the community. How do artists, graphic designers, writers and • Gallery space is designated for ex- performing artists raise questions and advocate hibitions by students. social change? Global examples of visual culture • All art majors in graphic and interactive design; will include propaganda, graphic, design, film studio art; studio art, photo- media concentra- music video, and theatre. Relationships between tion; and art education must participate in a art, images, mass media, and acts of conscience review of their art work during the spring term will be evaluated using ethical/philosophical of the sophomore year. (The review is optional frameworks and formal and contextual analy- for art history majors.) Transfer students, those sis. Discussion will include historical, social, and who declare their majors late, those study- political context of art, its method of production ing abroad, and others will be scheduled for and distribution, and its inherent privileges or risks. a review as soon as they are ready. Students Prerequisite: Junior or senior class standing. (U2) who fail the review, as determined by the art faculty members conducting the review, will be ART 218. Art of the Renaissance required to repeat it in a subsequent semester. Development and growth of art in Italy and 44 northern Europe, 14th-16th centuries. Pre- requisite: ART 113, ART 114, or permission ART 310. Art History Methodolo- of instructor. Fall, alternate years. (M6) gy: Criticism, Theory and Practice What is it you want to know about a work of art? The ART 220. History of Photography questions you ask and how you go about finding the This course explores the social, cultural, political, answers lead straight to the issue of methodology. scientific, and artistic contexts surrounding the his- This course's goal is to understand the develop- tory of photography, from its invention to the pres- ment of the discipline of art history and its theoret- ent day. The course will emphasize how the me- ical underpinnings. It will survey the major art his- dium has influenced the way we interpret images torians, the questions they asked, and the answers and the impact that photography has had on visual they proposed. Additional topics include connois- culture. Through discussions, readings, hands-on seur-ship and contemporary exhibit practices. Pre- activities, and museum visits, students will become requisites: ART 113 and ART 114. Alternate years. familiar with photography's rich and diverse history. ART 190-199, 290-299, 390-399. Special Topics. ART 222. African Art (also AFST 222) ART 286, 381-384. Independent Study. Students will develop an aesthetic and cultural ART 288, 386-388. Internship. overview of African art, from prehistory to the pres- ART 400-401. Honors. ent day. Sculpture is the primary medium studied in the course, but textiles, painting, artisanal works Courses in Studio Art and Graphic and architecture are also included. Students will consider how religion and cultural influences affect Design the development of regional and national styles. Note: All courses in studio art and graphic de- The influence of the African diaspora on art in Eu- sign meet for two 150-minute periods a week rope, Latin America, and the United States will be or as a five-hour seminar once a week. considered. Students will acquire the critical vocab- ulary required to analyze and interpret African art, ART 142, ART 170 and ART 180 are offered as and apply it in both discussion and writing. (M5) foundational studio art courses; they are required for art majors, but open to non-majors without ART 226. Art of the 19th Century prerequisites. ART 119 is required in the Art Development of art from neoclassical and Education track, but open to other art majors and romantic periods through the post-impres- non-majors without prerequisites. ART 119, 167, sionists. Prerequisite: ART 113, ART 114, or 170 and 180 meet the M6 LinC rubric. Art majors permission of instructor. Alternate years. in the graphic and interactive design, studio art, and art education tracks should take ART 142 ART 228. Contemporary Art and ART 170 in the fall term of the first year, and This course introduces students to contemporary ART 180 in the spring term of the first year. Art art, its issues, and ideas. Students learn, make, majors in the art history and criticism track should and communicate critical observations and ana- take ART 170 in the fall term of the first year and lyze and evaluate diverse forms of contemporary ART 142 in the spring term of the first year. art by artists from around the world. This course examines the connections between the artist’s ART 119. Art Processes & Struc- ideas, materials and processes, and how contem- tures: Material Investigations porary political, social, and/or cultural circum- Students in this introductory, process-based stances shape contemporary art. Prerequisites: studio art course experiment extensively and in a ART 113 or ART 114. Spring, alternate years. variety of ways with tools and materials in draw- ing, painting, printmaking, collage, sculpture, ART 229. Modern Art metals, and fiber. While discovering the visual Development of European and American art languages of materials and works of art, students from the post-impressionists (1890s) to Pop learn cross-disciplinary skills such as communi- Art (1960s). Prerequisite: ART 113, ART 114, cating ideas; problem solving; critical thinking and or permission of instructor. Writing-intensive. writing; recording and evaluating observations; 45 forming meaning and metaphor; and construct- a variety of multidimensional media. Recom- ing new knowledge. No prerequisites. (M6) mended foundation course for sculpture. (M6)

ART 131. Introduction to Graphic Design ART 160. Ceramics Foundation skills in the formal and conceptual This course introduces the fundamentals of ce- principles of graphic design: concept, compo- ramic art—including hand-built and wheel tech- sition, legibility, language, typography. Projects niques—applied to tiles, objects, and vessels, and develop visual literacy and skills in text, drawing, methods of glazing. Outdoor raku firing will be and image production using the Macintosh com- introduced. The history and use of ceramics will puter as primary design tool. Critical thinking be discussed. The basics of operating a ceram- is stressed through analysis of content and its ics classroom are included: loading, unloading, most effective form of visual presentation. Pre- firing and maintaining electric kilns, including requisite: ART 142 or permission of instructor. low-fire and high-fire; purchasing clay, glazes and other supplies; health and safety concerns. ART 142. Visual Foundations: Com- position, Color and Design ART 167. Photography 1 A guided investigation of basic concepts and This basic course covers the fundamentals of techniques of visual organization, addressing black and white photography through a hands- theory and application of two-dimensional design on approach to the use of the 35 mm camera, and color using various concepts, media, and light meter, film developing, darkroom work techniques. Weekly projects develop students' and final presentation of photographs. awareness of formal elements of composition and interrelationships between form and con- ART 170. Drawing 1 tent. Utilizing fundamental design principles, Skills and critical understanding of the funda- including line, shape, color, value, space, bal- mentals of drawing: composition, perspective, ance, proportion, and scale, students learn and value, and balance, developed through rendering use appropriate vocabulary to verbalize their the observed world. Students engage in the pic- creative process and critical thinking. Learning torial issues of drawing, especially the relation to analyze one's own work and the work of oth- of subject and context. These fundamentals are ers is as important a skill as making the work. taught in context with a pictorial language, rath- er than elements of abstract design. Fall. (M6) ART 146.2. Printmaking and Book Arts This half-semester course introduces materials, ART 180. Painting 1 tools, and procedures of printmaking and may Emphasis on investigation as related to histori- include lino-cut, woodcut, intaglio, solar plate, and cal, individual, and creative problems of space, paper-making. Final project may include a book de- composition, structure, and image. (M6) signed, produced, and bound by the student. Fall. ART 230. Typography and Information Design ART 147. Screen Printing What language is to writing, typography is to graph- For beginning through advanced students, this ic design. Today's designers, who work primarily course addresses concepts of design; elements in digital media, create messages that are both of color, motif, pattern, and repetition; and tech- "virtual" (time-based and in perpetual motion) and niques of stencils, open-screen color, drawing fixed in place by ink on paper. This course ex- methods, photo emulsion, and C.M.Y.K. registra- plores how typography shapes content. Designing tion and printing. Field trip to observe state-of- with letters, words, and texts develops legibility, the-art commercial screen printing operations. emphasis, hierarchy of meaning, personal expres- Emphasis on student projects, student presen- sion, and appropriateness. Students will learn tations, and instructor-led formal critiques. No the principles of clear, strong, effective design prior printmaking experience necessary. (M6) using current design applications and technology. Projects will explore design as rhetoric, informa- ART 159. Design: Three-Dimensional tion, and expression. Prerequisite: ART 131. In-depth investigation of basic forms involving 46 ART 231. Publication Design ART 262. Art of the Lens Design of magazines, books, and brochures re- This course will trace the evolution of the lens as quires collaboration between writers, editors, and it was used in optical devices producing images designers. Students learn to analyze and organize formed by light. The content of the class will cover written and visual narratives. Research, plan- the basic principles of photographic optics from the ning, editing, and computer skills are developed period of the camera obscura through the invention and combined with clear and appropriate design of photography in the mid-19th century. Empha- vocabulary. Macintosh platform utilizing InDesign, sis will be placed on the design and application Photoshop, Illustrator and Acrobat. Prerequi- of lenses in optical devices that altered society’s site: ART 230 or permission of the instructor. common experience of seeing. (U1) Summer.

ART 236. Graphic Design History ART 263. Historic Photo Processes This course is an overview of the history of visu- This course takes an exploratory approach to al communication with an emphasis on graphic the earliest photographic processes in use from design. The history of writing systems and im- the mid- to late 19th century within the con- ages, and their interaction, will be explored in text of modern aesthetics and contemporary order to develop a better understanding of com- image-making. Slides, lectures, and critiques, munication. Letterforms and design thinking will along with the freedom and encouragement to be studied from the development of the printed experiment, will commingle historic and con- page to the present, with particular emphasis temporary examples of photography-based art. on the past century of design. Slide lectures and Combined with an introduction to the basic prin- readings on graphic design history and theory ciples of chemistry and light, students will learn will focus on grounding design in cultural and to apply the new possibilities of old processes to historical context. History-based design projects original concept-based personal imagery. (U1) will be included. Prerequisite: ART 131. Spring. ART 267. Photography 2 ART 245. Printmaking 1 This course will introduce advanced dark- Introduction to traditional and innova- room and camera techniques. Emphasis will be tive techniques and ideas in relief, silk- placed on the formation of a personal point of screen, etching, mixed media. Prerequisite: view. Historic precedents and contemporary ART 170 or permission of instructor. examples will be explored as well as issues per- taining to form, content and craftsmanship. ART 254. Digital Video Focuses on the study of moving imagery and its ART 268. Digital Photography use as an artistic tool for creative expression and A critical seminar for the production and study social inquiry. Starting with problem solving and of digital image making. Students learn the basic idea generation, students move into the traditional technical and operational skills involved in cre- language of film, and the theories, disciplines, and ating photographic work electronically. Discus- procedures used to plan and produce works in vid- sions and readings investigate issues pertaining eo. Through classroom lectures, demonstrations, to art and media culture, as well as similarities discussion, and hands-on experience, students and differences between the objective nature of learn the basic technical and operational skills in- traditional photography and the inherent subjec- volved in video making as well as creative strategies tive quality of digital imagery. The class will build for producing their own individual works. Spring. a critical, theoretical, and artistic framework to help students develop their own unique vision in ART 259. Sculpture the context of digital art making. Students are Problems of various aspects of sculptural form required to use either a dSLR or a mirrorless digital in a wide range of media. Prerequisite: ART 159 camera with manual controls and the ability to or permission of instructor. Offered as inde- shoot RAW in order to take this course. (M6) pendent study with permission of instructor. ART 270. Drawing 2 47 Development of composition through a wide explore a variety of genres in electronic media (i.e., range of techniques and media. Prerequisite: documentary, narrative, experimental, animation, Art 170 or permission of instructor. Spring. interactive, installation). Outside weekly reading is an essential component to this course which ART 280. Painting 2 gives students a critical, theoretical, and artistic Continuation of the investigations and problems context in which to develop their own work as well explored in ART 180. Prerequisite: ART 180. as provide a platform for class discussion on issues pertaining to art and media culture. Assignments ART 331. Graphic and Interactive Design Practice will include various pre-production, production, Students refine visual and problem-solving skills and post-production deadlines where progress can in design through research and writing, using be assessed and critical discussion can take place. text- and image-based design programs. Projects Classes will be structured around group and indi- may include identity design, résumé writing, and/ vidual critiques, screenings of works by prominent or the creation of a robust social media presence. video makers and digital artists, technical demon- The business of design will be discussed with a strations as needed, readings about the history and focus on building design management skills in- technology of video and electronic art, and pre- cluding Art Direction, Project Management, and sentations from students. Prerequisite: ART 254. Account Management. Prerequisite: ART 231. ART 356. Interactive Design 2 ART 346. Interactive Design Expands on knowledge gained in Interactive Design Introduction to the principles of website design, 1 to design, develop and publish highly dynamic creation, and implementation. Creation and and creative websites. Builds on a solid background preparation of web graphics, design and critiques of HTML and CSS Development, with focus on of websites, blogging and website development. javascript frame-work jQuery. Also includes ad- Advanced work in image creation and manipu- vanced work in HTML and CSS, as well as respon- lation. Comprehensive introduction and use of sive (design for mobile platforms) design challeng- HTML/CSS development. Prerequisites: ART es and concepts. Prerequisite: ART 346. Spring. 131 and ART 268, or permission of instructor. ART 358. UX-UI ART 348. Animation for the Web User Experience and User Interface is a senior The purpose of this class is to give the student level seminar course, where students learn to use an overview of storytelling with motion to create industry standard tools such as Sketch and Ado- animation for the web. Within this framework, be XD to prototype, wireframe and then design the student will learn professional practices solutions. Students will also put together a full of motion graphic design, including the fun- suite of UX documentation for a digital product, damentals of animation and programming for from user personas and wireframes to interactive animation. Skills will be developed using major prototypes. This course will help students connect design applications, including Illustrator, Pho- and convey how insights into customer behav- toshop, Flash, Fireworks and/or AfterEffects. ior — from problems to solutions — can optimize any product or service. Prerequisite: ART 346. ART 354. Digital Video 2 Senior class standing, advanced juniors with pre- This course is intended to provide Intermediate requisite by permission of adviser or instructor. students with the opportunity to further develop their work and clarify their individual "voices" in ART 363. Historic Photo Processes 2 the context of video, film, and electronic media. ART 363 picks up where ART 263 left off. In Frequent workshops will expand upon the concepts addition to introducing several new process- and techniques covered in Video 1, covering areas es, students in 363 will be expected to develop such as special equipment, lighting, sound record- their own personal projects that incorporate ing/mixing, advanced editing, special effects, and alternative processes in the context of contem- creating a DVD. Projects will consist of short, video porary issues that working artists face. ART sketches that highlight particular technical skills 363 is much more self-directed than ART 263. and several longer projects that will conceptually As such, students must be ready and willing 48 to be self-motivated and responsible for re- 20 images or two smaller series consisting of 10 searching their own original ideas. Students will images. Projects must be tailored to be presented progress with guidance, as needed, through in group exhibitions, online portfolio, end of the the creative process. Prerequisite: ART 263. year senior exhibition, or in another format. Proj- ects will be coupled with a research project and ART 367. Photography 3 class presentation. Workshops and tutorials in This is primarily an advanced portfolio class for lighting and advanced digital photo methods will self-motivated students who are capable of work- be offered periodically throughout the semester ing independently. In addition to the portfolio, as students work on their project. Class examples, students will be introduced to the use of medium discussions, and readings will investigate issues and large-format cameras as well as studio tech- pertaining to art, photography, and contempo- niques in lighting and advanced darkroom meth- rary culture, providing a critical, theoretical, and ods. Students will meet as a group and individually artistic framework for students to develop their with the instructor to monitor the progress of each work. Students will meet as a group and individ- student’s work and participate in informal discus- ually with the instructor to monitor the progress sions regarding theory, practice and history. New of their project and participate in informal dis- work must be presented at each meeting. Prereq- cussions regarding theory, practice, and history. uisite: ART 267 or permission of the instructor. Samples of work in progress must be present- ed at each meeting. Prerequisite: ART 368. ART 368. Digital Photography 2 This course is intended to provide intermediate stu- ART 370. Advanced Drawing dents with the opportunity to further develop their Advanced problems in developing skills of graphic skills and individual “voices” in the context of digi- expression. Emphasis on the human figure. Prereq- tal photography and imaging. Treated as an experi- uisite: ART 270 or permission of instructor. Fall. mental studio seminar for the production and study of digital image making, the course will expand ART 371. Advanced Studio Seminar upon the processes and techniques covered in ART Advanced discussion and studio/scholarly work 268. Advanced demonstrations and tutorials will focused on contemporary issues of art-making in be offered, and students will develop several small the context of criticism and theory and as prac- photographic series. The focus of this course, how- tice (studio/creative/scholarly work). Site visits ever, is on camera handling and image optimization to installations and galleries. The seminar culmi- rather than image “manipulation” in Photoshop. All nates in group projects from written proposal to assignments are tailored to emphasize conceptual finished presentation, open to the public. Fall. vision and problem solving as students learn how images can communicate on both a visual and ART 372. Studio Thesis intellectual level. Class examples, discussions, and This class is designed to let students advance readings will investigate issues pertaining to art, their personal creative techniques, content, and photography, and contemporary culture, providing vocabulary, using a variety of traditional and digital a critical, theoretical, and artistic framework for media, and to develop their own practice. Advi- students to develop their work. Along with several sors will come from full-time and adjunct faculty, short in-class exercises, there will only be 5 proj- working with the students to create a significant ects scheduled for the semester so that students creative work or collection of work. Prerequisites: can explore ideas in-depth and gain experience ART 371 and senior standing, studio track. Spring. creating small, coherent bodies of work. A Digital SLR camera is required. Prerequisite: ART 268. ART 373. Graphic Design Internship Qualified students work 12 hours per week at a ART 369. Digital Photography 3 graphic design studio, web design firm, publishing This is an advanced course for self-motivated company, in-house design department, or adver- students who are capable of working independent- tising agency. In addition, regular seminars focus ly. Drawing from the skills and techniques learned on portfolio development, ethical and professional in Digital Photo 1 and 2, students will spend the standards, social media, web design, pre-press semester building either one coherent series of specifications, and printing. Prerequisite: ART 374. 49 Murphy ART 374. Portfolio Seminar An advanced-level course for graphic design ART 380. Advanced Painting students to prepare them for job searches and Advanced problems in painting, struc- the professional environment. The primary focus tured, composed, and created by the of this class is direction on creating and writ- student. Prerequisite: ART 280. ing a body of work organized into a professional portfolio. Students develop expertise, self-di- ART 190-199, 290-299, 390-399. Special Topics. rection, and accountability. Prior design work ART 286, 381-384. Independent Study. is assessed and revised to meet professional ART 288, 386-388. Internship. portfolio standards. In addition to assembling a ART 400-401. Honors. professional portfolio website, book and social media presence, students gain practice in job ATHLETIC TRAINING interviewing, resume preparation, and purpose- ful job searching. Prerequisites: ART 231. Fall. Program Director: James Scifers Undergraduate Advisors: James Scifers, ART 375. Professional Practices Jennifer Ostrowski, David Wilkenfeld Professional Practices is one of the two capstone experiences for studio art majors at Moravian The Moravian College athletic training program College; the other is ART 372, Studio Thesis, is a full-time, two-year, entry-level, profession- which should be taken simultaneously. Profession- al practice program. Upon completion of the al Practices prepares students for the business program and successful accreditation with the aspects of a career in the fine arts, while Studio Commission on Accreditation of Athletic Train- Thesis focuses on studio practice and thesis ing Education (CAATE), students will be eligible development. Classes will be structured around to sit for the Board of Certification to become a visiting artist/special guest presentations, technical certified athletic trainer (please see below for demonstrations, readings, student presentations, specifics regarding program accreditation). a fieldwork experience, and class discussions. The course objective is to prepare studio art majors for Students from any undergraduate major or a professional life after college. This course will undergraduate institution may apply for ad- cover professional practices in the fine art world mission to this program. To be considered as appropriate to an emerging artist. Topics will for admission, the following are required: include documenting artwork, artist statements, resumes, jobs, financial planning and fundraising, • A baccalaureate degree from a region- exhibition opportunities, promotional material, ally accredited four-year institution networking, and other opportunities and tools that • Official Transcripts from all institu- can support working in the field of art. Outside tions listed in the Educational His- weekly reading is an essential component to this tory section of the application portion of the course, which provides a platform • Preference is given to students with for discussion on issues pertaining to profession- an overall GPA of 3.00 or higher al practice and the contemporary art world. • Official Graduate Record -Ex amination (GRE) Scores ART 378. Graphic Design Thesis • Documentation of clinical observa- This capstone course will utilize investigation, tion under the supervision of a cer- writing, research and design to create a co- tified / licensed athletic trainer hesive, themed body of graphic or interactive • Completion of the following courses (or their design work and an accompanying paper. Stu- equivalents) with grades of C or better: dents will be expected to offer a presentation • Anatomy & Physiology 1 on this comprehensive thesis project, which • Anatomy & Physiology 2 will be included in the Senior Thesis Exhibi- • Statistics tion. Prerequisite: ART 374. Senior status, • At least 3 of the following cours- Graphic and Interactive Design track. (Spring) es (or their equivalents): 50 • Exercise Physiology Accredation • Prevention and Management of Injuries • Kinesiology Moravian College is currently seeking accredita- • Physics tion for their new athletic training program and • Chemistry is not accredited by the Commission on Accred- • Biology itation of Athletic Training Education (CAATE). The institution will be submitting a self-study to If these courses were not included in the bac- begin the accreditation process on July 1, 2017. calaureate degree, candidates must provide Submission of the self-study and completion of a evidence of additional coursework demon- site visit does not guarantee that the program will strating completion of these prerequisites. become accredited. Students that graduate from the program prior to accreditation WILL NOT be • IELTS/TOEFL - Students who do not consid- eligible to sit for the credentialing examination for er English to be their primary language are athletic trainers and will not be eligible for licensure required to submit official scores of a recent in most states. The program anticipates a spring IELTS (International English Language Test- 2018 accreditation site which, if successful, would ing System) or TOEFL (Test of English as a allow students to be eligible to sit for the Board of Foreign Language) examination. Minimum Certification to become a certified athletic trainer. scores for each test can also be found below: • IELTS: 6.5 or higher BIOCHEMISTRY • TOEFL Paper: 577 or higher Co-coordinators: Christopher Jones and Carl Salter • TOEFL Computer: 233 or higher • TOEFL Internet: 90 or higher Biochemistry focuses on questions that are both A pre-admission interview is required of all ap- biological and chemical in nature: What molecules plicants to the Master of Science in Athletic and chemical reactions are unique to living organ- Training Program. Applicants will be notified isms? Which are also found in non-living systems? of their application status and qualified candi- How are biochemical processes controlled in dates will be invited for an interview within 30 living systems? What enables certain organisms to days of completing their application for admis- survive, even to thrive, in environments that would sion and submitting all required materials. kill members of another species? How can we use our burgeoning understanding of the biochemical Admission is determined based on the following: basis of life to improve our own lives and the world around us? What are the ethical implications of this • Overall Grade Point Average (20%) vast knowledge of biochemistry and our technical • Pre-Requisite Grade Point Average (30%) abilities to manipulate the molecular basis of life? • Observation Hours (10%) – Must be complet- ed with a licensed / certified athletic trainer Biochemists are active in all sectors of scientific • Recommendations (10%) life, from academic, corporate, and government • Essay (10%) research labs to science journalism and law of- • Interview (20%) – applicants must be rec- fices to hospitals and government agencies at ommended for admission by a majority of all levels. They are working to understand and MSAT faculty members (51% or more) combat human diseases, carry out forensic inves- Each cohort in the MSAT pro- tigations for law-enforcement agencies, develop gram is limited to 24 students new and better pharmaceuticals, ensure food availability and quality, understand the impact Classes for the second cohort be- of environmental changes and toxins on living gin on May 30, 2017. organisms, struggle with patent issues in the courts, and advise politicians and the public on Students who wish to enter the Moravian College the science behind many of today's major issues. master of science in athletic training in Sum- mer 2018 or beyond should complete the health Biochemistry is a challenging field, and Moravi- sciences major, pre-athletic training track. an's major is designed to help students develop 51 their skills to meet its challenges. Because of its laboratory, hone their analytical and quantitative interdisciplinary nature, majors will take courses skills, and foster their capacity to communicate in a range of relevant areas, all intended not only effectively with professional peers and the public. to acquaint them with fundamental concepts and By helping students become independent think- cutting-edge knowledge but also to help them ers and intellectually vibrant individuals, we hope become adept at using that knowledge to for- to enable them to achieve a lifetime of personal mulate practical approaches to real problems. and professional success and service to society.

The Major in Biochemistry Biology today encompasses a very broad range of knowledge, from atoms and molecules to The major in biochemistry in- large-scale ecological interactions. As a result, cludes 14 total course units. the department supports a variety of life science programs at Moravian: biochemistry, environmen- Required courses include BIOL 112 or 119; BIOL tal studies and sciences, neuroscience, nursing, 210; CHEM 113, 114, 211, 212, 220.2 and 331; and rehabilitation sciences. The program in biology PHYS 111 and 112; BIOL/CHEM 327, 328, and at Moravian College emphasizes the importance 375.2 (or BIOL 370 with approval of the Biochem- of gaining appreciation for, and some mastery of, istry program co-coordinators); and BIOL 365 (or all aspects of modern biology as well as the in- another course with the approval of the advisor) terdisciplinary connections across the sciences. plus 1 elective from among the following: BIOL This broad base of knowledge gives our majors the 235, 263, 265, 350, 351, or 363; CHEM 222, 311, ability to succeed in all arenas calling for biological 313, 314, 315, 332, or 341. A biology or chemistry expertise: teaching at all levels; academic, gov- research experience (as defined by the Council on ernment, private, and industrial research; science Undergraduate Research) such as Independent journalism and law; professional fields such as study (BIOL or CHEM 286, or 381–384) or Honors medicine, veterinary medicine, dentistry, and (BIOL or CHEM 400–401) can also be counted with optometry; allied health areas such as physical prior approval of the major advisor and chairs of the and occupational therapy; and graduate study. Biological Sciences and Chemistry Departments. (Note that BIOL/CHEM 375.2 and CHEM 220.2 Biology majors use contemporary methodolog- are both half-unit courses.) Biology Seminar (BIOL ical approaches in laboratories, learn about the 370) may be substituted for BIOL/CHEM 375.2 with intricacies of the subject in class, and discuss the approval of the major advisor and chairs of the recent research findings in seminars and other Biological Sciences and Chemistry Departments. upper-level courses. All students are encouraged to participate in an independent study or Honors BIOLOGICAL SCIENCES project, in which they work closely with a mem- ber of the biology faculty on an original research Chair: Professor Fox topic. In addition, students may participate in Professors: Husic, Jones internship opportunities to see how they might Associate Professor: Irish put their education to use after graduation. Assistant Professors: Lord, Mosovsky, Proud, Thévenin, Woods Lecturer: Bortz The Major in Biology Faculty Associates: Johnson (psychology) The major in biology consists of ten(10) total course units. The mission of the Department of Biological Sci- ences is to instill in students an understanding Five (5) Core Course Units: and appreciation of the common thread that BIOL 111 connects modern biological study at all levels, BIOL 210 from molecules to ecosystems. We strive to ac- BIOL 265 or 328 tively engage students in the process of scien- BIOL 370 tific investigation, develop their spirit of inquiry, BIOL 112 or BIOL 119 or BIOL 330 or BIOL 360 strengthen their ability to explore in both field and

52 Five (5) Biology Elective Units: for a departmental major with a GPA of at least 3.00. Students also must complete the require- The remaining five (5) biology electives are select- ments for certification described under education ed by the student in consultation with the major and science education. Students interested in advisor; at least four (4) of these courses must be combining biology and general science certifica- at the BIOL 200-level or higher. Students may also tion should consult the requirements for general earn elective credits by taking Special Topics, Inde- science certification under science education. pendent Study, Internship, and Honors in Biology. At least three (3) of the student’s biology elective Courses in Biology courses must have an associated laboratory and/ or scientific research component. Only one (1) BIOL 100. Principles of Biology external internship can count as a biology elective. Introductory biology course for non-majors that covers major principles in biology as they relate Math and Chemistry Co-requisites: to higher organisms. When possible, the human organism is selected to illustrate a principle. Three MATH 106 and 166 or MATH 170 or MATH 107 50-minute periods, one 3-hour laboratory. (F4) CHEM 113 and 114 and CHEM 211 and 212 BIOL 102. Biology of the Birds Students considering graduate work in biol- Introduction to avian natural history and evolution. ogy or medical sciences should take PHYS Topics include anatomy, migration, behavior, and 109 and 110 or PHYS 111 and 112. distribution, as well as identification of common birds by sight and sound. Laboratories include BIOL 100, 102, 103, 104, 105, 107, 205, 206, and field trips to identify local bird species and study 209 do not count as courses in the major or minor. their behavior and ecology. Cannot be used as a biology elective in the major. May Term. Manda- The Minor in Biology tory camping trip second weekend of class. (F4) The minor in biology consists of BIOL 103. Human Anatomy and Physiology I five (5) total course units: Introduction to concepts and principles import- ant to the understanding of the human body, with BIOL 111 clinical applications. Structure and function of and four (4) additional BIOL courses; three (3) tissue, integumentary, skeletal, muscular, artic- of which must be at the 200-level or higher. ulation, nervous and sensory systems. Fall. Three 50-minute periods, one 3- hour laboratory. BIOL 100, 102, 103, 104, 105, 107, 205, 206, and 209 do not count toward the minor. BIOL 104. Human Anatomy and Physiology II Second course in the anatomy and physiology The Interdepartmental Major sequence. Emphasis on understanding structure and function of the human systems with clinical The six courses that compose Set I of the in- applications. Topics include endocrine, digestive, terdepartmental major in biology include BIOL respiratory, cardiovascular, lymphatic, immune, 111. The remaining courses in biology and excretory, and reproductive systems; early de- the six courses of Set II are selected by the velopment; genetics. Spring. Three 50-minute student with the approval of the advisor. periods, one 3-hour laboratory. [NOTE: It is nec- essary for a student to earn a grade of at least Departmental Recommendations C– in BIOL 103 in order to be allowed to enroll in Students considering graduate work in biology or BIOL 104; a student may withdraw from only one the medical sciences should consider courses in of the two courses, and may do so only once.] economics, statistics, and computer science. BIOL 105. Introduction to Marine Biology Students seeking certification to teach biology in This introductory course will cover a wide range of must complete the requirements marine biology topics, covering habitats from the 53 beach to the deep sea and organisms from snails to whales. Class topics will include biodiversity, BIOL 112. General Zoology adaptation to habitats, global change, fisheries, An introduction to basic concepts in biology and invasive species, among other issues. Lab through study of the major lineages of inverte- sessions will provide opportunities to examine the brate and vertebrate animals. Topics covered will biology and ecology of marine plants and animals include basic structure and function, develop- and to design and conduct experiments, with ment, systematics, and evolution. The laboratory particular focus on the scientific method. There will focus on observation of structure-function will be one mandatory weekend field trip to the relationships in living and preserved represen- coast to observe animals in their natural habitat. tatives of the major animal phyla. This course This course will not count as an elective for the is designed for science majors. Three 50-min- Biology or Environmental Science majors. (F4) ute periods, one 3-hour laboratory. (F4)

BIOL 110.2. First-year Bioscience Seminar BIOL 119. Introductory Botany For first-semester students intending to major in Introduction to plant science, with attention biology, biochemistry, neuroscience or environ- to historical and cultural importance of plants, mental science. This course prepares students structure and function of higher plants, survey for the rigors and culture of their intended careers of major plant divisions. Laboratory emphasiz- by strengthening the students’ academic and es relationship between structure and physio- professional skills. Students will interact with logical function in major plant divisions. Three faculty and students in their intended major and 50-minute periods, one 3-hour laboratory. (F4) develop valuable skills and tools to help them succeed in the biosciences here at Moravian BIOL 175. Ecology of Tropical Forests College. Course content will focus on engaging Introduction to the ecology of neotropical forests topics within the biosciences and will place an with emphasis on the Amazon Basin. Examines emphasis on learning and practicing the skills the structure of tropical forests, their evolutionary of data analysis and interpretation, group work history, and factors that contribute to biological and group discussion, defense of arguments, and diversity. Geological history of the Amazon Basin, critical thinking. This course will also address the seasonality, forest and river types, forest structure, breadth of science careers available, the impor- speciation and biodiversity, epiphyte communities, tance of research experiences, and essential study gap dynamics, and ecological succession. Spe- strategies. Fall. Two 50-minute classes/week. cial attention is given to the adaptive strategies of plants and animals and to examples of mutualistic BIOL 111. Foundations of Biology interactions. Includes a required excursion to the This course will introduce students to the major upper Amazon in Peru or Bolivia. During the ex- concepts in a wide range of fields within biology cursion students conduct field research projects, and will teach them skills they will utilize in up- and meet indigenous peoples. May Term. (F4) per-level biology courses. It will cover topics in cell/ molecular biology, genetics, organismal biology, BIOL 205. Pathophysiology and ecology, with a focus on the scientific process. Mechanisms of disease in humans. Emphasis It will teach essential experimental and lab skills, is on dysfunction at cellular, tissue, and organ as well as basic data analysis and scientific writing, levels. Chemical, physical, and genetic stress preparing students for research in the field of bi- factors are examined to understand how they ology. This is the first required course in the intro- affect human systems. Prerequisite: BIOL 103 ductory sequence for Biology, Biochemistry, and and BIOL 104. Fall. Three 50-minute periods. Neuroscience majors and is the course that should be taken by other majors that require introductory BIOL 206. Microbiology for Health Sciences biology. Although not required, the department This course is designed to provide students ma- strongly recommends that Biology, Biochemis- joring in the health sciences with an introduction try, and Neuroscience majors take BIOL 110.2 to general microbiology with an emphasis on the in their first semester, prior to taking BIOL 111. clinical roles that microorganisms play with re- Three 50-minute periods, one 3-hour laboratory. gard to medical microbiology. The lab will entail 54 teaching basic skills of microbiology, such as aseptic techniques, inoculations of microbiological BIOL 235. Microbiology media, staining of microorganisms, and identi- Nature and activities of microorganisms as seen fication of microorganisms. Prerequisites: BIOL through their morphology, physiology, genetics, 103 and BIOL 104 and CHEM 108. Spring. Three biochemistry, and ecology. Special attention on 50-minute periods, two 2-hour laboratories. the microbe as an infectious agent through in- vestigation of host-microbe interaction, action BIOL 209. Humankind and the Global Ecosystem of antibiotics, and immunological responses Increases in human population and advances in of host organisms to infection. Prerequisites: technology allow humans to modify or destroy BIOL 111 and CHEM 113 and 114. Fall. Three ecosystems at a rate unimaginable a century ago. 50-minute periods, two 2-hour laboratories. We will examine current trends associated with environmental change in order to understand what BIOL 250. Animal Behavior they mean for us and other species with which (Also Psychology 250) Neurological, ecological, we share the biosphere. Environmental issues are and genetic basis of behavior, with emphasis on viewed through the lenses of economics, politics, evolutionary mechanisms that govern acquisition and culture. Topics include ecology, population of behavioral patterns. Prerequisite: BIOL 100 or growth, environmental ethics, ecological econom- BIOL 111 or PSYC 105 or 120. Fall, alternate years. ics, sustainable development, and the loss of bio- Two 70-minute periods, one 3-hour laboratory. logical diversity and the forces that cause it. (U1) BIOL 263. Neuroscience BIOL 210. Genetics Study of neuroanatomy, neurophysiology and Introductory course with emphasis on eukaryotic neuropathology; special emphasis on function- organisms. Classical and contemporary aspects al aspect of brain organization; introduction to of genetics, including Mendelian inheritance, theories and research regarding a variety of neu- DNA and chromosome structure, gene regulation, rological conditions and disorders through jour- dominance/recessivity, and molecular genetic nal club discussions. Laboratory includes gross techniques. Prerequisite: BIOL 111. Fall. Three anatomy and microscopic study of the central 70-minute periods, one 3-hour laboratory. nervous system, computer assisted neurophysi- ology experimentation, computerized and radio- BIOL 225. Invertebrate Zoology graphic study of the brain and a semester-long Introduction to adaptive morphology, physiology, behavior project. Prerequisite: BIOL 111. Fall. systematics, and development of selected inver- Three 50-minute periods, one 3-hour laboratory. tebrates. Laboratory work includes anatomical, experimental, and field studies. Recommended BIOL 265. Cell Physiology for students interested in marine biology, sec- Introduction to biochemical and physiological ondary school education, graduate school, and activities of cells. Topics include metabolic path- laboratory work. Prerequisite: BIOL 111. Three ways, bioenergetics, enzyme kinetics, membrane 50-minute periods, one 3-hour laboratory. structure and function, molecular biology of the gene, cell motility, and cellular differentiation. Pre- BIOL 230. Field Botany requisites: BIOL 111; CHEM 113 and 114. Spring. Introduction to plant systematics and ecology. In Three 50-minute periods, one 3-hour laboratory. systematics, focus is on our concept of species: patterns and sources of variation in plant pop- BIOL 310. Vertebrate Anatomy ulations, compatibility and breeding systems, An in-depth exploration of the structure and hybridization and introgression, and polyploidy; function of vertebrate animals in an evolution- in ecology, the nature of local plant communi- ary context. Laboratory exercises examine the ties and forces that shape them. Fieldwork in- structural diversity of vertebrate organ systems cludes sampling of plant communities, collecting through dissection of representative vertebrate and identifying specimens, visiting botanical classes. This course is designed to provide a institutions. Prerequisite: BIOL 119. Fall. Two strong foundation in vertebrate anatomy for 50-minute periods, two 3-hour laboratories. students going on to graduate school or a pro- 55 fessional school in the human health or veteri- BIOL 345. Histology nary sciences. Prerequisites: BIOL 112. Fall. The study of microscopic anatomy dealing with the structures of cells, tissues and organs in BIOL 327. Biochemistry I (also CHEM 327) relation to their functions. Students will be in- Focus on the structural features of the four major troduced to various histological techniques for classes of biomolecules and the basic functions of preparing mammalian tissues for microscopic these molecules in cells. Coverage of the funda- study in the laboratory. This is a lab-intensive mentals of information flow in biological systems, experience accompanied by discussion meet- enzyme kinetics and catalytic mechanisms will ings. Prerequisites: BIOL 111 and CHEM 113 and set the stage for Biology/Chemistry 328 (Bio- 114, or permission of instructor. May Term. (F4) chemistry II). Students will also be introduced to many of the techniques used in biochemistry BIOL 350. Human Physiology laboratories and begin to learn how to investi- Functions of vertebrate organ systems, with gate biochemical problems. Prerequisites: BIOL emphasis on the human body. Topics include 111 and CHEM 212 or permission of instructor. the cardiovascular, respiratory, nervous, mus- Fall. Three 50-minute lectures, one 50-minute cular, endocrine, and excretory systems. problem session, and one 3-hour laboratory. Laboratory work emphasizes experimental techniques to analyze functional activities BIOL 328. Biochemistry II. (also CHEM 328) of animals and humans. Prerequisites: BIOL Builds upon the biochemical foundations cov- 112 and CHEM 113 and 114. Spring. Three ered in BIOL/CHEM 327. Areas include metabolic 50-minute periods, one 3-hour laboratory. pathways, strategies and regulation, membrane transport, enzyme catalysis and regulation, bio- BIOL 351. Plant Physiology energetics, signal transduction pathways, and the Important physiological functions of higher plants biochemistry of disease. Students will be exposed and relationships between these functions and the to additional laboratory techniques, experimental structural organization of plants. Topics include wa- design, bioinformatics, and grant proposal writing. ter relations and water balance, mineral nutrition, Analysis of primary literature is an integral com- transport phenomena, assimilate allocation and ponent of the course. Prerequisite: BIOL/CHEM partitioning, plant metabolism, stress physiology, 327 or permission of instructor. Spring. Three defense strategies against herbivores and patho- 70-minute lectures and one 3-hour laboratory. gens, plant growth and development (germination, flowering, dormancy, plant hormones and growth BIOL 330. Marine Ecology regulators). Laboratory includes a core of exper- This upper-level course will explore many of the iments designed to illustrate important concepts underlying principles governing the way that the in plant physiology and a research project of the ocean works, from waves and tides to ecological student's choice, investigative and open-ended in processes. Why can some marine organisms only character. Prerequisites: BIOL 119 and CHEM 113. be found in the harshest environments? How do Three 50-minute periods, one 3- hour laboratory. predators contribute to biodiversity? Students will learn about how similar ecological processes BIOL 360. Ecology operate in marine habitats including rocky shores, Interactions between organisms and their envi- coral reefs, mud flats, and the deep sea. Lab ronment that determine their distribution and sessions will allow students to design and conduct abundance in nature. Attention to evolutionary independent experiments which will enhance adaptation of species, population dynamics, understanding of the way that organisms interact community structure and function, and ecosystem with their environment. Two field trips to the New analysis. Laboratory emphasizes qualitative and Jersey coast will extend beyond the normal lab time quantitative field investigations. Prerequisites: to allow students to observe animals in their nat- BIOL 111 or permission of instructor. Fall. Three ural environment. Prerequisite: BIOL 111. Three 50-minute periods, one 3- hour laboratory. 70-minute lectures and one 3-hour laboratory. BIOL 363. Genomics

56 This course explores the techniques used to se- 390–399. Special Topics. quence and assemble whole genomes and to BIOL 286, 381–384. Independent Study. analyze the results at the gene and genome levels; BIOL 288, 386–388. Internship. it is extensively computer-based. By the end of BIOL 400-401. Honors. the semester, each student will have improved the sequence quality of 40,000 basepairs of DNA to a publishable level and extensively annotat- CHEMISTRY ed it, indicating the locations of genes, repeat Chair: Stephen Dunham sequences, and other sequence motifs. Prereq- Associate Professors: Shari Dunham, Salter uisites: BIOL 210 and permission of instructor. Assistant Professors: Bertucci, Holliday Spring, alternate years. Two 3-hour periods. Adjunct Professors: Burrows, Fairchild, Floyd

BIOL 365. Advanced Genetics The chemistry major at Moravian College provides Advanced genetics course emphasizing current you with a fundamental understanding of chemical knowledge and research in diverse aspects of concepts and their application to current prob- genetics, primarily in eukaryotes. Topics include lems. Beginning in the general chemistry course genome structure, transcriptional control, genet- and throughout the curriculum, you'll explore ic regulatory pathways, and recombinant DNA chemical principles by carrying out experiments technology. BIOL 210. Spring, alternate years. using modern chemical instruments. You'll receive Three 50-minute periods, one 3-hour laboratory. hands-on experience with analytical techniques such as optical and infrared spectroscopy, gas BIOL 370–374. Biology Seminar chromatography, and NMR. You may choose to Writing-intensive seminar in an area of biolog- work with faculty members on research projects ical science, with a focus on information liter- in theoretical chemistry, analytical chemistry, acy and the oral and written communication physical chemistry, organic chemistry, or bio- of biology. Students will research and present chemistry. The American Chemical Society ap- written and oral reports on the general topic. proved the department's chemistry program, and Emphasis on the development of skills in us- we offer coursework and research experience ing primary biological literature and scientific leading to an ACS-certified B.S. in chemistry. databases, analysis and interpretation of data, and communication of ideas. Prerequisite: Ju- The Moravian College chemistry major provides nior or senior status or permission of instructor. a foundation for graduate study in chemistry, Three 50-minute or two 70-minute periods. biochemistry or medicine, and for careers in the chemical and pharmaceutical industries. In con- BIOL 375.2. WI: Senior Seminar in junction with the teacher certification program in our education department, chemistry majors Biochemistry. (also CHEM 375.2) can qualify for secondary school teaching cer- Advanced topics in biochemistry, designed to tificates in chemistry and general science. provide senior-level students with an opportunity to explore projects that illustrate how concepts from biology and chemistry relate to the study of The Major in Chemistry biochemistry. Emphasis on development of ability The major in chemistry consists of nine courses: for independent analysis of biochemical problems. CHEM 113, 114, 211, 212, 220.2, 222, 331, Includes lectures by visiting speakers on current 332 and 370.2. The remaining course is select- research. Students also will complete literature ed by the student with the approval of the major research, submit written reports, and make oral advisor. Chemistry majors also must take MATH presentations on a biochemical topic chosen in 170 (or its equivalent sequence MATH 106 and consultation with faculty advisor. Prerequisite: 166), MATH 171, and PHYS 111 and 112. BIOL/CHEM 328 or permission of instructor. Spring. One 100-minute period. Writing-intensive. The Minor in Chemistry BIOL 190–199, 290–299, The minor in chemistry consists of five course units:

57 CHEM 113, 114, 211, 222, and either 212 or 331. respiration, energy, and radioisotopes. Empha- sis on chemistry of life processes. Fall. Three The Interdepartmental Major 50-minute periods, one 3-hour laboratory. Pre- requisite for nursing majors: BIOL 103. (F4) The six courses that compose Set I of the inter- departmental major in chemistry include CHEM CHEM 113-114. General Chemistry 113, 114, 211, and 222. The remaining courses in Atomic theory and structure, behavior of matter, chemistry and the six courses of Set II are selected principles and laws, and the scientific method by the student with the approval of the advisor. of working and reasoning. Laboratory consists of related physical-chemical experiments in first Departmental Recommendations term; second-term lectures emphasize struc- Students planning graduate work in chem- ture, chemical equilibrium, acid/base theory, and istry are advised to take additional ad- qualitative analysis, with laboratory work devoted vanced courses in chemistry, mathematics, to the same topics. Two 50-minute periods, two computer science, physics, or biology. 50-minute problem sessions, one 3-hour labora- tory. Prerequisite for CHEM 114 is the completion Students wishing to obtain a bachelor's de- of CHEM 113 with a grade of "C-" or better, or gree certified by the American Chemical Soci- placement by the Department of Chemistry. (F4) ety are required to take a total of 13 chemistry courses. These must include those required for CHEM 205. Environmental Chemistry the basic major, plus CHEM 311, CHEM 327, CHEM 341, and one additional 300-level CHEM An overview of the primary chemical processes course. Students are encouraged to use inde- that affect our environment. Topics include nat- pendent study (CHEM 381) or Honors (CHEM ural cycles of the atmosphere, hydrosphere, and 400) to fulfill the final course requirement. biosphere, as well as some major perturbations introduced by industrialized societies. Lab pro- Students seeking certification to teach chemistry vides hands-on experience with current important in secondary schools complete the requirements analytical methods for studying the chemistry of for a departmental major and the requirements the natural environment, analysis and interpreta- for certification described under education and tion of experimental data, and applications such science education. Students interested in com- as treatment of wastewater and abatement of bining chemistry and general science certifica- atmospheric pollutants. Prerequisite: CHEM 114. tion should consult the requirements for general Three 50- minute periods, one 3-hour laboratory. science certification under science education. CHEM 211-212. Organic Chemistry COURSES IN CHEMISTRY Exploration of elementary concepts of organ- ic chemistry and their application to study of CHEM 100. Chemistry and Society structure, reactivity and synthesis of organic This course for non-science majors explores funda- compounds. Emphasis on correlation of the mentals of chemistry, scientific method of inquiry, structures of molecules with their functions and and past, present, and future impact of chemis- explanation of these correlations on fundamental try on society. Illustrations of general principles scientific principles. Laboratory uses open-ended come from areas such as the environment, public exploratory approach for learning fundamental health, and technological advances. Fall. Three laboratory techniques, as well as providing ex- 50-minute periods, one 3-hour laboratory. (F4) perience with classical synthesis and qualitative organic analysis including hands-on experience CHEM 108. Fundamentals of Chemistry with MS, FTIR, and FTNMR spectroscopic tech- Introduction to inorganic, organic, and bio- niques and chemical analysis. Prerequisite: chemistry. Topics include atomic structure, Completion of CHEM 114 with a grade of “C-” bonding, molecular structure, aqueous solu- or better. Three 50-minute periods, one 50-min- tions, behavior of gases, acids, bases, buffers, ute problem session, one 3-hour laboratory.

58 CHEM 220.2. WI: Methods in CHEM 212 and CHEM 332. Fall. Three 50-min- Chemical Research ute periods, one 50-minute problem session. Introduction to computer use in chemical experi- mentation and research, including spreadsheets CHEM 314. Bioorganic & Medicinal Chemistry and statistical programs to solve problems in chem- The role of organic chemistry in understanding ical equilibrium and chemometrics. Real-time data and manipulating biological systems. Organic acquisition hardware and software will be used to reaction mechanisms related to processes such gather data for analysis in spreadsheets. Course as enzyme catalysis and biosynthesis and the also covers on-line searches of chemical literature rational development of pharmaceuticals to alter using Chemical Abstracts and the Science Citation these processes will be discussed. Topics include Index. Writing-intensive. Prerequisites: CHEM 114 synthetic peptide, DNA, and sugar design, mech- and MATH 170. Fall. One weekly 3-hour lab period. anisms of enzyme catalysis, drug development, structure-activity relationships, pharmacokinetics, CHEM 222. Quantitative Analysis drug metabolism, and bioorthogonal chemistry in the context of treatments for conditions such Theory and application of classical quantitative as bacterial infections, allergies, inflammation, analysis techniques, including gravimetric, titri- and cancer. Prerequisite: CHEM 212 or permis- metric, potentiometric, visible spectrophotometric, sion of instructor. Fall. Two 70-minute periods. and liquid-liquid extraction methods as applied to organic and inorganic material. Introduction to sta- tistical treatment of experimental data and devel- CHEM 315. Synthetic Organic Chemistry opment of comprehensive understanding of solu- Introduction to retrosynthetic approach for design- tion equilibria. Substantial laboratory component ing syntheses of organic molecules and systematic provides hands-on experience with each method, investigation of synthetic use of organic reactions applied to the assay of real samples. Prerequi- encountered in Chemistry 211-212. Course focus sites: CHEM 114 and CHEM 220.2 or permission is on synthetic utility of various organic reactions of instructor. Spring. Two 70-minute periods, one and logic of synthetic design. Prerequisite: CHEM 50-minute problem session, one 3-hour laboratory. 212 or permission of instructor. Fall. Three 50-min- ute periods, one 50-minute problem session. CHEM 311. Instrumental Analysis Introduction to principles and major applications of CHEM 327. Biochemistry I. (also BIOL 327) modern instrumental techniques, including elec- Focus on the structural features of the four ma- trochemical, spectrometric and chromatographic jor classes of biomolecules and the basic func- methods, as applied to materials assay, quantita- tions of these molecules in cells. Coverage of the tive spectrometric analysis of organic compounds, fundamentals of information flow in biological and investigation of properties of materials and re- systems, enzyme kinetics and catalytic mech- actions. Laboratory component stresses operation anisms will set the stage for BIOL/CHEM 328 of key instruments to obtain data typical of each. (Biochemistry II). Students will also be introduced Prerequisites: CHEM 222 and CHEM 331. Fall. to many of the techniques used in biochemistry Two 70-minute periods, two 3-hour laboratories. laboratories and begin to learn how to investi- gate biochemical problems. Prerequisites: BIOL CHEM 313. Physical Organic Chemistry 111 and CHEM 212 or permission of instructor. Fall. Two 70-minute lectures, one 70-minute Physical methods for studying organic struc- problem session, and one 3-hour laboratory. tures and reactions. Topics include Hückel molecular orbital theory; applications of the concept of conservation of orbital symmetry CHEM 328. Biochemistry II. (also BIOL 328) to cycloaddition, electrocyclic reactions, and Builds upon the biochemical foundations cov- sigmatropic rearrangements; kinetic isotope ered in BIOL/CHEM 327. Areas include metabolic effects; linear free-energy relationships; trap- pathways, strategies and regulation, membrane ping of reaction intermediates. Readings taken transport, enzyme catalysis and regulation, bio- directly from chemical literature. Prerequisites: energetics, signal transduction pathways, and the 59 biochemistry of disease. Students will be exposed Biochemistry. (also BIOL 375.2) to additional laboratory techniques, experimental Advanced topics in biochemistry. Designed to design, bioinformatics, and grant proposal writing. provide senior-level students with the oppor- Analysis of primary literature is an integral com- tunity to deal with projects that bring together ponent of the course. Prerequisite: BIOL/CHEM concepts from different areas of chemistry and 327 or permission of instructor. Spring. Three biochemistry. Emphasis on development of 50-minute lectures and one 3-hour laboratory. ability for independent analysis of biochemical problems. Includes lectures by visiting speakers CHEM 331-332. Physical Chemistry on current chemical and biochemical research, States of matter, chemical thermodynamics, theory as well as literature research, written reports, of solutions, chemical equilibria, electrochemistry, and oral presentations on a biochemical topic chemical kinetics, elementary quantum theory. chosen by student in consultation with a faculty Problems and laboratory reinforce theoretical dis- advisor. In addition, students will critique presen- cussion. Prerequisites: CHEM 220.2 or 222, MATH tations by visiting scientists and other students. 171, and PHYS 112. Three 50-minute periods, one Prerequisite: BIOL/CHEM 328 or permission of 50-minute problem session, one 3-hour laboratory. instructor. Spring. One 100-minute period.

CHEM 333. Advanced Physical Chemistry CHEM 190-199, 290-299, 390- Application of quantum mechanics to atom- 399. Special Topics. ic and molecular structure, group theory, and CHEM 286, 381-384. Independent Study. atomic, molecular, and laser spectroscopy. Pre- CHEM 288, 386-388. Internship. requisite: CHEM 332. Spring. Three 50-minute CHEM 400-401. Honors. periods and one 50-minute problem session. CHINESE CHEM 341. Inorganic Chemistry See Modern Languages and Literatures Periodic-table relationships, bonding theories, co- ordination compounds, acid/base theories, organo- metallic compounds. Laboratory stresses synthesis COMPUTER SCIENCE and characterization of inorganic compounds. Prerequisite: CHEM 331 or permission of instruc- See Mathematics and Computer Science tor. Spring. Two 70-minute periods, one 70-minute problem session, and one 3-hour laboratory. DANCE CHEM 370.2. Senior Seminar in Chemistry See Music Advanced topics in chemistry. Designed to provide senior-level students with the opportunity to deal EARTH SCIENCE with projects that bring together concepts from different areas of chemistry and biochemistry. Em- See Physics and Earth Science phasis on development of ability for independent analysis of chemical problems. Includes lectures by visiting speakers on current chemical and bio- ECONOMICS AND BUISNESS chemical research, as well as literature research, Department Chair: Associate Professor Vinciguerra written reports, and oral presentations on a chem- Executive Director, Graduate Business Pro- ical topic chosen by student in consultation with a grams: Associate Professor Desiderio faculty advisor. In addition, students will critique presentations by visiting scientists and other stu- Director of Assessment and Accreditation: Kleintop dents. Prerequisite: Senior status or permission of Professors: Kaskowitz, Leeds, Mar- department chair. Spring. One 100-minute period. abella, J. Ravelle, West Associate Professors: Aziz, Egan, L. Ravelle, Terrizzi CHEM 375.2. Senior Seminar in 60 Assistant Professor of Practice: Cyliax, El- professional certifications such as Certified hussini, Koscinski, Krohn, O'Connor Public Accountant, Certified Management Adjunct Faculty: Bartkus, Barron, Berkow, Best, Accountant, Certified Financial Manage- Brown, Chan, Gerhart, Godbey, Gonzalez, Huff, ment, and Certified Internal Auditor. Klatchak, Kline, Kubel, Latib, Law, Orlando, • The international management major, offered Panik, Ramson, Schmidt, Sclafani, Stewart, in conjunction with the Foreign Languages Stoudt, Szmania, Talipan, Tarone and Vazquez Department, prepares students for careers in international business and administration.

The Department of Economics and Business offers • The environmental policy and economics majors in economics (theory and policy, finance), major, offered through the Environmental management (marketing, organizational leader- Sciences and Studies Program, provides ship), accounting, international management, and students an opportunity to develop interdis- environmental policy and economics. Students ciplinary approaches to environmental and interested in business administration pursue the social policy. The major prepares students for management major, choosing either the marketing graduate study and for careers in business, track, organizational leadership track, or sports private policy organizations, and government. track. In addition to preparing students for grad- The Economics and Business Department of- uate work, these majors provide a background fers graduate degrees to develop in students a valuable in a wide range of occupations in busi- strategic balance of leadership and manageri- ness, government, and nonprofit organizations. al skills for dynamic environments in business, Typical positions are in banking, certified public healthcare, and human resource management. accounting, finance and investment, marketing, The programs are the Moravian Master of Busi- production, business administration and hu- ness Administration (MBA), Master of Science man-resource management, as well as positions in Human Resource Management (MSHRM), in federal, state, and local government, hospitals, Master of Science in Predictive Analytics social-service agencies, schools, and colleges. (MSPA), and Master of Health Administration The accounting, economics, and management (MHA). The Moravian MBA and MSHRM de- majors are accredited by the Accreditation Coun- grees are accredited by the Accreditation Council cil for Business Schools & Programs (ACBSP). for Business Schools & Programs (ACBSP).

• The economics major, with tracks in the- Effective for students entering Moravian College on ory and policy or finance, provides a good or after Fall 2018, the Economics and Business De- background for careers in business and partment has established course minimum grades government, work in business, econom- on courses that serve as prerequisites across our ics, law, public administration, planning, majors. Before declaring a major in Accounting, and other professional disciplines. Economics, or Management, students must com- • The management major, with tracks in mar- plete each of the following courses with a C- or keting, organizational leadership, and sports better: ECON 152, ECON 156 or MATH 107, and provides a comprehensive background in MATH 108 or MATH 166 or MATH 170. Students the functional and environmental areas of may repeat a course to improve the grade in accor- business, including business administra- dance with the college policy on repeating a course. tion, and serves as a foundation for gradu- ate work in business and management. Effective Fall 2019, students must earn a grade of • The accounting major helps to prepare stu- C- or better in the following prerequisites: MATH dents for careers in public accounting, pri- 166, ECON 152 and ECON 156 when applicable vate industry, and nonprofit organizations. It for 200-level ACCT, ECON or MGMT courses. is also a good foundation for graduate study in accounting, management, finance, and law, as well as preparation examinations for

61 The Major in Management The Major in Economics The management curriculum provides a The economics curriculum provides a ba- comprehensive background for profession- sic foundation in economic analysis and an al positions in finance, marketing, human re- understanding of economic institutions. sources, and operations management.

Students choose one of two tracks: eco- Students choose one of three tracks: marketing, nomic theory and policy or finance. organizational leadership, or sports management.

Both tracks require ECON 152 (final grade of at All three tracks require ACCT 157, ECON least C– or better), ECON 156 (final grade of at 152 (final grade of at least C– or better), least C– or better), ECON 225, and ECON 226. ECON 156 (final grade of at least C– or bet- ter), and ECON 225; and MGMT 223. In addition, the track in economic theory and policy requires ECON 256 and five (5) ECON In addition, the track in marketing requires electives, including at least three (3) at the MGMT 251, 256, 311, 365, one (1) of the fol- 300-level and one writing-intensive course. lowing controlled electives: MGMT 227, 228, 250, or 333; and one (1) free MGMT elective. The track in finance requires ACCT 157, ECON 231, 220, 341; MGMT 223 or 226; and two (2) The track in organizational leadership also re- of the following controlled electives: ECON 256, quires MGMT 253, 342, 365; three (3) of the 335; ACCT 315; and MGMT 326. College-level following controlled electives: MGMT 226, algebra and calculus (MATH 106 &166 or 108 or 227, 231, 251, 310, 324, or 333; (or an- 170 with a final grade of at least C– or better) are other course approved by the advisor). required in the economics major. The economics major is accredited by the Accreditation Coun- cil for Business Schools & Programs (ACBSP). The track in sports management requires ECON 312; MGMT 255, 286 or 386, and 365; PHIL 228 or a course on sociology and sports (both are Economics courses are listed below. writing intensive); and one (1) controlled elective, chosen from among the following: MGMT 231, 251, 253, 256, 311, 342, or PSYC 260. College-level The Minor in Economics algebra and calculus (MATH 106 &166 or 108 The minor in economics consists of five course or 170 with a final grade of at least C– or better) units: ECON 152 (final grade of at least C– or are required in the management major. The man- better) plus four (4) additional ECON courses, agement major is accredited by the Accreditation three (3) of which must be at the 200-level or Council for Business Schools & Programs (ACBSP). above. Students cannot double-count cours- es in their major and minor, and should con- sult their advisor about course selection. Courses in management are listed below. The Major in Environmental The Minor in Management Economics and Policy The minor in management consists of ECON 152 (final grade of at least C– or better), The environmental policy and economics curricu- MGMT 223, and three (3) full-unit MGMT lum provides students with the necessary interdis- courses. Students cannot double-count cours- ciplinary approaches required to create and devel- es in their major and minor, and should con- op more efficient ways to protect and enhance the sult their advisor about course selection. world's ecological and economic amenities. Sound

62 foundational knowledge and problem-solving skills The Major in International are developed so that graduates understand the complexity of environmental processes and the Management (French/German/ tradeoffs presented by alternative policies. The Spanish) environmental policy and economics major con- The major in international management is of- sists of twelve course units. For details on course fered jointly by the Department of Economics and requirements and options, please refer to the Business and the Department of Foreign Lan- section on Environmental Studies and Sciences. guages. See Modern Languages and Literatures

The Major in Accounting Notes for Majors and Minors in The accounting curriculum is designed to pro- Economics and Business vide a broad foundation in accounting to pre- pare students for careers in public accounting, • Students majoring in programs in the De- private industry, and the nonprofit sector. partment of Economics and Business are expected to be computer-literate and ac- quainted with applications in word-process- Most states now require 150 credit hours of ed- ing, spreadsheets, and statistical analysis. ucation to be completed before a candidate may • Algebra and calculus are required in the be licensed as a CPA. Students can meet this economics, management, and accounting requirement at Moravian College through early majors. The algebra requirement ordinari- planning and careful course selection. One option ly is met by the completion of three years is through admission to the five-year B.A./MBA. of secondary mathematics; the calculus program. Students who elect this option will re- requirement by taking MATH 108 or 170 ceive a B.A. at the conclusion of three and one-half (or its equivalent sequence, MATH 106 years (seven full-time terms) of study and an MBA &166) with final grades of C- or better. on completion of the program in the fifth year. • Transfer students may satisfy the calculus prerequisite through courses taken at other The major in accounting consists of eleven course institutions on approval of the Economics units, including ECON 152 (final grade of at and Business Department chair. Students least C– or better), ECON 156 (final grade of at are advised that such courses might not least C– or better), and ECON 225; MGMT 223; satisfy the College's F2 requirement. ACCT 157, 213, 218, 219, and 340; and two (2) • MATH 107 may be substituted for ECON 156 in of the following controlled electives: ACCT 258, the major or minor in economics, management, 315, 322, and 324. College-level algebra and international management, or accounting; but calculus (MATH 106 &166 or 108 or 170 with a those students who have taken or are taking final grade of at least C– or better) are required concurrently MATH 107, 231, or 332 will not for the accounting major. The accounting ma- receive credit for ECON 156. Students intend- jor is accredited by the Accreditation Council ing graduate work in economics are encour- for Business Schools & Programs (ACBSP). aged strongly to take MATH 171 and 220. • Majors in economics, management, interna- Accounting courses are listed below. tional management, or accounting are urged to develop a significant concentration in some other area, whether it be mathematics, a nat- The Minor in Accounting ural science, one of the humanities, a foreign The minor in accounting consists of five (5) course language, or another behavioral science. units: ECON 152 (final grade of at least C– or • ECON 152 will satisfy the M4 Learn- better) and ACCT 157, 218, 219, and one (1) ing in Common requirement in Econom- additional course in accounting. Students cannot ic, Social, and Political Systems. double-count courses in their major and minor, and should consult their advisor about course selection. • All students majoring in the depart- 63 ment must enroll in one writing-inten- and MGMT 555. Students specialize their knowl- sive (WI) course within their major. edge in business by completing four courses in • Students may major in one field in the de- a concentration of their choosing including partment and minor in another but may not double-count courses (i.e., count a single • Accounting course towards both the major and the minor). Students should consult their advisor or the • MGMT 552 chair regarding acceptable substitute courses. • three (3) MGMT500-level elective courses. • Students may not double-ma- • Business Analytics jor within the department. • MGMT 553, 556, 557 • Majors in this department may not • one (1) MGMT 500-level elective course. take any full-unit courses in the de- partment on a pass/no credit basis. • Healthcare Management • The department recognizes self-designed • MGMT 532, 534, 536, and interdisciplinary majors and minors • one (1) MGMT 500-level elective course. and conforms to College policy with regard • Human Resource Management to their requirements. Advisors should con- sult the most recent edition of this catalog • MGMT 563 and for requirements and more information. • three (3) MGMT 500-level human re- • Challenges to all course prerequisites must source management courses OR be approved by the department chair. MGMT 569, 572, and one (1) MG- MT500-level elective course. The Interdepartmental Major • Supply Chain Management • MGMT 545, 547, 549, The six courses of Set I include ECON 152 (final grade of at least C– or better) and ECON 156 • one (1) MGMT 500-level elective course. (final grade of at least C– or better), ACCT 157, • General Management and three (3) other courses in ECON, ACCT, or • MGMT 523 MGMT. These three (3) elective courses and the six (6) courses of Set II are selected by the • three (3) MGMT 500-level elective courses. student with the approval of the advisor. Coursework is completed with the application of expertise in applying economic, financial, project, and process-based skills to strategic The M.B.A. Program problems in a capstone course, MGMT 571. The Moravian MBA program develops leaders with the skills and adaptability to manage complex, diverse, and fast-changing situations in today’s The MBA program requires students to meet business world. The Moravian MBA program is prerequisite requirements in macro and micro- flexible, convenient, and affordable to meet the economics, accounting, statistics, financial man- needs of today’s students in a busy world, a curric- agement, information systems, and marketing, ulum gives you the tools for a successful career. as well as holding a baccalaureate degree.

Working in small classes MBA students take a The Moravian MBA is accredited by common core of courses in leadership, orga- the Accreditation Council for Busi- nizations, and people, including, MGMT 511, ness Schools & Programs (ACBSP). MGMT 513, and MGMT 521, then a second core of courses in microeconomics, finance, operations, and business research methods, including MGMT 515, MGMT 517, MGMT 519,

64 The Master of Science in Human studies, data analysis, and making recommen- dations to management. They learn how to utilize Resource Management (MSHRM) database systems and analytics software, including Aligned with the Society for Human Resource Excel, SPSS, and R. Students learn how to make Management (SHRM) HR curriculum guide, trustworthy predictions using traditional statistics the MSHRM program develops the strategic and machine learning methods. With a wide range human resource management knowledge of of elective courses to choose from, students can students and how that knowledge contrib- customize their studies across a variety of data utes to the bottom line of organizations to cre- science disciplines, including marketing analyt- ate the human capital development skills that ics, web analytics, data visualization, healthcare credible Human Resource (HR) professionals analytics, and supply chain analytics. Special with business knowledge bring to the table. topic electives are offered providing additional study opportunities, including decision analytics, financial market models, time series forecast- The MSHRM program develops students’ com- ing, sports analytics, operations management, petencies in critical areas in HR and business mathematical programming, simulation methods, that will enable graduates to bring a competi- and analytics for total quality management. tive advantage to employers. All MSHRM stu- dents take core courses in leadership and ad- vanced HR topics, including MGMT 511, 513, The Master of Health Administration 521, 561, 562, 565, 567, 571, and 579. (MHA) Healthcare is an industry changing faster than Students specialize their HR knowledge in either any other. Bringing together the best practic- a Leadership Concentration consisting of MGMT es in healthcare and business, the Moravian 517, 563, and one Management 500-level elective MHA program prepares students to manage course, or a Learning and Performance Manage- health care organizations at all levels -- health ment Concentration consisting of MGMT 569, 572, systems, hospitals, clinics, physician practices, and one (1) MGMT 500-level elective course. rehabilitation centers, skilled nursing facilities, and others -- in this dynamic environment. The MSHRM program requires students to meet prerequisites requirements in macro and mi- The MHA curriculum develops students' leader- croeconomics, accounting, statistics, financial ship, collaboration, analytical and problem solving management, and human resource management, skills, and a deep understanding of the healthcare as well as holding a baccalaureate degree. industry in required courses, including MGMT 502, 504, 513, 520, 522 or 524, 532, 534, 536, 571. The MSHRM program is accredited by the Accreditation Council for Busi- Students take three (3) MGMT 500-lev- ness Schools & Programs (ACBSP). el elective courses in areas of their inter- est to complete their coursework. Master of Science in Predictive Analytics (MSPA) Online The MHA program requires students to a prerequisite requirement in statistics, as The Master of Science in Predictive Analytics well as holding a baccalaureate degree. (MSPA) program is an online graduate program in data science. Courses cover business management and communications, information technology, The Five-Year Combined Degree and modeling. Small class sizes promote extensive Programs interaction among students and our faculty. Stu- dents gain critical skills for succeeding in today's The Economics and Business Department offers data-­intensive world, including business case opportunities to Moravian College students inter- 65 ested in earning both a bachelor’s degree in any Undergraduate Courses in major and a master’s degree in either business administration (MBA), human resource manage- Accounting ment (MSHRM), or health administration (MHA) ACCT 157. Financial Accounting through a combined, five-year program. Consult Introduction to accounting, the language of the Associate Chair, Economics & Business De- business. This course provides an introduc- partment, Lizabeth Kleintop for further information tion to financial reporting. Topics include re- about the Five-Year Combined Degree Programs. porting of business transactions, application of accounting theory, standards, and princi- Graduate Professional Certificate ples, and analysis of financial information. Programs ACCT 213. Cost Accounting Graduate Professional Certificates deliver expand- An introduction to basic financial information used ed knowledge and enhance skills without the same within business organizations. Emphasis on cost investment of time and money required to earn a analysis to improve decision making and facilitate graduate degree. The Economics and Business planning and control. Topics include cost systems, Department offers four certificate programs based budgeting, variance analysis, and pricing and profit in the curriculum of the related MBA concentration. analysis. Prerequisites: ACCT 157 and ECON 156.

ACCT 218. Intermediate Accounting I Students who hold only a baccalaureate degree must complete four courses to earn the certificate. Environment and theoretical structure of financial Students holding a master’s degree may be able accounting, including income statements and to complete the certificate with three courses. statements of cash-flows, income measurement, the balance sheet, financial disclosures, time value of money concepts, cash and receivables, invento- Course credits earned for a Graduate Profession- ries, operational assets, investments. Application of al Certificate may be applied toward a Master of accounting and economic concepts to analysis of a Health Administration, MBA, or Master in Human company's financial position and performance, as Resource Management degree at Moravian College. shown in published information, primarily finan- cial statements. Prerequisite: ACCT 157. Fall. The concentrations offered are: ACCT 219. Intermediate Accounting II Business Analytics Continuation of ACCT 218. Topics include liabil- • MGMT 553, 556, 557 ities, contingencies, stockholders' equity, dilu- • one (1) MGMT 500-level elective course tive securities, earnings per share, investment, Healthcare Management revenue recognition, income taxes, pensions, post-retirement benefits, leases, accounting • MGMT 532, 534, 536, changes and error correction, statement of cash- • one (1) MGMT 500-level elective course flows, financial statement analysis, full disclo- Human Resource Management sure. Prerequisite: ACCT 218 with a grade of C or better or permission of instructor. Spring. • Four (4) MGMT 500-level courses in human resource management ACCT 258. Computers and Supply Chain Management Accounting Information Systems • MGMT 545, 547, 549, Introduction to hardware, software, networks, • one (1) MGMT 500-level elective course databases. Developing information strategy, organizing reporting needs, setting up account- ing systems. Discussion of Enterprise Resource Planning (ERP). Prerequisites: ACCT 157 and

66 MGMT 211.2 or equivalent experience. ation, and information systems in not-for-prof- it organizations. Principles and practices of ACCT 315. Federal Income Tax nonprofit accounting, ethics and professional standards, measurement of efficiency and eco- Personal tax concepts, structure, and planning, nomical use of resources to satisfy legal, report- including rules of taxation that influence per- ing, and societal requirements. Emphasis on sonal or business decisions. An understanding writing, speaking, critical thinking, and analytical of our federal tax system is required to succeed skills. Prerequisite: ACCT 157 with a grade of C in such professions as public accounting, bank- or better or permission of instructor. Spring. ing, investment management, and auditing, as well as other occupations that involve deci- sion-making. Prerequisite: ACCT 157. Fall. ACCT 352.2. Tax Planning for Business Entities Fundamentals of individual and business in- ACCT 322. Advanced Accounting come taxation, tax implications of various types of business entities, planning for acquisition A comprehensive study of the equity and cost and disposition of property, tax-advantaged in- methods of accounting for investments in common vestments, financial planning. Topics include stock and business combinations, including consol- employee compensation, conduit entities, cor- idated financial statements. Special topics such as porations, and estates and trusts. Tax research accounting for partnerships, segment and interim and practitioner concerns. Prerequisites: ACCT reporting, foreign currency, and international ac- 157 and ACCT 315 or equivalent experience. counting issues, including global accounting stan- dards and diversity. Prerequisite: ACCT 218 with a grade of C or better or permission of instructor ACCT 190-199, 290-299, 390- 399. Special Topics. ACCT 286, 381-384. Independent Study. ACCT 324. Auditing ACCT 288, 386-388. Internship. An introduction to the practice and profession ACCT 400-401. Honors. of auditing. Major topics include audit responsi- bilities and objectives, audit planning, evidence accumulation, materiality and risk, internal Undergraduate Courses in control, audit reports, professional ethics, and Economics legal liability. Prerequisites: ACCT 218 with a grade of C or better or permission of instructor. ECON 152. Principles of Economics Study of basic economic theory and major eco- ACCT 340. WI:Senior Seminar in Accounting nomic institutions, including the development of economic thought. Emphasis on structure, A capstone course related to financial reporting functions, and underlying principles of modern and hot accounting issues. Emphasis on under- economic life. Includes elementary macro- and standing conceptual issues about financial report- microeconomic theory. Prerequisite: Three years ing; such as international accounting standards of secondary mathematics through college-level and ethical issues as they relate to the profession. algebra or consent of instructor. Fall & Spring. (M4) Understanding how business choices and ethical decisions affect financial statements and user perspectives; researching a company's financial ECON 156. Economic and Business Statistics statements, press releases, and news reports. Introduction to statistical concepts and meth- Materials include case studies of actual companies. ods. This course reviews descriptive measures of Prerequisite: ACCT 218 with a grade of C or bet- location and dispersion, provides an overview of ter or permission of instructor. Writing-intensive. probability concepts and distributions, and fo- cuses on statistical inference, hypothesis testing, ACCT 351.2. Not-for-Profit-Sector Accounting and simple and multiple linear regression analysis. Additional topics may include quality control and Issues of financial reporting, managerial, tax- 67 time series analysis. ECON 156 may not be tak- en for credit by students who have earned credit ECON 225. Intermediate Microeconomics for MATH 107 or 231. Prerequisite: three years Theory of production; market structures; equilibri- of secondary mathematics through college-level um of the firm and the industry; pricing of factors algebra or consent of instructor. Fall & Spring. (F2) of production; analysis of consumer behavior; general equilibrium analysis; welfare economics. ECON 210. WI:The Economics of Crime Prerequisites: ECON 152 and 156 (final grades Does crime pay? Of course! How crime and crimi- of at least C– or better), college-level calculus nals are dealt with in tribal and non-Western so- (MATH 108, 170, or 106 &166), and sopho- cieties; considerations of crime by political scien- more standing or permission of the instructor. tists, psychologists, sociologists, and economists; recommendations for controlling crime. Topics ECON 226. Intermediate Macroeconomics include crimes of theft and violence, white-collar Macroeconomic theory and policy. Development crime, capital punishment. Open to all students and historical background of a unified macro- with sophomore or higher standing. Counts as an economic model to explain the national income, elective for economics majors. Writing-intensive. inflation, and unemployment; economic growth. Analysis of current domestic and international ECON 211. The Economics of economic events. Sophomore standing or in- Health and Health Care structor permission. Prerequisite: ECON 152 and 156 (final grades of at least C– or better). Human health, national and personal, from an economic perspective. Expenditures on health are a primary determinant of quality of life. In the ECON 228. Economic Development United States and in many other countries in the An integrative approach to theories and chal- developed world, health-care expenditures are lenges of economic development in developing rising faster than consumer income. Thus, under- countries. Topics include population growth, standing the economics of health is important, education and health, capital formation and especially given the increasingly complex ways in technology, socio-cultural foundations of de- which health-care services are delivered. Topics velopment, trade, and the role of domestic and include the value of health from an individual and international institutions, especially the World societal perspective; demand for physicians and Bank. Case studies are used from around the other health services; supply of health care; insur- world. Prerequisite: ECON 152 (final grade of ance; international comparison of health expendi- at least C– or better). Alternate years Spring. ture and the role of government. May be counted as an elective for the economics major or minor. Prerequisite: junior or senior class standing, and ECON 231. Managerial Finance. ECON 152 or permission of instructor. Spring. (U1) (Also MGMT 231) Relevant theories of financial management of ECON 220. Money, Banking, business organizations, with emphasis on corpo- and Financial Policy rate form. Combines theoretical and environmental frames of reference to determine how firms maxi- History and theory of money, banking and fi- mize value. Topics include real and financial-asset nancial markets: commercial banking and bank valuation, risk and rates of return, cost of capital, management; money and capital markets; finan- portfolio choice, and long- and short-term financ- cial innovation and regulation. Central banking, ing decisions. Prerequisites: ECON152 and 156 monetary theory and policy and international (final grade of at least C– or better), ACCT 157. monetary issues are covered. A critical exam- ination of current monetary and regulatory pol- icies to maintain economic stability, economic ECON 236. International Economics growth, and other goals. Prerequisite: ECON Theories and policies of international trade and 152 (final grade of at least C– or better). Fall. finance. Balance of payments, exchange-rate

68 determination, free trade and protectionism, ball, hockey, football, basketball, soccer, and golf. evolution of international economic institutions, Principal areas of interest are labor, markets, indus- contemporary issues. Prerequisites: ECON 152 trial organization, and public finance. Topics for dis- (final grade of at least C– or better). Fall. cussion: unions and strike behavior, the monopoly power of leagues, the baseball antitrust exemption, ECON 240. Environmental the effect of free agency on competitive balance and player salaries, and the funding of stadiums. Economics and Policy Prerequisite: ECON 225. Alternate years Spring. This course explores theories of externali- ties and public goods as applied to pollution ECON 325. WI: History of Economic Thought and environmental policy. Trade-offs between Development of classical and neoclassical or production and environmental amenities and marginalist economic theory. Works by Adam assessment of non-market value of environ- Smith, David Ricardo, Karl Marx, Alfred Mar- mental amenities. Topics include remediation shall, John Maynard Keynes, others. Pre- and clean-up policies, development, and biodi- requisite: ECON 152 (final grade of at least versity management. Prerequisite: ECON 152 C– or better) and one 200-level ECON course. (final grade of at least C– or better). Spring. Writing-intensive. Alternate years Spring. ECON 241. Natural Resource Economics and Policy ECON 327. Industrial Organization This course introduces the economic dimensions of environmental and energy issues. Use of econom- This course applies economic theory to the pric- ic models to approach energy and environmental ing practices of firms under varying degrees of issues in a way that leads to socially responsible competition. Analysis covers different industries and economically sound policy. Specific appli- and also firms’ decisions regarding quality, ad- cations include fisheries, oil and gas reserves, vertising and other business choices. Topics and wildlife management. Prerequisite: ECON include: technological innovation, the role of 152 (final grade of at least C– or better). Fall. information and advertising, and the dynamics of oligopoly and monopoly pricing. Prerequi- sites: ECON 152 and 156 (final grades of at least ECON 256. Applied Econometrics. C– or better), and 225. Alternate years Fall. (Also MGMT 256) An introduction to regression-based modeling as ECON 329. WI:Labor Economics applied to economic, management, marketing, and other business-related examples. Emphasis Analysis of supply and demand for human re- is on how to use econometrics to inform deci- sources, functioning of labor markets and la- sion-making: to formulate, model, and interpret bor institutions. Topics include discrimination, results of real-world problems based on data. In unionism and collective bargaining, macro- addition to learning various modeling techniques, economic aspects of employment, unemploy- the course focuses on often encountered data ment, wage levels. Prerequisites: ECON 152 problems such as multicollinearity and serial (final grade of at least C– or better) and ECON correlation of errors. As an applied course, there 225. Alternate years. Writing-intensive. is significant emphasis on correct specification of models and interpretation of results. Students ECON 330. WI: Public Economics will learn to use econometric software to estimate Public sector of the economy and economic models and detect and address common chal- welfare. Institutions and financing of the public lenges inherent in data. Prerequisites: ECON 152 sector. Nature of public goods, theory of public and 156 (final grade of at least C– or better). choice, principles of expenditure and tax analy- sis, the welfare effects of specific programs such ECON 312. The Economics of Sports as medical care, social security, unemployment This course applies economic theory to a variety of insurance and food stamps, taxes on income, amateur and professional sports, including base- sales, social security, and property. State and local 69 government finance. Prerequisites: ECON 152 Undergraduate Courses in (final grade of at least C– or better) and ECON 225. Alternate years. Writing-intensive. Fall. Management MGMT 211.2. Applied ECON 335. Current Topics in Finance Information Management Assesses contemporary issues in financial markets Problems of organizing and managing data for use and institutions, corporate finance, investments, by managers, economists, and social scientists, and the global economy. Topics will vary and be or anyone who must keep track of information. chosen to reflect the dynamic and often revolution- Basics of information systems: what they are, ary nature of financial markets in a globalizing and how to design them, how they are used; and two technologically sophisticated environment. The computer tools used to manage them: spread- regulatory and ethical environment of finance will sheets and databases. Web research and usage. be included among the issues studied. This course is designed for upper-level economics-finance ma- MGMT 216. Information jors as well as others with appropriate course back- Systems for Management ground and interest, with approval of the instructor. Management needs involving information systems The course will also serve as one of the controlled have increased in importance and range. Explore electives in the economics-finance track. Prereq- the role of information technology in an organiza- uisites: ECON 225. Recommended: ECON 220. tion and its impact on the business environment. Understand the importance of using information systems as a tool for managing. Topics include ECON 341. Investment and Portfolio impact of information technology on organizations, Theory. (Also Management 341) ethical and security challenges, technical founda- tions of hardware/software, management of data, Principles underlying investment analysis and poli- e-Business/e-Commerce, business IT strategies, cy; salient characteristics of governmental and cor- telecommunications, and networking. Prerequi- porate securities; policies of investment companies site: MGMT 211.2 or permission of the instructor. and investing institutions; relation of investment policy to money markets; forces affecting securities prices; construction of personal and institutional MGMT 223. Management and investment programs. Determination of investment Organizational Theory values, portfolio analysis, optimal investment plan- Presentation of foundational knowledge of ning. Securities and Exchange Commission regu- the management processes of planning, lead- lations. Prerequisite: ECON/MGMT 231. Spring. ing, organizing and control, along with study of classic and emerging organizational theory. ECON 342.1. Amrhein Investment Fund Management roles, functions, competencies and practice are studied in businesses and not- Management of the Amrhein Investment Fund, for profit organizations and grounded in busi- with a maximum of one full unit of credit giv- ness ethics, multiculturalism, and quality in en over a two-year period if specific academic the global business environment. Prerequisite: requirements are met. Pass/no credit only. ECON152 (final grade of at least C– or better).

ECON 190-199, 290-299, 390- MGMT 226. Legal Environment of 399. Special Topics. Business. (Also SOCI 226) ECON 286, 381-384. Independent Study. ECON 288, 386-388. Internship. Legal principles related to conduct of business and industry. Topics of analysis include con- ECON 400-401. Honors. tracts, sales, agency, business organizations, partnerships, corporations, pass-through en- tities, unfair competition, and cyberlaw.

70 MGMT 227. Consumer Behavior helping those less fortunate. Discussion of differ- Psychology of consumers. Methods of psycho- ences between morality and ethics based on these logical research for problems in consumer areas. three perspectives, as well as approaches to social Impact of personality, learning, motivation, and justice as an obligation, an act of love, or a practical perception on consumer decisions. Topics in- solution. Discuss needs of the poor in emerging na- clude consumer stereotypes, social groups as tions and how products could be created and dis- consumers, advertising, product or brand im- tributed in these emerging nations in accordance ages and identification, and attitude change in with these different ethical and moral perspectives. consumers. Recommended: MGMT 251. Fall. (U2) Prerequisite: junior or senior class standing.

MGMT 228. Telling and Selling Your Brand: MGMT 251. Marketing Management The Art of the Story. (Also IDIS 228) The role of marketing activities in management of an organization. Emphasis on application of mar- Explores the use of mythology, archetypes, and keting principles to design and implement effective storytelling to create a cohesive and compel- programs for marketing products and services to ling identity for an organization. Focus on how consumers and industrial users. Market analysis legendary organizations have built trust and and buyer behavior in the development of appropri- created iconic brands by understanding and ate product, pricing, distribution, and promotional applying these principles. The use of symbolism strategies. Prerequisite: ECON 152 (final grade of (visual and mental) and metaphor to create a at least C– or better) or permission of instructor. theme that is enduring, powerful, and integrated throughout the organization. Explore ways that organizations and people can develop deep and MGMT 253. Human Resource Management lasting relationships with their customers and Employee motivation, recruitment and selec- other stakeholders through the understanding tion, performance evaluation, training and de- and application of these storytelling techniques. velopment, compensation and benefit plans, Prerequisite: Sophomore standing or higher. intra-organizational communication. Emphasis on case studies to develop problem-solving and MGMT 231. Managerial Finance. decision-making abilities; operational prac- (Also ECON 231) tices; relevant behavioral- science theories; public policy and institutional constraints on Theories of financial management of business effective use of human resources. Prerequi- organizations, with emphasis on corporate site: MGMT 223 or permission of instructor. form. Combines theoretical and environmental frames of reference to determine how firms max- imize value. Real and financial asset valuation, MGMT 255. Mindfulness in Sport risk and rate of return, cost of capital, portfolio Using Csikszentmihalyi’s theory of flow as the choice, long- and short-term financing deci- theoretical framework to guide this course, we sions. Prerequisites: ECON 152 and 156 (final will explore mindfulness and flow in the context grades of at least C– or better), ACCT 157. of optimizing performance in sports organiza- tions. Together, we will discover how leaders make MGMT 250. Moral Marketing - Serving meaning of their behaviors in the context of doing the World's Poor. (Also IDIS 250) good business in the sports industry. We will ex- plore ways of thinking, reactions to our readings, How the ideas of tzedek ("justice") and charity self-reflection, and how to express responses ("love") apply to marketing to the world's poorest in an analytical and thoughtful way. In an effort people (those living on less than $2 a day). Exam- to create awareness for happiness at work, we ination of three different perspectives of social must understand the cultural implications that justice: Jewish, Christian, and American secular stimulate our lives. Using a sports management traditions. Each of these three perspectives has lens, let’s explore how “… leaders and managers unique traditions regarding the role of the individ- of any organization can learn to contribute to the ual and the community, and the obligation towards 71 sum of human happiness, to the development MGMT 324. Operations Management of an enjoyable life that provides meaning, and Introduction to managing the supply side of to a society that is just and evolving” (Csikszent- profit and not-for-profit organizations, and their mihalyi, p. 5, 2003). Prerequisite: MGMT 223. production of goods and services. Includes process improvement, scheduling, materials MGMT 256. Applied Econometrics. management, and quantitative methods for (Also ECON 256) operations management. Prerequisites: ECON 156 (final grade of at least C– or better) and An introduction to regression-based modeling as two (2) of the following: ACCT 213 or MGMT applied to economic, management, marketing, 231 or MGMT 251 or MGMT 253. Spring. and other business-related examples. Emphasis is on how to use econometrics to inform deci- sion-making: to formulate, model, and interpret MGMT 326. Law of Finance and Credit results of real-world problems based on data. In Aspects of legal environment of financial and addition to learning various modeling techniques, thrift institutions. Application of Uniform Com- the course focuses on often encountered data mercial Code to commercial paper, deposits and problems such as multicollinearity and serial collections, investments, and secured transac- correlation of errors. As an applied course, there tions. Consumer credit transactions, mortgag- is significant emphasis on correct specification es and realty, trusts and estates. Prerequisite: of models and interpretation of results. Students ACCT 157 and MGMT 226. Alternate years. will learn to use econometric software to estimate models and detect and address common chal- lenges inherent in data. Prerequisites: ECON 152 MGMT 333. International and 156 (final grade of at least C– or better). Issues in Management Issues in international business and management MGMT 310. "Doing Good" at from a world-system perspective; development Work. (Also IDIS 310) of management as it influences and is influenced by multinational network of organizations, gov- "Doing good" is philanthropy, ethical codes of ernments, and business enterprises. Theory conduct, voluntarism, social responsibility, and and practice of global management, requiring environmental stewardship. "Doing good" at perspective compatible with changing nature of work is not only the morally correct thing to do international relations. Prerequisite: MGMT 223 for the individual employee, but the more indi- or permission of instructor. Alternate years. viduals in the organization who "do good," the more likely the organization will succeed on economic, social, and mission-related levels/ MGMT 341. WI:Investment and goals. Students will learn about the philosophy, Portfolio Theory. (Also ECON 341) history and practice of "doing good" at work, and Principles underlying investment analysis and integrate what they have learned and what they policy; salient characteristics of governmental believe to develop their own model for "doing and corporate securities; policies of investment good" that they can work and "live with." Pre- companies and investing institutions; relation of requisite: junior or senior class standing. (U2) investment policy to money markets; forces af- fecting securities prices; construction of personal MGMT 311. WI: Marketing Research and institutional investment programs. Determi- nation of investment values, portfolio analysis, Methods of collecting, analyzing, and interpret- optimal investment planning. Securities and Ex- ing data to aid marketing managers in identifying change Commission regulations. Prerequisite: market problems and opportunities and to devel- ECON/MGMT 231. Writing-intensive. Spring. op effective marketing strategies. Prerequisites: ECON 156 (final grade of at least C– or better) and MGMT 251. Writing-intensive. Spring. MGMT 342. WI:Organizational Behavior and Leadership

72 Examines the relationship between the individu- paradigms, values, special interests, and econom- al and the organization. Topics to be considered ics have in the delivery and financing of health include communication motivation, leadership care that may or may not result in improvement and power, group dynamics and decision-making, of health of the public and of specific subsets of interpersonal relationships and change. Theories patients. 3 graduate credits. Prerequisite: None. and practice of leadership will be studied in depth. Various pedagogical techniques will be utilized MGMT 511. Developing including lectures, case studies, examination Leadership Competencies of research and experiential learning. Prerequi- sites: MGMT 223 and 253. Writing-intensive. Organizations and businesses need leadership from every individual who works or volunteers to advance its mission and goals. Regardless of style MGMT 365. Management Seminar or approach, leadership starts with basic compe- Senior seminar for management majors that pres- tencies that together create a portfolio for lead- ents classic and emerging management strategy ership effectiveness. The roster of competencies theory, integrates functional aspects of business is fluid and can vary depending on the individual, including marketing, human resources, finance the workplace and the goals, but the outcome is and operations, and gives students opportunities to constant: they contribute significantly to an in- apply these concepts and principles to the effec- dividual’s ability to lead people. In this course, tive leadership and management of business and we will examine what can arguably be consid- not-for-profit organizations. Prerequisites: Senior ered among the most relevant and substantive standing; MGMT 223; one controlled elective; competencies for effective leadership currently. and either MGMT 251 or MGMT 253. Spring. Competencies may include emotional intelligence, MGMT 190-199, 290-299, 390- authenticity, being present, character, creativity, 399. Special Topics. courage and empathy. Incorporating a variety tools MGMT 286, 381-384. Independent Study. and techniques, such as presentations, research, MGMT 288, 386-388. Internship. essays and outreach to industry professionals, the MGMT 400-401. Honors. course gives students the opportunity to under- stand, assess, and develop their own capacities and effectiveness in these areas of leadership Graduate Courses in Management competencies. Throughout the course, reflective practice, that aligns course theoretical knowledge MGMT 502. Epidemiology and Bioinformatics with student workplace experiences and builds a This is an epidemiology methods course designed supportive learning community, will be empha- with the broad perspective required for deter- sized. 3 graduate credits. Prerequisite: None. mination of the distribution and determinants of health and illness in human population groups. One focus is on the information systems, data sets MGMT 512. Women in Leadership and algorithms used in solving health problems As the opportunities for women's advancement in and finding solutions needed for evidence-based the workplace become more competitive the ability practice. Knowledge required for being a criti- to be prominent and exhibit one's capabilities to cal consumer of research reports in professional make a significant contribution toward an organi- literature is an additional focus. Designing health zation's success is more important than ever. To promotion and disease prevention programs for substantiate those skills, women must strength- important global and local health problems is also en their leadership skills, hone their abilities to stressed. 3 graduate credits. Prerequisite: None. strategically network, develop strategies that cultivate the right relationships, and understand the factors that lead to success in diverse work MGMT 504. Policy, Quality and Safety forces. This course will examine current issues This course provides an overview of policies that and trends of women and leadership from both affect the quality, safety, and cost-effectiveness the societal and personal perspectives. Materi- of health care. Students analyze the effects that al will explore opportunities and challenges that

73 exist for women in the workplace and students accounting and financial information to make will examine how gender, race, class, and other sound, ethical decisions. Topics include financial factors, influence leadership styles. Students will statement analysis, risk & return, capital budget- leave the course with heightened awareness and ing, cost of capital, capital structure, financial confidence to affect positive change on behalf of decision-making under conditions of uncertainty, women in the workplace. Prerequisite: None. corporate valuation, working capital manage- ment, multinational finance, and current issues MGMT 513. Leading People in Organizations such as derivatives, bankruptcy, mergers and acquisitions, divestitures and corporate gover- Leaders and managers achieve goals working with nance. The legal and ethical aspects of financial and through others. They must be skilled in devel- management are examined within the context oping individuals to work in teams, in facilitating of the existing legal and regulatory environ- teams, and in managing conflict. Leaders and man- ment. 3 graduate credits. Prerequisite: None. agers must understand organizational and national cultures and how they affect the achievement of goals. They must not only hold strong ethical val- MGMT 519. Managing Operations ues, but also model them. This course examines the This course focuses on the strategic and tactical role of managers as leaders in organizations and issues associated with managing the creation and develops knowledge and skills needed by managers distribution of goods and services. Concepts, in today’s business environment to successfully techniques, and tools of process and project man- achieve organizational goals. This course focuses agement are emphasized. Specific topics include, on who leaders are and what leaders do. It is im- among others, operations strategy, quality manage- portant to know what accounts for effective leader- ment, time-based competition, and supply chain ship and how one can become an effective leader. management. The application of these techniques Subsequently, course material will focus upon fun- in various settings including the industrial, service, damental principles of leadership and how these healthcare, and not-for-profit sectors is also ex- principles relate to becoming an effective leader. amined. 3 graduate credits. Prerequisite: None. Emphasis will be placed on self-reflection and analysis in regard to developing one’s own leader- MGMT 520. Financial Management ship skills. 3 graduate credits. Prerequisite: None. in Health Care Organizations This course focuses on the synthesis of the- MGMT 515. Microeconomic Foundations oretical and practical principles of financial for Strategic Management and investment decisions within healthcare In this course, participants explore the role of organizations. Students utilize accounting and economic theory and analysis in the formation of financial information to execute effective de- business strategy and policy. The course exam- cisions that enhance organizational objectives ines the importance of understanding the com- and patient outcomes. Prerequisite: None. petitive environment, including market structure, strategic interactions among competitors, and MGMT 521. Ethics, Law, & government antitrust policies, as well as econom- Social Responsibility ic forces internal to the firm such as costs. The course emphasizes the importance of economic This course explores the vital relationship be- reasoning in the strategic management pro- tween business and the legal, political and social cess. 3 graduate credits. Prerequisite: None. environments, and the impact of self-regulation, market regulation, and government regulations on corporate behavior. Specific topics will in- MGMT 517. Corporate Financial Management clude ethics and corporate social responsibility, This course focuses on the integration of both occupational and industrial codes of conduct, the theoretical and practical aspects of finan- antitrust problems, corporate governance, se- cial and investment decisions in the corporate curities markets, the employee-employer rela- environment. Students will learn to fully utilize tionship, employment discrimination, consumer

74 protection, product liability, environment policy ined include marketing healthcare services, and social and legal issues of multinational busi- recruiting and retaining staff necessary for ness. 3 graduate credits. Prerequisites: None. meeting mission, the strategy of healthcare ser- vices delivery, healthcare informatics, and de- MGMT 522. Project Management cision making in the healthcare marketplace. 3 graduate credits. Prerequisites: None. This course focuses on defining projects and identifying how to manage them within healthcare organizations. Students learn to identify project MGMT 534. Health Economics management process groups, methods to formu- In this course, students will study human health, late and execute goals, break project components both national and personal, from an economic per- into work breakdown structure, and critique proj- spective. Further, students will analyze the ways ect case studies to assure performance improve- in which healthcare services are demanded and ment. 3 graduate credits. Prerequisite: None. supplied. Topics include: the value of health from an individual and societal perspective; the demand MGMT 523. Marketing for physicians’ and other health services; the sup- ply of healthcare; the demand for and the supply Management and Strategy of health insurance; international comparison of This course focuses on the role of marketing in healthcare expenditures; cost-benefit analyses establishing and maintaining the relationship of public policies and medical interventions; and between the organization and its internal, domes- the role of government in related healthcare mar- tic and global customers. Emphasis is placed on kets. 3 graduate credits. Prerequisites: None. the analysis of market opportunities, customer behavior and competitive conditions leading to the development of strategic marketing plans MGMT 536. Law, Regulations, and for building and strengthening customer rela- Ethics in the Healthcare Environment tionships. Specific topics include product and This course provides an overview of legal issues service strategy, pricing, promotion and man- associated with healthcare, including HIPAA and agement of channels of distribution including the Medicare fraud and abuse, and the regulatory and role of the Internet and electronic commerce. accreditation environments of Medicare, Medic- 3 graduate credits. Prerequisite: None. aid, JCAHO, and OSHA. Ethical issues associated with the practice of medicine and decision-making MGMT 524. Strategic Planning in Health Care in the healthcare environment are also exam- ined. 3 graduate credits. Prerequisites: None. This course examines models of change within health care organizations and identify strategic and leadership decisions necessary to effect MGMT 545. Procurement positive organizational outcomes. Factors that and Sourcing Strategy assure short-term and long-term success in a This course examines the fundamental con- competitive health care environment, including cepts of supply chain management. Topics developing partnerships and cultivating human include the roles and responsibilities of the and other resources are analyzed. Students uti- purchasing function, supplier relationship man- lize case studies to critique the strategic deci- agement and development, contract develop- sion-making process and make recommendations ment, negotiations, and management, strate- for effective strategic change. Prerequisite: None. gic sourcing, strategy, purchasing ethics, and more. 3 graduate credits. Prerequisite: None. MGMT 532. Managing Healthcare Organizations MGMT 547. Integrated Logistics Systems This course examines the unique environment This course looks at supply chain management of healthcare and the challenges confronting as a logistical system. Topics include inven- managers in that environment. Topics exam- tory management and warehousing, including

75 inventory turnover, process management, cus- following issues will be considered: the nature of tomer satisfaction, and investment recovery. costs incurred by firms and the variety of ways by Delivery issues, including sourcing vs. in-house which organizations account for and manage these systems, are examined. Measuring the per- costs; the process of evaluating the performance of formance of the entire supply chain is empha- firms and their business units; the rationale behind sized. 3 graduate credits. Prerequisite: None. the balanced scorecard; the use of accounting information to motivate and evaluate perfor- MGMT 549. Supply Chain mance. 3 graduate credits. Prerequisite: None. Management Technology MGMT 553. Big Data Management This course examines the use of various individual technologies and technology systems to enhance This course covers fundamental issues in large- the performance of the supply chain function in scale data management. The course examines organizations. Technologies examined include issues related to data organization, representa- RFID and auto-dispensing devices, barcode sys- tion, access, storage, and processing. Discussion tems, route optimization software, and others. includes open source and commercial solutions, Systems such as enterprise resource planning with special attention being paid to large distrib- systems, work management, purchasing, invento- uted database systems and data warehousing. ry, and accounts payable, as well as e-commerce The course introduces technologies and model- and e-marketing technologies, are examined for ing methods for large-scale, distributed analyt- their strategic value to organizations. Technology ics. 3 graduate credits. Prerequisite: None. implementation design and management is also examined with a focus on performance measure- MGMT 554. Intellectual Property ment. 3 graduate credits. Prerequisite: None. Asset Management It is widely commented that physical assets are MGMT 551. International Business Issues on a broad decline in relative importance across Issues and challenges facing top managers when many industries while intangible assets, particularly organizations operate in a global environment. intellectual property assets (e.g.: staff know how, The strategic issues, operational practices and brands, patents, proprietary software, and data), the governmental relations of multinational com- are ascending rapidly in importance as main sourc- panies are analyzed through cases which bridge es of strategic advantage and earnings generation functional business areas. Topics include entry potential. Intellectual Property Asset Management into foreign markets, operating problems, alter- will provide students with a full appreciation of the native business strategies, and government pol- use of their organization’s intellectual property icies. Topics are examined both from the point assets. A considerable amount of complex negoti- of view of the central management of the firm, ations with other firms is frequently required to as- as well as the expatriate executive’s perspec- semble and utilize intellectual property asset port- tive. 3 graduate credits. Prerequisites: None. folios effectively, both as stand alone assets and as integral parts of partnership and joint venture MGMT 552. Management Accounting arrangements. Therefore, the course also provides managers with negotiations skills training, includ- This course is designed to introduce students to the ing both concepts and workshop mode negotiation variety of ways in which management accounting practice. 3 graduate credits. Prerequisite: None. information is used to support an organization’s strategic objectives. The role of managerial ac- counting has been expanded to include collection MGMT 555. Business Research Methods and analysis of measures of financial performance, Good business decisions and strategy depend customer knowledge, internal business processes, on drawing inferences from data. Today busi- and organizational learning and growth. To facili- nesses gather and store vast amounts of data on tate student comprehension and appreciation for customers, markets, and the business itself. In the expanded role of managerial accounting, the this course students will learn how to predict and

76 explain phenomena in the environment through to apply those methods, and critically evaluate the gathering, analyzing, interpreting, and report- and communicate the results. Prerequisites: ing of information that makes business decision MGMT 555 Business Research Methods, or per- makers more effective. The course focuses on mission of the instructor. 3 graduate credits. methods of conducting business research, includ- ing data collection and sampling, measurement, MGMT 561. Measurement Strategies hypothesis testing, basic quantitative analysis, and Methods in HR Management and multivariate statistical techniques. Students will design and execute their own analysis of data HR professionals must be able to gather data ap- in a business discipline of their choice. Excel propriately, analyze it, and communicate findings is used extensively in the course as an analysis to managers and executives convincingly to be tool. 3 graduate credits. Prerequisite: None. strategic partners in the organization. This course examines methods for collecting and analyzing data for a variety of HR needs including satisfac- MGMT 556. Decision Analysis tion surveys, market analysis and benchmarking, This course presents tools for decomposing com- workforce profiling, and compensation and benefits plex decisions into constituent parts allowing each analysis. Both quantitative and qualitative meth- part to be solved separately and reintegrated into odologies will be examined along with concepts of the overall problem solution. Subjecting complex evidence based management. Prerequisite: None. decisions to a formal decision analysis process provides decision makers with much greater MGMT 562. Human Resource clarity about the true nature and risks inherent in the decision being made and produces more Information Systems precise estimates of the range of outcomes that This course examines the strategic role of human each decision option may yield. Decision anal- resource information systems (HRIS) in the effec- ysis tools are commonly used to assist decision tive management of organizations, operationally makers in complex decision environments such and strategically. Students and faculty will exam- as those with multiple quantifiable and non quan- ine how to determine organizational readiness tifiable objectives, those that create, eliminate, and need for an HRIS and the factors that assist or change options faced in subsequent decision in the selection and evaluation of an appropriate environments, and decision options whose impacts HRIS. HRIS concepts will be linked to HR activities are shaped by risk and uncertainty in current and such as performance management, compensa- future environments. Techniques such as deci- tion and benefits, equal employment opportu- sion trees and probability distributions, influence nity and affirmative action, labor relations, and diagrams, the Simple Multi-Attribute Technique human resource planning, as well as enterprise (SMART), Monte Carol simulations, Bayesian computing needs. Students will gain knowledge analysis scenario planning, and others will be dis- of the process of implementing, managing, se- cussed. 3 graduate credits. Prerequisite: None. curing, and using data and information stored in electronic HRIS databases. Prerequisite: None. MGMT 557. Big Data Analytics. Data mining is the process of selecting, explor- MGMT 563. Current Legal Issues ing, and modeling large amounts of data to find in HR Management patterns and gain insights for making actionable This course examines the high priority legal issues knowledge. Several data mining techniques in today’s current HR environment. Working from a will be applied to large data sets from different basis of laws and regulations governing the em- business areas to support business decision ployment relationship, students and faculty ex- making. This course will introduce students to amine how federal and state legislation, court and data mining tools, techniques, and the various administrative decisions, and regulatory process- problems that can be solved using the tools and es are changing interviewing, hiring, promotion, techniques. Students will learn to select appro- performance assessment, termination, diversity, priate analysis methods, use statistical software privacy, safety and health, and union-management

77 relations practices in the workplace. Emphasis and skills of the organization’s employees with is placed on analyzing the impact of changes in those needed to realize the organization’s stra- law and regulations and determining both opera- tegic goals. Learning technologies for delivering tional and strategic impacts of those changes on training content are explored within the context organizational practices. Prerequisite: None. of aligning training and development strategy with organizational needs. Prerequisite: None. MGMT 565. Global Talent Management Various methods for acquiring the critical skills MGMT 571. Leading Change in Organizations needed to produce products and services are Integrative Experience – Organizations are facing examined in this course. In addition to the tradi- many environmental challenges including new tional staffing topics of recruiting, selecting and technologies, new methods of organizing, diverse retaining employees, outsourcing and importing consumer demands, new competitors, and diverse human resources to meet organizations’ strategic employee skills and backgrounds. The common skill and knowledge needs will be examined. Other denominator is change. This course examines topics may include equal employment opportunity, innovation and organizational change from a strate- human resource planning, determination of staffing gic and operational perspectives. Students’ knowl- needs, internal and external recruitment strategies, edge and skills related to innovation and change selection interviews, tests and assessment pro- management are developed with an emphasis on cedures, placement, promotion, transfer policies strategy and organizational goals. Applied projects and retention strategies. Prerequisite: MGMT 561 with small businesses and not-for-profit organiza- Measurement Strategies & Methods in HR Manage- tions allow students to apply their knowledge of ment or MGMT 555 Business Research Methods. innovation and change management in the real world situations. 3 graduate credits. Prerequisite: MGMT 567. Managing Final semester status, or permission of instructor. Compensation and Benefits This course examines the goals of the organization MGMT 572. Managing Performance: in its employment of human resources including Motivating, Coaching & Evaluating the use of reward systems, monetary and non-mon- Managers and human resource professionals must etary, intrinsic and extrinsic, in the motivation of have a good understanding of performance man- goal-oriented behavior as a major factor in influ- agement principles in order to coach managers encing people’s actions in the workplace. The in managing employee performance. This course effects of reward systems on recruiting, perfor- focuses on the underlying principles of perfor- mance, satisfaction and tenure are examined. The mance management and ways to intervene early to course also explores pay system components such manage behavioral problems. Topics to be covered as entry position rates, job evaluation systems, include an overview of performance management, merit pay plans, and employee income security methods for motivating staff, coaching employees, systems. Legal aspects of reward systems, such as including executives, for success, establishing per- federal wage and hour laws and the Employee Re- formance plans, and conducting performance eval- tirement Income Security Act, are examined. The uations. 3 graduate credits. Prerequisite: None. value of healthcare benefits to organizations and employees is also discussed. Prerequisite: None. MGMT 577. Project Planning and Management Introduces project management—the adminis- MGMT 569. Training and tration of a temporary organization of human and Development Systems material resources within a permanent organiza- This course is an introduction to behavioral con- tion to achieve a specific objective. You consider cepts and organization best practices related to both operational and conceptual issues. You learn training and developing human resources. Empha- to deal with planning, implementation, control, sis is placed on the investigation and development and evaluation from an operational perspective. of proactive strategies to align the knowledge In the conceptual arena, you study matrix organi-

78 zation, project authority, motivation, and morale application with large data sets containing miss- and explore the differences and similarities be- ing values and outliers. It addresses issues of data tween project and hierarchical management. You preparation, model development, model valida- investigate cases that illustrate problems posed tion, and model deployment. Prerequisite: MGMT by project management and how they might be 602 Regression, Factorial, and Cluster Analysis. resolved. 3 graduate credits. Prerequisites: None. MGMT 608. Advanced Modeling Techniques MGMT 579. Strategic Human Drawing upon previous coursework in predictive Resources Management analytics, modeling, and data mining, this course This course includes an overview of business strat- provides a review of statistical and mathematical egy and emphasizes the role of human resource programming and advanced modeling techniques. management for effective strategy implementation. It explores computer­ intensive methods for param- Models of organizational diagnosis and change, eter and error estimation, model selection, and reengineering, divesting, merging, acquiring, model evaluation. The course focuses upon busi- downsizing, and outsourcing are examined from ness applications of statistical graphics and data a strategic and operational human resource per- visualization, tree structured­ classification and spective. Students will complete a service learning regression, neural networks, smoothing methods, assignment with a not-for-profit organization or hybrid models, multi­way analysis, and hierarchi- small business to apply the knowledge and skills cal models. This is a case­ study­ and project­ based learned in this course. This course is normally tak- course with a strong programming component. Pre- en by students as the last course in their program requisite: MGMT 605 Generalized Linear Models. of study. Prerequisite: Permission of instructor. MGMT 612. Marketing Analytics MGMT 590-599. Special Topics This course provides a comprehensive review of MGMT 581-582. Independent Study. predictive analytics as it relates to marketing man- MGMT 586-588. Internship. agement and business strategy. The course gives students an opportunity to work with data relating MGMT 602. Regression, Factorial, to customer demographics, marketing communi- and Cluster Analysis cations, and purchasing behavior. Students per- form data cleansing, aggregation, and analysis, This course is focused on methods concerned exploring alternative segmentation schemes for with relations among variables and/or signifi- targeted marketing. They design tools for reporting cant group differences. Multiple regression will research results to management, including infor- be covered. Other techniques such as principal mation about consumer purchasing behavior and components analysis (PCA), exploratory factor the effectiveness of marketing campaigns. Con- analysis (EFA), which examines the interrela- joint analysis and choice studies are introduced tion between variables, and cluster analysis as tools for consumer preference measurement, (CA) and discriminant analysis (DA), which product design, and pricing research. The course are both concerned with the interrelations be- also reviews methods for product positioning tween cases or groups will also be covered. and brand equity assessment. Ethics and legal Prerequisite: MGMT 557 Big Data Analytics. considerations of marketing analytics are dis- cussed. This is a case­ study­ and project­-based MGMT 605. Generalized Linear Models course involving extensive data analysis. Prereq- uisite: MGMT 605 Generalized Linear Models. This course extends linear OLS regression by introducing the concept of Generalized Linear Model (GLM) regression. The course reviews MGMT 615. Web Analytics traditional linear regression as a special case of A central part of e­commerce and social network GLM's, and then continues with logistic regres- applications, the World Wide Web is an important sion, poisson regression, and survival analysis. channel and data source for online marketing and The course is heavily weighted towards practical 79 customer relationship management. This course results, and translating results into written end­ provides a comprehensive review of Web analyt- user reports to support process improvement and ics, including topics in search marketing, social quality improvement efforts. Prerequisite: MGMT network marketing, social media analytics, user 602 Regression, Factorial, and Cluster Analysis. generated content management and marketing, mobile advertising and commerce, and CRM strate- MGMT 625. Supply Chain Analytics gy. The course examines the use of Web sites and information on the Web to understand Internet This course explores how firms can better orga- user behavior and to guide management decision ­ nize their operations so that they more effective- making, with a particular focus on using Google ly align their supply with the demand for their Analytics. Topics include measurements of end­ products and services using analytics applied to user visibility, organizational effectiveness, click enhance competitiveness. The course provides analytics, log file analysis, and ethical issues in both tactical knowledge and high­level insights analytics. The course also provides an overview needed by general managers and supply chain of social network analysis for the Web, including management consultants. The course focuses using analytics for Twitter and Facebook. This is on managing uncertain demand, both within a case study ­and project­ based course. Prerequi- the firm and across the supply chain. Prerequi- site: MGMT 608 Advanced Modeling Techniques. site: MGMT 555 Business Research Methods.

MGMT 618. Data Visualization MGMT 628. Text Analytics This course begins with a review of human percep- This course is focused on incorporating text data tion and cognition, drawing upon psychological from a wide range of sources into the predictive studies of perceptual accuracy and preferences. analytics process. Topics covered include extract- The course reviews principles of graphic design, ing key concepts from text, organizing extracted what makes for a good graph, and why some information into meaningful categories, linking data visualizations effectively present informa- concepts together, and creating structured data tion and others do not. It considers visualization elements from extracted concepts. Students as a component of systems for data science and taking the course will be expected to identify an presents examples of exploratory data analysis, area of interest and to collect text documents visualizing time, networks, and maps. It reviews relevant to that area from a variety of sources. methods for static and interactive graphics and This material will be used in the fulfillment of introduces tools for building webbrowser­ ­based course assignments. Prerequisite: MGMT 602 presentations. This is a project­ based course with Regression, Factorial, and Cluster Analysis. programming assignments. Prerequisite: MGMT 602 Regression, Factorial, and Cluster Analysis. MGMT 671. Capstone Project The capstone course focuses upon the practice of MGMT 622. Healthcare Analytics predictive analytics. This course gives students an This course focuses on developing skills in an- opportunity to demonstrate their business stra- alyzing and improving healthcare systems and tegic thinking, communication, and consulting processes by integrating systems analysis, quality skills. Students work individually on projects that management, operations research techniques, can be work related­ or part of a consultative effort exploratory data analytics and data visualization. with an organization. Students will present their Emphasis is placed on the use of organizational project online to faculty and peers. Prerequisite: data, especially timestamp­ data, to study pro- Completion of a minimum of 30 credits toward cesses and outcomes of care, particularly as it the degree and permission of the instructor. relates to flow analysis and improving work flow. The course relies heavily on handson­ use of computerbased­ modeling tools. Emphasis will be EDUCATION placed on formulating, designing, and construct- Chair: Associate Professor DesJardin ing models, drawing conclusions from model Professor: Shosh 80 Assistant Professor: Gleason, Step 1. For initial admission to the pro- Kahn, Mitten, Song, Wen gram, students must have: Faculty Associates: Baxter (art), LaRue (En- glish); McKeown (world languages); Pax- • 48 credit hours (12 course units). ton (history); Hartshorn (mathematics); Krieble (physics, general science) • A 2.7 GPA. Adjunct Faculty: Aragona-Young, Beitler, Bil- • 6 credit hours (1.5 units) of college-level heimer, Colon, Conard, Correll, Dilendik, Dona- mathematics. (These credits may be part of her, Finlay, Frey, Fuini-Hetten, Grove, Heath, the initial 48 credits, and one unit can be met Hogan, Jacoby, Ketterman-Benner, Mancino, by the Learning in Common F2 requirement.) Massey, Modjadidi, Resende, Richmond, Ro- • 3 credit hours in English composition and 3 sario, Sillivan, Torok, Villani, Ziegenfuss credit hours in English literature. (These credits Director of Field Experiences: Correll may be part of the 48 initial credits and can be met by the Writing 100 course or the First Year Seminar and the LinC M2 requirement.) Moravian College offers programs to prepare • A passing score on the PAPA (Pre-profes- and certify students for careers in teaching sional Academic Performance Assessment) from pre-K to grade 12. The College believes in Reading, Writing, and Mathematics. that a teacher is best prepared through a pro- gram that integrates the principles of liberal • A successful stage 1 & 2 ear- education with concentrations of study in an ly field experience evaluation. academic discipline and in teaching, combined • U.S. citizenship or a declared intent to file with extensive field experience in the schools. for U.S. citizenship. (This requirement is mandated by the Pennsylvania Depart- ment of Education and applies to teachers Moravian offers programs leading to Pennsylvania of all subjects except world languages.) public school teacher certification in art (grades K-12), early childhood education (pre-K - grade 4), Step 2. Students who intend to obtain teaching middle level education (grades 4-8), three world certification must make a formal application languages (French, German, and Spanish, grades to the Teacher Education Committee. Applica- preK-12), music (grades preK-12), special edu- tions must be submitted two semesters prior to cation, English as a Second Language, and eight the student-teaching semester, i.e., for fall stu- secondary education (grades 7-12) subject areas: dent teaching, by December 1 of the preceding biology, chemistry, citizenship education, English, year; for spring student teaching, by April 15 of general science, mathematics, physics, and social the preceding year. The committee approves studies. The Education Department’s Master of applications on the basis of these criteria: Education program also offers certification for ESL program specialists, reading specialists, principals, • Scholarship. Students must achieve all the supervisors of curriculum and instruction, online following for admission to student teaching: instruction and special education. The Master of Arts in Teaching program offers initial licen- • 3.0 overall GPA sure and advanced study at the graduate level. • 3.0 GPA in the academic major • 3.0 GPA in the profession- Admission to the Program al education sequence Acceptance to Moravian College does not guar- • Recommendation of the major depart- antee that a student will be accepted into the ment based upon the mastery of content teacher certification program. There is a two- knowledge in the academic discipline. step process for admission into this program. • Recommendation of the Education Depart- Students are strongly encouraged to complete ment based on the mastery of pedagogical Step 1 by the end of the sophomore year. content knowledge and performance in

81 successful stage 1 & 2 early field and stage Middle-level certification candidates have 3 pre-student teaching experiences. two advisors. The primary advisor is Joseph • Evidence of professional attitude and behav- M. Shosh of the Education Department. ior will be considered in light of field experi- Students will meet with both advisors each ence evaluations, College faculty and staff semester before registering for courses. assessment, disciplinary information from • Secondary Students interested in second- the Student Affairs Office, and other sourc- ary certification should meet with an advisor es. Submission of a signed application to the early—in the freshman year, if possible. Once Teacher Certification program is required the student has identified his or her primary and shall constitute consent for the Student major and submitted a Declaration of Major Affairs Office to release all such information form to the registrar, the student should consult on file to the Teacher Education Committee. with his or her advisor in the Education De- After approval by the Teacher Education Commit- partment. (The education advisor is the stu- tee, a student is expected to maintain minimum dent's secondary advisor; the primary advisor averages and continue to receive endorsements is a faculty member from his or her academic of the departments and offices involved. A student major.) The Education Department secondary must meet all standards and complete prerequisite education advisor is Tristan Gleason for all coursework prior to the student-teaching semester. certification areas except English. The Educa- tion Department secondary education advisor for English certification candidates is Joseph A student who has been denied admission to the M. Shosh. After the initial consultation, stu- program may reapply at a later time if criteria for dents should seek out the education advisors student teaching have been met. In such circum- each semester before registering for courses. stances, completion of certification requirements • Art Students interested in art cer- may involve extending the student's program if tification should meet with Kris- the requirements cannot otherwise be met. A tin Baxter in the Art Department student who wishes to challenge an action by the Teacher Education Committee may request • Music Students interested in music certifica- a hearing and personal appearance before the tion should meet with the Music Department committee. If not satisfied by the hearing, he or each semester before registering for courses. she may appeal to the Office of the Provost. • Transfer students should arrange an appoint- ment with the assistant dean for academic Assignment of Advisors advising following their interview with the Ad- missions Office. Completed coursework, total All students interested in teacher certi- Moravian equivalency units, and the criteria fication should meet with the appropri- listed on the preceding pages will determine ate Education Department advisor. placement in the professional sequence.

• Early Childhood Once the student has identified his or her primary major, a Declaration PENNSYLVANIA DEPARTMENT of Major form may be submitted to the registrar. Early childhood education certification OF EDUCATION (PDE) candidates have two advisors. The primary REQUIRED TESTING FOR advisor is a faculty member from the academic major; the secondary advisor is Jean DesJardin TEACHER CERTIFICATION in the Education Department. Students will meet with their academic advisor as well as their Early The Pennsylvania Educator Childhood advisor before registering for courses. Certification Tests (PECT) • Middle Level Once the student has identified Students in all Pennsylvania Instructional I his or her primary major, a Declaration of teacher certification programs must successful- Major form may be submitted to the registrar. 82 ly complete basic skills assessments in reading, priate Middle Level Subject Concentration (Citi- mathematics and writing. Currently there are two zenship Education 4-8, English 4-8, Mathematics testing options. You may take either the Pear- 4-8, or Science 4-8) test(s). For complete infor- son PECT Pre- service Academic Performance mation, see the Educational testing Service web- Assessment (PAPA) or the ETS Praxis Core Aca- site: http://www.ets.org/praxis/pa/requirements. demic Skills for Educators (CORE) exams. Please consult test provider websites for additional information regarding test content, testing lo- Secondary Candidates must pass the appro- cations and registration procedures. See: http:// priate Praxis II Content Knowledge Test prior www.pa.nesinc.com, select ‘tests’, then ‘PAPA’ to being certified. For complete information, and/or https://www.ets.org/praxis/about/core/. see the Educational testing Service website: http://www.ets.org/praxis/pa/requirements.

Students may qualify for exemption from the basic skills assessment exams based on their Secondary, middle level, art, and music ed- SAT or ACT scores. Please contact the Edu- ucation students are strongly encouraged to cation Department regarding exemptions and take the academic content test after they have other test related questions you may have. completed the majority of courses for their ma- jor, generally in the fall of the senior year, but before student teaching in the spring term. Candidates are encouraged to take the PAPA or CORE exams prior to or during the sophomore year. If not exempt, all teacher certification candidates The Pennsylvania Department of Education (PDE) will be required to pass these tests prior to admis- periodically revises testing requirements. Stu- sion into the teacher certification program and dents should consult regularly with their Education participation in any Stage 3 Field Experiences. Department advisor and the Pennsylvania Depart- ment of Education website for updates from PDE. Content Area Exams Because the Moravian College Education Depart- Early Childhood Candidates must also take The ment must approve every student's certification, it PreK–4 assessment which includes three mod- is necessary to have test scores sent to the College. ules. Examinees must take and pass all three This is done on the examination's registration form. modules to qualify for Pennsylvania teacher cer- tification. Students are encouraged to print out the full-length practice test on the website to The Commonwealth of Pennsylvania awards familiarize themselves with the testing format. certification to candidates who have passed Additional information is available at https://www. the required tests and who have been rec- pa.nesinc.com/TestView.aspx?f=HTML_FRAG/ ommended by educational institutions with PA006_TestPage.html. Candidates applying for accredited, state-approved programs. certification in art, music or world language (K-12 programs) must pass the Praxis II Fundamental Subjects: Content Knowledge test and the appro- Field Experience priate Praxis II subject test prior to being granted The purpose of the field experience is to provide certification. Information on these tests is avail- students with appropriate classroom experiences able at the Educational testing Service website: at each level of their coursework. These experi- http://www.ets.org/praxis/pa/requirements. ences are meant to assist the student in deter- mining whether teaching is an appropriate career choice. For those who decide to pursue teacher Middle Level Candidates must pass the Pennsyl- certification, field experiences will progress from vania Grades 4-8 Core Assessment: Pedagogy, stage 1 & 2 field experiences to stage 3 pre-stu- English Language Arts and Social Studies, Math- dent teaching to stage 4 student teaching. All field ematics and Science test prior to being granted experience is directly related to material presented certification. In addition, they must pass the appro- 83 in the sequence of education courses. The Edu- Students in field placements must be tested for cation Department's director of field experiences tuberculosis. An acceptable test must be admin- is responsible for securing all field placements. istered not more than three months before the Students are required to secure their own transpor- first day of any field experience. A form indicating tation to and from field experience placements. negative results of the test must be signed by a nurse or physician and submitted to the Education Department prior to beginning a field experience. Cooperating teachers for field experiences hold Students will not be allowed to start a field ex- appropriate certification and are selected for perience until all required documents have been their willingness and ability to mentor, their ex- reviewed and copied. Students should contact cellence in teaching, their knowledge of teach- Doris Correll, Director of Field Experiences, if ing practice, and their devotion to the teaching they have questions regarding field experience profession. The cooperating teacher for any field experience provides a valuable opportu- nity for students to observe a teaching profes- Stages 1 and 2 Field Experience: sional and participate in a classroom setting. Observation and Exploration The first level in the field-experience continuum Students will not be permitted to enroll in a course is an opportunity for the student to become fa- that includes a field experience until all completed miliar with classroom teaching and responsibil- forms required by the Pennsylvania Department ities under extensive support and direction. The of Education have been presented to the College's student is required to complete a minimum of director of field experiences. These clearance doc- 40 hours for each experience. This experience is uments include the FBI Federal Criminal History the field component for the following courses: Record (Act 114), the Pennsylvania State Police Criminal Record Check (Act 34), and the Penn- Education 130 Student Development sylvania Child Abuse History Clearance (Act 151). and Instructional Some of these forms take six to eight weeks for Design. Required for completion, so students need to plan accordingly. all art, music, middle Students who need to update their clearances or level (grades 4-8), obtain initial clearances must personally bring all world language (K-12), original clearance documents to the Education and secondary edu- Department to be reviewed and copied before they cation candidates. will be permitted to register for education courses with field experiences. Photocopies, faxes, and Education 160 Culture, Community, scanned documents are unacceptable. Please note and Diversity: Intro- that the last opportunity to add a course is by 4:30 duction to Critical P.M. on the last day of the drop/add period. The Pedagogy. Required clearance documents must be valid for the entire for all education certi- academic semester the student is in a field experi- fication candidates. ence. Students will be placed in field experiences only when all background checks indicate that no Education 210 Child Development 1. record exists. Information concerning how to obtain Required for all early and submit these forms is available in the Educa- childhood candidates. tion Department and on the Education Department Education 211 Child Development 2. website. In addition, the Pennsylvania Department Required for all early of education requires that all students participat- childhood candidates. ing in a field experience complete an Act 24 (Ar- rest/Conviction Report and Certification Form).

84 Education 222 Emerging Language Education 364 Curriculum and and Literacy, Pre-K to Instruction in Sci- 4th Grade. Required ence (110 hours) for all early childhood Education 365 Curriculum and In- certification candidates struction in Social Science (110 hours) Stage 3 Pre-Student-Teaching Experience Art Education This is an opportunity for the student, before Education 366 Curriculum and Instruc- student teaching, to experience daily classroom tion in Art (150 hours) activities as well and take responsibility for the planning and presentation of lessons. All certi- fication candidates are required to complete a Music Education minimum of 150 hours. Pre-student-teaching is Education 367 Teaching Music to the field component for the following courses: Children. (75 hours) Education 368 Teaching Music to Early Childhood and Middle Adolescents and Level Education Adults. (75 hours) Education 359.2 Pre-Student Teaching. Required for all early Stage 4 Student Teaching Experience childhood and middle Student teaching is the culminating experience level candidates. Part 2 of the teacher-preparation program. Its purpose taken along with EDUC is to help the student develop into a competent 321,Language Arts professional. Student teaching is physically and for Children, Pre-K to psychologically exhausting, but it is also satisfy- 4th Grade and EDUC ing. It is a full-time commitment and will consume 322, Math Thinking or most of the student's time in the semester in which EDUC 333, Literacy it occurs. It takes place under the supervision of for Middle Level Learn- qualified program faculty and cooperating teach- ers and EDUC 332, ers. Student teachers will have two experiences Math for Middle Level (different grades and different schools) over the Learners. (75 hours) semester. All placements are in Pennsylvania schools near the College. In addition to daily class- Secondary and World room experience, students are required to attend a weekly seminar with their College supervisors. Language K-12 Education Education 360 Curriculum and Instruction in En- Courses associated with glish (110 hours) student teaching include: Education 361 Curriculum and In- Education 370 Seminar for Early struction in World Childhood Educators: Language (110 hours) Advocacy, Ethics, Lead- Education 362 Curriculum and In- ership, Collaboration. struction in Mathe- Education 371 Issues in Middle Level matics (110 hours) Education. Required for all middle level education candidates.

85 Education 375, Student Teaching. 374.2) are taken in the spring of the senior year. 376, 377 Required for all stu- dent teachers. All students interested in teacher certification are Education 378 Seminar in Secondary reminded that they must complete courses re- Student Teaching. Re- quired for initial admission to the teacher certifica- quired for all secondary tion program. Specifically, students must complete and world language six credit hours (1.5 Moravian units) in mathemat- education candidates. ics as well as three credit hours in English compo- Education 379 Seminar for Art Stu- sition and three credit hours in English literature. dent Teachers. Re- quired for all art edu- cation candidates. Early Childhood Education Music 374.2 Music Education Students seeking certification in early childhood Seminar. Required education must complete a major of their choice for all music educa- as well as the College’s program of general edu- tion candidates. cation (Learning in Common). If preferred, early childhood education certification candidates may complete a pre-approved interdisciplinary pro- Art Education gram, which is composed of either eight or nine course units. Students must select Mathematics Moravian offers a certification program in the 125 to fulfill the Learning in Common Quantitative teaching of art (K-12). Students complete a full Reasoning (F2) requirement. (Students pursuing major in art as described under the Art Education early childhood certification who choose a ma- track. Students should take Education 100.2 in the jor in math are exempted from this course and fall or spring of the freshman year, Education 160 requirement.) Students also need an additional in spring of the freshman year, Education 130 fall half-unit course in math. (Again, students major- of the sophomore year, Education 244 spring of the ing in math are exempted from this requirement.) sophomore year, Education 163 in the fall or spring In the multidisciplinary (M) categories, students of the sophomore year, Education 260 fall of the must take either History 113 or 114 to fulfill the junior year, Education 366 fall of the senior year, requirement in Historical Studies (M1); English and Education 375-379 spring of the senior year. 101, 102, 103, 104, or 105 to fulfill the Litera- ture (M2) requirement; Education 160 to fulfill All students interested in teacher certification are the Ultimate Questions (M3) requirement; and reminded that they must complete courses re- both Education 213.2 and 214.2 to complete the quired for initial admission to the teacher certifica- Aesthetic Expression (M6) requirement. Early tion program. Specifically, students must complete childhood candidates must complete an M4 or M5 six credit hours (1.5 Moravian units) in mathemat- (but not both), which may be a part of the major. ics as well as three credit hours in English compo- The requirement not completed – M4 or M5 – is sition and three credit hours in English literature. waived. In addition, early childhood candidates must complete only one of the Upper-Division (U) categories, which may be a part of the major. Music Education Moravian offers a certification program in the Early childhood education certification teaching of music (K-12). The academic program is students must complete the professional described under music. Students complete Ed- sequence in early childhood education: ucation 100.2 in the first year of study. Students also complete Education 130 and Education 160 in separate semesters of the sophomore year and Education 244 in the spring of the sophomore year or in the junior year. Student teaching and the concurrent seminar (Education 375-377 and Music 86 Education 100.2 Taken in the fresh- Education 370 Taken in fall of the and 160 man year, 40-hour and 375-377 senior year; clearances field experience re- and other documents quired for Education for fieldwork required; 160; clearances and overall GPA of 3.0 other documents for required to enroll; fieldwork required. passing PAPA tests and Education 210, aken in the fall term of approval of the Teacher 222, and 244 the second year; 40- Education Committee hour field experience in are required to enroll. that semester; clear- EDUC 160 is a pre-requisite and EDUC 210 ances and other doc- is a co-requisite for EDUC 244. A lab science uments for fieldwork (F4) course with a grade of C or better is re- required. Overall GPA of quired prior to enrolling in Education 323. 2.70 required to enroll. Mathematics 125 with a grade of C or better Education 211, Taken in the spring is the prerequisite for Education 322, and an 214.2, and 216 term of the sophomore American history course with a grade of C or year. 40-hour field better is the prerequisite for Education 324. experience in that semester; clearances and other documents Middle Level Education for fieldwork required. Students seeking certification in middle level Overall GPA of 2.70 education (grades 4 through 8) must complete a required to enroll. major in mathematics, general science, English, Education 312, 323, Taken in fall of the ju- history, or historical studies, or they may complete 324, and 358.2 nior year; 75-hour field a pre-approved interdepartmental major in math- experience required; ematics/general science, mathematics/English, or clearances and other general science/English. See the Interdisciplinary documents for field- Programs section for specific requirements for work required; overall majors in general science and historical studies GPA of 2.70 required and for pre-approved interdepartmental majors. to enroll; passing PAPA Students must also complete the College’s pro- tests required to enroll. gram of general education, Learning in Common. Students must select Mathematics 125 to fulfill Education 213.2, Taken in spring of the the requirement in Quantitative Reasoning (F2) 218.2, 321, 322, junior year; 75-hour and Environmental Science 112 to fulfill the lab and 358.2 field experience re- science requirement (F4). (Students majoring in quired; clearances mathematics, mathematics/general sciences, or and other documents mathematics/English are exempted from taking for fieldwork required; Mathematics 125. Students majoring in mathemat- overall GPA of 2.70 ics may substitute Physics 111 for Environmental required to enroll; Science 112.) In the Multidisciplinary (M) catego- passing PAPA tests ries, students must take History 113 to fulfill the required to enroll. Historical Studies (M1) requirement; Education 131 to fulfill the Literature (M2) requirement; Education 160 to fulfill the Ultimate Questions (M3) requirement; Political Science 110 to satisfy the Economic, Social, and Political Systems (M4) requirement; and Interdisciplinary 110 to fulfill the Cultural Values and Global Issues (M5) require- ment. The Aesthetic Expression (M6) requirement 87 is waived for these students. In addition, middle uisites for Education 332. (Both Mathematics level education students must complete one of 107 and 125 are waived for students majoring in the two Upper-Division (U) categories, which mathematics, mathematics/general science, or may be a part of the major; the other is waived. mathematics/English.) History 113 with a grade of C or better, Political Science 110, and Interdisci- Middle level education students must complete the plinary Studies 110 are prerequisites for Education 330. Students must pass the reading, writing, and professional sequence in middle level education: mathematics PAPA exams prior to enrolling in Education 130 Taken in the fall of any stage 3 pre-student teaching course. These and 140.2 the sophomore year; exams should be taken in the freshman year. clearances and oth- er documents for fieldwork required. All students interested in teacher certification are reminded that they must complete cours- Education 131 Taken in the spring term es required for initial admission to the teacher of the sophomore year certification program. Specifically, students Education 244 Taken in fall of the ju- must complete six credit hours (1.50 Mora- nior year; overall GPA of vian course units) in mathematics as well as 2.70 required to enroll three credit hours in English composition and Education 332, Taken in spring of the three credit hours in English literature. 333 and 358.2 junior year; clearances and other documents for fieldwork required; Secondary Education overall GPA of 2.70 Moravian College offers teacher certification required to enroll; programs in the following areas of secondary passing PAPA tests education (grades 7-12 unless otherwise noted): required to enroll. biology, chemistry, citizenship education (formerly Education 232.2, Taken in fall of the social studies), English, French (K-12), general 330, 331, and 358.2 senior year; clearances science, German (K-12), Latin (K-12), mathemat- and other documents ics, physics, social studies, and Spanish (K-12). for fieldwork required; overall GPA of 2.70 The programs of study leading to these certificates required to enroll; are described under the appropriate departmental passing PAPA tests headings in this catalog. Individual program de- required to enroll. scriptions also are available through the Education Education 371 Taken in fall of the Department. See the sections on science education and 375-377 senior year; clearances and historical studies for descriptions of general and other documents science and citizenship education/social studies for fieldwork required; programs, respectively. Students are advised to overall GPA of 3.0 complete Education 160 and Education 130 in the required to enroll; sophomore year. (They must be taken in separate passing PAPA tests and semesters.) Education 260 usually is taken in the approval of the Teacher fall term of the junior year and Education 360-365 Education Committee in the fall term of the senior year. Education 140.2 are required to enroll. and 244 should be taken any semester prior to student teaching. Student teaching (Education 375-378) occurs in the spring term of the senior EDUC 160 is a pre-requisite and EDUC 130 is a year. Physical Education 236 is required as one co-requisite for EDUC 244. Environmental Science of the student's physical education activities. 112 with a grade of C or better is the prerequisite for Education 331. Mathematics 125 with a grade of C or better and Mathematics 107 are prereq- All students interested in teacher certification are 88 reminded that they must complete courses re- • EDUC 424.3 ( = graduate 624) Educating quired for initial admission to the teacher certifica- Students with Disabilities and Exceptionalities tion program. Specifically, students must complete • EDUC 425.3 ( = graduate 626) Com- six credit hours (1.5 Moravian units) in mathemat- prehensive Literacy Pre-K to 4 ics as well as three credit hours in English compo- sition and three credit hours in English literature. • EDUC 426.3 ( = graduate 660) Litera- cy and Resistance/Secondary Schools • EDUC 410.3 ( = graduate 670) Lan- Special Education and English as a guage Acquisition and Development Second Language • EDUC 427.3 ( = graduate 676) Liter- Students pursuing teacher certification in early acy Assessment and Evaluation childhood, middle level, or any secondary (7-12) or K-12 certification area listed above, and who maintain an academic record above the minimum Full course descriptions are available from the requirements for certification (in the major, in ed- Education Department or the Comenius Cen- ucation courses, and overall) may request permis- ter. Please note that students who complete sion to pursue an additional certificate in special these courses at the undergraduate level may education or English as a second language (ESL). not count these same courses towards a grad- Students approved for ESL supplemental certifica- uate degree at Moravian College, but they may tion enroll in a set of five additional graduate cours- count these same courses towards certification. es offered for advanced undergraduate students: The Major in Early Childhood Special • EDUC 410.3 ( = graduate 670) Lan- Education guage Acquisition and Development Moravian College’s Early Childhood Special Edu- • EDUC 411.3 ( = graduate 671) ESL cation program allows qualified students to earn Curriculum and Instruction dual certification in early childhood education • EDUC 412.3 ( = graduate 672) (Pre-K to grade 4) and special education (Pre-K ESL Learner and Community to grade 8) within a four-year degree program. It is not possible to study special education with- • EDUC 413.3 ( = graduate 673) ESL out the early childhood education program. Assessment and Support • EDUC 414.3 ( = graduate 674) ESL Program Specialist The following courses compromise the Ear- ly Childhood Special Education major: Students approved for special education sup- plemental certification enroll in a set of nine additional graduate courses offered for ad- • EDUC 244 Including Students with Dis- vanced undergraduate students and an ap- abilities (Grade of C or better required) proved special education student teaching • EDUC 410.3 Language Acqui- practicum. The nine-courses set includes: sition and Development • EDUC 420.3 Differentiating Instruction • EDUC 420.3 ( = graduate 610) Dif- • EDUC 421.3 Special Education Iden- ferentiating Instruction tification and Intervention • EDUC 421.3 ( = graduate 617) Special Ed- • EDUC 422.3 Effective Inclusionary Practices ucation Identification and Intervention • EDUC 423.3 Special Education Processes • EDUC 422.3 ( = graduate 618) Ef- fective Inclusionary Practices • EDUC 424.3 Education Students with Disabilities and Exceptionalities • EDUC 423.3 ( = graduate 623) Special Education Processes and Procedures • EDUC 425.3 Comprehensive Literacy

89 Pre K to 4 Writing Intensive Course room, with an underlying philosophy of reflective • EDUC 426.3 Literacy and Resis- teaching and a focus on action research. Courses tance/Secondary Schools are available to all certified teachers and may be taken as part of the larger M.Ed. program, to satisfy • MATH 125 Math for Teachers Act 48 requirements, or simply for intellectual and • PSYC 120 Introduction to Psychology professional enrichment. Advanced Pennsylva- • SOC 113 Cultural Anthropology or nia certification options are also available in ESL, SOC 115 Introductory Sociology reading, the principalship, supervisor of curriculum and instruction, and special education. Qualified graduate students may also pursue initial licen- In addition, students complete all of the cours- sure and/or earn a graduate degree in education es listed for the Early Childhood Certifica- through our innovative inquiry-based Master of Arts tion Program: Education 100.2, 160, 210, in Teaching (M.A.T.) program. Those interested in 211, 213.2, 214.2, 216, 218.2, 222, 321, learning more about Moravian College's graduate 322, 323, 324, 358.2, 359.2, 370, 375, 376, degree and certification options should contact and 377. Students also complete the nor- Joseph M. Shosh in the Education Department. mal Learning in Common Curriculum. Undergraduate Courses in Education The Minor in Education Note: Students must complete all foundation The minor in education for students not seek- (100 level) courses with a grade of C or better in ing teacher certification consists of five course order to continue taking upper level courses. All units: Education 130, 210, or 211; Education 100-level courses require an early field experi- 160; Education 244; and two additional course ence. They may not be taken in the same semester. units in education, selected with the advisor's Education 160 (all certification students) or 130 approval. Students seeking certification in one (for middle level, secondary, art, music, and world or more of the approved areas of secondary ed- language certification students) should be taken ucation will have a minor in education if they in the spring of the first year. The other course complete requirements for certification. should be taken in the fall or spring of the sopho- more year. Students in early childhood or middle level certification programs should take Education Interdepartmental Majors Including 100.2 in their first term of study at the College. Education Students whose personal objectives include In addition, all 200-level education cours- study in education without teacher certifica- es have a prerequisite of a minimum overall tion may develop an interdepartmental major grade point average of 2.70 for enrollment. with a Set II concentration in education. Such programs must be developed and approved by the Interdisciplinary Programs Committee as EDUC 100.2. Introduction to Education outlined under interdepartmental majors in the of English Language Learners educational programs section of this catalog. Students will learn basic principles, issues, and strategies for English language teaching. This course will be an introduction to challenges of The Master of Education in teaching English learners and offers a compre- Curriculum and Instruction (M.Ed.) & hensive overview of learning theories and teach- Master of Arts in Teaching (M.A.T.) ing strategies. Attention will be given to such controversial topics as the influence of culture The Education Department offers a Master of on schooling, the cultural practices of school- Education degree in curriculum and instruction for ing, and the sociopolitical context of education. practicing teachers. Each course in this 36-credit Students will learn clear models of strategic program is immediately applicable to the class- teaching leading to students' success. Fall.

90 EDUC 130. Student Development EDUC 160. Culture, Community, and and Instructional Design Diversity: Introduction to Critical Teaching The purpose of this course is to introduce pre-ser- Through field experience, reading, discussion, and vice teachers to the most current and effective intensive writing, students in the course will explore principles for teaching students from fourth grade the diversity affecting their teaching, both within through high school. Cognitive, social, emotional, their classroom and within the broader community and physical developmental issues are examined from which their students come. This examination in the context of effective classroom instruction. will be both contemporary and historical. They will 40-hour field experience. Clearances and other examine many forms of diversity, but in particular documents for fieldwork required. Fall and spring. will examine how teachers need to consider lan- guage, culture, multiple intelligences, and learning EDUC 131. Young Adult Literature styles in their work with diverse learners, including English language learners and students with dis- Introduces students to reader response, so- abilities. The course is unified through philosoph- cio-cultural, and New Historicist lenses for making ical exploration of critical pedagogy, including the meaning of a variety of traditional and emerging work of Paulo Freire and through the ethical issues texts from the amorphous body of American lit- related to teaching. (M3) Two 70-minute periods. erature written specifically for young adults. As 40-hour field experience. Clearances and other participants examine classic and contemporary documents for fieldwork required. Fall and Spring. young adult texts, they construct blogs, wikis, and a literary analysis essay with hyper-textual links to articulate a philosophy for the inclu- EDUC 210. Child Development and sion of young adult literary texts in the second- Cognition I: Pre-natal to Five ary school curriculum, both individually and in This course is devoted specifically to child devel- tandem with canonical texts. (M2) Spring. opment from pre-birth to age five. This course will begin with an overview of child study in contem- EDUC 140.2. Computer porary contexts and the role teachers play in early Technology in the Classroom childcare settings. Major developmental theories will be addressed as they relate to physical and mo- Instructional use of word processors, spread- tor, social and emotional, and cognitive domains. sheets, databases, graphics packages, games, The course will also focus on the application of simulations, Web authoring programs. The knowledge to teaching and working with very young Internet as a teaching/learning resource. Stu- children and their families. Strategies and activities dents will design lesson plans and demonstrate will be learned to work with young children from proficiency with technology specific to their diverse populations. The concepts will be foun- academic disciplines. Two 2-hour periods. dational for all of the courses in early childhood education. Prerequisites: GPA of 2.70, Education EDUC 158.2. Early Field Experience 100.2 and 160. 40-hour field experience. Clearanc- es and other documents for fieldwork required. Fall. Designed for students who need stage 1 & 2 early field experience in the K-12 classroom before stage 3 pre-student teaching. Students EDUC 211. Child Development and will be supervised by a teacher in a local school Cognition II: Six to Nine Years and spend a minimum of 40 hours in the class- This course is a continuation of the study of devel- room. They also will meet weekly for seminar opment of young children from six through nine. with education faculty. Minimum of one edu- This course will begin with research and contempo- cation course taken at Moravian and permis- rary issues in learning and teaching. Major devel- sion of department chair required. Clearances opmental theories as they relate to physical and and other documents for fieldwork required. motor, social and emotional, and cognitive domains will be addressed. It will also focus on the appli- cation of knowledge to teaching and working with

91 early school age children. Strategies and activities family and community involvement, technology, will be learned. The concepts will be foundational guidance, play, assessment, diversity, special for other courses in early childhood education. needs, ethics, and developmentally appropriate Prerequisites: GPA of 2.70, Education 100.2 and practices will be explored. Prerequisites: GPA 160. 40-hour field experience. Clearances and of 2.70; Education 100.2 and 160. Spring. other documents for fieldwork required. Spring. EDUC 218.2. Movement, Health, and EDUC 213.2. Imagination and Safety Education for Young Children Creativity in Young Children This course is designed to inform future early This course examines why art experiences are childhood classroom teachers, as movement edu- valuable in young children’s development and cators, about the discipline of physical education how to incorporate meaningful art activities and the role they can play in producing physically across the preK-4 curriculum. Students in this active and healthy, safe children. Specific attention hands-on class will make process-based artworks will be given to motor skill and movement con- using a variety of art materials and learn how to cepts and strategies, techniques, and approaches adapt art instruction to ensure all children suc- that teachers can use to lay the foundation for ceed, including diverse learners such as ELL’s healthy practices in children. Prerequisites: Ed- and children with disabilities. Note: In combina- ucation 100.2 or 160; GPA of 2.70; no freshmen tion with Education 214.2, this course fulfills the (sophomore standing or higher). Fall/Spring. Learning in Common M6 requirement. Prereq- uisites: GPA of 2.70. Prerequisite or Co-requi- EDUC 222. Emerging Language and sites EDUC 100.2, EDUC 160. Fall and spring. Literacy, Pre-K to 4th Grade The course begins with a brief overview of the EDUC 214.2 Music and Movement recent key national policies and initiatives that This course presents the comprehensive, cur- have impacted the teaching of literacy from birth rent professional research on music and move- to kindergarten. Students will learn key aspects ment while providing links between theory and of language and literacy that will promote early practice. Students will also learn about a young reading success in preschool and childcare set- child’s physical and psychological health and tings. They will be able to apply their learning safety. The role of the family and diversity will into practice with a field experience. Students also be discussed. Pennsylvania’s standards will expand their knowledge of the initial reading for the arts and humanities will also be ad- instruction practices that develop real readers. dressed. (Note: In combination with Education Students will also learn ways of preventing reading 213.2, this course fulfills the Learning in Com- difficulties through developmental interventions. mon M6 requirement.) Prerequisites: GPA of Assessment methods always inform programs 2.70, Education 100.2 or 160. Fall and spring. so students know if a child is making process in reading-related skills and early reading. Students EDUC 216. Early Childhood Education will also learn how to work with parents and policy Theories, Practices, and Family Partnerships makers who always influence early learning pro- grams and who make decisions regarding early This course presents a broad foundational over- reading instruction. 40-hour field experience. view that focuses on the concepts and issues of Co-requisite: Education 210. Prerequisite: Edu- early childhood education. Students will develop cation 100.2 and 160; GPA of 2.70. Clearances a historical perspective as well as a contempo- and other documents for fieldwork required. Fall rary view of issues and public policies. Theories of learning and development, which are applied in practice, will be explored along with new directions EDUC 232.2. Interventions for in cognitive development. The concepts of High Middle Level Learners Scope and programs are examples The purpose of this course is threefold. First, it of the many being analyzed. Other topics such as is to prepare the pre-service teacher to develop

92 an inclusive learning environment, which specif- EDUC 260. Reflective Teaching ically addresses the needs of the middle school in Secondary Schools learner. Second, it is to design and implement Introduction to general research-based tech- research-based interventions and instructional niques for use in secondary classrooms, from strategies, which address the needs of the middle teacher-centered strategies (direction instruc- school learner. These strategies/interventions will tion) to student-centered strategies (cooperative be based on accurate interpretation of assessment learning, group discussion), and introduction data, content knowledge, and understanding of to essential skills in instructional design for di- the students' abilities and diversity. Third, it is to verse learners. Through videotaped lessons prepare the pre-service teacher to evaluate the presented to peers, students design instruction effectiveness of the instructional strategies and in- employing these strategies and learn how to terventions and adjust them as needed to promote self-critique their teaching. Prerequisites: Edu- on-going student success. Topics will include, but cation 150 or 160; and 130; 244; or permission are not limited to, strategies specific to the diverse of instructor; GPA of 2.70. Two 70-minute peri- learner, collaboration techniques, research-based ods. Forty-hour field experience. Clearances and strategies and interventions, Response to Inter- other documents for fieldwork required. Fall. vention, the Systematic Approach for Assessing/ Accessing the Learning Environment (SAALE), data collection and monitoring techniques, variables EDUC 312. Data Driven Analysis and Decision which influence student success, assistive tech- Making in Early Childhood Education nology, differentiated instruction and the Universal This comprehensive course shows assessment as a Design for Learning. Prerequisites: GPA of 2.70; process early childhood educators use to improve Education 100.2, 130, 160, 140.2, and 244. Fall. instruction and ensure learning. It will provide stu- dents with the most current research, best thinking EDUC 244. Including Students with Disabilities and practical guidance to integrate assessment with effective teaching. Students will learn how to This course is designed to familiarize students interpret and use many forms of assessment that with current issues regarding special education will inform learning for educators, parents, learners services as they relate to students with dis- and accountability requirements. Assessment is abilities, their families, and general education, a comprehensive, reliable, and valid data-driven the social model of disability, a historical per- analysis that paves the way for meaningful, rel- spective of special education services, special evant, and engaging learning opportunities for education laws and regulations at the federal children. Prerequisites: GPA of 2.70, Education and state levels, federal and state definitions, 100.2 and 160. 40-hour field experience. Clearanc- inclusionary practices, and research-based es and other documents for fieldwork required. Fall. methodologies. Prerequisites: Education 160; Co-requisite Education 130 or 210; GPA of 2.70; sophomore standing or higher. Fall and spring. EDUC 321. Language Arts for Children, Pre-K to 4th Grade EDUC 250. Art and Child Development An introduction to the literacy process as it relates This is an introduction to the artistic develop- to children in the primary grades, kindergarten to ment of children and adolescents and ways in fourth grade. The theory, knowledge, and teaching which children’s cognitive, social, physical, and skills pertaining to the nature of the process will emotional growth affects this development. Stu- be explored by lecture, active participation, and dents learn how developmental theories are ap- classroom experience. This course includes reviews plied to educational contexts. This class meets of current theory and research in language acquisi- requirements for the Pennsylvania Department tion, cognition, and literacy. Literacy incorporates of Education, including teaching instruction- reading, writing, speaking, listening, and visual al strategies for making Accommodations and representation. Responding to literature, reading Adaptations for Diverse Learners in Inclusive comprehension, fluency, word identification strat- Settings and English Language Learners. (M6) egies, phonics, and language systems along with

93 phonemic development and assessment forms will science both valuable and enjoyable for young be a significant part of this course. This course also children. Students will begin with an understanding emphasizes the incorporation of technology and of child development, interrelated math, literacy information management. Comprehensive literacy and science processes. Students in the field expe- programs, including basal reading materials, will rience will use concept exploration design. Stu- be surveyed. Inherent in the scope of the course dents will gain a solid understanding of scientific is the nature of linguistics, learners’ abilities, and topics, while they are learning how to implement cultural variations as these factors relate to litera- activities with children using constructivist and cy learning. This will include strategies that meet inquiry-based methods. Co-requisites: Educa- the needs of linguistic, cultural, academic, and tion 324 and 358.2. Prerequisites: GPA of 2.70; cognitive diversity. One of the underpinning goals Education 100.2 and 160; F4 science course​ is to prepare the student to think and respond like with a grade of C or better​; passing scores on a teacher. 75-hour field experience.Co-requisites: PAPA Reading, Writing, and Mathematics. Fall. Education 322, 358.2. Prerequisites: GPA of 2.70; Education 100.2 and 160; passing scores on PAPA EDUC 324. Pre-K to 4 Social Studies Reading, Writing, and Mathematics. Clearances and other documents for fieldwork required. Spring. Students learn a multitude of practical ideas, strategies, and activities that early childhood educators can use to both interest young chil- EDUC 322. Pre-K to 4 Instructional dren in social studies and integrate social stud- Strategies for Math Thinking ies with other sciences, art, literature, math, Students will learn math as a developmental reading, and writing. Since play is the basic way process, which engages children as they grow and children learn, this course offers strategies to develop. The new National Council of Teachers incorporate “play” into its materials. Students of Mathematics focal points, which use a chrono- will develop a full thematic unit as a major proj- logical approach to thinking about what should ect in the course. Co-requisite: Education 323, be taught in early childhood mathematics, will Education 358.2. Prerequisites: GPA of 2.70; be addressed. Students will learn that math is a Education 100.2 and 160; ​History 113 or 114 developmental and constructive process in which with a grade of C or better;​ passing score on the teacher acts as an instructor and facilitator. PAPA Reading, Writing, and Mathematics. Fall. The course will view approaches for presenting math to different age groups. For pre-school and EDUC 330. Social Studies for kindergarten children, math is learned through Middle Level Learners experiences with materials or projects. Grade school children learn from combining environment, The purpose of this course is to introduce pre-ser- materials and traditional educational experienc- vice teachers through practical example to the es. The field experience will promote concept "methods of mind" which children need to develop understanding and development through authen- to become scholars, social scientists, problem-solv- tic experience in the development of students’ ers, and citizens. The goal is to have students teaching skills and strategies in developmentally design a series of activities and experiences that appropriate ways. Co-requisite: Education 321, incorporate the most important of these meth- Education 358.2. Prerequisites: GPA of 2.70; ods. Most class sessions will involve discussion of Education 100.2 and 160; Passing score on the material, small-group problem solving, or the PAPA Reading, Writing, and Mathematics; Math- presentation of learning experiences for children. ematics 125 with a grade of C or better. Spring Co-requisite: Education 331, Education 358.2. Prerequisites: GPA of 2.70; Education 100.2, 130, 160, 140.2, and 244; History 113; Interdisciplinary EDUC 323. Pre-K to 4 Instructional Studies 110; Political Science 110; passing scores Strategies for Scientific Reasoning on PAPA Reading, Writing, and Mathematics. Fall. The aim of this course is to inform pre-service early childhood educators in science as a disci- EDUC 331. Science for Middle Level Learners pline. Students will learn how to make learning

94 A course designed to help prospective teach- PAPA Reading, Writing and Mathematics. Spring. ers interpret middle school students' science experiences and guide their understanding of EDUC 358 (or 358.2). Pre-Student- scientific concepts. The course involves applica- Teaching Field Experience tion of science content through hands-on, inqui- ry-based activities. Co-requisite: Education 330, The pre-student-teaching experience is the precur- Education 358.2. Prerequisites: GPA of 2.70; sor to the final stage of the certification process, Education 100.2, 130, 160, 140.2, and 244; and student teaching. It is an opportunity for the stu- Environmental Science 112. Passing scores on dent to become closely involved with classroom PAPA Reading, Writing, and Mathematics. Fall. teaching and responsibilities while still being given extensive support and direction. The focus of this course is on the student's continuing professional EDUC 332. Mathematics for development as they culminate their preparation Middle Level Learners for teacher certification. It is their challenge to This course is designed to prepare pre-service demonstrate that they have the knowledge, skills, teachers to work with students in grades 4 through desire, stamina, and attitude to become an extraor- 8 to help them learn important mathematical dinary teacher. The broad base of knowledge and concepts, skills, and problem-solving techniques. fieldwork that they bring to this experience will help In the process, it is hoped that thinking will be the students gain the expertise and confidence challenged and interest in mathematics stimulated. that is needed to be an exceptionally effective Co-requisite: Education 332, Education 358.2. teacher. Prerequisites: GPA of 2.70; completion of Prerequisites: GPA of 2.70; Education 100.2, Education 100.2, 130, 160; clearances and other 130, 160, 140.2, and 244; Mathematics 107 and documents for fieldwork required; passing scores 125 with a grade of C or better; passing scores on on PAPA Reading, Writing and Mathematics. PAPA Reading, writing and Mathematics. Fall. EDUC 360, 361, 362, 364, 365. Curriculum EDUC 333. Literacy for the and Instruction in the Secondary Content Areas Middle Level Learner Explores the unique nature of subjects (English, This course is designed to introduce the literacy world language, mathematics, science, citizen- process as it relates to children in the intermediate ship education/social studies) as they relate to the and middle school grades. The theory, knowledge, fundamentals of pedagogy and planning within and teaching skills pertaining to the nature of the those content areas in preparation for student process will be explored by lecture, active partic- teaching. Major course requirement to design ipation, and classroom experience. This course and then implement a unit plan in the field. Also includes reviews of current theory and research in examines avenues such as professional organi- language, cognition, and literacy. Literacy incor- zations for professional growth (organizations, porates reading, writing, speaking, listening, and publications). Required for all students seeking visual representation. Responding to literature, secondary certification. Students should reg- reading comprehension, fluency, word identifica- ister for the course that corresponds with their tion strategies, language systems and assessment certification area. Prerequisites: Education 260 forms will be a significant part of this course. This (may be taken together with Education 360- course also emphasizes the reading materials and 365), and GPA of 2.70; clearances and other reading in the content areas, will be surveyed. documents for fieldwork required; passing scores Inherent in the scope of the course is the nature of on PAPA Reading, Writing and Mathematics. linguistic, learners' abilities and cultural variations EDUC 360. English as these factors relate to literacy learning. One of EDUC 361. World Languages the underpinning goals is to prepare the student to think like a middle level teacher. Co-requisite: Ed- EDUC 362. Mathematics ucation 332, Education 358.2. Prerequisites: GPA EDUC 364. Science of 2.70; Education 100.2, 130, 131, 160, 140.2 EDUC 365. Social Studies and 244; Writing 100 or FYS; passing scores on

95 EDUC 366. Curriculum and 3.0; admission to student teaching; passing scores Instruction in Art Education on PAPA Reading, Writing, and Mathematics. While pre-student teaching in an art classroom, students in this seminar write an art education EDUC 371. Issues in Middle Level Education curriculum based on constructivist teaching and This course is designed to support the student learning theories that are aligned with Pennsylvania during the semester of student teaching. The Academic Standards for the Arts and Humanities course meets weekly to discuss the issues related and the National Visual Arts Standards. Prereq- to the challenges of teaching and the process of uisites: Education 160 and 130; minimum 2.70 certification and securing a teaching position. The GPA; clearances and other documents for fieldwork student’s presence at each seminar is essential required; passing scores on PAPA Reading, Writing for the successful exchange of ideas, information, and Mathematics. Fall. One 3-hour period. Super- and coping strategies. The goal of this course is to vised 150 hours of fieldwork. Writing-intensive. develop the understanding, skills, and attitudes of the professional teacher – the teacher who acts EDUC 367. Teaching Music to Children with reflective consideration of principles, prac- tices, and policies. The student will demonstrate Developing capacity for thought and action; skill evidence of professional knowledge and practice in applying behavioral objectives, instructional in the following areas: planning and preparation; strategies, methods of assessment, choosing classroom environment, instructional strategies, appropriate content, establishing rational and and professionalism. Prerequisites: GPA of 3.0, realistic learning goals. Orff, Kodály, and Dalcroze completion of all middle level education courses, methods. Prerequisites: Music 130.1, 136.1, and except student teaching, with grades of C or better; 322.2, Education 160; 2.70 GPA; clearances and admission to student teaching; passing scores on other documents for fieldwork required; passing PAPA Reading, Writing, and Mathematics. Co-req- scores on PAPA Reading, Writing and Mathemat- uisite: Education 375, 376, and 377. Spring. ics. Spring. Three 70-minute periods; fieldwork.

EDUC 375-377. Student Teaching EDUC 368. Teaching Music to Adolescents and Adults Three course units. Students approved by Teacher Education Committee work with qualified teachers Continuation of Education 367. Techniques in local Pennsylvania elementary and secondary of motivation and relevance, conducting mid- schools for one entire academic semester. Sched- dle- and high school ensembles. Prerequisites: uling and length of experience will vary according Education 367; 2.70 GPA; clearances and oth- to grade level and teaching field. Under guidance er documents for fieldwork required; passing of cooperating teachers and College supervisors, scores on PAPA Reading, Writing and Mathemat- students have direct learning experiences in their ics. Fall. Three 70-minute periods, fieldwork. areas. Prerequisites: QPA of 3.0, completion of all required education courses, except student EDUC 370. Seminar for Early teaching, with grades of C or better; admission Childhood Educators: Advocacy, to student teaching; passing scores on PAPA Ethics, Leadership, Collaboration Reading, Writing, and Mathematics. Co-requi- site: Education 378. Pass/No Credit grade. This course is part of the student teaching/practi- cum in early childhood education. Students are assuming the responsibilities for teaching young EDUC 378. Seminar in Secondary Teaching children while receiving guidance and supervi- Scheduled concurrently with student teaching. sion. Students will review theory as they put it Students meet with subject area supervisors into practice. This research-based course will give and Education Department supervisors on al- practical advice on topics such as developmental- ternate weeks. Provides opportunity for student ly appropriate practices, teacher competencies, teachers to analyze their experiences in the field advocacy issues and the role of a professional in in relation to theory learned in previous cours- early childhood education. Prerequisites: GPA of 96 es. Prerequisites: QPA of 3.0, completion of all of data will be stressed. Prerequisite: EDUC required education courses, except student 500 with B or higher. (Three credits; Spring) teaching, with grades of C or better; admission to student teaching; passing scores on PAPA EDUC 508 The Teacher as Evaluator Reading, Writing, and Mathematics. Co-requi- site: Education 375-377. One 2-hour period. This course prepares teachers to select, admin- ister, and interpret assessment instruments in an informed and responsible way. Topics include the EDUC 379. Seminar for Art Student Teachers role of assessment in teaching, issues of reliability Weekly seminar integrates theory with classroom and validity, grading practices, and the use and experience for pre-service art teachers' profes- interpretation of standardized and teacher-made sional development. Prerequisites: QPA of 3.0, tests. Formative and summative assessment in- completion of all required education courses, struments and alternative assessment strategies, except student teaching, with grades of C or better; including portfolio development and performance admission to student teaching; passing scores on assessment, are also explored. Pennsylvania’s PAPA Reading, Writing, and Mathematics. Co-req- Standards Aligned System (SAS) is integrated uisite: Education 375-377. One 2-hour period. throughout the course. (Three credits; Summer)

EDUC 190-199, 290-299, 390- EDUC 600 Best Practices in Online Teaching 399. Special Topics. Best Practices in Online Teaching introduc- EDUC 286, 381-384. Independent Study. es the primary research-based concepts and EDUC 288, 386-388. Internship. structures necessary for effective instruction EDUC 400-401. Honors. Honors are normally in blended and online learning environments. taken fall and spring of the senior year. Because Through a variety of embedded projects in the teacher certification students fulfill their full-time field, registrants will design and deliver blend- student-teaching requirement one semester of the ed and online experiences, developing skills in senior year, they will need to complete their Honors the utilization of communications technologies work during the spring of the junior year and one in a variety of media to effectively communicate semester of the senior year. Students interested in ideas and information. (Three credits; Summer) Honors need to plan for this early in their junior year. EDUC 601 Online Teacher as Graduate Courses in Education Instructional Designer EDUC 500 The Teacher as Inquirer The Online Teacher as Instructional Designer provides opportunities for registrants to develop The purpose of this course is to introduce teachers learning modules for both blended and online to current issues in inquiry-based approaches to learning. Utilizing a variety of available technology teaching and learning, with an emphasis on de- tools, students will create content modules, as- veloping essential questions related to their own sessments and opportunities for learners to engage effectiveness in the classroom. The influence of synchronously and asynchronously with other action research on curricular and instructional learners. Registrants will demonstrate effective on- change will be examined. (Three credits; Fall) line instruction as appropriate through the Educa- tor Effectiveness model of teacher supervision and EDUC 506 The Teacher as Researcher evaluation (adopted by the Pennsylvania Depart- This course introduces participants to the meth- ment of Education). As an online teacher, regis- ods and strategies of action research. The trants will also learn the value of effective student course will emphasize identifying and designing feedback, accommodating diverse learners through appropriate methods for collecting, organizing, the assessment process and implementing various displaying, analyzing, interpreting, and sum- research-based online assessment strategies, both marizing qualitative and quantitative informa- formative and summative. (Three credits; Summer) tion. Ethical considerations in the collection 97 EDUC 602 Online Teaching publication tools related to print, web, video, for the Online Learner audio and interactives will be used to fully ex- plore what it means to publish on the web and Online Teaching for the Online Learner exam- engage in participatory culture. (Three credits) ines the conditions necessary for an effective online or blended learning environment. Reg- istrants will explore issues of teacher and stu- EDUC 606 Reading and Writing dent ethics, including acceptable use, digital across the Curriculum citizenship, legal issues with online education, Participants will explore a variety of process-based confidentiality procedures/protocols, copyright, reading and writing strategies in the content academic honesty, and strategies for communi- areas, including shared and guided paths to cating and collaborating with others in a global independent reading, literature circles, and environment. The course also focuses on the representing-to-learn activities. The specific ethical professional responsibilities of meeting needs of students with disabilities and English the needs of diverse learners including students language learners will be addressed in the con- with IEP and ELL supports. (Three credits; Fall) text of universal design of instruction and mean- ingful content area literacy in K-12 classrooms EDUC 603 The Online Endorsement within a reading and writing workshop setting. Capstone Practicum (Three credits; Fall of Odd-Numbered Years) This capstone course in the Online Instruction Endorsement Program sequence explores the EDUC 607 Digital Alternatives professional role of the online teacher and includes to Test Preparation a 60-hour practicum under the mentorship of a cer- In the high-stakes testing environment of NCLB, tified classroom instructor and college supervisor. much valuable instructional time is used for the Registrants will articulate a personal philosophy purpose of preparing students for standardized of teaching and learning in an online environment, tests. As a result, meaningful learning with tech- conduct action research in the blended/online nology often takes a back seat to paper-pencil classroom and collaborate with school instructional test preparation exercises or technology-based and technology staff as they design and implement drill and practice. The purpose of this course is online/blended learning to meet the varied needs to demonstrate how teachers can create mean- of diverse learners. Acting as an online instructor, ingful learning experiences that also prepare registrants will demonstrate their abilities to plan, students to do well on standardized measures deliver, and assess instruction in a blended/online of achievement. This course will utilize digital learning environment. (Three credits; Spring) learning tools that focus on inquiry, process and real-world relevance. (Three credits) EDUC 604 Online Curriculum Development This course will provide educators with an op- EDUC 609 Teaching Grammar portunity to work with online resources that in the Context of Writing are available for the classroom. Participants How do teachers help students attend to mat- will also examine their existing curriculum and ters of grammar, usage, and mechanics within develop an online module that can be used in the context of a process approach to writing? a traditional class setting. (Three credits) This course is designed to answer this question by applying research in the field of language EDUC 605 Media Production: The education directly to participants’ classrooms. Power of Digital Publication Teachers will plan and implement contextually Using a framework for network literacies, this based language mini lessons as part of a study course will focus on digital participation and the of their teaching practice. (Three credits) development of persuasion, curation, discus- sion and self-presentation skills through media production and digital publication. A variety of 98 EDUC 610 Differentiating Instruction EDUC 616 Drama in Education This course will emphasize strategies of orga- Participants will explore the use of drama to fa- nizing learning opportunities of all students cilitate student learning in the content areas, in today’s classrooms. Participants will de- K-12, and will construct thematically-based velop real lessons and handouts that utilize curricula that incorporate drama-in-educa- various strategies of differentiation. (Three tion principles. Theories of dramatic art and credits; Fall of Odd-Numbered Years) historical uses of drama and theatre to pro- mote mindful learning will be examined. (Three EDUC 612 Literacy Seminar in New Zealand credits; Summer of Odd-Numbered Years) This study-abroad seminar is designed to de- velop the knowledge and skills pertaining to the EDUC 617 Special Education: nature of the reading process and the teaching Identification & Effective Intervention of reading. Inherent in the scope of the course is This course examines the reasons for over-rep- the nature of linguistic and cultural variations as resentation of culturally and linguistically diverse these factors relate to literacy learning in New students in special education programs and exam- Zealand and in the United States. (Three credits) ines evidence-based practices to build on students’ strengths to ensure academic engagement and EDUC 614 English Education in London, achievement. Effective strategies for data collection , Stratford-on-Avon, and and analysis will be employed in an action research context. (Three credits; Fall of Even-Numbered) Explore strategies for the effective teaching of English language and literature within the largest European capital, England’s oldest university city, EDUC 618 Effective Inclusionary Practices and Shakespeare’s hometown in rural Warwick- Major topics include a history of special services shire. Participants will examine the British public to students with disabilities, emerging trends and and private school system and visit key sites of important legal issues related to students with interest to English teachers, including the recon- special needs. The primary focus of the course, structed Globe Theatre on the South Bank of the however, is the design and application of strat- Thames, Westminster Abbey, The National Gallery, egies for effectively teaching these students. the National Theatre of Great Britain, The British (Three credits; Spring of Even-Numbered) Museum, Oxford University, the Royal Shakespeare Company, the Shakespeare’s birthplace, gram- EDUC 620 A Constructivist Approach mar school, and parish church. Written projects to Teaching Mathematics include a journal, theatre critique, and English language and literature unit plan. (Three credits) Participants will explore mathematical content and processes outlined in the NCTM Standards using a problem-solving approach. Teachers EDUC 615 High Achieving Learners will collect and analyze their own students’ in the Regular Classroom work, read and discuss recent research findings, How do classroom teachers best meet the needs and design a teaching unit. (Three credits) of all learners, including those designated gifted and talented or those who consistently meet and EDUC 622 School Law and Professional Ethics exceed classroom expectations? This course will examine the research base as well as specific strat- This course focuses on the development and egies and techniques that classroom teachers can field-testing of a Policy Alignment Action Plan, use to promote student engagement and achieve- entailing an examination of federal and state cur- ment of gifted, talented, and other high achieving riculum regulations and an analysis of the subse- learners in the regular classroom. (Three credits) quent alignment of board curriculum policies and procedures. Also, four position papers are required addressing ethics and professional conduct, cur- riculum policy alignment recommendations, school

99 policies and student success, and the over-repre- 12 to think like historians and at the same time sentation of diverse learners in special education. bring history to life for them? This course will (Three credits; Fall of Even-Numbered Years). explore answers to this question by examining an exciting and continually developing research EDUC 623 Special Education base which suggests that students of all ages can be guided to think historically. (Three credits) Processes & Procedures Special Education Processes & Procedures will EDUC 626 Comprehensive Literacy use the seminar format. The course will cover a through analysis of foundational aspects of special Practices for Grades PreK-4 education services, legal issues, ethical and profes- This course is designed to prepare teachers to sional issues, instructional planning, inclusionary utilize evidence-based literacy assessment and practices, collaborative practices, and current instructional strategies effectively in their class- trends regarding special education services as they rooms. Teachers will investigate a variety of ways relate to students with disabilities, their families, to thoroughly assess various components of a general education, and the community. Emphasis well-balanced, research-based literacy program will be placed on the role of the special education for children from pre – K to 4th grade. They will teacher in relationship to all topics discussed. learn literacy assessment tools and techniques (Three credits; Summer of Even-Numbered Years) to identify students’ strengths and needs and strategies to monitor students’ progress and to EDUC 624 Educating Students with plan effective interventions that will enhance literacy development, especially for ELLs and Disabilities and Exceptionalities special needs learners. Empirically-based literacy This course addresses the six interrelated elements teaching practices will be explored with refer- of the standards-based system adopted by the ences to the Pennsylvania Literacy Framework. Pennsylvania Department of Education: standards, (Three credits; Spring of Odd-Numbered Years) curriculum, instruction, materials and resources for instruction, fair assessments, and appropriate interventions. Within this course, you will be ex- EDUC 627 Comprehensive Literacy pected to demonstrate your knowledge of how to Practices for Grades 4-8 effectively adapt or universally design curriculum Teachers will actively explore current practice and and instruction for students with disabilities and investigate contemporary research on literacy de- students who are gifted. This will be accomplished velopment. Participants will share literature for the by articulating the present level of performance intermediate grades and examine a variety of topics for such students and by applying the instruction- including comprehension, response to literature, al and curricular concepts from course readings word analysis, process writing, the Pennsylvania and in class activities. Determining appropriate Literacy Framework, and classroom management. interventions and assessments will constitute (Three credits; Fall of Even-Numbered Years) important foci of this course as well. Students enrolled in EDUC 624 will be expected to enhance EDUC 628 Literature Circles their practice knowledge related to effective teaching for students with disabilities by connect- What are literature circles and what does reading ing that knowledge to theoretical constructs and research suggest about their role in classroom research-based interventions. The examination literacy instruction? Participants will examine a of one’s current practice as a teacher, in light of variety of models as they examine how to design, the material covered in class, will be expected. implement, and manage literature circles that sup- (Three credits; Fall of Even-Numbered Years) port Pennsylvania academic standards for reading, writing, listening, and speaking. (Three credits) EDUC 625 Making History Live: New Approaches to History Teaching EDUC 629 The Literacy Specialist How can we teach our students in grades 5 to This course provides reading specialist candidates

100 with an opportunity to put into practice theories of EDUC 635 Assessment in Mathematics K-6 reading diagnosis and remediation, selection of ma- Teachers will analyze their current practices terials and resources, and development of instruc- while exploring related research on assessment. tional plans for students. Under the supervision of Teachers will design assessment tools to coincide the Instructor and an additional certified Reading with their curriculum. Performance assessment, Specialist, candidates will determine strengths and rubric creation, and observation techniques needs of individual students, including students will be especially stressed. (Three credits) with disabilities and English language learners, who are experiencing difficulties in reading; develop and implement intervention plans; and prepare profes- EDUC 637 Making Meaning in Mathematics sional case study reports. Additionally, both in the Many people admit freely their inability to under- classroom and in the clinical setting, registrants will stand mathematics while asserting their need to examine the role of the literacy specialist, focusing use it as part of their professional lives. This course on emergent literacy and the experiences and en- will address numeric topics, algebra, geometry, vironments that support it, the causes and charac- and statistics so that participants can analyze the teristics of reading and writing difficulties, and the underlying principles of these fundamental pro- reading specialist's role as the coordinator of the cesses. A constructivist approach will ensure that multidisciplinary process and in the early identifi- participants build a conceptually sound basis for cation of special needs, including those of students their mathematical thinking, enabling them to use with disabilities and English language learners. math confidently and apply its tools successfully. (Three credits; Summer of Even-Numbered Years) This course is especially relevant for science teach- ers who want to strengthen the math areas that are EDUC 630 Managing the integrated into many science topics. (Three credits) Constructivist Classroom How do teachers manage the transition from EDUC 640 Environmental Science Education being the “sage on the stage” to the “guide on Teachers enrolled in this seminar will partici- the side” when helping students to construct pate in a hands-on approach to the teaching of knowledge for themselves rather than receiving it environmental science with an emphasis on the ready-made from others? This course examines opportunities for environmental education that contemporary views of cognition that suggest abound in and around school settings. An inquiry learning is negotiated, distributed, situated, con- approach and outdoor fieldwork will be utilized structed, developmental, and affective. It simul- to help participants develop practical experienc- taneously explores the research base for man- es in environmental education for use in their aging transactional classrooms. (Three credits) respective school programs. (Three credits)

EDUC 633 Teaching Mathematics K-8 EDUC 650 Sociology of Education with a Problem Solving Approach This course will explore the dynamics of educa- This course is designed to help elementary and tion and the socio-cultural narratives that emerge middle level teachers discover how to teach from rigorous governance of both content and mathematics through real problem solving ac- pedagogy. Of particular importance is the role tivities. Participants will review current litera- that textbooks and other forms of education- ture in mathematics education and examine the al material plays in managing public ideologies Focal Points of NCTM and the Big Ideas from and the cultural linkage that underscore every- the PA Standards. Activities from the NCTM thing from national mythologies to socialization Navigation Series will be explored. Teachers us- schemes as informed through a wide range ing the 2nd editions of Investigations and CMP of educational processes. (Three credits) will explore units from these programs and gain sufficient understanding for successful imple- EDUC 653 Transforming Classroom mentation in their classrooms. (Three credits) Instruction through Curriculum Mapping

101 Curriculum mapping has evolved as an invalu- This courses focuses on a research and stan- able communication, planning, and teaching dards-based instructional systems model of tool. Using this dynamic method, educators performance-based teacher supervision and can document what is being taught, what stu- evaluation. Registrants will develop and field test dents are learning, how well they are learning, component action plans for effective instruc- and how closely the curriculum reflects local tion, differentiated supervision, action research and national standards. (Three credits) as professional development, and student be- havior interventions that promote an effective EDUC 655 Standards-Based organizational and classroom climate. (Three credits; Spring of Even-Numbered Years) Curriculum Design This course provides a systemic focus to the EDUC 668 Data-Driven Instructional Systems alignment of academic curriculum standards to student achievement through the development Students will design and field-test a Student and implementation of an action research stan- Achievement and Tools Action Plan, demonstrating dards-based curriculum design school improve- how to access data and compile reports, how to ment project. The action plan for this project will analyze and report on student performance data, integrate federal, state and district policies that how to use student performance data in various address curriculum alignment, staffing, scheduling, planning scenarios, how to align curriculum and budgeting, learning environment, and student ca- instruction with student performance data, how to pacity. (Three credits; Fall of Odd-Numbered Years) use data to support systemic planning, and how to report results to multiple audiences. A variety of administrative tools, including those recommended EDUC 658 Building A Culture of Learning by the Pennsylvania Department of Education, will This course investigates processes and strategies be utilized to access, analyze, and report on stu- for inclusively building a school culture of learn- dent performance and related data. (Pre-requisite: ing with multiple stakeholder groups, both inside Admission to Principal Certification Program with and outside the organization. An action research no grade in certification program of less than a B. project focused on improving student achievement Three credits; Summer of Odd-Numbered Years) is required. The action plan for this project will address effective communication, collaborative school improvement, teacher leadership, family in- volvement, and the professional learning communi- EDUC 670 Language Acquisition ty. (Three credits; Spring of Odd-Numbered Years) and Development Participants will examine the structure of the EDUC 660 Literacy and Resistance English language, including its lexical, morphologi- in Secondary Schools cal, syntactic, and phonological components. The process of first and second language acquisition What can intermediate and secondary school will be studied in support of the literacy develop- teachers do when students in their classrooms ment of native English speakers and of English can't or won't read? How do learning disabilities Language Learners (ELLs) at different stages of and language issues affect students’ reading skills second language acquisition. Teachers will learn and desire and motivation to read? Participants to assist ELLs in communicating verbally and will examine specific strategies to help adoles- nonverbally. Registrants will also examine best cents develop reading comprehension, vocabulary, practices to facilitate the acquisition of English fluency, and word recognition. Participants will also and promote the social and academic adjust- explore the research base on issues of particular ment of all learners. (Three credits; Summer) interest to urban literacy educators, including so- cial class, language use, and oppositional identity. (Three credits; Spring of Even-Numbered Years) EDUC 671 ESL Curriculum and Instruction Learn how to meet the educational needs of your EDUC 667 Teacher Supervision & Evaluation English Language Learner (ELL). This course exam- 102 ines various ESL methods and teaching strategies classroom, create a professional development to facilitate language acquisition. Participants will plan and collaborate with general and special develop standards-based ESL lessons and instruc- education school staff as they design and im- tional materials and explore strategies for adapting plement instruction commensurate to the ELLs’ classroom activities according to the proficiency proficiency levels. Taking on the role of the ESL level of the language learner. An emphasis will be program specialist, registrants will also demon- placed on current research and resources available strate their ability to advocate for English lan- to maximize the process of acquiring English and guage learners, their families, and communities; developing language skills. Additional topics will in- develop classroom activities that involve families; clude the role of classroom management, multicul- and model the use of culturally and linguistically tural materials, and the ELL acculturation process responsive pedagogies. (Three credits; Summer) in planning and instruction. (Three credits; Spring) EDUC 675 World Language EDUC 672 ESL Learner, Curriculum and Instruction Family, and Community This course is designed to help foreign lan- This course will examine behaviors, belief systems, guage teachers employ the ACTFL’s proficiency and attitudes of multicultural and multilingual and performance guidelines to teach reading, learners, their families, and school personnel in writing, listening, and speaking in contextual- promoting a culturally sensitive learning environ- ized ways. Methods of integrating instruction- ment and community. Research-based best prac- al technology, managing the classroom, and tices will be explored, and emphasis will be placed assessing student performance, both oral and on classroom/school implementation of strategies written, will be addressed. (Three credits) and techniques through action research methods. Comparison of other cultures and how they relate EDUC 676 Literacy Assessment & Evaluation to the American culture in the areas of education, language, support systems, and the community This course is designed to prepare teachers to will also be explored. (Three credits; Summer) select, administer, and interpret literacy assess- ment instruments in an informed and responsible way. Participants will explore a variety of formative EDUC 673 ESL Assessment and Support and summative tools, including norm and criterion Participants will learn to use effective assessment referenced tests, formal and informal invento- tools/practices to identify levels of proficiency ries, portfolio based assessments, and anecdotal and create assessments in speaking, listening, records. They will also learn to align instruction reading and writing to inform classroom instruc- with PSSA testing data and examine how to devel- tion. Participants will also learn assessment of op interventions and instructional strategies for content areas to make adaptations for language students with literacy-related learning difficulties, acquisition and content learning. This course will including students with disabilities and English combine readings, lecture, small group cooper- language learners. Additionally, registrants will ative activities and hands-on assessment with learn about the multi-disciplinary team process English language learners. (Three credits; Fall) and the reading specialist’s role in the early iden- tification of students with learning difficulties that EDUC 674 The ESL Specialist may be related to specific learning disabilities or to the unique needs of English language learn- This capstone course in the ESL program specialist ers. Finally, participants will explore strategies certification sequence explores the professional for communicating assessment data effectively role of the second language teacher and includes to students, parents, and other school personnel. a 60-hour practicum under the mentorship of a Students will gain clinical experience and prac- certified ESL classroom teacher and a college tice through one-on-one and small group work supervisor. Registrants will articulate a person- with participants in the summer reading clinic. al philosophy of second language teaching and (Three credits; Summer of Odd-Numbered Years) learning, conduct action research in the ESL

103 EDUC 680-681 Independent Study for Publication and Presentation EDUC 690-699 Special Topics in Education Teacher research has the potential to improve teaching and learning beyond the individual EDUC 700 Curriculum Development teacher researcher’s classroom only when it is and Action Research disseminated to and critiqued by a wider audi- ence of professional educators. This course is This course explores the relationships of learning designed to help master teachers prepare their theory and action research to curriculum design. research for publication in a professional peer-re- Various models of curriculum development are viewed journal and for presentation at a local, explored, and strategies for curriculum design state, national, or international conference. Using are studied, leading to the development of a their master’s degree thesis data and analytic research question for the M.Ed. thesis. Prereq- framework, registrants will design a conference uisite: M.Ed. Degree Candidacy with completion poster, prepare a multi-media presentation, and of 500-series and 600-series requirements with draft a manuscript for submission to a professional QPA of 3.0 or higher. (Three credits; Spring) journal. (Three credits. Pre-Requisite: Success- ful Completion of EDUC 704-05 or equivalent.) EDUC 701 Writing a Review of Educational Research EDUC 713 Facilitating School Improvement Central to practitioner research cycles of observa- Supervisory certification candidates enrolled in tion, action, and reflection is an examination of a this course will develop a School Improvement research base to provide focus for subsequent ob- Case Study; analyze context and student perfor- servations, suggestions for new classroom action, mance data; construct a consensual vision with and theories through which to examine reflective stakeholder participants; conduct school improve- practice. This hands-on workshop will help partic- ment research appropriate to the specific school ipants to locate salient electronic and traditional improvement initiative; align challenges, vision, secondary source research material, synthesize program and school improvement strategy; and findings from multiple research studies, and draft a both implement and critique an action plan for the review of the literature on a specific educational re- project. (Pre-requisites: Admission to Supervisory search topic identified by each participant. Prereq- Certification Program; no grade in certification uisite: EDUC 700 with B or higher. (Three credits) program of less than a B; an up-to-date course- work portfolio approved by the Administrative EDUC 702 Reflective Practice Seminar Certification Officer. Three credits; Summer) This is a capstone course through which students will carefully examine the philosophical and em- EDUC 714 Supervisory Practicum I pirical bases for reflective teaching and learning. This course provides the student with the oppor- Data for the action research thesis will be collect- tunity to demonstrate his or her knowledge of ed, coded, analyzed, and interpreted. Prerequisite: and competence in the fundamental concepts EDUC 700 with B or higher. (Three credits; Fall) of supervising an instructional program. Topics include identifying staff development needs and EDUC 704-705 Action Research Thesis resources, planning activities to address the needs of the educational program, integrating curriculum Candidates will work independently, under across multiple disciplines, and budgetary plan- the guidance of a thesis advisor, to place ac- ning for curriculum and personnel development. tion research data within the context of pub- Please note: A signed statement of approval from lished studies and to report research findings the Administrative Certifications Officer indicating in a final thesis. An oral defense of the thesis your portfolio of work satisfactorily addresses the will be required. Prerequisite: EDUC 702 with supervisory coursework standards is a require- B or higher. (Three credits each; Spring) ment needed prior to registration for EDUC 714. Any standards not addressed in the portfolio must EDUC 710 Writing Educational Research have action plans developed for implementation in 104 the practicum. (Co-Requisite: Supervisory Certifi- school reform, and an instructional tools project cation Candidacy and final fall 600-series course linked to classroom practice. (Pre-requisite: Ad- with no grade lower than B. Three credits; Fall) mission to Principal Certification Program and completion of required 600-series courses with EDUC 715 Supervisory Practicum II no grade of less than a B. Three credits; Fall) This course provides the student with the oppor- tunity to demonstrate his or her knowledge of and EDUC 725 Principal Certification Practicum II competence in the fundamental concepts of super- This course provides the student with the oppor- vising an instructional program. Topics include de- tunity to demonstrate his or her competence in signing curriculum scope and sequence, evaluating meeting Pennsylvania Leadership Standards within instructional methodologies and strategies, moni- a series of ongoing performance based projects de- toring and developing alternative forms of student signed to measure and document the knowledge, assessment, and assessing instructional service skills, and dispositions required by school leaders. delivery. (Co-Requisite: Supervisory Certification Projects focus on improving student achievement Candidacy and final spring 600-series course with and include an action-based research project and no grade lower than B. Three credits; Spring) the development and implementation of a curric- ulum project including scheduling and budgeting EDUC 723 Organizational Leadership that integrates federal, state, and district require- ments and policies. (Pre-requisite: Admission to Students enrolled in this course will develop a Principal Certification Program and completion of School Improvement Case Study, including a EDUC 724 with B or higher. Three credits; Spring) stakeholder analysis and invitation to participate; school context and student performance data analysis; construction of a consensual vision with Graduate Education – MAT Courses stakeholder participants; school improvement re- EDUC 501 Young Adult Literature (MAT) search appropriate to the specific school improve- ment initiative; alignment of challenges, vision, Introduces students to reader response, socio-cul- program and school improvement strategy; and tural, and New Historicist lenses for making mean- the implementation and critique of an action plan ing of a variety of traditional and emerging texts for the project. Please note: A signed statement from the amorphous body of American literature of approval from the Administrative Certifications written specifically for young adults. As participants Officer indicating your portfolio of work satisfacto- examine classic and contemporary young adult rily addresses the PiL standards is a requirement texts, they construct blogs, wikis, and a literary needed prior to registration for EDUC 723. Any analysis essay with hyper-textual links to articu- standards not addressed in the portfolio must have late a philosophy for the inclusion of young adult action plans developed for implementation in the literary texts in the secondary school curriculum, practicum. (Pre-requisite: Admission to Principal both individually and in tandem with canonical Certification Program with no grade in certification texts. Spring. Undergraduate cognate: EDUC 131. program of less than a B. Three credits; Summer) EDUC 502.2 Introduction to Education EDUC 724 Principal Certification Practicum I English Learners (MAT) This course provides the student with the op- Students will learn basic principles, issues, and portunity to demonstrate his or her competence strategies for English language teaching. This in meeting Pennsylvania Leadership Standards course will be an introduction to challenges within a series of ongoing performance based of teaching English learners and offers a com- projects designed to measure and document the prehensive overview of learning theories and knowledge, skills, and dispositions required by teaching strategies. Attention will be given to school leaders. Projects include a school district such controversial topics as the influence of case study focusing on student achievement, culture on schooling, the cultural practices of a multiple measures of data project linked to schooling, and the sociopolitical context of edu- cation. Students will learn clear models of stra- 105 tegic teaching leading to students' success. Clearances and other documents for fieldwork required. Undergraduate cognate: EDUC 210. EDUC 503 Student Development and Instructional Design (MAT) EDUC 511 Child Development and The purpose of this course is to introduce pre-ser- Cognition II: Six to Nine Years (MAT) vice teachers to the most current and effective This course is a continuation of the study of de- principles for teaching students from fourth grade velopment of young children from six through through high school. Cognitive, social, emotional, nine. This course will begin with research and and physical developmental issues are examined contemporary issues in learning and teaching. in the context of effective classroom instruction. Major developmental theories as they relate to 40-hour field experience. Clearances and oth- physical and motor, social and emotional, and er documents for fieldwork required. Fall and cognitive domains will be addressed. It will also spring. Undergraduate cognate: EDUC 130. focus on the application of knowledge to teaching and working with early school age children. Strat- EDUC 507 Culture, Community and Diversity: egies and activities will be learned. The concepts will be foundational for other courses in early Introduction to Critical Thinking (MAT) childhood education. Prerequisite: QPA of 2.70, Through field experience, reading, discussion, and Education 507. 40-hour field experience. Clear- intensive writing, students in the course will explore ances and other documents for fieldwork required. the diversity affecting their teaching, both within Spring. Undergraduate cognate: EDUC 211. their classroom and within the broader community from which their students come. This examination will be both contemporary and historical. They will EDUC 513.2 Creative Expression examine many forms of diversity, but in particu- (the Arts) (MAT) lar will examine how teachers need to consider In this course the emphasis will be on the pro- language, culture, multiple intelligences, and cess and not the product. Students will learn learning styles in their work with diverse learners, how to guide young children in creatively ex- including English language learners and students pressing themselves in the arts: visual, dance, with disabilities. The course is unified through movement, and drama. Students will also learn philosophical exploration of critical pedagogy, how to extend the arts into homes and families. including the work of Paulo Freire and through the National standards will also be addressed. Pre- ethical issues related to teaching. Two 70-minute requisite: QPA of 2.70, Education 507. Fall and periods. 40-hour field experience. Clearances spring. Undergraduate cognate: EDUC 213.2 and other documents for fieldwork required. Fall and Spring. Undergraduate cognate: EDUC 160. EDUC 514.2 Music and Movement (MAT) This course presents the comprehensive, current EDUC 510 Child Development and professional research on music and movement Cognition I: Birth to Five Years (MAT) while providing links between theory and prac- This course is a study of development of young tice. Students will also learn about a young child’s children from birth through five. This course will physical and psychological health and safety. begin with research and contemporary issues The role of the family and diversity will also be in learning and teaching. Major developmental discussed. Pennsylvania’s standards for the arts theories as they relate to physical and motor, and humanities will also be addressed. Note: In social and emotional, and cognitive domains will combination with Education 513.2, this course be addressed. It will also focus on the application fulfills the Learning in Common M6 requirement. of knowledge to teaching and working with young Prerequisites: QPA of 2.70, Education 507. Fall children. Strategies and activities will be learned. and spring. Undergraduate cognate: EDUC 214.2 The concepts will be foundational for other courses in early childhood education. Prerequisite: GPA EDUC 518.2 Movement (MAT) of 2.70, Education 507. 40-hour field experience. Health and Safety Education 106 for Young Children kindergarten. Students will learn key aspects of lan- This course is designed to inform future early guage and literacy that will promote early reading childhood classroom teachers, as movement success in preschool and childcare settings. They educators, about the discipline of physical ed- will be able to apply their learning into practice ucation and the role they can play in producing with a field experience. Students will expand their physically active and healthy, safe children. knowledge of the initial reading instruction prac- Specific attention will be given to motor skill and tices that develop real readers. Students will also movement concepts and strategies, techniques, learn ways of preventing reading difficulties through and approaches that teachers can use to lay developmental interventions. Assessment methods the foundation for healthy practices in children. always inform programs so students know if a child Prerequisite: Education 507; QPA of 2.70. Fall/ is making process in reading-related skills and early Spring. Undergraduate cognate: EDUC 218.2 reading. Students will also learn how to work with parents and policy makers who always influence early learning programs and who make decisions EDUC 521 Language Arts for Children, regarding early reading instruction. 40-hour field Pre-K to 4th Grade (MAT) experience. Co-requisite: Education 510. Prerequi- An introduction to the literacy process as it relates site: Education 502.2 and 507; QPA of 2.70. Clear- to children in the primary grades, kindergarten to ances and other documents for fieldwork required fourth grade. The theory, knowledge, and teaching skills pertaining to the nature of the process will EDUC 525 Pre-K to 4 Instructional be explored by lecture, active participation, and Strategies in Math Thinking (MAT) classroom experience. This course includes reviews of current theory and research in language acquisi- Students will learn math as a developmental tion, cognition, and literacy. Literacy incorporates process, which engages children as they grow and reading, writing, speaking, listening, and visual develop. The new National Council of Teachers representation. Responding to literature, reading of Mathematics focal points, which use a chrono- comprehension, fluency, word identification strat- logical approach to thinking about what should egies, phonics, and language systems along with be taught in early childhood mathematics, will phonemic development and assessment forms will be addressed. Students will learn that math is a be a significant part of this course. This course also developmental and constructive process in which emphasizes the incorporation of technology and the teacher acts as an instructor and facilitator. The information management. Comprehensive literacy course will view approaches for presenting math to programs, including basal reading materials, will different age groups. For pre-school and kindergar- be surveyed. Inherent in the scope of the course ten children, math is learned through experiences is the nature of linguistics, learners’ abilities, and with materials or projects. Grade school children cultural variations as these factors relate to litera- learn from combining environment, materials cy learning. This will include strategies that meet and traditional educational experiences. The field the needs of linguistic, cultural, academic, and experience will promote concept understanding cognitive diversity. One of the underpinning goals and development through authentic experience is to prepare the student to think and respond like in the development of students’ teaching skills a teacher. 75-hour field experience. Prerequisites: and strategies in developmentally appropriate QPA of 2.70; Education 503; passing score on ways. Prerequisites: QPA of 2.70; Education 503; PAPA or PPST Reading and Writing. Clearanc- Passing score on PAPA or PPST Mathematics; es and other documents for fieldwork required. Mathematics 125 with a grade of C or better. Spring. Undergraduate cognate: EDUC 321 Spring. Undergraduate cognate: EDUC 322

EDUC 522 Emerging Language and EDUC 530.2 Computer Technology Literacy, Pre-K to 4th Grade (MAT) in the Classroom (MAT) The course begins with a brief overview of the Instructional use of word processors, spread- recent key national policies and initiatives that sheets, databases, graphics packages, games, have impacted the teaching of literacy from birth to simulations, Web authoring programs. The 107 Internet as a teaching/learning resource. Stu- Field Experience (MAT) dents will design lesson plans and demonstrate The pre-student-teaching experience is the precur- proficiency with technology specific to their sor to the final stage of the certification process, academic disciplines. Prerequisites: QPA of student teaching. It is an opportunity for the stu- 2.70; Education 503 and 507. Two 2-hour pe- dent to become closely involved with classroom riods. Undergraduate cognate: EDUC 140.2 teaching and responsibilities while still being given extensive support and direction. The focus of this EDUC 534 Including Students course is on the student's continuing professional with Disabilities (MAT) development as they culminate their preparation for teacher certification. It is their challenge to This course is designed to familiarize students demonstrate that they have the knowledge, skills, with current issues regarding special education desire, stamina, and attitude to become an ex- services as they relate to students with disabil- traordinary teacher. The broad base of knowledge ities, their families, and general education, the and fieldwork that they bring to this experience social model of disability, a historical perspective will help the students gain the expertise and of special education services, special education confidence that is needed to be an exceptional- laws and regulations at the federal and state ly effective teacher. Prerequisites: QPA of 2.70; levels, federal and state definitions, inclusion- completion of Education 502.2, 503, 507; clear- ary practices, and research-based methodolo- ances and other documents for fieldwork required. gies. Prerequisite: Education 507; Co-requisite: Education 503 or 510; QPA of 2.70. Fall and spring. Undergraduate cognate: EDUC 244 EDUC 559.2 Pre-Student Teaching Field Experience (2nd experience) (MAT) EDUC 553 Literacy for the Middle The pre-student-teaching experience is the precur- Level Learner (MAT) sor to the final stage of the certification process, student teaching. It is an opportunity for the stu- This course is designed to introduce the literacy dent to become closely involved with classroom process as it relates to children in the intermediate teaching and responsibilities while still being given and middle school grades. The theory, knowledge, extensive support and direction. The focus of this and teaching skills pertaining to the nature of the course is on the student's continuing professional process will be explored by lecture, active partic- development as they culminate their preparation ipation, and classroom experience. This course for teacher certification. It is their challenge to includes reviews of current theory and research in demonstrate that they have the knowledge, skills, language, cognition, and literacy. Literacy incor- desire, stamina, and attitude to become an ex- porates reading, writing, speaking, listening, and traordinary teacher. The broad base of knowledge visual representation. Responding to literature, and fieldwork that they bring to this experience reading comprehension, fluency, word identifica- will help the students gain the expertise and tion strategies, language systems and assessment confidence that is needed to be an exceptional- forms will be a significant part of this course. This ly effective teacher. Prerequisites: QPA of 2.70; course also emphasizes the reading materials and completion of Education 502.2, 503, 507; clear- reading in the content areas, will be surveyed. ances and other documents for fieldwork required. Inherent in the scope of the course is the nature of linguistic, learners' abilities and cultural variations as these factors relate to literacy learning. One of EDUC 567 Teaching Music to Children (MAT) the underpinning goals is to prepare the student Developing capacity for thought and action; skill to think like a middle level teacher. Prerequisites: in applying behavioral objectives, instructional QPA of 2.70; Education 501, 503, 507, 540.2 strategies, methods of assessment, choosing and 544; Writing 100 or FYS; passing scores on appropriate content, establishing rational and PPST or PAPA Reading, Writing and Mathemat- realistic learning goals. Orff, Kodály, and Dalcroze ics. Spring. Undergraduate cognate: EDUC 333 methods. Prerequisites: Music 130.1, 136.1, and 322.2, Education 507 or 155; 2.70 QPA. Spring. EDUC 558 Pre-Student Teaching Three 70-minute periods; fieldwork. Clearances 108 and other documents for fieldwork required. and length of experience will vary according to grade level and teaching field. Under guidance EDUC 570 Seminar for Early Childhood of cooperating teachers and College supervisors, students have direct learning experiences in Educators: Advocacy. Ethics, their areas. Prerequisite: Admission to Teacher Leadership, Collaboration (MAT) Education Program. Pass/No Credit grade. Early This course is part of the student teaching/practi- childhood and middle level education candidates cum in early childhood education. Students are are encouraged to student-teach in the fall; art, assuming the responsibilities for teaching young music, foreign language, and secondary educa- children while receiving guidance and supervi- tion candidates in the spring. Students seeking sion. Students will review theory as they put it dual certification must student teach in the spring into practice. This research-based course will give semester and will have 18 weeks of student teach- practical advice on topics such as developmental- ing beginning January 2. Clearances and other ly appropriate practices, teacher competencies, documents for fieldwork required. Three course advocacy issues and the role of a professional in units. Undergraduate cognate: EDUC 375-377. early childhood education. Prerequisites: QPA of 3.0. Admission to student teaching. Passing scores EDUC 576 Student Teaching (MAT) on PPST or PAPA in Reading, Writing, and Math- ematics. Undergraduate cognate: EDUC 370 Students approved by Teacher Education Com- mittee work with qualified teachers in local Pennsylvania elementary and secondary schools EDUC 571 Issues in Middle for one entire academic semester. Scheduling Level Education (MAT) and length of experience will vary according to This course is designed to support the student grade level and teaching field. Under guidance during the semester of student teaching. The of cooperating teachers and College supervisors, course meets weekly to discuss the issues related students have direct learning experiences in to the challenges of teaching and the process of their areas. Prerequisite: Admission to Teacher certification and securing a teaching position. The Education Program. Pass/No Credit grade. Early student’s presence at each seminar is essential childhood and middle level education candidates for the successful exchange of ideas, information, are encouraged to student-teach in the fall; art, and coping strategies. The goal of this course is to music, foreign language, and secondary educa- develop the understanding, skills, and attitudes of tion candidates in the spring. Students seeking the professional teacher – the teacher who acts dual certification must student teach in the spring with reflective consideration of principles, prac- semester and will have 18 weeks of student teach- tices, and policies. The student will demonstrate ing beginning January 2. Clearances and other evidence of professional knowledge and practice documents for fieldwork required. Three course in the following areas: planning and preparation; units. Undergraduate cognate: EDUC 375-377 classroom environment, instructional strategies, and professionalism. Prerequisites: QPA of 3.0, EDUC 577 Student Teaching (MAT) completion of all middle level education cours- es, except student teaching, with grades of C or Students approved by Teacher Education Com- better. Admission to student teaching. Passing mittee work with qualified teachers in local scores on PPST or PAPA in Reading, Writing, and Pennsylvania elementary and secondary schools Mathematics. Co-requisite: Education 595-597. for one entire academic semester. Scheduling Spring. Undergraduate cognate: EDUC 371 and length of experience will vary according to grade level and teaching field. Under guidance of cooperating teachers and College supervisors, EDUC 575 Student Teaching (MAT) students have direct learning experiences in Students approved by Teacher Education Com- their areas. Prerequisite: Admission to Teacher mittee work with qualified teachers in local Education Program. Pass/No Credit grade. Early Pennsylvania elementary and secondary schools childhood and middle level education candidates for one entire academic semester. Scheduling are encouraged to student-teach in the fall; art,

109 music, foreign language, and secondary educa- engineering. Two of these options involve dual tion candidates in the spring. Students seeking degree programs (the 3/2 and 4/1) in which the dual certification must student teach in the spring student will study at Moravian College for several semester and will have 18 weeks of student teach- years and then transfer to the associated institu- ing beginning January 2. Clearances and other tion to finish up the program of study, resulting in a documents for fieldwork required. Three course degree being granted from each institution. A third units. Undergraduate cognate: EDUC 375-377 option involves simply continuing graduate study at an engineering institution of the students choosing EDUC 578 Seminar in Secondary upon successful completion of the undergraduate program at Moravian College. In all cases, while Teaching (MAT) the student is at Moravian College, the program of Scheduled concurrently with student teaching. study will be as a physics major. Areas of engineer- Students meet with subject area supervisors and ing study for the third option are only limited by the Education Department supervisors on alternate areas offered at the graduate institution, those for weeks. Provides opportunity for student teachers the 3/2 and 4/1 are limited and as indicated below. to analyze their experiences in the field in relation to theory learned in previous courses. Prerequisite: Admission to the Teacher Certification Program. 3/2 Undergraduate Program Concurrent with student teaching. One 2-hour In cooperation with Washington University, St. Lou- period. (Undergraduate cognate: EDUC 378). is, Missouri, Moravian College offers the following cooperative dual-degree engineering programs: EDUC 579 Seminar for Art Student Teachers (MAT) • Biomedical Engineering Weekly seminar integrates theory with class- • Energy, Environmental, & Chemical Engineering room experience for pre-service art teach- ers' professional development. Prerequisite: • Computer Engineering Admission to Teacher Certification Program. • Computer Science Concurrent with student teaching. One 2-hour • Electrical Engineering period. (Undergraduate cognate: EDUC 379). • Mechanical Engineering EDUC 586.2 Early Field Experience (MAT) • Systems Science and Engineering Designed for students who need early field ex- perience in the K-12 classroom before student Major Requirements teaching. Students will be supervised by a teacher Cooperative 3/2 engineering students complete in a local school and spend a minimum of 40 hours the Learning in Common curriculum (with some in the classroom. They also will meet weekly for exceptions). They are exempt from the Foreign seminar with education faculty. Minimum of one Language (F3) requirement, and they complete education course taken at Moravian and permis- the Quantitative Reasoning (F2) requirement sion of department chair required. Clearances with Mathematics 170 and the Laboratory Sci- and other documents for fieldwork required. ence (F4) requirement with Chemistry 113. In addition, they need complete only five of the ENGINEERING six Multidisciplinary categories and one of the two Upper-Division category requirements. Engineering (Cooperative Dual Degree) Advisor: Kelly Krieble In addition to the general requirements de- Email: [email protected] scribed above, 3/2 engineering students take four mathematics courses (170, 171, 211, 221), four science courses (Chemistry 113-114 and The department offers several types of opportu- Physics 111-112), and four advanced courses nities for students wishing to pursue a career in 110 to be chosen with the approval of the engineer- and creative endeavors that ask difficult ques- ing advisor. All 3/2 engineering students, except tions rather than seeking easy answers. We do those interested in chemical engineering, sched- this through discursive engagement with texts, ule Physics 111-112 and Mathematics 170-171 broadly conceived, guided by Moravian's liberal in the first year. Chemical engineering students arts principles, which inform opportunities for schedule Chemistry 113-114 in the first year. research, reflection, community, and leadership development characterized by lifelong connec- tions between coursework and professional goals. Upon successful completion of three years at Moravian College and upon recommendation of the College, a student in the cooperative engi- The Major in English neering program may apply for transfer to the The field of English studies is one of the corner- appropriate engineering department of Wash- stones of a liberal arts education and also offers a ington University. Following completion of the variety of approaches to specialized study. At Mora- engineering program, the student is awarded the vian College, students are invited to explore the Bachelor of Arts from Moravian and the Bachelor rich, multi-dimensional nature of English studies of Science in engineering from Washington Uni- through their engagement with creative expres- versity. The F2 foreign language requirement for sion, professional writing, and the study of culture LinC is waived for students in the 3/2 program. and history, linguistics, literature, rhetoric, theatre and performance, and multimodal writing arts.

4/1 Graduate Program The English major consists of ten cours- A combined bachelor's and master's degree es: a five-course core, four major elec- program in mechanical engineering or mechanics tives, and a capstone experience. is offered in cooperation with Lehigh University. This program enables qualified students to earn Core (five courses): a Bachelor of Science in physics from Moravian College and a Master of Science in mechanical • ENGL 225 (writing-intensive) engineering or mechanics from Lehigh University • ENGL 211, 212, or 217, or another 200-lev- with an average time of 5.5 years of full-time study. el writing course designated as an option for the required second English WI course • Two literary period courses (Brit- ENGLISH ish/Transatlantic or American) Chair: Professor Black • (British/Transatlantic: ENGL Professors: Dougal, Hinnefeld 240, 351, 352, 354, 355) Associate Professors: Shorr, Tabor • (American: ENGL 340, 341, 342, 344) Assistant Professors: Fodrey, • Or a special topics course ap- LaRue, Waller-Peterson proved by the major advisor Emeritus Faculty: Diamond, Reid, Wingard • Note: one of the two period cours- Instructor of Writing: Mikovits es must be pre-20th century (ENGL Adjunct Faculty: Alu, Comfort, Crooke, 340, 341, 351, 352, 355) Gal, Harris, Joella, Tedesco, Ward • One genre course: • Drama (ENGL 232, 233, 234, 360, 361) English Department Mission • Fiction (ENGL 343, 353) • Poetry (ENGL 320) Statement • Or a special topics course ap- The English Department at Moravian College proved by the major advisor engages critically with literary, historical, cre- • Four electives, numbered at ative, theoretical, and rhetorical traditions and the 200 level or above practices in English Studies by providing stu- • Capstone experience: at least dents the opportunity to work both individually one of the following: and collaboratively to pursue meaningful inquiry • Senior Seminar (ENGL 371) 111 • Student teaching in an educa- 225; ENGL 211, 212, or 217 (or another course tion certification program approved by the English major advisor or English Teacher certification students follow modified Dept. chair); one literature course (200- or 300 versions of the requirements listed above. Refer to level); and two electives (200- or 300-level). the Teacher Certification in English section below. The Interdepartmental Major Notes on the Major in English The six courses in Set I of the interdepartmental 1. Students must take at least three major include ENGL 225, which should be taken courses at the 300 level. in the year the student declares the major. The 2. In preparation for creating an English ma- five other English courses, from the 200- and jor portfolio in the Senior Seminar, stu- 300-level, and the six courses of Set II are select- dents must save digital and hard copies of ed by the student with the advisor’s approval. their work in each course, including drafts with peer and instructor comments. English Major with Writing Arts 3. Students must complete a Hands-On- Certification Learning Assignment (HLA). See https:// English majors who seek Writing Arts Cer- www.moravian.edu/english/programs/ tification within the major must com- hands-on-learning for more information. plete the following program: 4. Internships (ENGL 288 and 386-388) and study abroad strongly encouraged for all majors; an I. English Major Core internship is required for all students com- pleting the English major with Writing Arts • ENGL 225 WI: Introduction to English Studies Certification. Students should consult with Dr. • ENGL 211, 212, or 217, or another 200-lev- Hinnefeld (English Department chair) regarding el writing course designated as an option for internships and with the Office of International the required second English WI course* Studies regarding study-abroad opportunities. • One literary genre requirement 5. WRIT 100, LINC 101-104, and the gener- • Two literary period requirements (one al literature courses (ENGL 101, 102, 103, of which must be pre-20th centu- 104, and 105) may not be used to satisfy ry: ENGL 340, 341, 351, 352, 355) requirements for the major, minor, or inter- departmental major programs of the English II. Internship Pre-Requisite Department. The general literature course restriction, however, does not apply to English • ENGL 216, 218, 224 or another depart- majors pursuing early childhood, middle level, mentally approved course in digital writ- or secondary education certification programs. ing, professional writing, or journalism.

English majors are encouraged to supplement III. English Internship (at least one; a sec- required courses with elective courses in English, ond internship may count as one of the minors complementary to English Studies, inde- Writing Electives [section IV below]) pendent studies, related courses from the Learning in Common curriculum, internships, and study • ENGL 288 and/or ENGL 386 (at abroad, as well as co-curricular involvement in least one): English Internship** theatre, The Manuscript, The Comenian, SOAR/ undergraduate scholarship, and other relevant IV. Writing Electives opportunities. Students are strongly advised to register for ENGL 225 early in their study. Four writing courses (chosen from the following list of current English catalog and special top- ics courses), at least two of which must be at The Minor in English the 300 level. Note that students may complete The minor in English consists of five courses: ENGL an additional internship (386), following on the 112 required internship listed under part III above, teaching serves as the capstone), and four cours- as one of these four required writing courses. es selected in consultation with the advisor.

• ENGL 211 WI*: Creative Nonfiction Students seeking a major in English and certifica- • ENGL 212 WI*: Introduction to Creative Writing tion in middle level education (grades 4-8) follow a • ENGL 213.2: Working with Student Writers modified version of the major that requires ENGL • ENGL 214.2: Writing Studies Research Seminar 221, 225, two period courses (one British and one • ENGL 216: Professional Writing American, one of which must be pre-20th centu- • ENGL 217 WI*: Introduction to Writing Arts ry), a genre course, a writing course (one of the • ENGL 218: Digital Rhetoric and Writing 200-level writing courses that are designated as • ENGL 224: News and Feature Writing options for the required second English WI course; • ENGL 230: Public Speaking ENGL 217 is preferred, as it addresses literacy • ENGL 242: Environmental Writing development and the teaching of writing), the cap- • ENGL 263: Writing as Activism stone experience (for certification students, stu- • ENGL 310: Business & Community Writing dent teaching serves as the capstone), and three • ENGL 311: Fiction Writing courses selected in consultation with the advisor. • ENGL 312: News and Feature Writ- ing in the Digital Age Students seeking a major in English and certi- • ENGL 313: Poetry Writing fication in secondary education (grades 7-12) • ENGL 316: Rhetorics of Everyday Life follow a modified version of the major that re- • ENGL 386: Internship quires ENGL 221, 225, and 230; 330 or 350; two • Other special topics courses may be used period courses (one British and one American, to fulfill this requirement. Please con- one of which must be pre-20th century); a genre sult with an English advisor. course; a writing course (one of the 200-level writing courses that are designated as options V. Capstone Experience for the required second English WI course); the capstone experience (for certification students, • ENGL 371: Senior Seminar student teaching serves as the capstone); and one course selected in consultation with the advisor. *Note that Writing Arts certification stu- dents may NOT “double-dip” with their cho- The advisors for teacher certification in English sen WI course (that is, a course taken as the are John Black (early childhood and middle lev- core WI course may not also be included as el) and Theresa Dougal (secondary). Students one of the four required writing courses). who intend to pursue teacher certification are strongly urged to contact the Education De- **English majors seeking certification in partment during their first year at Moravian. Writing Arts will be required to have a cu- mulative QPA of 2.7 or higher before enroll- Courses in English ing in the English Internship (in keeping with the College-wide policy for internships). Note: Writing 100, Learning in Common 101, or equivalent is a prerequisite for all courses in the Teacher Certification in English English Department numbered 200 or above. Students seeking a major in English and certifi- ENGL 101. American Literature cation in early childhood education (pre-K-grade Introduction to the development of the Amer- 4) follow a modified version of the major that ican literary heritage, with emphasis on an- requires ENGL 225, two period courses (one of alytical, written, and oral skills. (M2) which must be pre-20th century), a genre course, a writing course (one of the 200-level writing ENGL 102. British Literature courses that are designated as options for the required second English WI course), the capstone Introduction to distinctive British works, empha- experience (for certification students, student sizing analytical and communication skills. (M2)

113 ENGL 103. Western Literature Selected major works in the literature of the West- ENGL 214.2.​​​​​​​ Writing Studies Research Seminar ern world, emphasizing analytical and communica- This course builds upon concepts covered in ENGL tion skills through written and oral projects. (M2) 213.2 and provides guided instruction in composi- tion and writing tutoring research. Students identify ENGL 104. The Experience of Literature a topic of interest, then develop and carry out a Introduction to major literary genres—fiction, poet- small-scale research project. Students are expect- ry, and texture drama—from a variety of times and ed to present or publish their research for a wider cultures, emphasizing analytical and communica- audience in a venue appropriate to the purpose tion skills through written and oral projects. (M2) and context of the project. Prerequisites: ENGL 213.2, cGPA of 3.00, or permission of instructor. ENGL 105. African-American Literature ENGL 216.​​​​​​​ Professional Writing Introduction to the poetry, non-fiction, fiction, and drama of the African-American tradition in liter- Students rhetorically analyze established ature from the beginnings of the Colonial period and emerging digital genres in order to to the present day. Emphasis will be on identi- gain the theoretical and practical back- fying the uniqueness of this literature within the ground necessary to approach the pro- larger mainstream of American literature. (M2) duction of writing for digital platforms.

ENGL 210.2. Business Writing ENGL 217.​​​​​​​ Introduction to Writing Arts Introduction to writing for the business sec- Students explore foundational concepts in tor (correspondence, reports, proposals, writing studies in order to understand writ- presentations, other forms of business writ- ing as both a subject of study and a significant ing). Prerequisite: LinC 101 or equivalent. symbolic activity in our everyday lives. (WI)

ENGL 211.​​​​​​​ Creative Nonfiction ENGL 218.​​​​​​​ Digital Rhetoric and Writing Guided practice in public and personal es- Students rhetorically analyze established say writing. Workshop setting. Prerequi- and emerging digital genres in order to site: LinC 101 or equivalent. Spring. gain the theoretical and practical back- ground necessary to approach the pro- duction of writing for digital platforms. ENGL 212.​​​​​​​ Introduction to Creative Writing Guided practice in the writing of poetry, ENGL 221.​​​​​​​ The English Language fiction, and creative nonfiction. Prereq- uisite: LinC 101 or equivalent. (M6) Introduction to phonology, grammar, lexi- con, and other aspects of English from its beginning to the present, with an empha- ENGL 213.2.​​​​​​​ Working with Student sis on current language issues. Fall. Writers: Theory and Praxis This course offers a broad overview of composition ENGL 224.​​​​​​​ Introduction to Journalism and writing tutoring pedagogy and covers best An integrative journalism course in which stu- practices for working with student writers. Stu- dents will learn how to report, write, edit and pitch dents will gain practical teaching, presentation, news and features for a variety of media outlets; and leadership skills through extensive practice taught by an active media professional, with as- with student writing samples and a range of reflec- sistance and resources from Moravian College's tive and research-based assignments. We will also Zinczenko Center for Integrative Media. Fall. address considerations broadly related to student success and academic readiness. This course is designed to support students who wish to become ENGL 225.​​​​​​​ Introduction to English Studies Writing Fellows or Writing Center Tutors. Prereq- Introduction to various aspects of the discipline, uisites: LinC F1 and permission of instructor. including analysis of literature, bibliographic 114 and research techniques, critical thinking and truly understand these literary texts, we will need to writing, various literary approaches, literary learn about native peoples’ history, cultural con- theory, and history of the field. Writing inten- texts, oral traditions, and identity. Developing and sive. Strongly encouraged as a prerequisite for interrogating questions regarding Native Ameri- upper-level English courses. Fall and spring. can identity will complicate our understanding of fixed literary genres and the power relations they ENGL 230.​​​​​​​ Public Speaking encode. Our readings, discussions, and writing assignments will offer the opportunity to develop Basic theory of public speaking with empha- questions at issue for our discourse community. sis on developing skills essential to effective Writing especially will provide the chance to devel- interpersonal communication in industri- op your own line of inquiry regarding specific texts. al, business, and academic settings. Fall. Prerequisite: ENGL 225 or permission of instructor. ENGL 232.​​​​​​​ Art of the Theater ENGL 261.​​​​​​​ Prophets of Doom and Gloom? Aesthetic, historical, and production as- Science Fiction, Science Fact, and the pects of theater. Practical experience in Contemporary World. (Also IDIS 261) production. Alternate years. (M6) Creators of science fiction often present dire ENGL 233.​​​​​​​ Modern Drama and Theater warnings about the world to come in which sci- ence has subverted human values. By studying Development of dramatic literature and the- important developments in science and technology atrical practice in the 20th century. and significant works of science fiction, we can comprehend the nature of these warnings and ENGL 234.​​​​​​​ American Drama and Theater attempt to formulate a civilized response to the Development of dramatic literature and theatri- dehumanizing forces afflicting the contemporary cal practice in America, 1665 to the present. world. Prerequisite: Junior or senior standing. (U1)

ENGL 240.​​​​​​​ Post-Colonial Literature ENGL 262.​​​​​​​ Literature and the Way Introduction to literature produced by We Live. (Also IDIS 262) 20th-century African, Asian, and Caribbean This course considers such moral issues as the writers from former colonies of Western Eu- environment; identity, duties to kin; love, mar- ropean empires, especially Britain. (M5) riage and sex; racism and sexism; as posed within a variety of world literature that includes short ENGL 242.​​​​​​​ Environmental Writing stories, novels, poetry, and drama, ranging from the era of Sophocles' Antigone to the present. This writing course will survey a broad spectrum of Prerequisite: Junior or senior standing. (U2) environmental literature, from Thoreau’s Walden to Cheryl Strayed’s recent bestseller Wild, as well as images, music, and cinema that address environ- ENGL 263/363.​​​​​​​ Writing as Activism mental themes. Through writing, class discussion, To what can extent can, or should, writing (and also and other assignments, students will reflect on reading) function as a kind of activism? Can written our changing relationship with the natural world work change minds and hearts? Should it be de- and consider what the engagement has meant for signed to do so? Can writing be more than a hob- both the planet and its human inhabitants. The by--but also more than a vocation? That is, can the course follows a workshop format, so reading and acts of writing and reading be seen as moral acts, critiquing other students’ writing is required. as part of living a fully engaged life? In this course we will examine these and other questions as we ENGL 244.​​​​​​​ Contemporary Native read, view, discuss, and emulate both factual/docu- American Literature mentary and imaginative works (ranging from op-ed pieces and documentaries to poems and short sto- This course will provide students with an oppor- ries). Prerequisite: Junior or senior standing. (U2) tunity to closely read poetry, fiction, drama, and essays written by and about Native Americans. To 115 ENGL 264.2.​​​​​​​ Dying to Go Green: Prerequisites: English 211, 212, or other 200-lev- The Green Burial Movement el writing course approved by the English major advisor or English Dept. Chair. Alternate years. (M6) This writing course will consider the emerging movement in “natural” – or “green” – burials, both in this country and abroad. Our primary text will ENGL 316.​​​​​​​ Rhetorics of Everyday Life be Grave Matters, which tells the stories of fam- Students analyze contemporary everyday dis- ilies who stepped outside the doors of their local courses through rhetorical lenses, focusing on funeral parlors and laid their loved ones to rest in the ways language and other symbols function natural cemeteries, backyard grave sites, memo- to persuade and/or to promote or prohibit un- rial reefs, and at sea. You’ll also read about cre- derstanding across differences. Students study mation, home funerals, and “eco-coffins,” as well theories of rhetorical analysis and practice those the history of American burial and the benefits of theories by analyzing self-selected contempo- going out green. By way of contrast, you will learn rary discursive artifacts from pop culture, poli- about the embalming process and the ecological tics, and other aspects of everyday life. Students consequences of our modern funeral practices. learn methods for critiquing the relative effec- tiveness of discourses within certain contexts ENGL 310.​​​​​​​ Business and Community Writing as well as how to use that knowledge to better assess the effectiveness of their own writing. Writing for business and nonprofit sectors with required community service/consulting compo- nent in targeted agencies. Prerequisites: English ENGL 320.​​​​​​​ The Art of Poetry 211,212, or other 200-level writing course ap- Designed to provide the student of literature with proved by the English major advisor or English theories and techniques for understanding, appre- Dept. Chair, and permission of instructor. ciating, and evaluating poetry. Prerequisite: ENGL 225 or permission of instructor. Alternate years. ENGL 311.​​​​​​​ Fiction Writing Focused study of contemporary fiction, writing ENGL 330.​​​​​​​ Shakespeare of several complete fictional works. Workshop The major plays. Prerequisite: ENGL 225 or per- setting. Prerequisites: English 211,212, or other mission of instructor. Spring, alternate years. 200-level writing course approved by the English major advisor or English Dept. Chair. Spring. (M6) ENGL 340.​​​​​​​ American Literature 1800-1865 A study of the range of literary voices that con- stitute "American literature" from 1800-1865, ENGL 312.​​​​​​​ News and Feature including works by Native and African Amer- Writing in the Digital Age icans, Hispanics, women, and a variety of Building on the foundation of Introduction to ethnic and minority groups, as well as by the Journalism (English 224), this course combines better-known writers of the era—Irving, Em- advanced hard news reporting skills with creative erson, Thoreau, Dickinson, Hawthorne, Poe, storytelling techniques of feature writing. Students Melville, and Whitman. Prerequisite: ENGL 225 will write and edit story packages for print, online, or permission of instructor. Alternate years. and mobile media, incorporate photos and video, and use the fundamentals of SEO and social media ENGL 341.​​​​​​​ American Realism to promote the content they create. Prerequisites: Development of realism in American literature from ENGL 224 (Introduction to Journalism) or anoth- its late 19th-century beginnings to its height in er 200-level English writing course approved by the early to mid-20th century. Prerequisite: ENGL the English Department Chair. Alternate years. 225 or permission of instructor. Alternate years.

ENGL 313.​​​​​​​ Poetry Writing ENGL 342.​​​​​​​ 20th Century American Literature Focused study of contemporary poetry, writing of a Nonfiction prose, fiction, poetry to 1950. range of complete poetic works. Workshop setting. Prerequisite: ENGL 225 or permission

116 of instructor. Fall, alternate years. ciplinary study of their cultural contexts. Exam- ination of the evolution of literary genres, styles, ENGL 343.​​​​​​​ American Fiction after World War II and audiences. Exploration of the approaches and perspectives of contemporary scholarship Works since 1950, with emphasis on liv- to topics and issues in medieval studies, with a ing authors. Prerequisite: ENGL 225 or per- consideration of the links between contemporary mission of instructor. Alternate years. and medieval cultures. Prerequisite: ENGL 225 or permission of instructor. Fall, alternate years. ENGL 350.​​​​​​​ Chaucer The Tales and selected minor po- ENGL 360.​​​​​​​ Dramatic Literature and ems from the perspective of textual and source the Moral Life 1580-1642 analysis, as well as feminist, psychological, and new historicist approaches. No previous study Investigates issues of race, ethnicity, religion, of Middle English required but English 221 and gender in the dramatic literature of the early recommended. Prerequisite: ENGL 225 or per- modern period in England. Special attention to mission of instructor. Spring, alternate years. the plays of Shakespeare for their sensitivity to the diversity of the human condition. Earlier and ENGL 351.​​​​​​​ British Renaissance later playwrights attuned to these issues will also be studied. Prerequisite: junior or senior standing; and Neoclassicism ENGL 225 or permission of instructor. Fall. (U2) British poetry, non-Shakespearean drama, and prose, 1500-1800. Prerequisite: ENGL 225 or ENGL 361.​​​​​​​ Dramatic Literature and permission of instructor. Alternate years. the Moral Life 1875-Present ENGL 352.​​​​​​​ British Literature 1780-1830 Examines moral problems and resolutions in modern and postmodern dramatic literature. A study of literature by men and women of vary- Issues of race, ethnicity, religion, and gender, as ing ethnicities and social classes, and of primary well as other concerns that are part of the modern documents that reveal major historical condi- moral life. Prerequisite: Junior or senior stand- tions and social and cultural movements to which ing; ENGL 225 or permission of instructor. (U2) these writers responded. Some emphasis upon major Romantic poets. Prerequisite: ENGL 225 ENGL 370.​​​​​​​ Seminar or permission of instructor. Alternate years. Detailed study of a single writer, school, ENGL 353.​​​​​​​ The British Novel genre, or theme in literature. Prerequisite: ENGL 225 or permission of instructor. A study of the English novel from its be- ginnings in the 18th century to the 20th ENGL 371.​​​​​​​ Senior Seminar century. Prerequisite: ENGL 225 or per- mission of instructor. Alternate years. This course will synthesize and expand upon what students have learned throughout their ENGL 354.​​​​​​​ 20th-Century British Literature major. Weekly meetings will consist of readings, discussion, and writing on topics within English British and Irish poets and novelists, with some Studies. Course requirements will include an emphasis on writers who have gained recogni- extended written work in a student’s chosen tion since World War II. Prerequisite: ENGL 225 genre, as well as a portfolio. Prerequisite: ENGL or permission of instructor. Alternate years. 225 or permission of instructor. Fall and Spring.

ENGL 355.​​​​​​​ Literature and Culture ENGL 190-199,​​​​​​​ 290-299, 390-399. Special Topics. of Medieval Britain ENGL 286,​​​​​​​ 381-384. Independent Study. Study of selected major and minor texts (most- ENGL 288,​​​​​​​ 386-388. English Internship. Practical ly in translation) from Old English and Middle field experience in writing for mass media, busi- English literature, with corresponding interdis- ness, industry, or nonprofits. Designed in consul- tation with director of internship program and field 117 supervisor. By arrangement. Prerequisites: Junior year. Additional coursework in mathematics is or senior standing; for 288: 200-level writing course recommended, especially for those students approved by the English major advisor or English interested in pursuing graduate education. Dept. Chair; for 386-388: 200-level writing course approved by the English major advisor or English Dept. Chair; plus one additional English course. The Common Environmental Studies ENGL 400-401.​​​​​​​ Honors. and Sciences Core Students in both tracks are required to take six ENVIRONMENTAL STUDIES AND course units in a common core of study. Five cours- SCIENCES es are designed to create a foundation that fosters understanding of this interdisciplinary field. The fi- Interim Director: Diane White Husic nal writing-intensive course, which should be taken in the senior year, is intended specifically to teach and demonstrate research methods through inte- The environmental studies and sciences program grative group research projects and presentations. at Moravian College acquaints students with the myriad environmental issues that face us today. It seeks to develop a framework in which students All students majoring in environmental studies can work closely with faculty and one another to and sciences must take the following courses analyze problems, test assumptions, and debate in the common environmental studies core: issues as they affect our lives as citizens of our community, our nation, and the world. The per- Environmental 110 or Introduction to Envi- spective we seek to develop is strongly interdisci- Environmental 112 ronmental Studies or plinary, incorporating the natural sciences as well Environmental Science as economics, history, philosophy, and political Earth Science 110 Introductory Geology science. In addition, it is designed to transcend national boundaries. All students in the program, Economics 240 Environmental Eco- regardless of their area of concentration, will nomics and Policy share important common experiences, including Political Science 237 Public Administration a unique capstone course in which they will work and Public Policy in teams to investigate environmental issues. Philosophy 250 Environmental Ethics Environmental 370 Environmental Students who pursue environmental majors at Studies Seminar Moravian have the option of earning either a B.S. in environmental science or a B.A. in envi- The B.S. Track in Environmental ronmental policy and economics. All students in both majors will have a shared body of knowledge Science through common coursework before the up- Students in the B.S. track in environmental per-level courses in their respective tracks, and science must take the following six cours- through the capstone seminar course, which B.S. es in addition to those in the core: and B.A. students will take in combined sections. The balance of shared experience and field-spe- Biology 112 or General Zoology or cific knowledge is designed to foster cooperative Biology 119 Introductory Botany work and learning among students and faculty. Biology 360 Ecology Chemistry 113-114 General Chem- Coursework istry I and II As prerequisites to the program, all students must Earth Science 205 Environmen- take Economics 152 and a course in statistics tal Chemistry (Mathematics 107 or Economics 156), prefer- Earth Science 210 Introductory Geograph- ably before the spring term of the sophomore ic Information Systems

118 Students in the environmental science track must History 260 Environmental History also complete at least two of the following: Political Science 110 The American Po- Biology 225 Invertebrate Zoology litical System Biology 235 Microbiology Political Science 115 International Politics: Biology 250 Animal Behavior How the World Works Chemistry 211 Organic Chemistry I Sociology 312 Environmental Law Chemistry 212 Organic Chemistry II Environmental Independant Study 286,381-384 Chemistry 222 Quantitative Analysis Environmental Internship Earth Science 120 Meteorology 288, 386-388 Physics 109 Introductory Phisics Environmental 400-401 Honors for the Life Sciences I Physics 110 Introductory Phisics for the Life Sciences II Appropriate advanced courses offered as Physics 111 Introductory Physics I special topics or by other LVAIC institutions may be substituted as electives with the pri- Physics 112 Introductory Physics II or approval of the program director. Environmental Independant Study 286, 381-384 Environmental Internship A cooperative program with Duke Universi- 288, 386-388 ty in natural resource management is avail- able. Please see the section on Natural Re- Environmental 400-201 Honors source Management in this catalog. Appropriate advanced courses offered as special topics or by other LVAIC institutions may be substituted as electives with the pri- The Minor in Environmental Science or approval of the program director. The minor in Environmental Science consists of five (5) courses including ENVR 110 (Introduction to Environmental Studies) OR ENVR 112 (Envi- The B.A. Track in Environmental ronmental Science)[1],[2] plus four (4) additional Policy and Economics science courses currently approved for the Envi- Students who intend to pursue the B.A. ronmental Science (B.S.) major. These courses track in environmental policy and econom- are to be selected by the student in consultation ics must take the following three cours- with and approved by the Director of the Environ- es in addition to those in the core: mental Studies & Sciences Program. At least three of these courses must be taken at Moravian or Economics 241 Natural Resource through cross registration at other LVAIC institu- Economics and Policy tions. These courses can be from one department Political Science 240 Environmental Policy or selected from a number of different depart- ments. At least two courses should be numbered Political Science 340 Energy Policy 210 or above (excluding 300-309). In seeking to They must also take two of the following electives: establish a minor, a student may count a course only once. For example, a student majoring in Economics 228 Economic Development Environmental Policy & Economics may not count Economics 330 Public Economics Introductory Geology (EASC 110) for both the major and a minor in Environmental Science. An Economics 336 International Politics alternate course must be substituted for the minor. Earth Science 210 Introductory Geor- graphic Informa- tion Systems Courses that may be used to fulfill the Mi- nor in Environmental Science: 119 Biology 112 Zoology must be a course in economics. These courses are to be selected by the student in consultation with Biology 119 Introductory Botany and approved by the Director of the Environmental Biology 225 Invertebrate Zoology Studies & Sciences Program. At least three of these Biology 230 Field Botany courses must be taken at Moravian or through Biology 235 Microbiology cross registration at other LVAIC institutions. These courses can be from one department or selected Biology 250 Animal Behavior from a number of different departments. At least Biology 360 Ecology two courses should be numbered 210 or above Chemistry 113 General Chemistry I (excluding 300-309). In seeking to establish a Chemistry 114 General Chemistry II minor, a student may count a course only once. For example, a student majoring in Environmental Chemistry 205 Environmen- Science may not count Environmental Econom- tal Chemistry ics (ECON 240) for both the major and a minor Chemistry 211 Organic Chemistry I in Environmental Policy & Economics. An alter- Chemistry 212 Organic Chemistry II nate course must be substituted for the minor. Chemistry 222 Quantitative Analysis Earth Science 110 Introductory Geology Courses that may be used to fulfill the Mi- Earth Science 120 Meteorology nor in Environmental Policy & Economics: Earth Science 210 Introductory Geograph- Earth Science 210 Introductory Geograph- ic Information Systems ic Information Systems Environmental 286 Independent Study Economics 152 Principles of Economics Environmental 288 Internship Economics 228 Economic Development Environmental 381-384 Independent Study Economics 236 Internation- Environmental 386-389 Internship al Economics Physics 109 Introductory Physics Economics 240 Environmental Eco- for the Life Sciences I nomics and Policy Physics 110 Introductory Physics Economics 241 Natural Resource for the Life Sciences II Economics and Policy Physics 111 Introductory Physics I Economics 330 Public Economics Physics 112 Introductory Physics II Environmental 286 Independent Study Environmental 288 Internship Environmental 370 Environmental Appropriate special topics courses and advanced Studies Seminar courses offered by LVAIC institutions may be substituted with the prior approval of the Environ- Environmental 381-384 Independent Study mental Studies & Sciences Program Director. Environmental 386-389 Internship Political Science 110 The American Po- The Minor in Environmental Policy & litical System Political Science 115 International Politics: Economics How the World Works The minor in Environmental Policy & Economics Political Science 237 Public Administration consists of five (5) courses including ENVR 110 and Public Policy (Introduction to Environmental Studies) OR ENVR 112 (Environmental Science), Economics 240 Political Science 240 Environmental Policy or 241, plus three (3) additional science courses Politiclal Science 340 Energy Policy currently approved for the Environmental Policy Sociology 312 Environmental Law & Economics (B.A.) major, of which at least one

120 Appropriate special topics courses and advanced ENVR 190-199, 290-299, 390-399. Special Topics. courses offered by LVAIC institutions may be ENVR 286, 381-384. Independent Study. substituted with the prior approval of the Environ- ENVR 288, 386-388. Internship. mental Studies & Sciences Program Director. ENVR 400-401. Honors.

Courses FORESTRY ENVR 110. Introduction to Environmental Stud- See Natural Resource Management ies. Introduction to the principles of ecology and the relationship of humans to their environment. FRENCH Emphasis on scientific, social, philosophical, and economic factors related to global environmental See Modern Languages and Literatures issues. Topics include agriculture and food pro- duction, water and air pollution, energy use and its GERMAN environmental effects, toxic waste, and renewable/ nonrenewable resources. Prerequisites: Not open See Modern Languages and Literatures to students who have completed ENVR 112. (M5) GERMAN STUDIES ENVR 112. Environmental Science See Modern Languages and Literatures Introduces non-major students to fundamen- tal principles of ecology and the relationship of GREEK humans to their environment. Topics include agriculture and food production, water and air See Modern Languages and Literatures pollution, energy use and associated environ- mental effects, toxic waste, and renewable/non- renewable resources. Prerequisites: Not open to HEALTH SCIENCES students who have completed ENVR 110. (F4) Advisors: Dr. James Scifers

ENVR 242. Environmental Writing The health sciences major is intended for stu- This writing course will survey a broad spectrum of dents who wish to pursue careers in health pro- environmental literature, from Thoreau’s Walden to fessions after completing their undergraduate Cheryl Strayed’s recent bestseller Wild, as well as career at Moravian College. Such programs in- images, music, and cinema that address environ- clude physical therapy, occupational therapy, mental themes. Through writing, class discussion, and athletic training. Students wishing to pursue and other assignments, students will reflect on medical school, veterinary school, dental school, our changing relationship with the natural world or a physicians’ assistant program are advised to and consider what the engagement has meant for pursue majors in biology, biochemistry, chemis- both the planet and its human inhabitants. The try, or neuroscience, and are advised to consult course follows a workshop format, so reading and with the health professions advisor on an ap- critiquing other students’ writing is required. propriate curricular choice for their interests.

ENVR 370. WI: Environmental Studies Seminar Each of the program areas listed above requires Designed to apply research methods to cur- additional education beyond the undergraduate rent environmental issues. Students will re- degree. Students are advised to consult with the search and present written and oral reports health professions advisor on specific program on the general topic. Emphasis is on the de- prerequisites and program requirements. velopment of skills in using primary literature, analysis and interpretation of data, and the Students pursuing programs in the health sciences communication of ideas. Writing-intensive. take ECON 156, MATH 107 or another statistics

121 course as their F2 (Quantitative Reasoning) re- will include the advanced first-aid certification quirement. Students in the health sciences should as part of the athletic training curriculum. take PHIL 259, Medical Ethics, or another bio- ethics courses, as their U1, or NURS 360, Ethical Issues in Healthcare, as their U2 requirement. Occupational Therapy CHEM 108 Fundamentals of Chemistry All students, regardless of intended career or PSYC 207 Lifespan Development concentration, must complete BIOL 103 and BIOL 104 - Anatomy and Physiology 1 and 2, as well as PSYC 362 Abnormal Psychology PSYC 120 and HLTR 310 - Research Methodology SOC 115 Introductory Sociology in the Health Sciences Sciences (writing-inten- sive). In the third of fourth year of study (junior or senior year), all students enroll in HLTR 285.2 or Four (4) additional courses, chosen from 285 - Clinical Observer, to complete the required the list of elective courses below. number of clinical observer hours expected for enrollment into the graduate program of their Physical Therapy choice. In addition, in the last term of undergradu- ate study, students enroll in the capstone course, BIOL 112 General Zoology HLTR 385.2 - Social Issues in Health Science. One (1) additional To be selected in course in biology consultation with an advisor CHEM 113 General Chemistry 1 Upon declaring a major in health sciences, CHEM 114 General Chemistry 2 students select one of the following tracks, based on their intended career path: PHYS 109 & 110 or Physics for Life Sci- PSYS 111 & 112 ences 1 & 2 or Gen- eral Physics 1 & 2 Athletic Training/Exercise Science PSYC 207 Lifespan Development CHEM 180 Fundamentals PSYC 362 Abnormal Psychology of Chemistry HLTR 231 Nutrition for Health One (1) additional course, chosen from Sciences the list of elective courses below. HLTR 260 Kinesiology HLTR 261 Prevention and Management of Health Sciences Elective Courses Athletic Injuries BIOL 206 Microbiology for HLTR 360 Exercise Physiology Health Sciences PHYS 109 or PHYS 111 Physics for Life Scienc- BIOL 210 Genetics es or General Physics I BIOL 235 Microbiology ECON 211 Economics of Health Care HLTR 231 Nutrition 2 additional courses, chosen from the HLTR 240 Health Behavior list of elective courses below HLTR 260 Kinesiology HLTR 261 Management and In addition, before matriculation into an athlet- Prevention of ic training program, students need to complete Sports Injuries CPR certification, AED certification, and first-aid certification, at their own expense. Some schools HLTR Exercise Physiology 122 PSYC 260 Sports Psychology be able to select movements or exercises which utilize specific muscle groups and analyze the SOC 115 Introductory Sociology joint actions, muscle actions, and mechanical principles which apply to the performance of a Additionally, with the increasing need for edu- specific movement. Prerequisites: BIOL 103 cated home health care workers and health care and BIOL 104 or BIOL 310 and BIOL 350. Fall. assistants, students in the health sciences major are recommended to consider a minor in business HLTR 261. Management and management, composing the following courses: Prevention of Sports Injuries ACCT 157 Priciples of Accounting This course is an introduction to the principles ECON 152 Principles of Economics and practices associated with sport and fitness injury management. The course emphasizes the MGMT 223 Organizational development of competencies in the recognition Management and treatment of injuries appropriate for profes- sionals working with active populations. Topics Two (2) management or economics electives, include injury mechanics, injury prevention strat- chosen in consultation with an advisor egies, and injury recognition and management. Prerequisites: BIOL 103 and BIOL 104 or BIOL 310 and BIOL 350 and HLTR 260. Spring.

Courses in Health Science HLTR 310. Research Methodology in the Health Sciences HLTR 231. Nutrition for Health Scientific method as the means through which Food is essential not only for our health and wellbe- knowledge advances in allied health fields. De- ing, but also for our basic survival. How we obtain, veloping and researching hypotheses, collect- preserve, and prepare our food has changed ing data, testing hypotheses using appropriate drastically since the days when our hunter-gath- statistical techniques, interpreting and report- erer ancestors discovered fire, domesticated the ing statistical results. Research methodology, first livestock, and cultivated the earliest crops. descriptive statistics, and inferential statistics, Today, concerns about food safety, poor diets, as well as use of the computer software Statis- and obesity dominate the U.S. headlines, and tical Package for the Social Sciences (SPSS) to we are bombarded with all sorts of conflicting analyze data. Writing intensive. Prerequisite: dietary claims in the media or via the internet. PSYC 120 and junior or senior class standing. This course will focus on the science of nutrition: the macro and micro nutrients we need and why, HLTR 360. Exercise Physiology the linkages between energy balance and body This course is an introductory course in exercise composition disordered eating, and food safety. physiology. It will introduce certain concepts of the Because there are so many false, conflicting, and “how and why” the body responds to both acute newly-emerging (but as of yet, unproven) claims and chronic exercise stress. Topics will include about diet and our health, we will also use the exercise metabolism, respiration, circulation, scientific understanding gained to help identify neuromuscular, hormonal, and environmental credible sources of information about nutrition, diet influences on exercise. Prerequisites: BIOL 103 plans and dietary supplements, and food safety. and BIOL 104 or BIOL 310 and BIOL 350 and HLTR 260 (Kinesiology); junior or senior class HLTR 260. Kinesiology standing or permission of instructor. Spring. Upon completion of this course, a student should be able to identify the structural char- HLTR 385.2 Social Issues In Health Science acteristics, movements, and muscles acting as A capstone seminar for students in the health the major joints of the body. The student will 123 sciences major. Guided readings and research school levels. In order to obtain the social studies to prepare students for graduate and profession- certification for the State of Pennsylvania, stu- al study in allied health fields. Students explore dents complete the historical studies major, plus ethical and social issues related to health science Sociology 115 and Psychology 120, the entire (such as the debate regarding immunizations, secondary education program described later, homeopathic approaches to healing, obesity and all other Moravian College graduation require- as a cause of illness vs. an illness in itself), and ments. Students are encouraged to complete the co-author research papers which include per- social studies certificate, although it is difficult to spectives from their chosen/intended field of accomplish in a normal four-year course of study. study. Prerequisites: senior class standing; ma- jor in health sciences, nursing, or public health; other students by permission of instructor. The Major in Historical Studies Minimum requirements for the depart- mental major in historical studies are: HEBREW See Modern Languages and Literatures • History 112 or 116; History 113 or 114; one 100-level history course focusing on an area HISTORICAL STUDIES outside Europe or the United States; Histo- ry 270; two additional history courses at the Advisor: Robert H. Mayer 200 level and two at the 300 level, to include at least one course each in United States The historical studies major is designed for stu- history, European history, and history of an dents who plan to be certified in either middle level area outside Europe and the United States. or secondary education and teach social studies • Political Science 110 and 115 or 125 or a (history, geography, government, and econom- political science course in an international ics) in middle schools, high schools, or both. topic, chosen in consultation with an advisor. • Interdisciplinary Studies 110 (World Secondary Certifications Geography and Global Issues). The Pennsylvania Department of Education • Economics 152 (not required for certifies students to teach the social stud- middle level certification) ies under two designations—citizenship ed- Students whose background in history makes them ucation and social studies—both of which eligible to waive one or more introductory cours- can be obtained at Moravian College. es may substitute an additional history course or courses numbered 210 or above. Students are encouraged to take more courses in history or polit- Those with a citizenship education certificate ical science in order to prepare better for teaching. are permitted to teach history, geography, gov- ernment, and economics at both the middle and high school levels. In order to obtain the Completing a Full Major in History citizenship education certificate for the State With careful planning and some coursework of Pennsylvania, students complete the histor- over the summer, a student can complete the ical studies major, the entire secondary edu- requirements for citizenship education certi- cation program described later, and all other fication while completing a full departmental Moravian College graduation requirements. major in history. A major in history allows for increased facility in teaching historical con- Those with a social studies certificate are per- tent as well as additional marketability. mitted to teach history, geography, government, and economics, as well as psychology, sociology, and anthropology at both the middle and high

124 Coursework for Secondary Teaching dle level certification see Education. Certification Education 100.2 is generally taken spring of the Applying for Admission into the first year or fall of sophomore year. Education 160 Teacher Certification Program is generally taken spring of the first year year and Students should be aware that they are not auto- Education 130 is generally taken fall of sopho- matically admitted into the teacher-certification more year (although the order of these two may program. Students must make two applications for be switched). Education 244 must be taken after acceptance into the teacher-certification program. completion of Education 160 and with or after com- Students may apply for initial admission in to the pletion of Education 130, and is a prerequisite for program after completion of 12 course units, after Education 260, taken in the fall of one’s junior year. passing the PPST sections of the PRAXIS exams in reading, writing, and mathematics (information Education 140.2 must be taken some time be- about those tests is available in the Education fore student teaching. Education 260 generally is Department office), and after attaining a 3.0 GPA taken in the fall of the junior year and Education overall. Initial application forms are available in the 365, which includes various approaches to the Education Department. In order to student teach, teaching of social studies and curricular designs students must turn in a formal application, also in secondary schools, in the fall of the senior year. available in the Education Department, two semes- The student- teaching semester (Education 375, ters prior to student teaching. Applications for fall 376, 377, and 378) occurs, for most candidates, student teaching must be received by December 1 in the spring of the senior year. Please note that of the preceding year, and for spring student teach- students must have an overall GPA of 2.70 to take ing by April 15 of the preceding year. Criteria for ac- education courses at the 200-level or above. To ceptance include a 3.0 GPA overall, a 3.00 GPA in take Education 365, students must have satis- the academic major, and a 3.00 in the professional fied the basic skills test requirement described education sequence. In addition, students must below. In addition, secondary certification stu- receive the written support of their major depart- dents must complete Physical Education 236. ment and the Education Department, successfully complete field experiences, and demonstrate posi- tive character. Issues of character can be reflected To satisfy state guidelines, the student is re- in discipline events involving the Office of Student quired to take three college credits in English Affairs, academic honesty violations, and more. composition, three college credits in English literature (English 101, 102, 103, 104, or 105; or Education 131), and six college credits in See the Education section of this catalog mathematics (1.5 Moravian course units). Most for other requirements related to admis- of these guidelines should be met through ap- sion to the teacher-certification program. propriate selection of courses taken to complete Learning in Common guidelines. Beyond the Other Pennsylvania Requirements Learning in Common requirement, students must take at least .5 course units in mathematics. for Certification After successful completion of the Moravian edu- cation program, initial Pennsylvania teacher certi- Competencies needed to teach learners with fication mandates that students pass all required disabilities and English language learners are tests. All education students must satisfy the basic taught throughout the program. Students must reading, writing, and math skills requirement as demonstrate they have gained these compe- described above. For secondary (7-12) certifica- tencies in both classroom and field settings, tion: Citizenship Education: Content Knowledge but especially during student teaching. (for those seeking citizenship education certi- fication) or Social Studies: Content Knowledge For information on coursework for mid- (for those seeking social studies certification).

125 Finally, during student teaching, students will HIST 288: Internship in History. be evaluated using the PDE-430 form. Students • Three (3) 300-level courses, one (1) of which must meet criteria for successful completion must be HIST 371: Senior Seminar. Only one of the PDE-430 form in order to be certified. (1) of the courses numbered HIST 381-388 may be used to satisfy the major requirements. The Pennsylvania Department of Education fre- quently changes these requirements. For current The Interdepartmental Major requirements, candidates should consult both the Pennsylvania Department of Education website A student wishing to use history as Set I of and the Educational Testing Service website. an interdepartmental major is required to take HIST 270: Historical Methods and In- terpretations and five (5) other course units. Changes in Pennsylvania's standards for certifica- Two (2) of the remaining courses must be at tion may require some alterations in this program. the 200 level and a third at the 300 level. Students should discuss their course of study with the program advisor each term to be cer- tain that such changes can be accommodated. The Minor in History The history minor consists of HIST 270: Historical Methods and Interpretations and four (4) other HISTORY courses to be selected from at least two of the Chair: Associate Professor Paxton three major areas in the department curriculum Full Professors: Bardsley, Lempa (Europe, United States, outside the United States and Europe). In addition to HIST 270, at least one Assistant Professors: Aguilar, Berger, Keshodkar (1) other course must be at the 200 or 300 level. Adjunct Faculty: Hillman, Muhlfeld The History Fellowship The program in history acquaints students with the The History Fellowship is a program for highly nature of historical inquiry and the antiquity and motivated history and history/education students variety of human experience. Instead of relying of at least second-semester sophomore standing on factual narratives, the program focuses on the and a GPA of 3.50 or above in the major. Stu- analysis of primary sources, understanding history dents accepted into the program will become as a contested field of interpretations, and the skills History Fellows for one of the lower-level sur- of producing histories. The program prepares stu- vey courses http://home.moravian.edu/public/ dents to enter careers and graduate study in a vari- catalog/courses/history.html (previously taken ety of fields, including teaching and research, edu- by applicants who have received a grade of at cation, museums and historical restoration, library least A–). A History Fellow will be expected to: work, journalism, business, law, and public service.

• Write a research paper of 20 pages in The Major in History the area covered by the survey class. The history major consists of ten (10) course units: • Attend all class meetings, as well as indi- vidual meetings of students with the pro- • Three (3) 100-level courses: one deal- fessor, and assist with class preparation. ing with Europe; one with the United • Assist with or lead group discussions; tu- States; and a third with an area out- tor; moderate Blackboard discussions. side Europe or the United States. The fellows will enjoy one-to- one interaction • Four (4) 200-level courses, two (2) with the faculty member(s) who serve as men- of which must be HIST 270: Histori- tor(s), gain a sense of responsibility, learn to cal Methods and Interpretations and think strategically about pedagogical issues, and

126 deepen their knowledge of the course material. HIST 111. Modern Latin American Tradition and revolt in Latin America, the These teaching fellowships will be available Hispanic-American caudillo, U.S.-Lat- to those who qualify for them and succeed in American relations, republican histories in a competitive application process includ- of Argentina, Mexico, and Cuba. (M5) ing an interview with the department chair. HIST 112. How Was Hitler Possible? War, Departmental Recommendations Society, and Culture in Europe Since 1500 The history of Europe gives us initial insight • 100-level courses are introductory surveys into how the human construct called Western satisfying the M1 or M5 LinC requirements. civilization has emerged. By exploring this his- Students will be introduced to the importance tory, we locate ourselves in time and place, of primary sources in producing historical thus helping us judge our position and possibil- knowledge and some of the issues involved ities. The course is an intellectual adventure in in interpreting them. These courses are which we find our basic assumptions and values open to all students without prerequisite. constantly challenged. What do we mean by • 200-level courses address a wide range of "state" or "race"? What about our civilization thematic topics, with the emphasis on his- is Western, and what is non-Western? (M1) torical interpretations and historiography. Usually they do not satisfy LinC require- ments (except a few courses that meet M5). HIST 113. The United States to 1877 They are open to all students who have American society, politics, and culture from the completed a 100-level history course. first settlements through Reconstruction, including • 300-level courses are seminars that encourage the colonial experience, the Revolutionary War, the original research from primary sources (often new political order, transformation of economic and in translation and in published form). These social systems in the Jacksonian age, and the crisis courses provide an environment for students of the republic in the Civil War. Designed to give to apply skills in historiography and source overall perspective and an introduction that can analysis developed in previous courses. Open be followed by more specialized coursework. (M1) to all students who have completed a 100-lev- el history course and HIST 270: Historical HIST 114. The United States since 1865 Methods and Interpretations. Only one course American politics, society, and culture from numbered 381-388 may be used to satisfy the Civil War to the present, including Recon- the major requirements. A grade of C or better struction, late 19th-century urban-industri- in HIST 270 is required to enroll in 300-level al world, Populist-Progressive era, America's history seminars. In rare cases, exceptions emergence as an international power in two can be granted by the department chair. world wars, the 1920s, Great Depression, and 1945 to the present. Designed to give overall Courses in History perspective and an introduction that can be fol- lowed by more specialized coursework. (M1) HIST 110. Latin America in the Colonial Era Spanish and Portuguese colonization of the Amer- HIST ​​​​​​​ 115. History of Africa icas and struggles for independence, including History and cultures of sub-Saharan Africa. ancient American civilizations, Iberian background Topics include human evolution in Africa, tra- and influence, Age of Discovery and conquest, ditional lifestyles and beliefs, development development of colonial institutions, cultural and of African kingdoms, Atlantic slave trade, Eu- intellectual development, race and racial mixtures, ropean colonialism, and problems of mod- colonial rebellions, wars of independence. (M1) ern African states to the present. (M5)

127 HIST ​​​​​​​ 116. Medieval Europe indigenous and colonial experiences, this course The emergence of Western European civiliza- primarily covers elements of Mexico's evolution tion from the remnants of Roman and Germanic during the nineteenth and twentieth centuries, cultures, c. 500-1500 CE. Topics include the beginning with a comparison of Mexico's inde- spread of Christianity, evolution of aristocracy pendence movement to the American Revolu- and peasantry, the growth of towns, clashes be- tion. It continues through the circumstances tween church and state, the emergence of uni- surrounding the Mexican Revolution of 1910, versities, and the demographic disasters of the the impact of NAFTA of 1994, and the political plague and warfare of the late Middle Ages. (M1) transition fostered by the 2000 elections. (M5)

HIST ​​​​​​​ 117. England through HIST ​​​​​​​ 130. Ancient Greece the Reign of Elizabeth I History of the Greeks through Alexander the Great, with emphasis on readings in primary sources in- Survey from the Neolithic era to the start of the cluding Homer, Herodotus, Thucydides, and Plato. 17th century. Topics include Roman Britain, An- Topics include the classical city-state, invention glo-Saxon Britain, Viking invasions, the Norman of democracy, emergence of Greek philosophy Conquest, the growth of law and Parliament, and science, and diffusion of Greek culture. (M1) relationships between church and state, the Black Death, the Reformation, and everyday lives of members of each social class. (M1) HIST ​​​​​​​ 219. Bismarck to Hitler to Fischer: History of Modern Germany HIST ​​​​​​​ 118. The Ancient Near Traces Germany's historical path from 1848 to East, Greece, and Rome 1990, starting with the German states' struggle toward modernization and unification in the late Explores the history of the ancient Near East 19th century. Explores Germany's experience and and Europe from prehistoric times to the me- role in World War I; the cultural euphoria, political dieval era. Among the civilizations surveyed misery, and economic despair of the Re- are those of the Mesopotamians, Egyptians, public; the Nazi seizure of power in 1933; and the Hebrews, Greeks, and Romans. (M1) Holocaust. Discusses Germany's role in the Cold War and the cultural battles of the 1960s, ending HIST ​​​​​​​ 119. Arab-Islamic Civilizations with the surprising national reunification in 1990. The Near Eastern world from the late Byzantine through emergence and development of Arabic-Is- HIST ​​​​​​​ 220. The Holocaust. (Also IDIS 220) lamic civilization. Reviews pre-Islamic Arabia and Discusses the persecution and mass killing of Euro- the Near East, achievements of the Prophet Mu- pean Jews by Nazi Germany. Describes anti-Sem- hammad, establishment of the Islamic religion, the itism in historical context and explores the com- caliphate, and the Arab Empire, including Spain, plexities of ultimate moral choices by asking how a North Africa, and the Middle East. Islamic religion, cultured civilization produced mass killers and an law, mysticism, literature, art and architecture, educated class went unprotesting to its extermina- and the Arabic-Islamic renaissance and its impact tion. Students will explore the experience of those on the West via Islamic Spain. Ends by considering who were sent to the camps, how they constructed the Arabic-Islamic world in modern times. (M5) a kind of everyday life, and how gender influenced their experience. Finally, we study how and why HIST ​​​​​​​ 129. Mexico: Revolution the world outside Germany—foreign governments, and Globalization intellectuals, religious and humanitarian groups— This course allows students to explore the issues reacted to or failed to confront the Holocaust. (U2) associated with political revolution and econom- ics globalization in Latin America by focusing HIST ​​​​​​​ 222. History of 18th-century Moravians exclusively on the modern history of a single Bethlehem is a fine example of an 18th-century nation, Mexico. After a brief survey of Mexico's 128 Moravian community. It was part of a world-wide HIST ​​​​​​​ 241. Early America network of Moravian communities and mission Background and settlement of North Ameri- stations. In this course, we will explore the Mora- can colonies, development of British colonial vian world. How were their congregations orga- policy, colonial civilization, and the revolu- nized? What did Moravians believe and how does tionary movement to separate colonies from this relate to other religious groups? How did they the empire and create a new nation. Fall. perceive their own history and how did Moravians record history? 18th-century Moravians were highly controversial and we will take a look at some of HIST ​​​​​​​ 243. The United States from The the polemical writings. In the course we will also Market Revolution to the Civil War explore issues of gender, race, and sexuality. Internal development of the U.S. from the War of 1812 through the Civil War and Re- HIST ​​​​​​​ 227. Modern South construction, including the westward move- Africa. (Also POSC 227) ment, reform impulses, social and eco- nomic effects of early industrialization. This course will introduce and analyze the mod- ern history and politics of the Republic of South Africa and its neighbors. The course will empha- HIST ​​​​​​​ 244. Race & Citizenship size the development of political, economic, and in Modern US History social structures; current actors; and prospects Students in this course examine connections for change. Specific topics will include British, between race, ethnicity, inequality, and citizenship Afrikaner, and Portuguese colonial policies; the status in late nineteenth-, twentieth- and early development of African nationalism and the tran- twenty-first-century U. S. history. We consider the sition to majority rule; and the policies and pros- roles race and ethnicity have played in determining pects of modern Angola, Botswana, Mozambique, who can and cannot become a U.S. citizen. We also Namibia, South Africa, and Zimbabwe. (M5) study the ways in which the entitlements of citizen- ship have or have not been distributed equally to HIST ​​​​​​​ 237. Popular Culture in Medieval all in the nation. We investigate as well the various and Early Modern Europe forms political activism by communities of color has taken regarding citizenship rights and the Customs, beliefs, and activities of ordinary peo- range of demands activists have made in efforts to ple during the Middle Ages and early modern secure full citizenship. In addition, we explore the period. Topics include witchcraft, riots and re- ways that public policies and laws have contribut- bellions, carnivals, and heresies. Attention to ed to intensifying and alleviating racial disparities. historians' methods of approaching the lives Ultimately, we look to history in an effort to make of ordinary, non-elite people of the past and sense the racial landscape that exists today. (U2) the ways in which they explore the lives of sub- alterns using sometimes hostile sources. HIST ​​​​​​​ 245. The United States 1945 to the Present HIST ​​​​​​​ 238. Women in Europe 500- 1700. (Also WGSS 238) Topics include the Vietnam War, the civil rights revolution, the counterculture of the '60s, con- Experiences of women and attitudes toward flicts in Israel and the Gulf War, the Nixon admin- women in medieval and early modern Europe, istration and its moral and constitutional crisis especially on ways in which women's lives were (Watergate) in the '70s, the "Reagan Revolution" shaped by social status, marital status, and of the '80s, and the Clinton administration and religion. Students will develop their ability to its moral and constitutional crisis in the '90s. identify arguments within historical writing, as- sess ways in which historians use evidence, and understand some of the major debates among HIST ​​​​​​​ 250. The History of Canada to 1885 historians about women and their status. An introduction to major themes in the histo- ry of Canada from pre-contact times until the 129 Northwest Rebellion of 1885. Special attention structure and format for reflecting on their expe- will be given to major historical debates and riences. Students will meet as a group once per the changing nature of historical interpretation week and complete at least 8 hours per week around such topics as relations between Europe- of fieldwork. Fieldtrips will examine the ways in ans and First Nations, the fur trade, women and which public history is constructed and present- society in New France, Loyalists, the rebellions ed. Students will also explore their own career in Upper and Lower Canada, responsible govern- plans. Prerequisites: junior or senior class-stand- ment, Confederation, and the Riel Rebellions. ing, and at least one 100-level history course.

HIST ​​​​​​​ 255. The United States and Latin HIST ​​​​​​​ 371. Senior Seminar. Students will pre- America: History of Their Relations pare a research paper suitable for delivery at an Explores the historical creation and transfor- undergraduate conference. Topics, which must mations of a variety of relations connecting the be approved by the instructor, may be from any nations of Latin America with the United States. area of study covered in the department cours- Students will discuss issues of national sovereign- es. One member of the department will direct ty, economic development, political revolution, the seminar and hold its weekly meetings, but defense strategy, human rights, and immigration all history faculty will serve as advisors as the as they pertain to these relations. Attention to students prepare their projects. Prerequisites: Mexico, the Caribbean, and Central America in Senior standing and completion of at least their interaction with the United States. (M5) one history seminar and HIST 270, or permis- sion of instructor. Fall. One 2-hour period. HIST ​​​​​​​ 260. Environmental History HIST ​​​​​​​ 374. Seminar: History of the Emotions Explores the changing relationship between hu- man agency and the environment over the course What are emotions? How have they been used of world history. Themes include the agricultural and manipulated throughout history? Was a and industrial revolutions, the integration of world middle-class man (or woman) entitled to have ecozones, historical epidemiology, and the impact emotions? What is love, and what have been its of technological change on the environment. institutions over time? The seminar will examine the emotional background of French and German dueling in the 19th century, as well as the emotions HIST ​​​​​​​ 270. Historical Methods and reactions of those whose duty was to destroy and Interpretations all enemies of the nation. This research seminar The first half of the course introduces the main explores one of the most profound features of philosophies and schools of historical analysis: human identity over the last 500 years, and one Marxist history, psychohistory, Annaliste, wom- that has received little attention from history. en's, social, and cultural history. Topics include contributions of major historians and current HIST ​​​​​​​ 375. First People of North America historical debates and controversies. In the second half, students receive a systematic introduction Provides an introduction to the interdisciplin- to historical research, including major research ary methodology of ethnohistory with which tools in the field, research methods and strate- students will explore the history of First People gies, models of historical research, preparation within the U.S. and Canada. Because of the di- and evaluation of formal presentations on his- versity and complexity of First People's cultures, torical topics. Required for history and historical this course will explore select themes, includ- studies majors. Prerequisite: Any history course. ing but not limited to oral history, cosmology and religion, colonization, disease, trade, and cultural change and continuity. Using primary HIST ​​​​​​​ 288. Internship in History sources, students will write an ethnohistorical This course will accompany students as they research paper on a topic of their choice. complete internships, providing them with a

130 HIST ​​​​​​​ 376. Medieval Peasants. (also MDVL 376) Provides an introduction to the primary sourc- HIST ​​​​​​​ 190-199, 290-299, 390- es, methodology, and historiographical debates 399. Special Topics. surrounding the late-medieval English peasantry. HIST ​​​​​​​ 286, 381-384. Independent Study. Topics covered include the effects of the Black HIST ​​​​​​​ 288, 386-388. Internship. Death, the extent of community and cohesion HIST ​​​​​​​ 400-401. Honors. within peasant villages, changes in inheritance practices, and mechanisms of charity. Students will write article-length papers based on both primary INTERDISCIPLINARY PROGRAMS and secondary sources. Prerequisite: Comple- tion of HIST 270 with a grade of C or better. FIRST-YEAR WRITING Director of Writing: Dr. Crystal Fodrey HIST 377. Modern Mexico Writing Center and Writing Fellows Pro- gram Coordinator: Meg Mikovits This course explored the creation of modern Mexico from a social and cultural perspective. It begins with an analysis of the independence war Mission followed by a study of the difficulties faced by the Through a writing-enriched curriculum that new nation such as the Mexican-American War. emphasizes the transfer and iterative build- Then we examine the conditions generated by the ing of writing abilities across a student’s lib- dictatorship of General Porfirio Diaz, who ruled eral arts education, the Writing at Moravian the country for more than three decades, resulting program seeks to foster rhetorically informed in a civil war: the Mexican revolution. We will look and reflective writing experiences within at the institutionalization of the social revolution, all academic units at Moravian College. the rise of nationalism and the social movements that have created present-day Mexico. The course concentrates on three main themes: race, gender Moravian College’s First-Year Writing and public health. Our journey is based on the Courses: An Introduction analysis of a vast array of primary sources and Currently, First-Year Writing at Moravian College secondary sources which not only include official includes LinC 101 (F1): First-Year Writing Semi- documents, newspapers or images; but also liter- nar, LinC 102 (F1): Writing Seminar, LinC 103 & ature, art, cinema and other cultural manifesta- 104 (F1): College Reading and Writing I and II, tions. Prerequisite: any 200-level HIST course. and WRIT 190 & 191 (F1): College Reading and Writing for Multilingual Learners I and II. While HIST ​​​​​​​ 385. History Fellowship these different courses are detailed below, all FYW sections share these important characteristics. Highly motivated history and history/education students may be chosen as History Fellows: teach- • The engaging, focused topic and types of ing assistants for the lower-level survey courses. writing assigned in each writing seminar are They will assist the professor in preparing the class; determined by the individual faculty member, serve as tutors; and lead group discussions and growing out of his/her specialty and interests. moderate Blackboard discussions. The fellows will The threads of academic literacy that con- enjoy one-to-one interaction with faculty, gain a nect all FYWS courses—designed to foster sense of responsibility, learn to think strategically the transfer writing skills from FYW to other about pedagogical issues, and deepen their knowl- LinC and upper-division writing courses—are edge of the course material. The fellowship ends the critical reading and writing-related out- with a substantial research paper or journal. Pre- comes and an emphasis on the development requisites: Second-semester sophomore standing of writing abilities through the integration of (or higher) and GPA of 3.50 or above in the major; key concepts such as discourse community, a grade of at least A– in the survey course to which research, rhetorical situation, audience, pur- the fellow is assigned; competitive application pose, genre, writing process, and reflection. process, including interview with department chair. 131 • All first-year students who begin in the sources, and make informed decisions about how Fall semester participate in a common In- best to achieve their purposes in various writing Focus sponsored first-year reading and situations. The subject area focus of each sec- related discussion and activities, usual- tion of Writing Seminar varies, but all sections are ly including campus visit and presenta- similar in their approach: students develop the tion by the author(s) of the reading. skills of critical reading, research, argumenta- • FYW also introduces first-year students to the tion, revision, and reflection; and students work many resources offered by Student Affairs and collaboratively with classmates, the instructor, other student support offices and to the many and the Writing Fellow to improve writing. (F1) activities, organizations, and opportunities that enrich their lives as Moravian students. LinC 103. College Reading and Writing I • FYW is based on the concept of the seminar— College Reading and Writing I is designed to teaching a small group of students (17–19). help students transition to college expectations and introduces students to academic literacy • The format of FYW features ongoing, fre- practices of critical reading and writing - quent meetings that encourage partici- tial to academic success at the college level. pation and interaction between students Students work collaboratively with classmates, and faculty, between students, and be- the instructor, and the Writing Fellow to improve tween students and representatives of writing, build community, and explore available campus organizations and offices. campus resources to achieve academic and per- • Selected upper-level students called Writing sonal success during their time at Moravian. Fellows are trained as writing tutors to work alongside faculty with first-year students. LinC 104. College Reading and Writing II College Reading and Writing II builds on the ac- Learning in Common Courses ademic literacy practices introduced in College LinC 101. First-Year Writing Seminar Reading and Writing I. The course is designed to help students develop academic reading and First-Year Writing Seminar (FYWS) introduces writing skills and strategies, generate research students to academic literacy practices central to questions, find and evaluate sources, and make success in any discipline at Moravian College. The informed decisions about how best to achieve course is designed to help students transition to their purposes in various writing situations. (F1) college expectations, generate research questions, find and evaluate sources, and make informed decisions about how best to achieve their purpos- Pre-Health Professions Courses es in various writing situations. The subject area focus of each section of First-Year Writing Seminar Health 285 and 285.2. Clinical Observership varies, but all sections are similar in their approach: Supervised observation in a clinical setting for students develop the skills of critical reading, pre-medical, pre-veterinary, and pre-health pro- research, argumentation, revision, and reflection; fessions students. A minimum of 50 hours plus and students work collaboratively with classmates, assigned work for one-half unit of credit; a min- the instructor, and the Writing Fellow to improve imum of 100 hours plus assigned work for one writing, build community, and explore available full unit of credit. Prerequisites: junior or senior campus resources to achieve academic and per- class standing; 2.70 overall GPA. Application sonal success during their time at Moravian. (F1) required prior to registration for the class.

LinC 102. Writing Seminar Interdisciplinary Courses Writing Seminar introduces students to academic literacy practices central to success in any disci- IDIS 110. World Geography and Global Issues pline at Moravian College. The course is designed to help students transition to college expectations, Relationships between place and culture, poli- generate research questions, find and evaluate tics, economics, and society. How various regions 132 respond to problems such as poverty, war, and additional work, such as readings and written health care, and how their responses affect the work, to foster critical thinking and reflection in global community. Topics change at the discretion the applied disciplines, to ensure that the proj- of the instructor. Two 70-minute periods. (M5) ect meets the 174-hour minimum requirement.

IDIS 165. Life Walk of Justice: Introduction At the end of the semester students provide evi- to Peace and Justice Studies. (Also dence if reaching this goal in a formal presenta- Religion 165, Sociology 165.) tion, performance or comparable public display. The overall experience enhances students’ pre- In this course students will be encouraged to identi- paredness for future employment or post-grad- fy and analyze (in)justice in our own lives, commu- uate studies. Students who are undecided may nities and world. In addition to course readings, we use the project to help discern possible career/ will use the contemplative practices of memoir and major paths. Applications for the Interdisci- walking as resources for critical thinking. A majori- plinary Project are submitted to the Learning ty of the course will involve students developing re- in Common Committee for review by the end sponses to (in)justice through various projects that of term prior to the term of the project (for ex- reflect students’ own passion and design, including ample, by the end of fall for a spring project). academic, artistic, political, social, service-orient- ed, and personal responses. Prerequisites: First- IDIS 200. Witches and Deamons in German Year students and sophomores only; juniors and History and Culture. (Also German 200) seniors with permission of the instructor. (M3) Examines a wide variety of texts and other me- IDIS 185. (185.2). Interdisciplinary Project dia to explore the idea and representation of the strange and "deviant" in German literature and The Interdisciplinary Project is an experiential culture from early modern Europe to the present. and interdisciplinary project available to stu- Focus on the concept of the witch, witch-hunts, dents who have completed at least one term of the Faust legend, and gender issues. Supplement- study at Moravian College. The project must be ed by audio-visual materials from art history, film, interdisciplinary in scope. Projects may be un- and popular culture. Taught in English. (M2) dertaken by a group of students working with a faculty member, or by a single student working IDIS 205. Spaces for Living: Design one-on-one. Projects are normally conducted in Mind. (Also Psychology 205) on campus, but could include some immersion We live amidst architecture—buildings, houses, in the local community, with faculty supervision. interiors, and landscapes—but we rarely take Unlike an internship, there usually is no site su- the time to think about the spaces where we live. pervision from the community. Work done for the Why have our homes, communities, cities, and project must be independent from that prepared public spaces evolved as they have? Are some for other classes, or from service hours required spaces more pleasing to the eye and the mind for other classes or extracurricular organizations. than others? How do our physical spaces affect our mental life? To explore these questions, we A full-unit interdisciplinary project requires a will read about domestic life (the idea of "home"), minimum of 8 hours of “hands-on” work per week architecture, and design. May Term. (M6) for a fall or spring term (a minimum of 4 hours of “hands-on” work per week is required for a half- IDIS 210. Modern Urbanization: Destruction unit interdisciplinary project). Examples of “hands- and Restoration of Cities around the World on” work might be building sets in the theatre; preparing other students for musical performance Modern urbanization has threatened the nature working with other students or a faculty member on of our cities for years. Unless efforts are made to some element of research; or doing work outside protect them, cities around the world will lose their the institution in a professional setting, similar to historical, cultural, and social specificities, and some of the work one might find in an internship probably look alike by mid-century. By focusing placement. The faculty supervisor will assign primarily on seven of the world's greatest cities

133 (Bangkok, Beijing, Berlin, Cairo, Kyoto, Paris, This course considers how society has changed as and ), we examine how they address (or a result of increased accessibility to information fail to address) those challenging issues. (M5) through computer technology. Possible topics in- clude dealing with “information overload” through IDIS 212. Artists as Activists. (Also Art 212) information literacy, Internet regulation in a global society, property-rights issues related to file-shar- How do artists, graphic designers, writers and ing programs, the limits of privacy in an online performing artists raise questions and advocate setting, and issues related to the regulation of social change? Global examples of visual culture spam. (U1) Prerequisite: junior or senior standing. will include propaganda, graphic design, film music video, and theatre. Relationships between art, images, mass media, and acts of conscience IDIS 216. Intersection of Culture and will be evaluated using ethical/philosophical Healthcare. (Also Nursing 216) frameworks and formal and contextual analy- In this course the student will develop an un- sis. Discussion will include historical, social, and derstanding of health, illness, and the meanings political context of art, its method of production of these concepts for members of non-western and distribution, and its inherent privileges or risks. socio-cultural populations. Topics include cultur- Prerequisite: Junior or senior class standing. (U2) ally bound practices; the impact on healthcare practices and decision-making; structures that IDIS 213. The Impact of Technology promote access to healthcare and structures that on Diet and Disease impede access. The concept of delivering culturally competent care will be examined and strategies Historically, technology has had an enormous for promoting competence will be explored. (M5) impact on diet and disease. Beginning with the domestication of crops and animals, the course will trace changes in the diet and human social systems IDIS 217. From Ape to Madonna: resulting from advances in agriculture and food The Evolution of Humankind distribution. Topics include the 18th-century agri- Addresses the historical and comparative evo- cultural and industrial revolutions and the "green lution of our species. Using the approaches of revolution" of the 1950s; hormones, antibiotics, evolutionary biology, physical anthropology, and genetically engineered crops; pandemics such as archaeology, this course traces human physical the Black Death of the 14th century, Spanish influ- evolution and cultural development from its earli- enza in 1918, and AIDS and other emerging dis- est beginning, more than five million years ago, to eases. Prerequisite: junior or senior standing. (U1) about 15,000 years ago, just before the beginnings of plant and animal domestication and the rise of IDIS 214. Immigration, Exile and Internal complex societies. Special attention paid to the Displacement in Latin American and Latino impact that evolutionary ideas have had on so- Literature. (Also Foreign Language 214) cial, political, and educational issues in American life. Prerequisite: junior or senior standing. (U1) Immigration, exile and internal displacement are phenomena seen across the world, and ones that IDIS 218. Brain Sex. (Also Neuroscience 218) are frequent topics of discussion. This course will examine such issues among the diverse Latin In considering sex differences in the brain, a num- American cultures through the lens of fiction. These ber of questions arise. Do biological factors, such texts and films deal directly with moments of social as sex hormones, influence our sexual fate after our transformation, power differences, and cultural genetic information is established? Do biological (mis)understanding. Studying how these works will factors make women more nurturing or men more help students better understand the timely issues aggressive? Do these same factors explain differ- of displacement, as well as how these issues are ences in sexual orientation? This course explores perceived and represented. Course conducted in how scientists from a variety of disciplines attempt English. (M5) Prerequisite: Writing 100 or LinC 101. to provide answers to these questions that may have critical implications for understanding the IDIS 215. Living in a Digital Society social roles of men and women in today’s society as 134 well as the different educational and emotional is- Prerequisite: sophomore standing or higher. sues that face males and females. Empirical inves- tigations and scientific theories from neurobiology, IDIS 250. Moral Marketing. (Also Management psychology, sociology and endocrinology that claim 250) How the ideas of tzedek ("justice") and chari- to explain gender differences are examined. (U1) ty ("love") apply to marketing to the world's poorest people (those living on less than $2 a day). Exam- IDIS 220. The Holocaust. (Also History 220) ination of three different perspectives of social justice: Jewish, Christian, and American secular Discusses the persecution and mass killing of Euro- traditions. Each of these three perspectives has pean Jews by Nazi Germany. Describes anti-Sem- unique traditions regarding the role of the individ- itism in historical context and explores the com- ual and the community, and the obligation towards plexities of ultimate moral choices by asking how a helping those less fortunate. Discussion of differ- cultured civilization produced mass killers and an ences between morality and ethics based on these educated class went unprotesting to its extermina- three perspectives, as well as approaches to social tion. Students will explore the experience of those justice as an obligation, an act of love, or a practi- who were sent to the camps, how they constructed cal solution. Needs of the poor in emerging nations a kind of everyday life, and how gender influenced and how products could be created and distribut- their experience. Finally, we study how and why ed in these emerging nations in accordance with the world outside Germany—foreign governments, these different ethical and moral perspectives. intellectuals, religious and humanitarian groups— (U2) Prerequisite: junior or senior standing. reacted to or failed to confront the Holocaust. Prerequisite: Junior or senior class standing. (U2) IDIS 251. Human Sexuality. IDIS 222. African Art. (Also Art 222) (Also Sociology 251) Students will develop an aesthetic and cultural The physical, psychological, relational, and so- overview of African art, from prehistory to the pres- cio-cultural aspects of sexuality influence humans ent day. Sculpture is the primary medium studied from before birth through death. This course will in the course, but textiles, painting, artisanal works increase students' understandings of lifespan and architecture are also included. Students will human sexuality; engage them in critical thinking consider how religion and cultural influences affect about sexuality in the context of culture; help them the development of regional and national styles. identify and critique their sexual values, attitudes The influence of the African diaspora on art in Eu- and morals; and enable students to make relational rope, Latin America, and the United States will be and sexual decisions in keeping with their values. considered. Students will acquire the critical vocab- Prerequisite: Junior or senior class standing. (U2) ulary required to analyze and interpret African art, and apply it in both discussion and writing. (M5) IDIS 256. Social Controversies. (Also Sociology 256) IDIS 228. Telling and Selling Your Brand: The Ethical concerns associated with traditional and Art of the Story. (Also Management 228) contemporary social issues. Assessment of mor- The use of mythology, archetypes, and storytelling al arguments based upon individual beliefs as to create a cohesive and compelling identity for an well as those promoted by traditional philosophy. organization. Focus on how legendary organiza- Encourages exploration of students' own philoso- tions have built trust and created iconic brands by phies in the context of everyday life. Prerequisite: understanding and applying these principles. The Sociology 115; junior or senior standing. (U2) use of symbolism (visual and mental) and meta- phor to create a theme that is enduring, powerful, IDIS 259. Sport and Its Cultural Legacy and integrated throughout the organization. Ways A critical examination of the changing relation- that organizations and people can develop deep ship between sport and culture, particularly and lasting relationships with their customers and as it pertains to Western sport. The course will other stakeholders through the understanding include an historical overview of sport as cul- and application of these storytelling techniques. tural marker and its resultant industries before

135 moving toward a range of specific socio-political the use of genetic information on themselves dimensions, including issues of inequality, labor, and on society. Prerequisite: junior or senior marketing, and socialization schemes, paying standing. F4 course recommended. (U1) particular attention to the narratives expressed through various media forms. Writing-intensive. IDIS 310. "Doing Good" at Work. (Also Management 310) IDIS 261. Prophets of Doom and Gloom? "Doing good" is philanthropy, ethical codes of Science Fiction, Science Fact, and the conduct, voluntarism, social responsibility, and Contemporary World. (Also English 261) environmental stewardship. Not only is "doing Creators of science fiction often present dire good" at work the morally correct thing to do for warnings about the world to come in which sci- the individual employee, but the more individuals ence has subverted human values. By studying in the organization who "do good," the more likely important developments in science and technology the organization will succeed on economic, social, and significant works of science fiction, we can and mission-related levels and goals. Students will comprehend the nature of these warnings and learn about the philosophy, history and practice of attempt to formulate a civilized response to the "doing good" at work, and integrate what they have dehumanizing forces afflicting the contemporary learned and what they believe to develop their own world. Prerequisite: junior or senior standing. (U1) model for "doing good" that they can work and live with. Prerequisite: junior or senior standing. (U2) IDIS 262. Literature and the Way We Live. (Also English 262) IDIS 320.2. Writing in Science Education his course considers such moral issues as the Topical writing for various audiences in science environment; identity, duties to kin; love, mar- education, including students, parents, colleagues, riage and sex; racism and sexism; as posed within administrators, editors of professional journals, a variety of world literature that includes short and review committees of funding agencies. stories, novels, poetry, and drama, ranging from Topics involve contemporary issues in science the era of Sophocles' Antigone to the present. and/or science education. For general science Prerequisite: junior or senior standing. (U2) teacher education students in the elementary and secondary programs only. Writing-inten- IDIS 263. Civil Rights and the sive. Prerequisite: junior or senior standing. Moral Life. (Also Religion 263) IDIS 325. Evolution, Culture, and Many forces and ideas shaped the civil rights the Origins of Behavior movement. Through both a historical and a theo- logical/philosophical lens, students will examine Evolutionary theory and cultural accounts ex- those forces and ideas and will consider how the plaining the origins of human behavior are gain- power and depth of the movement continues to ing in popularity. Evolution refers to biological challenge us with its continued relevance today. and genetic processes, including inherited traits. The course includes in-close examinations of Culture entails complex external social forces key events in the movement, such as the Mont- that affect societies and are often perpetuated gomery Bus Boycott and the Nashville sit-ins, in by them. Does biology dominate culture? Does order to view the movement from the vantage culture override biology? Or does the interaction of people involved in the movement. (U2) between the two create behavior? We will critically examine various explanations of human behav- IDIS 301. The Social Impact ior. Prerequisite: junior or senior standing. (U1) of Genetic Information IDIS 350. Media Technology and A course designed for students to explore is- Society. (Also Sociology 350) sues related to the applications of genetic sequencing. Topics include medical, legal, Technological development and implications of and ethical implications of decisions about mass-media forms. Students will analyze mass media as a social force that shapes personal and 136 collective ideas and behaviors in the modern world. Students develop a “hands on” learning experience Prerequisite: junior or senior standing. (U1) in the community with an emphasis on justice and peace-building that suits the particular design of their educational direction in the minor. Faculty IDIS 358. Segregation in America: The mentors guide students’ choices of additional Legacy of Jim Crow. (Also Sociology 358) study materials, participation in the “Vocational Reflection Circle” and additional memoir chapters. A more grounded approach for tracing and inter- preting the wide reach of legalized and enforced segregation in American life focusing primarily on the post-bellum period of the 19th century Interdisciplinary Majors for Middle through the civil rights struggles of the 1960s and 1970s. Looks past many of the more com- Level Teacher Certification monly understood (and misinterpreted) elements of the so-called Jim Crow edifice by looking at Elementary General Science all regions of the country during this period in a The interdisciplinary major in elementary gener- more comparative frame. Examines the social, al science for middle level teacher certification historical, economic, and political forces that consists of nine and a half course units, including fueled the construction of segregation then while Biology 100, 112, or 119; Biology 107 or Envi- attempting to make sense of discussions rela- ronmental Studies 112; Chemistry 108 or 113; tive to race, class, and power in America today. Physics 109 or 111 (the pre-requisite for either is Prerequisite: junior or senior standing. (U2) Mathematics 170); two courses chosen from Earth Science 110, 120, or 130; three science electives; IDIS 372. Developmental Implications of and the writing intensive course IDIS 320.2. Medical Technologies. (Also Psychology 372) Explores implications of recent medical advances. Historical Studies Topics to be explored include: assisted repro- The interdisciplinary major in historical studies ductive technologies, genetic testing, premature for middle level teacher certification consists and low-birth-weight infants, performance-en- of eleven course units, including History 112 or hancing drugs, sex selection, and euthanasia. 116; History 113 or 114; one 100-level history Students will be provided with an overview of course focusing on an area outside Europe or the the medical technologies in question and will United States; History 270 (writing intensive); explore ways in which individuals, families, and two additional history courses at the 200 level society are socially, emotionally, morally, legally, and two at the 300 level, to include at least one and economically affected by these advances. course each in United States history, European Prerequisite: junior or senior standing. (U1) history, and history of an area outside Europe and the United States; Political Science 110; Political IDIS 373. Contemporary Work-Life Science115 or 125 or a political science course in Challenges. (Also Psychology 373) an international topic, chosen in consultation with This course will explore the emerging theories and an advisor; and Interdisciplinary Studies 110. controversial issues regarding the relationship between work, family, and other life roles. Both Mathematics and Elementary General Science the employee and employer perspective will be The interdisciplinary major in mathematics and discussed within an organizational context, and elementary general science for middle level from various moral perspectives. Students will also teacher certification consists of twelve course consider and react to the psychological adjustment units, including Mathematics 170, 171, 211 or and decision-making issues posed by the impact higher, 216 (writing intensive), 220, and 340; of work on one's family and life roles, and vice Biology 100, 112, or 119; Biology 107 or En- versa. Prerequisite: junior or senior standing. (U2) vironmental Studies 112; Chemistry 108 or 113; Physics 109 or 111; and two courses cho- IDIS 385. Peace and Justice-Making Praxis sen from Earth Science 110, 120, or 130.

137 pendent Study for one of the four elective courses. Mathematics and English Moravian College offers Africana Studies 110 and The interdisciplinary major in mathematics and electives, including the following courses: English English for middle level teacher certification 105 and 240, Foreign Language 116, Spanish 215 consists of twelve course units, including Math- and 358, History 110 and 111, Interdisciplinary ematics 170, 171, 211 or higher, 216 (writing Studies 358, Music 113 and 115, and Sociology intensive), 220, and 340; Education 131; English 258, 266, 357, and 358. Africana courses, includ- 211 or 212 (writing intensive); English 221; En- ing special topics courses, will be marked as Afri- glish 225 (writing intensive); and two courses in cana studies courses at each registration period. English numbered 200 or above, one of which must also satisfy the U1 or U2 LinC requirement. In addition, each term the Africana Studies Con- sortium of the Lehigh Valley Association of In- Elementary General Science and English dependent Colleges (LVAIC) will publish a list of The interdisciplinary major in elementary gener- Africana studies courses offered at nearby LVAIC al science and English for middle level teacher institutions so that students can cross-register for certification consists of twelve courses, including a wide variety of courses. This list will be available Biology 100, 112, or 119; Biology 107 or Envi- from the registrar and the Africana studies co- ronmental Studies 112; Chemistry 108 or 113; ordinator. Each institution offers the basic Intro- Physics 109 or 111; two courses chosen from duction to Africana Studies course. Other courses Earth Science 110, 120, or 130; Education 131; are offered regularly at other LVAIC institutions. English 211 or 212 (writing intensive); English 221; English 225 (writing intensive); and two courses AFST 110. Introduction to Africana in English numbered 200 or above, one of which Studies. (Also Sociology 110) must also satisfy the U1 or U2 LinC requirement. This course explores the significance of Africa and its global descendants through an interdis- ciplinary approach. The critical methodologies of INTERDISCIPLINARY MINORS the humanities and social sciences will be used to consider some of the questions provoked by African and African diasporan experiences. For Africana Studies example, is an African diaspora an objective reality The Africana studies minor is an interdisciplin- or has it existed solely in response to American ary and consortial program which provides stu- and European notions of racial difference? What dents an opportunity to explore the experiences have been the characteristics encompassed by of the peoples of sub-Saharan Africa and the that reality or those notions of race? Course ma- African diaspora. The starting point is black Af- terials will allow students to survey the lasting rica from ancient times until the present and contributions of Africans and their descendants extends to the global experiences of peoples to the development of various world civilizations. of black African descent. This program could be of interest to students inclined toward ca- AFST 190-199, 290-299, 390- reers in multidisciplinary education, social work, 399. Special Topics law, international affairs, business, diplomacy, non-governmental organizations, urban devel- An investigation of selected interdisciplinary opment, and social policy, among others. topics in Africana studies. Prerequisite: Africana Studies 110 or permission of the instructor. The Africana studies minor at Moravian consists of five course units; including AFST110 (Introduction AFST 286, 381-384. Independent Study to Africana Studies) as a required course and four Individual study of an Africana studies topic elective courses, of which at least two must be in areas where the student has demonstrat- upper level courses (200 level and above). Quali- ed the interest and ability needed for inde- fied students are encouraged to enroll in an Inde- pendent work. Prerequisite: permission of

138 the instructor and program coordinator. currently approved as part of the international studies minor include but are not limited to: AFST 288, 386-388. Internship. AFST 400-401. Honors.

Informatics Art 113 Global Perspectives in Art History to Informatics is the application of computing the Renaissance skills, statistical methods, and domain knowl- Biology 209 Humankind and edge to obtain and analyze data in order to make Global Ecosystem decisions about organizations and society. Economics 236* Internation- The minor in informatics consists of five cours- al Economic s es: CSCI 120​; CSCI 265​; one course in statistical English 240 Post-Colonial Literature reasoning (MATH 107​, HLTP 189​, ECON 156​ French 220 Modern France and , or MATH 231​); one course in ethics (NURS 360​ Its Cultural Heritage , IDIS 215, or a PHIL course with “Ethics” in the German 220 Modern Germany and title​); and one course in applications (HLTP 230​, Its Cultural HEritage MGMT 311​, BIOL 363,​ ECON 256​). Other courses in statistical reasoning, ethics, or applications may History 111 Modern Latin America be accepted with approval of the program director. History 112 How Was Hitler Pos- sible? War, Society, International Studies and Culture in Eu- rope Since 1500 Advisor: Akbar Keshodkar History 115 History of Africa The study-abroad experience may be complet- History 225 The United States and ed in one of the following ways:The international Latin America: History studies minor is an interdisciplinary program of Their Relations designed to advance appreciation and under- Interdisciplinary 110 World Geography standing of the diversity of the world through an and Global Issues emphasis on the humanities and social sciences. Interdisciplinary 214 Immigration, Exile and The program seeks to generate an appreciation Internal Displacement for the interconnected nature of our world, to in Latin American and increase awareness and interest in world cultures Latino Literature and issues, to encourage international study and travel, and to offer students an opportunity to add Management 333 International Issues a global perspective to their major area of study. in Management Music 113 Introduction to To achieve these goals, the minor in international Non-Western Music studies consists of five (5) course units or four (4) Music 175.2 Musics of the World course units plus a one (1) unit travel course. Political Science 125 Introduction to Com- parative Politics The minor requires Political Science 115. (Political science majors pursuing a minor in international Political Science 235 Contemporary Eu- studies must substitute Interdisciplinary 110.) ropean Politics Two course units in the humanities and two ad- Political Science 245 Topic s in Politics of ditional course units in the social sciences must the Third World be taken to complete the minor. No more than Political Science 327 Topics in Compar- two courses may be taken in a single depart- ative Politics ment, and students must complete at least two course units at the 200 level or higher. Courses

139 Political Science 237 Topics in Compar- MASS MEDIA TRACK ative Politics Required courses: Political Science 348 Topics in Chi- • Communications 111 Human Communications nese Politics • English 290-299 One special topics Religion 122 Eastern Religious course in rhetoric approved by the En- Traditions glish Department for this requirement Religion 123 Religions of India • Communications 370 Commu- nications in Practice Religion 124 Religous Thought of China and Japan Elective courses: Sociology 113 Cultural Anthropology Choice of two listed below. Only one may be a 100-level course. Sociology 268 Communities and Conflict in India • Art 131 Introduction to Graphic Design Spanish 246 Culture and Civili- • English 230 Public Speaking zation of Spain • English 312 News and Fea- Spanish 248 Latin American Con- ture Writing (or equivalent) temporary Culture • Political Science 130 The First Amendment • Political Science 330 Poli- * Economics 152 is a prerequisite; stu- tics and Popular Culture dents completing both Economics 152 • Sociology 115 Introductory Sociology (M4) and 236 may count both courses to- • Sociology/Interdisciplinary 350 Me- ward the international studies minor. dia Technology and Society (U1) • Communications 190-99, 290- Media Studies 99, 390-99 Special Topics • Communications 286, 381- Coordinators: Joel Nathan Rosen, Debra 384 Independent Study Wetcher-Hendricks, and Gary Kaskowitz • Communications 400-401 Honors

The interdisciplinary Media Studies minor com- MARKETING MEDIA TRACK bines courses from a variety of disciplines to provide students with knowledge and familiarity Required courses: about the public’s use of and responses to mass • Communications 111 Human Communications communication. Courses promote critical thought • Management 251 Marketing Management about the impact that media has upon culture, • Communications 370 Commu- including aspects of individual and community nications in Practice behavior, law, economics, history, politics, technol- ogy, and public appeal. Students can focus their Elective courses: attention either on Mass Media or on Media Mar- Choice of two listed below. Only one keting. Regardless of the track that they choose, may be a 100-level course. students must attain a minimum GPA of 2.00 in five designated courses to complete the minor. • Art 131 Introduction to Graphic Design • English 230 Public Speaking Each track consists of three required cours- • History 237 Popular Culture in Me- es and two minor elective courses. Human dieval and Early Modern Europe Communications serves as the introductory • Management 227 Consumer Behavior course and Communications in Practice serves • Management 228 Telling and as the capstone course for both tracks. Selling Your Brand • Management 311 Marketing Research (WI) Requirements and electives for • Sociology 113 Cultural Anthropology (M4) each track are listed below. • Communications 190-99, 290-

140 99, 390-99 Special Topics requested, in the operations of a local marketing • Communications 286, 381- or mass media agency (or the marketing or public 384 Independent Study relations department of a large organization) for • Communications 400-401 Honors two hours each week. Through this experience, students become familiar with the media industry. The course also includes two 50-minute class- COMM 111. Human Communications room sessions per week as well as presentations and written work that demonstrate recognition This course focuses upon the functions and pro- of principles applied in professional settings. cesses of communication as well as the various communication techniques used in modern soci- ety. Students explore basic theories and examine COMM 190-99, 290-99, 390- the characteristics and social effects of verbal 99. Special Topics. and non-verbal human interaction. Application COMM 286, 381-384. Independent Study. of theoretical concepts include observation COMM 400-401. Honors. and analysis of communication methods used in interpersonal, group, and media forums. Medieval Studies COMM 266. The Blues Coordinator: John Black This course will consider the social, political, and The medieval studies minor is an interdisciplinary cultural record of black country music styles, program that examines the art, history, litera- i.e. ‘the blues,’ that initially takes shape in the ture, music, and philosophy of the middle ages 1890s as a culturally through the efforts of a (c.500 CE to c.1500 CE). The program seeks burgeoning recording industry. We will look to to increase students' knowledge of the middle analyze and demythologize many of the pre- and ages and appreciation for the ways in which ill-conceived assumptions regarding its devel- medievalists draw on interdisciplinary method- opment, diffusion, and role as a chronicler of ologies and sources. Courses taken as part of post-Reconstruction African American life by study abroad may work well within this minor. initially examining its place in the rural and agrar- If you are interested in pursuing the medieval ian American South before it pivots toward its studies minor, please contact Dr. John Black, more modern iterations in Chicago and other coordinator of the medieval studies minor. industrialized and urban northern and western settings resulting from The Great Migration. (U2) The requirements for the medieval studies minor consist of five course units: two core courses, two COMM 358. Segregation in America: Jim Crow electives, and the capstone. Students must take This course offers a grounded approach for trac- courses in at least three disciplines; in other words, ing and interpreting how the language of 19th at least one of the two elective courses must come century post-bellum America continued to shape from a discipline outside of English or history. and ultimately preserved systems that historically Medieval Studies 370 is the capstone course for justified inequality by institutionalizing differ- the minor. As for all independent study courses, ence. Investigating the Jim Crow system as a set students must have a QPA of at least 2.70 to enroll. of communication practices and habits, we will The minor requirements cannot be fulfilled without revisit the period before comparing it to the other successful completion of the capstone course. regions of the country, which will then allow us to draw upon more critical examinations of the po- Core (two courses): History 116 (Medieval Europe) litical, economic, and social forces that continue and either English 350 (Chaucer) or 355 (Literature to underscore discussions of race, class, gender, and Culture of Medieval Britain) or English 104 (Ex- and power in the whole of American life. (U2) perience of Literature: Medieval Voices) [Note that there are multiple sections of English 104; ONLY COMM 370. Communications in Practice this specific section, taught by Dr. Black, fulfills a requirement for the medieval studies minor.] Students shadow employees and participate, when

141 Electives (two courses): Selected from the list area of medieval scholarship in which the student below. At least one of the two elective courses must has demonstrated sufficient interest and ability. come from a discipline outside of English or history. Content varies. The capstone project must draw explicitly on methodologies of more than one discipline. Prerequisites: History 116; English Capstone (MDVL 370): see further below 104 (see note attached to English 104 above), 350, or 355; GPA of 2.70 or above; satisfacto- List of elective courses: ry completion of a writing-intensive course; and Art 113 Global Perspectives permission of instructor and program coordinator. in Art History to the Renaissance (M6) MDVL 286, 381-384. Independent Study. MDVL 400-401. Honors. English 104* Experience of Litera- ture: Medieval Voices (M2) [Note that there Peace and Justice Studies are multiple sections of Advisors: Kelly Denton-Borhaug and Daniel Jasper English 104; ONLY this specific section, taught The minor in religion, peace and justice is a by Dr. Black, fulfills a multidisciplinary program whose objective is requirement for the me- to encourage students to think critically and dieval studies minor.] develop strategic responses that will promote English 350* Chaucer positive transformation with regard to: English 355* Literature and Culture of Medieval Britain • the nature and causes of violence and conflict; • racism, gender bias, inequity, degra- History 117 England through the dation of the natural world, and other Reign of Elizabeth (M1) manifestations of human violence; History 119 Arab-Islamic Civ- • the nature of religious understand- ilizations (M5) ings, values and practices as contrib- History 237 Popular Culture in uting to conflict and violence and as a Medieval and Early resource for just peace-building; Modern Europe • the destructive power of war and militarism; History 238 Women in Eu- • the sources, structures and dynamics of injus- rope, 500-1700 tice and justice-making, and the values, expe- riences and bases of peace and justice; and History 376 Medieval Peasants • possibilities and strategies to encourage Music 281 Western Music to 1750 personal and collective transformation for the Philosophy 243 Medieval Philosophy public good and individual human flourishing.

* Whichever is not selected as the re- The minor consists of five course units: IDIS 165 quired course above. and 385, plus two courses from the first group list- ed below (Courses in Religion, Peace, and Justice) MDVL 190-99, 290-99, 390-99. Special Topics and one course from the second group (Structures and Ideas). In addition to the courses listed in Selected interdisciplinary topics in medie- the groups below, certain special topics courses val studies. Prerequisites: History 116; En- may also be approved as choices in these groups. glish 104 (see note attached to English Interested students should check with the advi- 104 above), 350, or 355; and permission sors for the minor. Ideally, Interdisciplinary 165 is of instructor and program coordinator. taken before other courses in the minor. No more than one course from the first group taken prior to MDVL 370. Capstone in Medieval Studies Interdisciplinary 165 may count toward the minor. Intensive independent study and research in an

142 Courses in Religion, Peace, and Jus- Interdisciplinary 110 World Geography tice (2 courses required) and Global Issues Students will choose two (2) from among the Interdisciplinary 212 Artists as Activists following courses in the department of reli- Interdisciplinary 214 Immigration, Exile gion that focus on the nexus of religion, peace and Displacement in and justice. Additional courses may be added Latin American and to this list as they become available accord- Latino Literature ing to faculty interest and development: Philosophy/ Wom- Feminist Philosophy Philosophy 250 Environmental Philos- en`s Studies 265 ophy and Religion Political Science 115 International Politics Religion 210 Christian Ethics, War and Just Peacemaking Political 120 Introduction to Po- litical Thinking Religion 240 Jewish and Chris- tian Feminism Political Science 210 US Workers in the New Globalized Economy Religion 245 Religion and Politics Political Science 245 Politics oof the Religioon 246 War and Peace in Third World the Biblical World Political Science/ Politics of Women`s Religion 255 Liberation Theology Women`s Studies 257 Rights in Asia with Travel Seminar Political Science/ Critical Gender Studies Religion/Interdi- Civil Rights and Women`s Studies 260 ciplinary 263 the Moral Life Sociology 258 Structured Inequalities Religion 370 The Problem of Evil Sociology 268 Nation, Religion & Sociology 268 Natioon, Religion Region in India and Reigon in India Sociology/Interdis- Segregation in America: Structures and Ideas (1 course required) ciplinary 358 The Legacy of Jim Crow Students choose one course in the applied anal- Spanish 345 Agency, Citizenship ysis of peace and justice issues in specific social, and Identity in the political, economic, and cultural systems; and/ Southern Cone or on how peace and justice are theorized. These courses may be changed and added to in ac- It is the student’s responsibility to ensure that he or cordance with faculty interest in this program. she meets all course prerequisites before selecting courses from the above lists to complete the minor.

Art 212 Artists as Activists Women's, Gender and Sexuality Education 160 Culture, Community, Diversity: Introduction Studies to Cultural Diversity Coordinator: Jane Berger English 263 Writing And/As Activism English 344 Native Ameri- The women's studies minor is an interdisciplinary can Literature program focused on the social, psychological, History 220 The Holocaust economic, artistic, historical, religious, and politi- History/Interdis- The Holocaust cal breadth of women's experiences. Attention will ciplinary 220 be given to the diversity of women's lives and the intricate connections between race, class, sexual Interdisciplinary 104 Experience of Litera- preference, and gender in culture and society. ture: War in the 20th and 21st Centuries The women's studies minor consists of five course

143 units, including Women's Studies 101 and four studies courses at other LVAIC institutions. electives. At least three of these four electives must come from the list of women's studies courses WGSS 101. Introduction to Women's Studies below. Students may, if they choose, take one of Introduction to issues, topics, and methodologies their four electives from the list of gender-related of women's studies in a global context. Exam- courses below. As with other minors, at least three ines the lives of women around the globe in the courses must be taken at the 200 or 300 level. twentieth and twenty-first centuries, with par- ticular attention to the Middle East, Africa, Latin German 341 Women in German America, Asia, and the West, focusing on gender Literature and Culture inequality, feminist ethics, gender as a category of History 238 Women in Eu- analysis, and social construction of gender. (M5) rope 500-1700 Music 188 Women and Music WGSS 136. Seeing and Believing: Women, Philosophy 265 Feminist Philosophy Religion, and Film. (Also Religion 136) Political Science 257 Politics of Women's Students explore how films appropriate reli- Rights in East Asia gion in the service of the cultural production of images of women and women's lives; and Psychology 345 Psychoology of Women investigate the ways the creation and view- Religion 136 Seeing and Believ- ing of film might share similarities with the ing: Women, Reli- construction and practice of religion. (M3) gion, and Film Religion 240 Jewish and Chris- WGSS 188. Women and Music. tian Feminism (Also Music 188) Women's Studies 222 Women and Health Women composers and performers from var- Women's Studies 190- Special Topics ious countries, historical eras, and musical 199, 290-299, 390-399 genres. Prior musical knowledge helpful but not Women's Studies Independant Study required. Fall. Two 70-minute periods. (M6) 286, 381-384 WGSS 222. Women and Health Women's Studies Internship 288, 386-388 Introduction to feminist analysis of women's health Women's Stud- Honors issues. Historical trends in health and health care ies 400-401 in relation to changing patterns in social position and roles of women. Ways in which lay, medical, Gender-related courses (no more than and research assumptions about women have one can count toward the minor). developed and influenced existing literature about women's health and structure of health services as they relate to women's health-care needs. Interdisciplinary 232 Ethical Issues in Repro- Topics include reproductive health, mental health, ductive Technology chronic illnesses, lesbian health issues, women Political Science 260 Critical Gender Studies and aging, nutrition, occupational health hazards, Sociology 310 The Family and the Law sexuality, race and class health issues, eating disorders, and the women's health movement. Sociology 355 Sociology of Gender

Other women's studies courses may be WGSS 232. Ethical Issues in Reproductive counted toward the minor with the approv- Biotechnology. (Also Interdisciplinary 232) al of the women's studies coordinator. Ethical and biological considerations for the in- Students are encouraged to enroll in an Inde- dividual, family, and society regarding recent pendent Study for one of the four electives. technical procedures and diagnostic methods Students may also cross-register for women's in reproductive biology. Topics include prenatal

144 genetic diagnosis and treatment, assisted re- WGSS 345. Psychology of Women. productive technologies, premature birth and (Also Psychology 345) associated medical concerns and treatments, Research on gender differences and female birth-control methods, sex-selection technologies, gender development from various perspectives. and pregnancy- and birth-related technologies. Critical analysis of assumptions about human Prerequisite: junior or senior standing. (U1) nature and science embedded in our approach to these issues. Interdisciplinary approach, with WGSS 240. Jewish and Christian attention to biological, cognitive, behavioral, and Feminism. (Also Women's Studies 240) social factors that influence emergence of gender. Introduction to theological feminist theory, com- Topics include gender-role development, achieve- paring and contrasting Jewish and Christian women ment and motivation, health issues, sexuality, theologians/ethicists on themes such as images of adjustment, victimization, and minority-group the divine, sacred text, halakhah, community, sexu- issues. Prerequisite: junior or senior standing. ality, ritual, etc. In addition, students will learn from the lives of women in our own community. (U2) WGSS 355. Sociology of Gender. (Also Sociology 355) WGSS 257. Politics of Women's Rights in Relationships between biologically defined East Asia. (Also Political Science 257) sex and culturally defined gender; analysis of Course explores the history and politics of wom- expectations and limitations upon males and en's rights in China, Japan, and Korea through females in traditional and contemporary soci- readings, discussions, writing, interviews, videos, eties. Significant focus on inequality in social and debates. Focus will be on cultural and gender institutions, including family, workplace, and differences and the politics concerning women legal system, that reflect differences in sex and that emerge from the different written and vi- sexual orientation. Prerequisite: Sociology 258 sual sources covered. Writing-intensive. (M5) or Women's Studies 101. Writing-intensive.

WGSS 260. Critical Gender Studies. WGSS 190-199, 290-299, 390- (Also Political Science 260) 399. Special Topics This advanced-level political theory course in- Selected interdisciplinary topics in wom- troduces students to scholarly texts, activist en's studies. Prerequisite: Women's Stud- writings, and historical documents pertinent to ies 101 or permission of instructor. feminist theory and masculinity studies. Select- ed readings also address multiculturalism, race, WGSS 286, 381-384. Independent Study class, sexuality, religion, and ethnicity. Theories Intensive study in an area in which the student studied will vary by semester. This class expos- has demonstrated the interest and ability need- es students to diverse approaches to the pol- ed for independent work. Prerequisite: permis- itics of sex and gender. Prerequisite: Political sion of instructor and program coordinator. Science 120 or permission of the instructor. WGSS 288, 386-388. Internship. WGSS 265. Feminist Philosophy. (Also Philosophy 265) WGSS 400-401. Honors. Feminist writings on questions such as: How do the legacies of gender inequality persist today? What would gender justice look like? Is there such a thing INTERNATIONAL MANAGEMENT as a gender-neutral point of view? How do gender, See Modern Languages and Literatures race, class, and sexuality relate? Prerequisite: one prior course in philosophy or women's studies, or permission of instructor. Fall, alternate years. (U2) NTERNATIONAL STUDIES See Interdisciplinary Programs

145 ITALIAN a broad mathematics background or students who plan to attend graduate school in mathematics See Modern Languages and Literatures should consider the Pure Mathematics Track. The Pure Mathematics track also provides quantita- JAPANESE tive and analytical skills, which prepare students to enter the workforce after graduation. Early, See Modern Languages and Literatures Middle, and Secondary education students are encouraged to follow the Pure Mathematics Track. LATIN See Modern Languages and Literatures Applied Mathematics Track: Students interest- ed in working in business or industry or students who plan to attend graduate school in applied MANAGEMENT mathematics should consider the Applied Math- ematics Track. The Applied Mathematics Track See Economics and Buisness provides a strong foundation of mathematics and the tools required to solve real-world problems. MATHEMATICS AND COMPUTER SCIENCE Actuarial Science Track: Students interested Chair: Associate Professor Shank in becoming an actuary should follow the Actu- arial Science Track. An actuary is a mathemati- Professor: Coleman, Fraboni, Schultheis cian trained to analyze information to calculate Associate Professors: Hartshorn, Talbott the monetary value of risk. Actuaries progress Assistant Professor: Bush, Curley in their professional career by passing a series of actuarial exams. The Actuarial Science Track Visiting Associate Professor: Schaper prepares students for the first two actuarial Instructor of Mathematics: Nataro, Ward exams (EXAM P and FM), giving them a solid foundation to begin a career as an actuary. Mathematics Mission: The Mathematics program at Moravi- The Major in Mathematics an College fosters a community of faculty and The Mathematics program consists of three students who promote the aesthetic, theoretic, distinct tracks: Pure Mathematics, Applied and pragmatic qualities of mathematics in order Mathematics, and Actuarial Science. All to develop in its students communication and mathematics majors are required to se- problem solving skills applicable to many disci- lect a track when declaring their major. plines that prepare them for fulfilling careers. All three tracks require the following four courses: The Mathematics and Computer Science depart- MATH 170 (or its equivalent sequence MATH 106 ment offers three tracks for students in Pure Math- and MATH 166), MATH 171, 211, and 212. In ematics, Applied Mathematics, or Actuarial Sci- addition, all three tracks require a capstone ex- ence. Study in this department ensures you'll gain perience. MATH 370 will serve as the capstone valuable skills that will help you throughout your experience for most majors. Successful com- work life. You'll learn how to problem-solve and how pletion of MATH 400-401 (Honors) can serve to approach mathematics as a tool while gaining as an alternative capstone experience, although an in-depth knowledge of software and systems students who plan to pursue an Honors project concepts in computer science, learning where they are encouraged to take MATH 370 in their junior may fit in the quickly growing field of technology. year. In addition, students must have at least three courses numbered 310-384, 390-399, or 400-401. (One of these three may be MATH 370.) Pure Mathematics Track: Student interested in 146 and CSCI 121. Substitutions for this requirement In order that students may understand and may be made only with the approval of the Math- experience the depth and breadth of mathe- ematics and Computer Science Department. matics, the department’s major courses (other than the required courses and MATH 370) have Actuarial Science Track: been grouped into two areas: pure mathemat- ics courses and applied mathematics courses. In addition to the four required courses and the capstone experience, the Actuarial Sci- ence Track requires six additional courses in Current catalog courses in each of Mathematics; three required courses and three these areas are as follows: electives numbered 210 or higher. The addi- tional required courses are MATH 231, 332 and 251. The three additional electives must in- Pure Mathematics Courses: MATH 220, clude at least one Applied Mathematics Course 245, 324, 345, 347, 348, 365, and 366. and at least one Pure Mathematics Course. Applied Mathematics Courses: MATH 230, 231, 251, 254, 255, 258, 337, 355, and PHYS 343. Actuarial Science students must also take three As special topics or new courses are offered, co-requisite courses, which includes CSCI 120, they will be placed in the appropriate group. ECON 152, and one ECON course chosen from the following group of three courses: ECON 225, Pure Mathematics Track: 226 and 256. Substitutions for this requirement may be made only with the approval of the Math- In addition to the four required courses and the ematics and Computer Science Department. capstone experience, the Pure Mathematics Track requires five additional courses in Mathematics. Secondary Education Certification: One of these courses is a required course, MATH Students planning to teach mathematics in 220. For the remaining four courses, students in secondary schools who are interested in the this track will choose three Pure Mathematics Pure Mathematics Track must complete the Courses and one Applied Mathematics Course. following courses: MATH 170 (or its equivalent Students in the Pure Mathematics track must also sequence MATH 106 and MATH 166), 171, choose two co-requisite courses from the following 211, 212, 220, 231, 347, 348, 370, and one group of four courses: PHYS 111, PHYS 112, CSCI of the following: MATH 324, 365, or 366. 120 and CSCI 121. Substitutions for this require- ment may be made only with the approval of the Students planning to teach mathematics in sec- Mathematics and Computer Science Department. ondary schools who are interested in the Applied Mathematics Track must complete the following Applied Mathematics Track: courses: MATH 170 (or its equivalent sequence MATH 106 and MATH 166), 171, 211, 212, 220, In addition to the four required courses and 221, 231, 347, 348, 370, and one of the follow- the capstone experience, the Applied Math- ing: MATH 230, 258, 251, 337, or PHYS 343. ematics Track requires six additional courses in Mathematics. Two of these courses are re- quired courses, MATH 220 and 221. For the Middle Level Education Certification: remaining four courses, students in this track Students who are seeking certifica- will choose three Applied Mathematics Cours- tion in middle level education with a ma- es and one Pure Mathematics Course. jor in mathematics can complete either the Pure or Applied Mathematics Track. Applied Mathematics students must also choose two co-requisite courses from the following group Early Childhood Education Certification: of four courses: PHYS 111, PHYS 112, CSCI 120

147 Students who are seeking certification in early The Major in Computer Science childhood education with a major in mathemat- The major in computer science consists of nine ics should take the Pure Mathematics Track course units: CSCI 120, CSCI 121, CSCI 222, CSCI and are required to complete PHYS 111. The 234, CSCI 244, CSCI 334, one of the following: second co-requisite course is waived for these CSCI 320, CSCI 333, CSCI 364; and two additional students. Students who are pursuing early child- courses in computer science, one of which must be hood teacher certification with a major in math- numbered CSCI 310-380 or CSCI 390-399. Courses ematics do not need to complete MATH 125. numbered CSCI 286, CSCI 288, or CSCI 381-388 and courses from other schools may not be used to The Minor in Mathematics satisfy the major requirements without prior written departmental approval. The major also requires The minor in mathematics consists of five MATH 170 (or its equivalent sequence MATH 106 course units in mathematics: MATH 170 (or and MATH 166), MATH 171, MATH 212, and one the equivalent sequence Mathematics MATH additional MATH course numbered 210 or higher, 106 and MATH 166), MATH 171, and three or a two-semester laboratory sequence in science. MATH courses numbered 210 or above. Because analytic and abstract reasoning is im- portant to the study and application of computer The Interdepartmental Major in science, majors are encouraged to take additional Mathematics coursework in science, mathematics, and logic. The six mathematics courses that meet Set I requirements are MATH 170 (or its equivalent The Minor in Computer Science sequence MATH106 and MATH166), MATH 171, The minor in computer science consists of CSCI MATH 211, and three additional MATH cours- 120, CSCI 121, and three other CSCI course units es chosen by the student with the approval of numbered above 110. One of the following cours- the advisor. Mathematics courses to be taken es may, with departmental consent, be counted to satisfy Set II requirements will be determined toward the computer science minor: MATH 230, by the student's prior preparation in mathe- MATH 214, MATH 258, MATH 231; PHIL 211. matics and his or her educational objectives. With departmental consent, one course with significant computing content from another pro- gram may be counted as one of the three elective Computer Science course units towards the computer science minor. Computer science is the study of information processes and the creative application of abstrac- tion and formal reasoning to solve problems. With The Minor in Informatics the ever-increasing ubiquity of computational Informatics is the application of computing devices, computer science is an important field of skills, statistical methods, and domain knowl- study with diverse applications. From the natural edge to obtain and analyze data in order to make and social sciences to the arts and humanities, decisions about organizations and society. computer science has become woven into the fabric of business, research, and everyday life. The minor in informatics consists of five cours- es: CSCI 120​; CSCI 265​; one course in statistical At Moravian, the computer science program reasoning (MATH 107​, HLTP 189​, ECON 156​ prepares students for professional life or graduate , or MATH 231​); one course in ethics (NURS 360​ study. The core curriculum integrates a study of , IDIS 215, or a PHIL course with “Ethics” in the the theoretical underpinnings of the discipline with title​); and one course in applications (HLTP 230​, the practice of programming. Elective offerings MGMT 311​, BIOL 363,​ ECON 256​). Other courses explore the breadth of the discipline and expose in statistical reasoning, ethics, or applications may students to the applications of computer science. be accepted with approval of the program director.

148 The Interdepartmental Major in zenship. Topics include creating and interpreting graphs and charts; single- and multiple-variable Computer Science functions; linear, exponential, and logarithmic The six courses that compose Set I of the in- growth; indexes; inductive and deductive rea- terdepartmental major in computer science in- soning; decision theory; measures of center clude CSCI 120, CSCI 121, and four other CSCI and spread of data; correlation; probability; ex- courses numbered above 110, at least one of pected value; experimental design; sampling which is expected to be numbered 310-380 or and surveys. Three 70-minute periods. (F2) 390-399. The additional courses in computer science and the six courses of Set II are selected MATH 106. Analytic Geometry and by the student with the approval of the advisor. Calculus I with Review, Part 1 Beginning calculus with extensive review of al- Courses in Mathematics gebra and elementary functions. Topics include MATH 100.2. Applications in Mathematics Cartesian plane, algebraic functions, limits and Investigation of a variety of mathematical mod- continuity, introduction to the concept of de- els. Models to be investigated will be chosen rivative as a limit of average rates of change, from the areas of game theory, network mod- theorems on differentiation, and the differential. els, voting theory, apportionment methods, fair Continued in Mathematics 166. The course se- division, and probability and statistics. We will quence of MATH 106 and MATH 166 is equiv- apply these models in such diverse fields as bi- alent to MATH 170; credit may be earned for ology, sociology, political science, history, and MATH 106 and MATH 166 or MATH 170, but not psychology. Does not count towards the mathe- both. (F2) Prerequisite: Placement by the Math- matics major or minor. One 100-minute period. ematics and Computer Science Department.

MATH 101.2. A History of Infinity MATH 107. Elementary Statistics Human beings have always struggled with the con- Introduction to statistical concepts and methods cept of infinity. Philosophers and mathematicians without the use of calculus. Topics include descrip- have gone mad contemplating its nature and com- tive statistics, elementary probability, discrete plexity—and yet it is a concept now routinely used and continuous probability distributions, correla- by school children. We will trace the history of this tion and regression, estimation, and hypothesis mind-boggling concept from Archimedes to Cantor testing. MATH 107 may not be taken for credit by through the eyes of the mathematician. Does not students who have earned credit for ECON 156 count towards the mathematics major or minor. or MATH 231. Three 70-minute periods. (F2)

MATH 102.2. Mathematics and Origami MATH 108. Functions and Derivatives with Applications In this course, we will use origami (paper-fold- ing) to explore topics in mathematics such as Emphasis on concepts and applications to business trisecting angles, solving cubic equations, and and social and natural sciences. Use of graphing creating 3-dimensional polyhedra. In the process, calculators. Topics include linear functions, poly- we will see how mathematics has revolutionized nomial functions, exponential functions, average origami over the past 50 years. Does not count rate of change, instantaneous rate of change, towards the mathematics major or minor. the derivative, interpretations of the derivative, rules of differentiation, and applications of the derivative. Includes review of algebra and ele- MATH 104. Quantitative Reasoning mentary functions. May not be taken for credit and Informed Citizenship by students who have completed MATH 106 or Quantitative reasoning skills to interpret and MATH 170. (F2) Prerequisite: Placement by the assess numerical arguments, with emphasis on Mathematics and Computer Science Department. issues relevant for informed and effective citi-

149 MATH 109. Mathematics for Design MATH 171. Analytic Geometry and Calculus II Provides mathematical background and techniques Applications of the definite integral. Techniques useful to aspects of artistic design in the plane of integration of both algebraic and transcen- and in space. Essential mathematical concepts dental functions. Indeterminate forms and and tools applied to solve design problems. Topics improper integrals. Separate differential equa- include ratio and proportion, similarity, geometric tions. Infinite sequences and series. (F2). Pre- constructions with Euclidean tools and dynamic requisite: Placement by the Mathematics and geometry soft ware, properties of polygons and Computer Science Department or completion polyhedra, isometries and other geometric trans- of MATH 170 or MATH 166 with a grade of “C-” formations in the plane and space, symmetry, and or better. Note: Students who are placed by periodic designs, projections from space onto a the department into MATH 171 and complete plane. Spring. Three 70-minute periods. (F2) it with a grade of “B” or better will automatical- ly receive credit for Math 170 if their transcript MATH 125. Topics in Mathematics for Teaching does not show credit for an equivalent course. Problem-solving, communication, and reason- ing. Topics include estimation, geometry and MATH 211. Analytic Geometry and Calculus III spatial sense, measurement, statistics and Vectors in the plan and three-space. Parametric probability, fractions and decimals, patterns equations and space curves. Polar, cylindrical and relationships, number systems, number and spherical coordinates. Calculus of functions relations, and number theory. Designed for pro- of more than one variable, including limits, par- spective early childhood and middle level edu- tial derivatives, directional derivatives, multi- cation teachers. Three 70-minute periods. (F2) ple integration, and applications. Prerequisite: Completion of Math 171 with a grade of “C-” or MATH 166. Analytic Geometry and better. Note: Students who are placed by the department into MATH 211 and complete it Calculus I with Review, Part 2 with a grade of “B” or better will automatical- Topics include exponential and trigonometric ly receive credit for Math 171 if their transcript functions and their derivatives, related rates, does not show credit for an equivalent course. extremum problems, logarithmic curve sketch- ing, antidifferentiation, the definite integral, the fundamental theorem of calculus, area under MATH 212 (formerly 216). Discrete a curve, and applications to business and eco- Mathematical Structures and Proof nomics. The course sequence of MATH 106 and Elementary mathematical logic and types of MATH 166 is equivalent to Mathematics 170; mathematical proof, including induction and credit may be earned for MATH 106 and MATH combinatorial arguments. Set theory, relations, 166 or MATH 170, but not both. (F2) Prerequi- functions, cardinality of sets, algorithm analysis, site: MATH 106 with a grade of “C-” or better. basic number theory, recurrences, and graphs. Writing intensive. Prerequisite: MATH 171. Fall. MATH 170. Analytic Geometry and Calculus I Review of real numbers, analytic geometry and MATH 220. Linear Algebra algebraic and transcendental functions. Limits Vector spaces and linear transformations, matrices, and continuity. Definition, interpretations, and systems of linear equations and their solutions, applications of the derivative. Definite and in- determinants, eigenvectors and eigenvalues of definite integrals, including the fundamental a matrix. Applications of linear algebra in vari- theorem of calculus. May not be taken for credit ous fields. Prerequisite: MATH 171. Spring. by students who have earned credit for MATH 166. (F2) Prerequisite: Placement by the Math- MATH 230 (formerly 214). Mathematical ematics and Computer Science Department. Methods in Operations Research Introduction to mathematical techniques to

150 model and analyze decision problems. Linear function theorems, and vector fields. Integral cal- programming, including sensitivity analysis culus includes multiple integrals, line integrals, sur- and duality, network analysis, decision the- face integrals, and theorems of Green and Stokes. ory, game theory, queuing theory. Prerequi- Prerequisite: MATH 211. Fall, alternate years. sites: MATH 171. Spring, alternate years. MATH 337 (formerly 332). MATH 231. Mathematics Statistics I Mathematical Statistics II A calculus-based introduction to probability Development of statistical concepts and methods. and statistical concepts and methods. Topics Multivariate probability distributions, point and include descriptive statistics, probability, dis- interval estimation, regression analysis, analysis crete and continuous probability distributions, of variance, chi-square goodness-of-fit and con- regression analysis, sampling distributions and tingency table analysis, and nonparametric tests. the central limit theorem, estimation and hy- Prerequisite: MATH 231. Spring, alternate years. pothesis testing. Prerequisite: MATH 171. Fall. MATH 347 (formerly 313). Modern Algebra MATH 251 . Actuarial Mathematics Group theory, including structure and properties: This course includes an introduction to interest subgroups, co-sets, quotient groups, morphisms. theory; the time value of money. Topics include Permutation groups, symmetry groups, groups introduction to interest, valuation of annuities, of numbers, functions, and matrices. Brief study loan payments, bond valuation, depreciation, of rings, subrings, and ideals, including polyno- amortization schedules, and other topics related mial rings, integral domains, Euclidean domains, to the theory of interest. This course is intended unique factorization domains, and fields. Prereq- for those students interested in taking the Fi- uisite: MATH 212 or permission of instructor. Fall. nancial Mathematics (FM) Actuarial Exam. Pre- requisite: MATH 171. Spring, alternate years. MATH 348 (formerly 340). WI:Higher Geometry Topics in Euclidean two- and three-dimen- MATH 254 (formerly 221). sional geometry from classical (synthetic), Differential Equations analytic, and transformation points of view. Various methods of solution of ordinary dif- Transformations include isometries, similari- ferential equations, including first-order ties, and inversions. Construction and proper- techniques and higher-order techniques for ties of two- and three-dimensional geometric linear equations. Additional topics include ap- figures. Brief study of some non-Euclidean plications, existence theory, and the Laplace geometries. Prerequisite: MATH 212 or MATH transform. Prerequisite: MATH 211. Spring. 220. Fall, alternate years. Writing-intensive.

MATH 258 (formerly 225). Numerical Analysis MATH 365 (formerly 329). Complex Analysis Numerical techniques for solving applied mathe- Analytic functions, complex integration, ap- matical problems. Topics include interpolation and plication of Cauchy's theorem. Prerequi- approximation of functions, solution of non-linear site: MATH 211. Spring, alternate years. equations, solution of systems of linear equations, and numerical integration, with error analysis and MATH 366 (formerly 328). stability. Prerequisites: MATH 171 and a course Introduction to Analysis in computer science. Spring, alternate years. Rigorous study of real-valued functions, metric spaces, sequences, continuity, differentiation, MATH 324 (formerly 327). Advanced Calculus and integration. Prerequisites: MATH 211 and Differential and integral calculus of scalar and MATH 212 or MATH 220. Spring, alternate years. vector functions. Differential calculus includes dif- ferentials, general chain rule, inverse and implicit 151 MATH 370. Mathematics Seminar Topics include encoding schemes for instruc- A capstone course designed to review, unify, and tions and data, representative machine architec- extend concepts developed in previous math- tures, data representations in computer memory ematics courses. Students will read historical, and in high-level languages. Prerequisite: CSCI cultural, and current mathematical material. 120 (final grade of at least C– or better). They will express their mathematical under- standing through writings, oral presentations, CSCI 217. Digital Electronics and and class discussions. Assignments will include Microprocessors. (Also Physics 217) both expository and research-oriented styles Laboratory-oriented course in computer hardware of writing, including a significant individual re- for science, mathematics, and computer-science search project. Prerequisite: MATH 212 and students. Topics include logic gates, Boolean any 300-level course in mathematics. Fall. algebra, combinational and sequential logic cir- cuits, register-transfer logic, microprocessors, MATH 190-199, 290-299, 390- addressing modes, programming concepts, micro- 399. Special Topics. computer system configuration, and interfacing. MATH 286, 381-384. Independent Study. MATH 288, 386-388. Internship. CSCI 222. Computer Organization MATH 400-401. Honors. A study of what happens when a computer ogram is executed. We examine the organization of a Courses in Computer Science modern computer from the perspective of a pro- grammer; our examination focuses on the layers CSCI 105. Fundamental Ideas of abstraction between a high-level language in Computer Science program and its execution. Topics include the set Emphasis on contributions that computer science of instructions that a processor supports, how has made to contemporary society. Topics in- a high-level language program is translated into clude physical and logical aspects of computers, this instruction set, how a processor carries out algorithms and problem-solving, introduction to instructions, concurrency, the memory hierarchy, programming, and simple computer architec- and storage systems. Prerequisite: CSCI 121. ture, supplemented by laboratory exercises in which students create programs or utilize existing CSCI 234. Introduction to Software Engineering programs. Recommended for those not intend- ing a major or minor in the department. (F2) An introduction to professional software devel- opment using object-oriented techniques. Topics include the use of object-oriented design as a tool CSCI 120. Computer Science I for building correct and maintainable software Introduction to the discipline with emphasis on systems, test-driven development, best-practic- algorithm design and program development. Em- es in object-oriented design and development phasis on problem-solving activity of developing informed by component-based engineering, ad- algorithms. Topics include computer organization, vanced object oriented language features, and computer usage and application, programming languages for communicating design. Prerequisite: languages, software engineering, data struc- CSCI 244 (final grade of at least C– or better). tures, and operating systems. Recommended for students intending to develop or maintain soft- CSCI 244. Data Structures and ware in their own area of concentration. (F4) Analysis of Algorithm Issues of static and dynamic aggregates of data. CSCI 121. Computer Science II Topics include logical characteristics of various Emphasis on data and procedural abstraction. data organizations, storage structures implement- Basic organizations of instructions and data in ing structured data, design and implementation hardware design and software development. of algorithms to manipulate storage structures,

152 and classical applications of data structures. multiprogramming (e.g., processes, threads, Representative data structures include stacks, communication and synchronization, memory queues, ordered trees, binary trees, and graphs. management, etc.), files systems, and secu- Implementation and performance issues of con- rity. Programming projects involve both using tiguous and linked storage. Prerequisites: CSCI operating system services as well as the imple- 121 (final grade of at least C– or better) and mentation of core operating system compo- MATH 170 (or MATH 106 and MATH 166). nents. Prerequisites: CSCI 222 and CSCI 244.

CSCI 260. Artificial Intelligence CSCI 334. Systems Design and Implementation Topics and methods for emulating natural intel- Project-oriented study of ideas and tech- ligence using computer-based systems. Topics niques for design and implementation of com- include learning, planning, natural-language puter-based systems. Topics include project processing, machine vision, neural networks, organization, interface design, documenta- genetic algorithms. Prerequisite: CSCI 120. tion, and verification. Prerequisites: CSCI 234 and senior standing. Writing-intensive. CSCI 265. Database Systems Data file organization and processing, indexed data CSCI 335. Simulation files and indexing techniques, database design; When real-world experiments are either too dan- database applications; query languages; relational gerous or too expensive to perform, computer databases, algebra, and calculus; client-server simulation is used as an alternative. In addition to models and applications; database system im- considering how to model real-world problems us- plementation and web programming. Prerequi- ing computer simulation, this course studies other site: CSCI 120 or permission of the instructor. relevant topics including how to generate random data using a deterministic machine and how to CSCI 320. Networking and collect and display data in a meaningful way. Distributed Computing Theory and practice of concurrent programming. CSCI 364. Foundations of Computing We examine the difference between shared- and Theoretical aspects of computing. Topics in- distributed-memory models of computation, what clude formal languages (regular, context-free, problems are computable in parallel and distrib- and context-sensitive grammars), automata uted systems, the principle differences between (finite-state machines, push-down automa- concurrent and sequential programming, as well ta, and Turing machines), limitations of re- as data structures and algorithms for concur- spective computational models, and unsolv- rent programming. Prerequisite: CSCI 244. able problems. Prerequisite: CSCI 244.

CSCI 330. Game Programming CSCI 190-199, 290-299, 390- Focus on the mathematics and algorithms nec- 399. Special Topics. essary to create computer games and the soft- CSCI 286, 381-384. Independent Study. ware engineering principles used to manage the CSCI 288, 386-388. Internship. complexity of these programs. Topics include CSCI 400-401. Honors. advanced programming in an object-oriented language, the mathematics of game program- MEDIEVAL STUDIES ming, artificial intelligence, event-loop program- ming, and 2D graphics. Prerequisite: CSCI 244. See Interdisciplinary Studies

CSCI 333. Operating Systems The structure and organization of operating sys- tems, how modern operating systems support 153 MODERN LANGUAGES AND imum of three courses must be taken in the lan- guage of study. After completing two courses at the LITERATURES 200 level, students may no longer take 100-level Chair: Professor Yozell courses. Only one internship in a modern language Professors: Lalande, McKeown may be taken for credit towards a major in that Associate Professors: Ferrero, Hildeb- language. Students may count either Spanish 110 randt, Lasso-von Lang, Mesa, Yozell or 111, but not both, towards a major in Spanish. Visiting Instructors: Sánchez, Roibal Fernandez Adjunct Faculty: Branton-Desris, Buckley, A major in French consists of ten course units Buzick, Emiliani-Mowrey, Karam, Krohn above 105, including a minimum of two courses at the 200 level chosen among 210, 215, 241, Majors and minors are offered in French, German, and 250; and at least two courses at the 300 level, and Spanish. Courses in Latin, Arabic and Italian one of which must be taken at the college in the are available, while Greek, Chinese, Japanese, and senior year. A French major normally includes Russian may be taken by cross-registration at other the following: French 110, 210, and 215, plus LVAIC member institutions. The department also two courses chosen from FR 225, 241 and 250, offers a major in international management jointly a minimum one-semester study abroad (three with the Department of Economics and Business courses), and two courses at the 300 level. and world languages education certification in conjunction with the Department of Education. A major in German consists of ten course units above 105, including a minimum of two courses Modern languages and literatures majors at the 200 level chosen among 210, 215 and 241; prepare for graduate studies or profession- and at least two courses at the 300 level, one of al careers in various fields, such as teaching, which must be taken at the college in the senior bilingual education, management, interna- year. A German major normally includes the fol- tional business, social services, as well as writ- lowing: German 110, 210, and 215, plus two more ing, law, government service, or theology. courses at the 200 level, a minimum one-semester study abroad (three courses), and two courses at the 300 level, one of which must be taken at Mission Statement the college in the senior year. A student may not The Department of Modern Languages and Liter- take a course at the 300 level that he/she has atures prepares students for meaningful careers already taken at the 200 level, and vice versa. and reflective lives supported by their knowledge of diverse languages and cultures. Within the tradi- A major in Spanish for non-native speakers con- tion of the liberal arts, we are committed to the sists of ten course units above 105, including teaching and appreciation of texts in the original 210, 215, and another 200-level course, and at languages, the study of societal developments least two courses at the 300 level, one of which and artistic expressions, and the articulation of must be taken at the college in the senior year. A informed critical positions through reading, writing, Spanish major often includes the following: Span- and debate. The department values the integration ish 110 or 111; 120, 210, and 215; one course of language and culture with various disciplines, chosen from Spanish 241, 243, 255, 256; a min- and encourages students to combine their pas- imum one-semester study abroad (three cours- sion for modern languages with other fields. es); and at least two courses at the 300 level.

The Major in French, German, or A major in Spanish for heritage speakers will include the following: Spanish 125, 210, and 215; Spanish one or two courses at the 200 level chosen from A major in French, German, or Spanish consists 241, 243, 255, 256; a minimum one-semester of ten course units above Modern Language 105. study abroad (three courses in the language of One semester abroad is required of all Modern study); and at least two courses at the 300 level, Languages & Literatures majors, in which a min- one of which must be taken at the college in the senior year. Heritage speakers may opt to in- 154 clude Spanish 111 among their major electives. The Major in Francophone Studies A Francophone Studies Major provides students In all languages, special topics courses at with an interdisciplinary approach to the intel- the 200 and 300 level may count towards lectual and cultural history of French-speaking a major; please consult with an advisor. countries by combining courses in French lan- guage and literature with courses from fields such During their course of study at Moravian College, all as art, economics, history, and political science. students majoring in French, German, or Spanish Specifically, the program seeks to broaden the will be required to study abroad for a minimum of students' understanding of contemporary and one semester in a country where the student's ma- historical issues related to Francophone cultures. jor language of study (French, German, or Spanish) is the principal language. Upon declaring a major Program Requirements: in a Modern Language and Literature, students (in consultation with their advisors) must work out a Ten Courses schedule which will make study abroad possible. • Six courses in the French program (including The department recognizes that there will be a minimum of one course at the 300 level) cases that call for a special exception. These cases • Four courses in other departments will be dealt with on a case-by-case basis. Stu- • Study Abroad in an approved program in a dents who wish to apply for an exception to the French-speaking area of the world for one study abroad policy must contact the chair of the semester (or, in special cases approved Modern Languages and Literatures Department. by the program director, for a May-term or Unless the student has already spent a minimum summer program). These courses must be of one year, as an adult, in a country where the pre-approved to count toward the major. They modern language is spoken, the student will not, may count toward either part of this major. generally speaking, be waived of the entire study abroad requirement. Courses taken during study French Courses - Six courses (the following abroad must be approved by the department prior groupings are normally taken sequentially) to the student's registration for the program. I – Required: The Minor in French, German, or • FREN 110 Elementary French III (students may Spanish test out of this course). This course may only The minor consists of five course units be taken prior to courses at the upper levels above Modern Language 105 in a single lan- • FREN 210 Multi-modal Texts: guage, including 110, 210, and 215. The Individual and Society • FREN 215 Multi-modal Texts: Na- In French, students must choose two cours- ture, Leisure and Technology es from among French 225, 241, and 250. II - (a minimum of two courses taken in any order):

The Spanish minor for non-native speakers often in- • FREN 225 French Connections: cludes Spanish 110 or 111; 120, 210, and 215; 1-2 Letters and Culinary Arts chosen from among Spanish 241, 243, 255 and • FREN 241 Survey of French and 256; and optionally a course at the 300- level. Stu- Francophone Literatures dents may opt to include Spanish 111 in their minor • FREN 260 Doing Business with the in place of Spanish 110, but may not include both. French and Francophone Worlds III - (a minimum of one course taken in any order): The Spanish minor for heritage speakers includes Spanish 125, 210, and 215; at least one course • FREN 350 Conformists and Reb- chosen from among Spanish 241, 243, 255, els: Selected works from Seventeenth 256; and any 300-level courses, as desired. and Eighteenth-century France

155 • FREN 353 A Role of Her Own: Works by required. After completing Modern Language French and Francophone Women 215 and 241 (or equivalent), students no longer may take 100-level courses in German. A grade of B or better is required in German 220 or 241 Elective Courses (Other depart- for advancement in the German Studies Major. ments) - Four courses A minimum of one 300-level course in German must be taken at Moravian College, and at least Maximum of two courses in the same depart- one 300-level course in German must be taken at ment (only one of these may be at the 100 level) Moravian College in the senior year. The remain- Maximum of two courses overall at the 100 level ing four courses may be chosen from relevant offerings in the Modern Languages and Litera- These courses have been approved for inclu- tures Department and other departments. No sion in this program: (please note that sev- more than two courses can be taken within one eral of these courses have pre-requisites). department. Possible electives include Art 218, Art 226, Art 229, Econ 336, Ger 200, Ger 260, • ART 113 Art History Sur- Hist 112, Hist 219, Hist 220, Mgmt 333, Mus vey: Caves to Cathedrals 281, Mus 283, Mus 352.2, Mus 354.2, Posc 215, • ART 114 Art History Survey: Re- Posc 235, Posc 250. Other courses may serve as naissance to Abstraction electives. Please consult with Dr. Hildebrandt. • ART 218 Art of the Renaissance • ART 226 Art of the 19th Century German studies majors must also have a sig- • ART 229 Modern Art nificant experience abroad. They can opt • ECON 236 International Economics to study for one semester abroad or partic- • ENGL 240 Post-Colonial Literature ipate in a six-weeks summer program. • HIST 115 History of Africa • HIST 116 Medieval Europe • HIST 130 Ancient Greece The Interdepartmental Major in • HIST 237 Popular Culture in Medi- French, German, or Spanish eval and Early Modern Europe Set I of an interdepartmental major in French, • HIST 250 History of Canada to 1885 German, or Spanish consists of six course units • IDIS 110 World Geography and Global Issues above Modern Language 105. Courses in Sets • POSC 235 Contemporary European Politics I and II are selected by the student with the • THEA 232 Art of the Theatre approval of the advisor. It is possible to com- bine language study with area studies. The Major in German Studies A major in German Studies provides students with The Major in International an interdisciplinary approach to the intellectual Management (French/German/ and cultural history of German-speaking countries by combining courses in German language and Spanish) literature with courses from fields such as Art His- The major in international management is offered tory, Economy, Philosophy, Political Science, and jointly by the Department of Economics and Busi- History. Majors in German Studies are encouraged ness and the Department of Modern Languages to design their own innovative programs of study in and Literatures. International management majors close cooperation with the German Studies Advi- take Accounting 157, Economics 152 and 236; sory Board. Students are required to take a total Management 223 and 333; and one elective from of ten courses above German 105, six of which Management 231, 251, or 253. Modern language must be earned within the German section of the requirements include Modern Language 110, Modern Languages and Literatures Department. 210, 215, 220, Study Abroad Modern Language at the 200 or 300 level, ModernForeign Lan- Of these six courses German 215 and 241 (or guage 300 after study abroad and MGMT 333 equivalent) and one course at the 300-level are

156 This program requires a semester abroad in proficiency may be reached after completion which one business-related course and one of fewer than seven courses in exceptional modern language course must be taken. All stu- cases. It is also possible that a student may be dents interested in this major should consult with required to complete work beyond the sev- James P. West and Carmen Ferrero (Spanish), en courses if, in the judgment of the Modern Joanne McKeown (French), or Axel Hildebrandt Languages and Literatures Department, the (German). A student wishing to elect a major in competence required for certification has not international management with a language not been achieved. The student must achieve listed should consult with the Department chair. . the required 3.00 average in each language to be recommended for certification. Stu- There is no minor offered in In- dent-teaching experience is required in all ternational Management. languages in which certification is anticipated. • The seven courses must include Modern Lan- Teacher Certification in a World guage 210, 215, and 241 (or equivalent), and Language any additional upper-200 level course. As with all other Modern Languages and Literatures Modern Languages and Literatures majors majors, a fall or spring term abroad is required. who plan to teach should consult the require- ments for teacher certification under education • Students interested in dual certification in and should take Education 361 and 378. world languages are advised to consult with their Education Department and major ad- The major requirements for teacher certification visors early in their academic program. in a world language are the same as for all oth- Students wishing to obtain the teacher cer- er Modern Languages and Literatures majors. tification in Modern Languages should consult with Professor McKeown. Discussion and demonstration of teaching meth- ods appropriate to the elementary and secondary Departmental Recommendations school levels for developing proficiency in all four skill areas (reading, speaking, writing, and compre- Modern Languages and Literatures majors are hension) are included in Education 361 and 378. advised to work toward mastery of a second modern language and to extend their studies All non-native speakers of French, German, and as far as possible in history, economics, man- Spanish who are candidates for secondary teach- agement, literature, linguistics, philosophy, art, er certification in those languages are required music, religion, and sociology. All majors are to pass the American Council on the Teaching of required to participate in an organized program Foreign Language (ACTFL) Oral Proficiency Inter- of study abroad and to take advantage of extra- view (OPI) with a minimum grade of Intermediate curricular opportunities for contact with modern High in order to be recommended by the Modern languages and cultures, such as language clubs, Language and Literatures Department for student foreign films, and other cultural events. Students teaching. Students will pay the cost of the exam(s) interested in learning one of the less commonly and any expenses involved with doing the interview. taught languages should consult the advisor.

Dual Certification in World Special Modern Languages and Languages Literatures Courses When a student completes a full major in one 111-116. Masterpieces of Literature in English modern language, certification may be obtained Detailed study of works of classical Greek, French, in a second under the following conditions: German, Russian, or Spanish literature in English translation. Prerequisite: Writing 100. No knowl- • Completion of seven courses above the ele- edge of the modern language is required. Cannot be mentary level in the second modern language, counted toward a modern language major or minor. with the understanding that a desired level of 157 111. French Word List. Translation and discussion of selec- Novels by writers such as Hugo, Bal- tions by Roman authors. Prerequisite: Passing zac, Zola, Sartre, and Camus. grade in Latin 105 or placement by the Modern Languages and Literatures Department. (F3) 115. Spanish Advanced-level courses to complete the major in Works by Cervantes, Lope de Vega, Zorrilla, Una- Greek or Latin may be taken at Lehigh Universi- muno, Lorca, and later 20th-century writers, such ty or other LVAIC institutions upon availability. as Buero Vallejo, Martín Gaite, and Matute. (M2)

116. Latin American Hebrew Works by Mistral, Neruda, Asturias, García Courses in Hebrew are available through cross-reg- Márquez, Paz, Walcott, Fuentes, Allen- istration at Moravian Theological Seminary. de, Esquivel, Vargas Llosa. (M2) Courses in Other Contemporary 214. Immigration, Exile and Internal Dis- Languages placement in Latin American and Latino Literature. (Also Interdisciplinary 214) Arabic Immigration, exile and internal displacement are phenomena seen across the world, and ones that ARAB 100-105. Introductory Arabic I-II are frequent topics of discussion. This course will examine such issues among the diverse Latin Fundamentals of the Arabic language. These cours- American cultures through the lens of fiction. These es stress aural comprehension, basic grammar, texts and films deal directly with moments of social correct pronunciation, and practical reading and transformation, power differences, and cultural writing. Courses also give exposure to graded liter- (mis)understanding. Studying how these works will ary texts and to Arabic culture and civilization. (F3) help students better understand the timely issues of displacement, as well as how these issues are perceived and represented. Course conducted in Chinese English. (M5) Prerequisite: Writing 100 or LinC 101. Courses in Chinese may be scheduled through cross-registration at Lehigh University. Courses in Classical Languages French Latin FREN 100. Introductory French I LAT 100-105. Introductory Latin I and II Beginning study of French language and culture Introduction to the language, with oral and writ- through textual, audio, and visual materials. Learn- ten exercises, and reading of simple prose. In- ing to function in culturally authentic situations and troduction to Roman civilization. No previous to perform with some proficiency in the four funda- study of Latin required. Prerequisite for Latin mental skill areas: reading, writing, listening, speak- 105: Passing grade in Latin 100 or placement ing. Designed to develop novice to novice-mid oral by the Modern Languages and Literatures De- and written proficiency as defined by the American partment. Three 70-minute periods. (F3) Council of Teachers of Foreign Languages. (F3)

LAT 110. Latin III FREN 105. Introductory French II Three weeks of systematic grammar and syntax Continuation of FREN 100. Designed to develop review, including written exercises, followed by novice-mid to novice-high proficiency in reading, selective grammatical and syntactical analysis writing, listening, speaking. Prerequisite: Passing of Latin texts. Building vocabulary through texts grade in FREN 100 or placement by the Modern and books such as K. C. Masterman's A Latin Languages and Literatures Department. (F3)

158 FREN 110. Introductory French III literary and intellectual movements that produced Continuation of FREN 105. Designed to develop these works. Taught primarily in French, with plays, intermediate-low proficiency in reading, writ- films, and audio recordings of selected works. ing, listening, speaking. Prerequisite: Passing Prerequisite: FREN 210 and FREN 215. Fall. (M2) grade in FREN 105 or placement by the Modern Languages and Literatures Department. (F3) FREN 250. France from 1950 to the present – Politics and Society FREN 210. Films as Keys to French This course focuses on the social, political and and Francophone Cultures cultural events that have shaped France since the This course is designed to improve French lan- 1950’s. Through readings, media sources and guage skills at the intermediate level to prepare movie clips, students will learn how such factors the transition to more advanced coursework. as the baby-boomers’ coming of age, immigra- Students will view and study five films from dif- tion, the construction of the European Union, and ferent areas of France and the Francophone globalization have, often painfully, transformed world. Response to those films will hone skills a country rooted in rural traditions into a mod- in writing, speaking, listening and reading. ern, pluralistic one able to compete in the global Class is discussion-based and conducted en- world. Prerequisites: FREN 210 and FREN 215 tirely in French. Prerequisite: FREN 110. FREN 330. Art, Culture, and History in Paris FREN 215. Texts as Keys to French Reading of literary works and discussion of and Francophone Cultures artistic and socio-cultural context will help This course is designed to improve French lan- students develop informed knowledge and ap- guage skills at the intermediate level to prepare preciation for past and present importance the transition to more advanced coursework. of this historical and cultural metropolis. Pre- Students will read a variety of texts and me- requisites: FREN 210, FREN 215, and one dia sources from France and the Francophone other 200-level in FREN, or equivalent. world. Response to those works will hone skills in reading, writing, speaking, and listen- ing. Class is discussion-based and conducted FREN 350. Conformists and Rebels: entirely in French. Prerequisite: FREN 110. Selected works from Seventeenth and Eighteenth-century France FREN 225. French Connections: The course is designed to engage the students Letters and Culinary Art with selected works from the beginning of the This course is designed to develop writing skills seventeenth century when the literary salon cul- at the advanced level (ACTFL scale for proficien- ture began to flourish in Paris to the start of the cy in writing) to prepare students for writing in French Revolution in 1789. Students will study advanced-level literature classes. Students will how the themes of conformity and rebellion are respond in writing to a variety of culture-based represented, paying special attention to how the readings centered on French gastronomy. They conflicts arising from the intersection of these will conduct research in French on related apparently opposing roles—conformist and reb- topics. Grammar will be reviewed with a lev- el—are played out in essays, novels and plays of el-appropriate text. Class is discussion-based the period. The course will be conducted entirely in and conducted entirely in French. Not open French. Prerequisites: FREN 210, FREN 215 and to students who previously completed FREN one other 200-level course or its equivalent abroad. 230. Prerequisites: FREN 210 and FREN 215 FREN 353. A Role of Her Own: Works FREN 241. Introduction to French Literature by French and Francophone Women Critical chronological reading of French drama, The course is designed to engage the students poetry, and prose works, and an introduction to with works by women writing in French, specifically

159 with respect to the theme of women’s roles in the FREN 400-401. Honors. domestic and public spheres. Students will read a variety of literary genres, including essays, novels, German and poetry from the medieval period through the twentieth-century. They will study how writers from throughout the French speaking world have repre- GERM 100. Introductory German I sented searches for meaningful roles in women’s Beginning study of German language and culture lives, and will also consider the part the writing through textual, audio, and visual materials. Learn- process itself has in crafting meaning for women. ing to function in culturally authentic situations and Students will read works by Christine de Pisan, Lou- to perform with some proficiency in the four funda- ise Labé, Isabelle de Charrière, Gabrielle Roy, Fati- mental skill areas: reading, writing, listening, speak- ma Fallaire, Colette and Simone de Beauvoir, and ing. Designed to develop novice to novice-mid oral others. The course will be conducted entirely in and written proficiency as defined by the American French. Prerequisites: FREN 210, FREN 215 and Council of Teachers of Foreign Languages. (F3) one other 200-level course or its equivalent abroad. GERM 105. Introductory German II FREN 355. The Novel as an Expression Continuation of GERM100. Designed to develop of Traditional and Modern France novice-mid to novice-high proficiency in reading, Reading of novels and short stories that reflect writing, listening, speaking. Prerequisite: Passing the long, often difficult mutation of the country grade in GERM 100 or placement by the Modern from rural and traditional to industrial and mod- Languages and Literatures Department. (F3) ern. Prerequisites: FREN 210, FREN 215, and one other 200-level FREN course (or equivalent). GERM 110. Introductory German III Continuation of GERM 105. Designed to develop FREN 360. 20th-Century Theater intermediate-low proficiency in reading, writ- Trends in French drama from the surrealist period ing, listening, speaking. Prerequisite: Passing to theater of the absurd. Plays by Vitrac, Cocteau, grade in GERM 105 or placement by the Modern Giraudoux, Sartre, Camus, Anouilh, Beckett, and Languages and Literatures Department. (F3) Ionesco. Prerequisites: FREN 210, FREN 215, and one other 200-level FREN course (or equivalent). GERM 200. Witches and Demons in German History and Culture. (Also FREN 361. French Modern Urbanization Interdisciplinary Studies 200) The industrial revolution transformed France into Examines a wide variety of texts and other me- an urban country. From then on urban life became dia to explore the idea and representation of the a major concern for political leaders and a vast strange and "deviant" in German literature and source of inspiration for artists. Through readings culture from early modern Europe to the present. by Zola, Gide, Breton, Camus, Sartre and Butor, Focus on the concept of the witch, witch-hunts, discussions of paintings by Impressionists, Cubists the Faust legend, and gender issues. Supplement- and other modern painters and studies of archi- ed by audio-visual materials from art history, film, tectural achievements, students will develop a and popular culture. Taught in English. (M2) sense of the evolution of the urbanization process and an understanding of the relationship between GERM 210. German Culture in Context: literature, art and the prevailing political climate. Art and Contemporary Culture Prerequisites: FREN 210, FREN 215 and one This course is designed to improve German other 200-level course or its equivalent abroad. language skills in the areas of reading, writing, listening and speaking at the intermediate lev- FREN 190-199, 290-299, 390- el to prepare the transition to more advanced 399. Special Topics. coursework. We will discuss topics of history FREN 286, 381-384. Independent Study. and the diversity of culture in German-speak- FREN 288, 386-388. Internship. ing countries by using resources such as videos, 160 Internet links and music. Grammar concepts will students who have completed GERM 344. Prereq- be reviewed as well. Prerequisite: GERM 110 uisites: GERM 210 and GERM 215 or equivalent.

GERM 215. German Culture in GERM 260. German Film in English: Context: Literature and Film From Caligari to Fatih Akin This course is designed to improve German This course covers the periods from the beginning language skills at the intermediate level with of filmmaking in Germany, exploitation of the media an emphasis on short literary texts and films during the Nazi time and reflect on different politi- to prepare the transition to more advanced cal and moral implications in East and West Germa- coursework. We will discuss topics of literature ny after the end of World War II, namely how films and history and the diversity of culture in Ger- dealt with the Holocaust, and how life under social- man-speaking countries by using Internet resourc- ism and capitalism are reflected in films. German es, videos and music. Grammar concepts will unification and its results as well as the situation be reviewed as well. Prerequisite: GERM 110 of minorities in contemporary Germany will pro- vide a broad overview and its moral implications in GERM 225. Berlin in Film and Literature films. Course taught in English. (U2) Prerequisites: None, for students not majoring in German. For This course will discuss major forms and periods students majoring in German or German Studies, of literary texts and films in and about Berlin from GERM 210 and GERM 215 are prerequisites; these the early 20th century to the present within their students will have to write the papers in German. social, political, and cultural context. We study diverse voices of male and female authors, includ- ing immigrant writers and filmmakers, on themes GERM 325. Berlin in Film and Literature important to their and our times such as social This course will discuss major forms and periods oppression, ethics, gender, nation, and identity. of literary texts and films in and about Berlin from Not open to students who have completed GERM the early 20th century to the present within their 325. Prerequisites: GERM 210 and GERM 215. social, political, and cultural context. We study diverse voices of male and female authors, includ- ing immigrant writers and filmmakers, on themes important to their and our times such as social GERM 241. Introduction to German Literature oppression, ethics, gender, nation, and identity. Not open to students who have completed GERM Analysis and discussion of selected texts from 225. Prerequisites: GERM 210, GERM 215, the past two centuries, designed to introduce and one other 200-level course or equivalent. students to representative authors, works, and genres, and to develop critical reading and writ- ing skills. Readings of poetry, fairy tales, and GERM 341. Women in German Literature works by authors such as Goethe, Tieck, Büch- and Culture. (Also Women's Studies 341) ner, Droste-Hülshoff, Hauptmann, Thomas Study of texts by female authors from the 12th Mann, Brecht, and Dürrenmatt. Prerequisites: century onward, including Hildegard von Bingen, GERM 210 and GERM 215 or equivalent. (M2) Mechthild von , Sophie La Roche, Louise Karsch, Bettina von Arnim, Rahel Varnha- GERM 244. Young German gen, Ebner-Eschenbach, Lou Andreas-Salomé, Writers: Search for Identity Anna Seghers, Ingeborg Bachmann, Christa Wolf, Doris Dorrie, Erica Fischer, and Caroline Link. This course will cover one of the most exciting Film and Internet resources complement the periods in German history through the perspective readings. Prerequisites: GERM 210, GERM 215, of young writers and filmmakers from the time of and one other 200-level course or equivalent. the fall of the Berlin Wall in 1989 to the present. The difference between East and West Germany still influences literature, music, art, and politics GERM 344. Young German and furthermore deals with discourses on national Writers: Search for Identity identity and economic inequalities. Not open to This course will cover one of the most exciting 161 periods in German history through the perspective of young writers and filmmakers from the time of ITAL 105. Introductory Italian II the fall of the Berlin Wall in 1989 to the present. Continuation of Italian 100. Designed to develop The difference between East and West Germany novice-mid to novice-high proficiency in reading, still influences literature, music, art, and politics writing, listening, and speaking. Prerequisite: and furthermore deals with discourses on nation- Passing grade in ITAL 100 or placement by the al identity and economic inequalities. Not open Modern Languages and Literatures Depart- to students who have completed GERM 244. ment. Spring. Three 70-minute periods. (F3) Prerequisites: one course above GERM 215. ITAL 110. Introductory Italian III GERM 350. 20th-Century German Theater Continuation of Italian 105. Designed to develop Trends in German theater from expression- intermediate-low proficiency in reading, writ- ism to the present, through the plays of Toll- ing, listening, speaking. Prerequisite: Passing er, Horvath, Brecht, Fleisser, Lasker-Schüler, grade in ITAL 105 or placement by the Modern Borchert, Handke, Fassbinder, Kroetz, Ber- Languages and Literatures Department. (F3) nhard, Jelinek. Prerequisites: GERM 210, GERM 215, and one other 200-level course or equivalent. Two 70-minute periods. Japanese Courses in Japanese may be scheduled through GERM 360. German Literature cross-registration at Lehigh University. from 1949 to the Present Writings from the divided Germany until the Russian opening of the Berlin Wall in 1989. Major Courses in Russian may be scheduled through plays, prose, and poetry by such writers as cross-registration at other area colleges. Böll, Lenz, Grass, Heym, Müller, Hein, Wolf, Kunert, and Fried. Excerpts from writings of Frisch, Dürrenmatt, Handke, and Bernhard. Spanish Some material on film. Prerequisites: GERM 210, GERM 215, and one other 200-level SPAN 100. Introductory Spanish I course or equivalent. Two 70-minute periods. Beginning study of Spanish language and cul- ture through textual, audio, and visual materi- GERM 190-199, 290-299, 390- als. Learning to function in culturally authentic 399. Special Topics. situations and to perform with some proficiency GERM 286, 381-384. Independent Study. in the four fundamental skill areas: reading, GERM 288, 386-388. Internship. writing, listening, and speaking. Designed to GERM 400-401. Honors. develop novice to novice-mid oral and written proficiency as defined by the American Coun- cil of Teachers of Foreign Languages. (F3) Italian SPAN 103. Health Professions Spanish I ITAL 100. Introductory Italian I Beginning study of Spanish language and cul- Beginning study of Italian language and culture ture through textual, audio, and visual materi- through textual, audio, and visual materials. Learn- als. Learning to function in culturally authentic ing to function in culturally authentic situations situations and to perform with some proficiency and to perform with some proficiency in the four in the four fundamental skill areas: reading, writ- fundamental skill areas: reading, writing, listen- ing, listening, and speaking. The vocabulary and ing, and speaking. Designed to develop novice to context revolve around the medical professions. novice-mid oral and written proficiency as defined Designed to develop novice to novice-mid oral and by the American Council of Teachers of Foreign written proficiency as defined by the American Languages. Fall. Three 70-minute periods. (F3) Council of Teachers of Foreign Languages. (F3)

162 This course offers an overview of contemporary SPAN 105. Introductory Spanish II Spain through readings, exercises and media. We will explore the rich culture and history of each au- Continuation of SPAN 100. Designed to develop tonomous community, and how Spain was formed novice-mid to novice-high proficiency in reading, as the nation it is today. Students will develop writing, listening, speaking. Prerequisite: Passing their writing skills and improve their knowledge grade in SPAN 100 or placement by the Modern of grammar through different assignments. Class Languages and Literatures Department. (F3) is discussion-based and conducted entirely in Spanish. Pre-requisite: SPAN 110 or SPAN 111. SPAN 106. Health Professions Spanish II Beginning study of Spanish language and cul- NOTE: This course will fulfill the F3 require- ture through textual, audio, and visual materi- ment for honor and advanced placement als. Learning to function in culturally authentic students. Upon completion of Spanish 120, situations and to perform with some proficiency students who wish to pursue a major or mi- in the four fundamental skill areas: reading, writ- nor should take SPAN 210 or 215. ing, listening, and speaking. The vocabulary and context revolve around the medical professions. SPAN 125. Spanish for Heritage Speakers Designed to develop novice to novice-mid oral This course is designed for incoming heritage and written proficiency as defined by the Ameri- speakers of Spanish who aspire to improve their can Council of Teachers of Foreign Languages. writing skills and further develop their knowledge of the Spanish language. The course will offer a SPAN 110. Introductory Spanish III variety of engaging topics and readings, along Continuation of SPAN 105. Designed to develop with current cultural information. It will focus on intermediate-low proficiency in reading, writ- spelling, accentuation, lexical development and ing, listening, speaking. Prerequisite: Passing grammar topics especially relevant to English grade in SPAN 105 or placement by the Modern dominant Spanish-speaking students and Spanish Languages and Literatures Department. (F3) dominant speakers. (F3) Prerequisite: Experi- ence speaking Spanish with family and friends SPAN 111. Spanish for Medical Personnel This course will introduce essential medical vocab- SPAN 210. Introduction to Hispanic ulary, practical reference information, and medical Literatures and Cultures: Islamic notes written from a cross-cultural perspective. It Spain to the Colonial Period will provide students with opportunities to apply This course combines a chronological survey the grammatical structure presented in the cor- of Spanish literary and cultural history from responding lessons of the main textbook. It will Islamic Spain to the Colonial period with spe- present everyday situations that medical students, cific advanced language study. Students will pre-professionals, and professionals may encoun- engage with a variety of texts and media sourc- ter at work when dealing with Spanish-speaking es and will hone their writing skills through dif- people in the U.S. It will include notas culturales ferent informal and formal assignments. Class about health issues affecting Hispanics in the is discussion-based and conducted entirely in United States. Pre-requisite: SPAN 105. (F3) Spanish. Prerequisite: SPAN 120 or 125.

NOTE: After completion of SPAN 111, the stu- SPAN 215. Introduction to Hispanic dent who intends to pursue a major or minor Literatures and Cultures: The Enlightenment takes SPAN 120, but not SPAN 110 or 125. A heritage speaker who has not yet completed to the Present in Latin America SPAN 125 may take it the next semester. This course combines a survey of Latin American literary and cultural history from the Enlightenment SPAN 120. Intermediate Spanish - to the present with specific advanced language Spain: A Crossroads of Civilizations study. Students will engage with a variety of texts and media sources and will hone their writing skills

163 through different informal and formal assignments. and exile, and the intersection between film and Class is discussion-based and conducted entire- literature. Pre-requisites: SPAN 210 and 215. ly in Spanish. Prerequisite: SPAN 120 or 125 SPAN 330. Spanish Literature into Film SPAN 241. Introduction to Literature A study of the Spanish Peninsular literature of the of Spain and Latin America 19th and 20th centuries as portrayed in novels, Introduction to Spanish peninsular and Latin romanticism, realism, naturalism, and the Gener- American literary genres (narrative, poetry, the- ación del '98, and the adaptation of representative ater, and essay), movements and techniques from works into a film version. An incursion into mod- the Middle Ages to the present. Readings and ernism, Generación del '27, the postwar novel, discussion in Spanish. Prerequisite: SPAN 210 and contemporary post-Francoist literature as and 215 or permission from instructor. (M2) seen in the new cinema and in other forms of art.

SPAN 243. Introduction to Hispanic SPAN 342. Love and Jealousy Literature in the U.S from Cervantes to Almodóvar This course provides an overview of the history of This course seeks to establish a connection be- Latino literature in the U.S., introducing the ma- tween early modern Spanish writers and con- jor literary trends from the nineteenth century to temporary authors through the themes of love today: native literature, immigration literature and and jealousy, honor and dishonor, power and exile/refugee literature. Emphasis will be on simi- submission, appearance and reality. This course larities and differences in the experiences among starts with Cervantes’s and Maria de Zayas’s diverse Hispanic groups, especially Puerto Rican, accounts and continues with a variety of contem- Mexican-American and Cuban-American groups porary texts and media that draw upon the rich who represent the largest Hispanic population visual imagery of early modern Spain. Students in the U.S. Pre-requisites: SPAN 210 and 215. will have the opportunity to conduct individu- al research and will be encouraged to present SPAN 255. From Macondo to McOndo their work at undergraduate conferences. Pre- requisites: SPAN 210, 215, and one other The literary “Boom” in Latin America took the 200-level course (or its equivalent abroad). global market by storm, drawing the world’s at- tention to the region’s rich offerings. In recent SPAN 345. Agency, Citizenship and years, new writers and filmmakers have pro- claimed a break with magical realism, reveled in Identity in the Southern Cone the over-stimulated mediatic age, and weighed This seminar examines questions of agency, in on the effects of globalization. We will consider citizenship and identity, as well as the subtle how “Latin American literature” itself has been categories of inclusion and exclusion that shape figured as we explore the questions raised by different groups’ and individuals’ experiences these voices. We will also incorporate continued in society. Through a careful study of literary development of written and spoken expression and filmic representations and multi-disciplinary in Spanish. Prerequisites: SPAN 210 and 215. secondary sources, we will focus on particu- lar examples in the South American Southern SPAN 256. Reel Images: Spanish Cone of the ways in which individuals and groups Cinema from Buñuel to Almódovar negotiate their place in society. Students will have the opportunity to do individual research. This course offers an opportunity to examine main Prerequisites: SPAN 210, 215, and one other trends in Spanish cinema from Luis Buñuel’s 200-level course (or its equivalent abroad). surrealistic provocations to Pedro Almodóvar’s irreverent, yet emotional portraits of Spain and its inhabitants. We will learn about the history, SPAN 348. Central American Literature: theory and criticism of Spanish cinema while Rebirth through Contemporary Voices paying special attention to the representation of This course focuses on literary works written by violence and repression, issues of immigration contemporary Central American writers. Spe- 164 cial emphasis will be given to the relationship tions. Prerequisites: SPAN 210, 215, and one between literature and social change, stressing other 200-level course (or its equivalent abroad) particularly the works of women writers. Students will read short stories, poetry, plays, testimonial SPAN 357. Monsters and Madmen literature, and fragments of selected novels. Stu- Through a focus on eccentric and marginal fig- dents will study about history, politics, human ures in 20th and 21st-century Latin American rights, social activism, and gender roles in the literature, we will examine how society defines region. Prerequisites: SPAN 210, 215, and one itself by what it excludes: the crazy, the mon- other 200-level course (or its equivalent abroad) strous, the deviant, the radically other. We will also consider how representations of those figures SPAN 354. Emblems and Visual may at times constitute resistance and social Culture in Early Modern Spain critique. Prerequisites: SPAN 210, 215, and one This course investigates the impact of emblematic other 200-level course (or its equivalent abroad) literature and other forms of visual imagination in the early modern Spanish world. It will focus SPAN 358. Latin American Popular on the study of similarities between emblems Culture and Tradition and literature, and emblems and the visual arts A study of the combination of different cul- to gain a better understanding of what an image tural traditions (the Indigenous, the Europe- means in a certain context and how an image an, and the Creole) which has resulted in a is used to persuade and manipulate viewers. particular literary production. The course will Students have the opportunity to conduct in- focus on the literary representation of the strug- dividual research and are encouraged to pres- gle between the official and popular culture, ent their work at undergraduate conferences. the urban and rural worlds, and the elite and Prerequisites: SPAN 210, 215, and one other lower classes. Attention will be given to the 200-level course (or its equivalent abroad). non-traditional voice in Latin American arts.

SPAN 355. Latin-American Literary Movements SPAN 360. 20th-Century Peninsular Literature The clash between European culture and the The literary generations of 1898 and 1927 indigenous world as it modified the European and the postwar generation in Spain. Ma- tradition brought to Latin America in the colonial jor authors, their ideas and influence. Read- period. The search for a unique national identity ings and discussion in Spanish. Prerequi- during the independence process as expressed sites: SPAN 230 and 241 or equivalent. in Latin American literature. Impact of modern literary expression (modernism, magical re- SPAN 362. Linguistic Varieties in alism, writers of the '60s) on world literature. Readings and discussion in Spanish. Prerequi- the Spanish-Speaking World sites: SPAN 210 and 215, plus one additional This course examines how Castilian Spanish has 200-level course, or instructor permission. changed due to the influence of the languages with which it has come in contact in Spain and SPAN 356. Caribbean Literature: Latin America. The readings and multimedia Space and Narrative materials will offer a new linguistic insight into the changeable concept of bilingualism, bicul- This course will examine the ways in which space turalism, and diglossia. The class also gives the and narrative are intertwined in the Caribbean opportunity to discuss the social, political and imaginaries. Whether we consider the space of an cultural conditions that define when a dialect island itself, particular spaces within and without becomes a language or when a language, through a city, a house, a room, an airplane, for instance contact with other(s) turns into a “pidgin” or or abstract, conceptual spaces, their filmic and “creole.” Prerequisites: SPAN 210, 215, and one literary representations can help us better un- other 200-level course (or its equivalent abroad) derstand the complexities of national, social and individual identities, ideals, fears, and percep- SPAN 190-199, 290-299, 390- 165 399. Special Topics. • Demonstrate an ability to improvise us- SPAN 286, 381-384. Independent Study. ing a given set of parameters. SPAN 288, 386-388. Internship. • Experience music from outside West- SPAN 400-401. Honors. ern studies and styles, and to draw connections to Western music. MUSIC • Write and speak intelligently about music. Chair: Associate Professor Wetzel • Synthesize various aspects of music study (the- Professors: Lipkis ory, history, musicianship, performance) in ac- Associate Professors: Binford, Zerkle ademic and performance venues, demonstrate Assistant Professor: Hess critical thinking, and mature into well-round- Special Appointment: Kompass, O'Boyle, Spieth ed performing and thinking musicians. Artist-Lecturers: Andrus, Arnold, Azzati, Baer, • Demonstrate capacity to evolve into self-suffi- Birney, Brodt, Burgan, DeChellis, Diggs, Doucette, cient and lifelong learners in musical studies. Durham, Eyzerovich, Fix, Gairo, Gaumer, Giasul- Several degree programs are designed for indi- lo, Gillespie, Goldina, Gregory, Haas, Huth, Kani, vidual needs. Students should consult the Mora- Kistler, Kozic, Mathiesen, Mento-Demeter, Mixon, vian College Music Department Handbook for Oaten, O’Brien, Owens, Rissmiller, , Roth, a detailed description of departmental require- Rowbottom, Ruloff, Schrempel, Seifert, Simons, ments. Artistic talent and experience, musical Socci, Terlaak Poot, Thomas, Thompson, Torok, and educational preparation, and vocational Walker, Wilkins, Williams, Wittchen, Wright objectives are some factors affecting the choice. Moravian College is an accredited in- An interview-audition is required for admission to stitutional member of the National As- the music major. Specific audition requirements sociation of Schools of Music. may be found on the Music Department website. The audition will include assessments in music The Program in Music theory, sight-singing, and keyboard proficiencies. The study of music encompasses theory, histo- ry, and performance, and emphasizes artistic Prospective students should submit a music and scholarly relationships. Given an integra- information form (available from the Admissions tion of musical disciplines within a liberal arts Office and the Music Department) and contact framework, students gain an enhanced un- the department for an appointment. Audition derstanding of their art and a heightened per- dates for students entering in Fall 2017 or 2018 ception of their intellectual development. may be arranged by calling 610 861-1650. The program provides the means to develop essen- tial musical competencies. Students will be able to: The Major in Music The department offers two programs: • Demonstrate competency with funda- mental musicianship skills, including • Bachelor of Arts—32 course sight-singing, solfeggio, and rhythmic, units with three tracks: melodic, and harmonic dictation. • Music • Technology and Audio Recording • Demonstrate proficiency in Western mu- • Pre-Music Therapy sic theory, including standard principles of • Bachelor of Music—33 course units voice-leading and part-writing in diatonic and in one of the following areas: chromatic harmony and modal counterpoint. • Composition • Develop an understanding of the major histor- • Music Education (33.75 course units) ical styles, epochs, and composers of West- • Performance (vocal, instrumental, jazz) ern music, from antiquity to the present. • Sacred Music • Demonstrate growth as performers in both solo and ensemble situations. 166 Learning in Common Requirements 373 or a music elective. Total: 11 course units. for Music Majors • The Bachelor of Arts with major in music, track in pre-music therapy, requires the theory and Music majors in the Bachelor of Arts program must history core, Music Performance (seven terms fulfill 6 of 8 Multidisciplinary and Upper-division totaling at least three and one-half units), categories in Learning in Common, of which at Music 140.2-141.2, 240.2-241.2, 322.2, least one must be a U course. If the student opts to 334.2, 340.2, and 342.2; and Psychology take an M6 course, the student must take an M6 120. In addition, students in pre-music ther- outside the music department. Bachelor of Music apy must complete a full-unit music therapy degree students fulfill a modified set of Learning in experience, which may take the form of an Common requirements. Bachelor of Music students internship or independent study. Consult with concentrating in music education complete F1, the advisor for details. Total units: 15 units. F2, F3, F4, M2 (English 101, 102, 103, 104, or • The Bachelor of Arts with a major in music, 105), M3 (Education 160) and one Upper-Division track in technology and audio recording, category. All other Bachelor of Music students requires the theory and history core; Mu- are exempt from the Quantitative Reasoning (F2) sic Performance (six terms totaling at least requirement. In the Multidisciplinary categories, three units); Music 140.2-141.2, 240.2- Bachelor of Music (non-music education) stu- 241.2; the audio recording array (Music dents are exempt from the Aesthetic Expression 137.1, 218.2, 219.2, 366.1, 385.2); and (M6) requirement, and they need choose only Music 386. Total: 13.25 course units. two of the remaining five Multidisciplinary cate- • The Bachelor of Music in music education gories. They also must complete only one of the requires the theory and history core, Music two Upper-Division category requirements. Performance (eight terms, totaling at least five units); Music 130.1-132.1, 135.1-138.1, Departmental Requirements 140.2-141.2, 240.2-241.2, 322.2, 334.2, 336.2, 340.2, 342.2, 374.2, and 375.2. During the first semester, the course schedule in Total: 17.25 course units. Additionally, the all programs is identical, allowing a student the student must pass vocal, piano, and guitar opportunity to determine an area of emphasis, proficiency exams before student teaching. evaluate performance potential, and consider ca- Education 100.2, 130, 160, 244, 367, 368, reer preparation. All programs share a core of five 375, 376, and 377 are required in the teach- course units in theory and history: Music 165.2, er education program. Students interested 171.2, 175.2, 272.2, 281, 283, 352.2, and 354.2. in teacher certification also should consult To complete the major, all Bachelor of Music the chair of the Education Department. students must pass a piano proficiency exam. • The Bachelor of Music in composition, perfor- Additionally, all majors are required to perform in mance, or sacred music requires the theory and end-of-term juries on their major instrument or history core, Music Performance (eight terms voice in every term in which they are enrolled in the totaling at least seven units), Music 130.1, performance unit. (A waiver is granted for student 136.1, 137.1, 140.2-141.2, 240.2-241.2, teachers.) In each fall and spring term, full-time 322.2, 334.2, 336.2, 340.2, 341.2, 342.2; music majors are required to attend 10 concerts 1.75 units selected from 356.1-364.2 (consult and/or recitals and all performance classes. Music Music Department Handbook for distribution); minors enrolled in Music 200.1-200 and student Music 373; Music 375 or 385; and one elective. teachers are required to attend a combination of In addition, Music 375.2 is taken in the junior eight concerts, recitals, or performance classes. year. The sacred-music track substitutes Music 386 for Music 373. Total: 22.5 course units. • The Bachelor of Arts with a major in music requires the theory and history core, Music The Minor in Music Performance (six terms totaling at least three units), Music 140.2-141.2, 240.2-241.2, and The minor in music consists of five course units: Music 140.2 and 141.2, Music 165.2 and 167 175.2, or 106; Performance (four terms total- MUS 104.1. Voice Class ing at least one unit), and two course units se- Instruction for non-majors, particularly choral lected with the approval of a music advisor. singers, to improve vocal production, reading, and idiomatic styles. One 50-minute period. The Interdepartmental Major The six course units of Set I of the interdepart- MUS 105. Introduction to Western Music mental major include Music 140.2, 141.2, 165.2, Musical organization, structures, and styles 175.2, and Performance (four terms totaling at shaped by aesthetic, social, and political pat- least one unit). The other three music course terns within Western culture; musical achieve- units in Set I and the six course units in Set II ments and significant works by major compos- are selected with the approval of the advisors. ers; relationships between the arts. (M6)

The Minor in Dance MUS 106. Art of Music The minor in dance provides a historical, the- Introduction to music of Western and non-West- oretical, and practical foundation for students ern cultures, explored through listening, analysis, interested in dance performance and dance composition, improvisation, and performance. (M6) composition. In addition to studying the history of dance, students develop skills in dancing and MUS 108.2. Intro to Jazz Theory & Arranging dance composition, and they participate regu- Introduction to Jazz Theory and Arranging is a larly in dance creation and performance. Partic- ½ unit course that explores the basics of jazz ipation in the Dance Company is by audition. music theory, composing and arranging. Stu- dents will take this course in conjunction with Five course units are required: Dance Com- enrollment in the “Summer Jazz Camp @ Mora- pany (four terms totaling one unit); Four tech- vian.” Students need to be a music major or nique courses from the following courses: Bal- pass an audition to be enrolled in the course. let I, Ballet II, Musical Theater Dance Styles, Jazz, Modern I, Modern II, African Dance, MUS 113. Introduction to Non-Western Music Historical Dance, Improvisation (totaling one unit); Dance Composition (one unit); History Aspects of musical systems of Africa, India, of Dance (one unit); and one unit elective se- China and Japan, Balinesia, and Islam; folk, lected with the approval of a dance advisor. court, religious, and contemporary music as related to individual cultural patterns. (M6)

Courses in Music MUS 115. Jazz Artists and Eras Course descriptions are arranged in ascend- Jazz and 20th-century American popular mu- ing numerical order within categories. sic: ragtime, blues, Dixieland, swing, Tin Pan Alley, musical theater, Latin rhythms, bebop, Music Courses Open to All Students cool jazz, progressive jazz, rock, and jazz- rock fusion. Two 70-minute periods. (M6) MUS 101. A Short Course in Theory Introduction to the language of music; under- MUS 117. Music in the United States standing elements of a score; hearing and writ- Music and musical life in the United States from ing rhythm, pitch, scales, and chords. (M6) colonial times to the present, including traditional and popular styles. Two 70-minute periods. (M6) MUS 103.1. Piano Class Introduction for non-majors; beginners MUS 118.2. Introduction to Jazz accepted. Notation and playing tech- Recording and Technology nique. One 50-minute period. Introduction to Jazz Recording and Technology is a ½ unit course that explores the basics of re-

168 cording techniques and music technology used Basic instruction and methodology in playing, in jazz. Students will take this course in conjunc- teaching, and caring for percussion instru- tion with enrollment in the “Summer Jazz Camp ments in a music education program. Prereq- @ Moravian.” Students need to be a music major uisite: Music 140.2. Two 50-minute periods. or pass an audition to be enrolled in the course. MUS 136.1. Beginning Piano Techniques MUS 125. History of Musical Theater Playing, keyboard harmony, and func- History of Musical Theater provides a compre- tional accompanying. Prerequisite: Mu- hensive study of musical theater from ancient sic 140.2. Two 50-minute periods. Greece to current productions through analysis, reading, discussion, listening, and experienc- MUS 137.1. Beginning Music ing musical theater performances. Students Technology Techniques will explore the elements of musicals including Introduction to electronic music tools: com- music and lyrics, book/libretto, choreography, puters, audio- and videotape systems, MIDI staging, sets, costumes, and technical aspects. instruments, and word-processing, database, Students will examine the societies, historical composition, hypermedia, and sequenc- backgrounds, and participate in creative projects ing software. Prerequisite: Music 140.2. related to musical theater productions. (M6) MUS 138.1. Beginning String Techniques MUS 188. Women and Music. (Also WGSS 188) Basic teaching and methodology in playing and Women composers and performers from various teaching strings in a music education program; countries, historical eras, and musical genres. Prior includes violin, viola, cello, and bass. Important musical knowledge helpful but not required. (M6) pedagogical methods and material (including Suzuki), forming and leading an elementary string Courses in Musical Techniques ensemble; basic instrumental repair for strings. For music majors only. Permission Prerequisite: Music 140.2. Two 50-minute periods. of department chair required. MUS 218.2 Introduction to Audio Recording MUS 130.1. Beginning Vocal Techniques This course will introduce students to Basic instruction and methodology in sing- the basics of analog and digital record- ing and teaching voice; breathing, dic- ing. Prerequisite: Music 137.1. Spring. tion, tone quality, sight reading; vocal repertory. Two 50-minute periods. MUS 219.2. Live and Studio Recording This advanced, project-based studio-record- MUS 131.1. Beginning Brass Techniques ing course involves recording live and studio Basic instruction and methodology in play- performances. Prerequisite: 218.2. Fall. ing, teaching, and caring for the trumpet and trombone in a music education program; Courses in Musicianship French horn and tuba included. Prerequi- site: Music 140.2. Two 50-minute periods. For music majors only, or with per- mission of department chair. MUS 132.1. Beginning Woodwind Techniques Basic instruction and methodology in play- These half-course units parallel theory instruc- ing and caring for the flute, clarinet, oboe, and tion and develop techniques and skills in hear- saxophone; bassoon also included. Prerequi- ing, using solfège for sight-singing, keyboard site: Music 140.2. Two 50-minute periods. harmony, score-reading, and dictation.

MUS 135.1. Beginning Percussion Techniques MUS 140.2. Musicianship I Dictation of traditional melodic, rhythmic, 169 and harmonic materials and using solfège for historically-significant solos, compositions and sight-singing. Fall. Two 50-minute periods. recordings, with emphasis on harmonic, melodic and rhythmic transcriptions. Use of modal, hybrid, MUS 141.2. Musicianship II atonal and octatonic scales. Odd-time signatures, polytonal harmonies and structures of progres- Adds two-part dictation and clef-read- sive jazz ad fusion. Prerequisite: Music 356.1 ing. Spring. Two 50-minute periods. or 356.2 and signature of department chair. MUS 240.2. Musicianship III MUS 256.1, 256.2, 356.1, 356.2. Adds three-part dictation, score-reading, key- Jazz Ear-Training Practicum board progression; dictation of diatonic and chromatic chord progressions and modulations; Aural identification and dictation of melodic, figured bass. Fall. Two 50-minute periods. rhythmic and harmonic elements of jazz. The semester culminates in the transcribing of a jazz MUS 241.2. Musicianship IV solo from a recording. Prerequisite: Music 241.2. Sight-singing, including atonal, mod- MUS 257.1, 257.2, 357.1, al, and modulating melodies; four-part 357.2. Diction Practicum chorale dictation; and score-reading in clefs. Spring. Two 50-minute periods. Proper pronunciation of English, French, German, Italian, Latin, Russian, and Spanish in singing. MUS 341.2. Musicianship V International Phonetic Alphabet. Basics of trans- lation for foreign-language texts. One half unit This course continues with the study of written (.50) required for all vocal performance majors. and aural music skills, including score reading in clefs, advanced melodic and harmonic dicta- MUS 258.1, 258.2, 358.1, 358.2. tion, atonal, modulating, and modal melodies, Miscellaneous Jazz Practicum advanced solfège, accompanying, advanced rhythm and meter, and conducting patterns. Opportunities to study specific jazz topics more Fall. Two 50-minute periods. Prerequisite: Mu- in-depth. Topics include advanced jazz arranging/ sic 241.2 or permission of the instructor. composition, advanced jazz literature. Prepares students for further study in jazz performance. One Practica quarter unit (.25) required of jazz performance majors. See departmental handbook for details. For music majors only, or with permission Prerequisite: Signature of department chair. of department chair. Fee charged for prac- tica taken beyond degree requirements. MUS 259.1, 259.2, 359.1, 359.2. Concerto and Orchestral Repertory Practicum Professional courses are offered each term in practical application and procedures essential For keyboard majors, standard concerto rep- to composition, repertory, performance, ca- ertory and important keyboard parts for major reers, and cultural communication within the orchestral works. For non-keyboard instrumental Bachelor of Music areas of emphasis. Bach- majors, standard orchestral repertory and ex- elor of Music candidates should consult the cerpts; as time allows, major concerto repertory Music Department Handbook for a detailed included. One half unit (.50) required of key- description of practicum requirements. board and instrumental performance majors.

MUS 255.1, 255.2, 355.1, 355.2. MUS 261.1, 262.2, 361.1, 361.2. Jazz Improvisation Practicum Literature Practicum In part I, the student will learn to improvise over Study of solo literature and solos or orchestral basic jazz forms using major, minor and blues excerpts from large works for various instruments scales as well as seventh chords and their ex- or voice. Also includes jazz history and litera- tensions. In part II, instrument-specific, studying ture. Instrumental literature practica also cover 170 the history and development of the instrument. sis and writing: voice-leading, chord progression, One half unit (.50) is required for the Bachelor and procedures of formal analysis. Prerequisite: of Music in performance for jazz performance Music 140.2. Spring. Two 50-minute periods. majors. All other performance majors must take three quarter units (.75) of literature practica, MUS 272.2. Chromatic Harmony including 20th-century literature as well as solo Extension of diatonic harmony: secondary func- literature and repertoire from large works. See tions, modulations, modal mixture, augmented departmental handbook for detailed descriptions. sixth chords, Neapolitan chords, other harmon- ic enrichments, and jazz theory. Prerequisite: MUS 262.1, 262.2, 362.1, 362.2. Music 171.2. Fall. Two 50-minute periods. Pedagogy Practicum Major treatises and methods of instrumental MUS 340.2. Form or vocal techniques and pedagogical issues. Homophonic and polyphonic forms: binary, One half unit (.50) required for the Bache- ternary, rondo, sonata, canon, fugue, inven- lor of Music in performance. One quarter unit tion, theme and variations. Prerequisite: Mu- (.25) is required of jazz performance majors. sic 272.2. Fall. Two 50-minute periods. See departmental handbook for details.

MUS 263.1, 263.2, 363.1, 363.2. Courses in Conducting and Composition Practicum Orchestration Topics in composition, including advanced For music majors only, or with per- orchestration, counterpoint, and compo- mission of department chair. sition seminar. One unit (1.0) required for the Bachelor of Music in composition. See departmental handbook for details. MUS 334.2. Introduction to Conducting Instrumental and choral repertory: interpre- MUS 264.1, 264.2, 364.1, 364.2. tation, technical gestures, survey of graded Miscellaneous Practicum ensemble literature, rehearsal techniques, programming, and organization. Prerequisite: Advanced musicianship, music therapy, musi- Music 342.2. Spring. Two 70-minute periods. cal theater, piano tuning, sacred music, modal MUS 336.2. Conducting counterpoint, and other areas of individual in- terest. See departmental handbook for details. Selection, analysis, rehearsal, and performance of instrumental and choral repertory. Topics include MUS 366.1. Advanced conducting skills, vocal techniques, choral diction, Technology for Composers rehearsal techniques, and score-reading. Prereq- uisite: Music 334.2. Fall. Two 70-minute periods. Introductions to the creative use of digital solu- tions for capturing, creating, editing and manip- ulating media. Compositional and improvisato- MUS 342.2. Orchestration ry techniques, including sequencing, editing, sampling, MIDI and notational software utilizing Instrumental characteristics, nomencla- current technologies. Prerequisite: MUS 137.1. ture, and notation; simple orchestral and ensemble arranging. Prerequisite: Mu- Courses in Music Theory sic 272.2. Fall. Two 50-minute periods. For music majors only, or with per- Courses in Music History mission of department chair. For music majors only, or with per- MUS 171.2. Diatonic Harmony mission of department chair. Principles of tonal music explored through analy- MUS 165.2. Music of the Western World

171 Overview of major historical styles from antiquity es listed under Education. to the present, including basic music theory for analysis and composition of rounds, theme and MUS 374.2. Music Education Seminar variations, and 12-bar blues progressions. Vari- Theoretical and practical problems and issues ous genres of music are studied to produce per- that arise in teaching. Focus of discussion is sonal listening guides. Two 50-minute periods. on issues perceived to be relevant to all partic- ipants. Prerequisites: Education 367 and 368. MUS 175.2. Musics of the World Co-requisites: Education 375, 376, and 377; Elements of music and its role in various minimum 3.00 GPA. Spring. One 2-hour period. non-Western cultures, including Africa, Japan, China, India, Vietnam, Egypt, Russia, Isra- Courses in Special Areas of Music el, Australia, Latin America, Native America. Music as related to other forms of art; instru- For music majors only, or with permission of ments unique to each culture. Prerequisite: department chair. Music 165.2 Spring. Two 50-minute periods. MUS 322.2. Improvisation MUS 281. Western Music to 1750 Tactics and techniques used in playing and com- Antiquity, Roman Catholic liturgical forms, sec- municating in various kinds of music. Students ular vocal and instrumental music of England will improvise vocally, rhythmically, and on their and the continent; musical aftermath of the major instruments. Fall. Two 50-minute periods. Protestant Reformation; the rise of the Baroque; origins of opera, music of the court and church, MUS 365.1. Jazz Methods for Teachers ascendancy of instrumental music. Prerequi- Preparation for teaching jazz. Topics include site: Music 165.2. Fall. Two 70-minute periods. teaching jazz improvisation, administering a jazz education program, conducting jazz en- MUS 283. Classical and Romantic Music sembles/choirs, scheduling rehearsals, choos- Pre-classical style; Viennese classical style; ear- ing music, designing a concert program, and ly American music; Beethoven and his romantic playing rhythm section instruments. Prereq- heirs; programmatic music; nationalism; poet- uisites: Music 241.2, 272.2, and 136.1. ry and the art song; rise of chamber music and MUS 373. Seminar works for solo piano. Prerequisite: Music 281. Special topics in music history and theory; em- Spring. Two 70-minute periods. Writing-intensive. phasis on analytic and research skills, music and the other arts. Subject matter varies. Juniors and MUS 352.2. Music of the 20th Century to 1945 seniors only. Spring. Two 70-minute periods. Post-romanticism, expressionism, impression- ism, neoclassicism, serial techniques, diverse MUS 375 or 375.2. Recital currents in the United States, Europe, Russia, Preparation and performance of selected works. and Central and South America. Prerequisite: Program commentary on the music and editions Music 283. Fall. Two 50-minute periods. used required; evaluation by faculty jury of artist- ry and technical competence. Bachelor of Music MUS 354.2. Contemporary Music since 1945 students in performance, composition, or sacred Modern opera and ballet, new directions in music register for a half-unit in the junior year and sound, extensions of serialism, indeterminacy, a full unit in the senior year. Bachelor of Music minimalism, electronic and computer-generat- students in music education register for a half-unit. ed music, post-modernism. Prerequisite: Mu- sic 352.2. Spring. Two 50-minute periods. MUS 385 or 385.2. Project Exploration of an aspect of composition, the- Courses in Music Education ory, or history; public presentation of lecture, seminar, or performance. Repeatable. Spring. For music majors only. See also cours- 172 quirements, but the jury, performance class, and MUS 190-199, 290-299, 390- concert attendance requirements are waived.) 399. Special Topics. Composition and sacred music majors will partic- MUS 286, 381-384. Independent Study. ipate in the large ensemble that corresponds to MUS 288, 386-388. Internship. their major performance area. A suitable ensemble MUS 400-401. Honors. placement, based on instrumentation and stu- dent's curricular needs, will be determined by the director of instrumental music or director of choral Courses in Performance activities. Except for the first term of enrollment, Music majors, minors, and interdepartmen- the first term with a new private lesson instructor, tal majors must consult the Music Depart- and during student teaching, students also par- ment Handbook for performance (including ticipate in one performance class per semester. ensemble) requirements and grading. Music majors receive a letter grade that com- Private Lessons bines the major lesson grade, any secondary lesson grade(s), the large ensemble grade, any The department offers private instruction in: chamber ensemble grade(s), the jury grade, performance class grade (when required), and • Bagpipe performance class and recital attendance. • Brass • Celtic fiddle Music minors receive lesson grades. Atten- • Composition dance at a number of performances is re- • Conducting quired (see departmental handbook). Non-ma- • Electric bass jors take lessons for a pass/fail grade. • Guitar (classical or jazz) • Harpsichord Ensemble • Jazz performance • Organ Course credit is granted for membership in Choir, • Percussion or Drum Set Orchestra, Dance Company, Marching Band, and • Piano (classical or jazz) Wind Ensemble. Auditions are scheduled in the • Recorder fall of each year or at other times by appointment. • Strings Ensemble participation is part of the performance • Theory credit and grade for the major. For music minors • Viola da gamba and other non-majors, a half-unit of credit is given • Voice after four terms of participation and a second half- • Woodwinds unit of credit after six terms of participation. For DANC 001 or DANC 011, a half-unit of credit is giv- en after two semesters (one academic year) and a Courses in Performance and full unit after four semesters (two academic years). Ensembles The four semesters of DANC 011 (with written reflection papers) earns 1 full unit meeting the M6 Music majors enrolled in required terms of music LinC requirement. No more than one unit may be performance (the actual course number and credit counted toward degree requirements by non-ma- varies) take weekly lessons in the major instrument jors; additional ensemble activity is recorded with- or voice, perform an end-of-term jury, attend ten out credit notation. LinC credit is available for some (10) College-sponsored concerts and/or recitals ensembles; six terms of participation are required. per term, attend all Tuesday morning performance Additional assignments are required for LinC credit. classes, and perform in a large ensemble. The guidelines for ensemble requirements can be found in the Music Department Handbook. (Stu- Courses in Dance dents enrolled in Music 314, 314.1, 314.2, 314.3, 315, 315.1, 315.2, or 315.3 meet the same re- DANC 001. Dance Company

173 Participation in the dance company requires an au- of musical theater dance. Prerequisite: None. dition. Once accepted, students will attend weekly dance technique classes, attend master classes/ DANC 130.1. Ballet I dance performances and participate in rehearsals/ Designed to introduce the student to the study performances leading up to a dance concert in the of classical ballet. The course will include ac- spring. Students earn ½ unit after two semesters tive participation in barre work, center work, and (one academic year) and a full unit after four se- traveling ballet exercises and combinations. The mesters (two academic years). Prerequisite: None. course also introduces the history of ballet as an art form. Also introduced are the fundamen- DANC 011. Dance Company tals of ballet performance critique; an emphasis Participation in the dance company requires an on technical proficiency and movement vocab- audition. Once accepted, students will attend ulary will be stressed. Prerequisite: None. weekly dance technique classes, attend master classes/dance performances and participate in DANC 135.1. Jazz Dance rehearsals/performances leading up to a dance Designed to introduce the student to the study of concert in the spring. Students earn ½ unit after jazz dance. Students will learn and execute the two semesters (one academic year) and a full fundamentals of jazz dance and learn the history unit after four semesters (two academic years). of the genre of jazz as an art form. Fundamentals A written reflection paper will be required to re- of jazz performance critique are introduced; an ceive credit towards the M6. Prerequisite: None. emphasis on technical proficiency and movement vocabulary will be stressed. Prerequisite: None. DANC 110. History of Dance This course is designed to expose students to DANC 140.1. Modern I dance as a fundamental form of human expres- Designed to introduce the student to the princi- sion. The History of Dance presents an overview of ples of modern dance techniques. The course the development of Western theatrical dance and will include active participate in center work, introduces the major figures and movement theo- movement across the floor, and proper align- ries of early dance history, ancient civilizations, the ment. Incorporated in this course is the study Middle Ages, Renaissance and the 16th-21st cen- of modern dance history. Prerequisite: None. turies. Varied forms of dance will be analyzed and discussed within a sociological, cultural, and his- torical framework. Readings, discussions, lectures, and films will introduce selected choreographers DANC 150.1. African Dance and the concerns that inform their work. Additional The African Dance course will introduce and readings in dance philosophy and aesthetics will explore dance forms from the continent of Africa, consider broader questions and address ideas primarily West Africa. The class works through such as form, expression, virtuosity, technique, artistic process, practice, performance, and related the body as an expressive instrument, audience activities (observation, lecture, and discussion), us- expectations, and performance conventions. ing dance and music rooted in African tradition and This course will aid in students understanding of contemporary African aesthetics. Vigorous move- dance as an art form. Prerequisite: None. (M6) ment classes will focus on rhythm, songs, and cul- ture along with dance choreographies traditionally DANC 120.1. Musical Theater Dance Styles performed for cultural occasions. Social, political, cultural and religious context will inform students A technique course in which a variety of basic tech- learning, understanding, and appreciation of the niques in musical theater are examined, including diverse values of movement. Prerequisite: None. basic jazz, ballet, tap, lyrical, contemporary and modern. Students will study stylistic interpreta- tions of prominent musical theater choreogra- DANC 155. Historical Dance phers, and review dance/theater etiquette, safety This course will introduce the basic dances of the and health, the audition, process, and the history Renaissance and Baroque period (1400-1750).

174 Dancing was an important social activity during tigate and explore their own mental, physical, and the Renaissance, in both court and country, and emotional nature in relation to dance and their formed the basis for Baroque dance. The great dancing, so as to inform and expand their capabil- innovations in dance in the 17th century originated ities as a dancer and artist. These investigations at the French court under Louis XIV. This is our first will also aid in developing awareness of students clear ancestor of classical ballet. Dance of this time own body capabilities and expressiveness through was used at social events, and also in court ballets self-exploration. Prerequisite: DANC 140.1. and public theaters and operas. Prerequisite: None. DANC 260. Dance Composition DANC 160.1. Improvisation Dance Composition will acquaint students with This course provides the student opportunities the fundamental principles in structuring move- to explore the processes of discovering, creat- ment. The course will explore movement inven- ing, and performing movement spontaneous- tion with consideration of time, space and energy. ly. Class time within the studio will expand Students will investigate these ideas along with one’s range of expression through elements of: form, structure, design and dynamics in solo, modern dance, sound and movement improvi- duet, and group forms. Course work will integrate sation, contact improvisation and theatre stud- reading, writing, and critical analysis to further ies in the movement aspects of time, space, their understanding and experience of dance energy, and dynamics. Prerequisite: None. making. Prerequisite: DANC 001 or DANC 011.

DANC 230.1. Ballet II NATURAL RESOURCE This course will focus on laying the foundation for understanding and working deeply within the MANAGEMENT dancer’s body through proper technique, class (COOPERATIVE) approach and energy. The course will include active participation in barre work, center work, and traveling ballet exercises and combinations. Coordinator: Diane Husic The course also will be a continued study of the genre of ballet as an art form. The fundamentals of ballet performance critique, an emphasis on In conjunction with , the environ- technical proficiency and Classical Ballet vocab- mental studies and sciences program at Moravian ulary will be stressed. Prerequisite: DANC 130.1. College offers a cooperative program in natural DANC 240.1. Modern II resource management leading to the Master of Environment Management (M.E.M.) or Master of A continuation of the foundational material estab- Forestry (M.F.). Students pursuing either degree lished in Modern I while providing students with enroll in a specially designed three-year Mora- the information and the tools needed to extend: vian curriculum that provides basic background technique, skills and performance quality. Each in the biological sciences, chemistry, physics, student will be expected to engage in comprehen- mathematics, and economics. After completion sive and ongoing movement research, concert of the three-year curriculum and degree require- viewing, readings, discussions, and reflective ments at Moravian College and upon recom- writing assignments. Modern II will also incorporate mendation by the College, students may apply more challenging movement studies, individual to the Nicholas School of the Environment at and group improvisations, movement projects, Duke University. Students should plan to take the and dance viewing to acquaint students with a Graduate Record Examination in the fall of the range of modern dance styles within a cultural junior year at Moravian. Scores from the GRE and and historical context. Breath, balance, body undergraduate grades are used as guidelines for connectivity, use of the floor, basic inversions, as admission to Duke. Because of the competitive well as the scientific and anatomical principles of nature of this program students should contact dance technique will be emphasized and utilized the program coordinator as early as possible. within Modern II. Students will be asked to inves-

175 After students have completed the first year of NEUROSCIENCE study at Duke and have earned enough credits to meet Moravian's graduation requirements, Director: Cecilia M. Fox Moravian College will award the bachelor's de- gree. The professional degree is awarded by Duke Neuroscience represents a relatively new but rap- when students have completed the second year of idly expanding area of study that brings together a graduate study. Students who follow the program variety of disciplines to explore the development, may earn the B.S. and M.E.M. or M.F. in five years. structure, functional activities and behavioral consequences of the nervous system. The neu- In both degree programs at Duke, different in- roscience major at Moravian College emphasiz- structional tracks allow students to develop areas es a collaborative multidisciplinary approach to of specialization. Those pursuing the M.E.M. may understanding the intricate neural mechanisms study resource ecology, air and water resources, underlying human and animal behavior. Students ecotoxicology, or resource economics and policy. will experience a diverse yet integrated education Those seeking an M.F. may study forest manage- focused on the relationship between biology and ment science or forest productivity (silviculture). behavior from the introductory to advanced cours- es of study. Three areas of neuroscience emphasis have been developed (cellular neurobiology, be- The Major in Natural Resource havioral neuroscience, and cognitive neuroscience) Management but all majors have a common core of courses. Students in the natural resource management program complete a minimum of 23 course units As an interdisciplinary program, the neuroscience at Moravian. In addition to the requirements listed major draws upon the expertise of faculty in biol- below, students should fulfill the following require- ogy, psychology, philosophy, chemistry, physics, ments for general education. Students interested in mathematics, and computer science. Comple- natural resource management should select Math- tion of this program will culminate in a Bachelor ematics 107 to fulfill their Quantitative Reasoning of Science degree. Students considering post- (F2) requirement and Biology 112 or 119 to fulfill graduate careers in neuroscience, experimental their Science (F4) requirement. In the Multidisci- psychology, neuropsychology, pharmaceutical plinary category, they need choose only four of the research, education, law and medicine are en- six categories. They also need complete only one couraged to pursue this major field of study. of the two Upper-Division category requirements. The natural resource management major con- Neuroscience Core Courses sists of five biology course units, including Biol- ogy 112 and 119 and three electives selected Seven (7) courses serve as the core of this major. with the approval of the program advisor to BIOL 112 Zoology complement the student's career interests and NEUR/BIOL 263 Neuroscience study plans at Duke. Electives may be chosen from Biology 210, 230, 265, 350, 351, and 360. NEUR 373 Introduction to Neuro- The major also includes Mathematics 107, 170 science Methodology and 171 (or 106-166 and 171); Chemistry 113- NEUR 373 Neuroscience Seminar 114; Computer Science 105 or 120; Physics PSYC 120 Introduction to 109-110 or 111-112; and Economics 152. Psychology PSYC 211 Experimental Methods Students planning to study forestry at Duke take and Data Analysis I Biology 230. Those planning for an M.E.M. in PSYCH 212 Experimental Methods resource ecology with a specialization in eco- and Data Analysis II toxicology may take Chemistry 211-212 in lieu of Physics 111-112 and are encouraged to se- lect Biology 265, 350, and 351 as electives. 176 Neuroscience Co-Requisite Courses BIOL 342 Animal Development Seven (7) co-requisites are required for this major. BIOL 350 Human Physiology CHEM 113 & General Chemistry BIOL 365 Molecular Genetics CHEM 114 NEUR 381-384 Independant Study MATH 170 Analytical Geome- NEUR 386-389 Field Study try and Calculus I NEUR 400-401 Honors or MATH 106 & Analytical Geometry MATH 166 and Calculus I with b) Behavioral Neuroscience Review Parts 1 and 2

PSYS 109-110 Introductory Physics for the Life Sciences BIOL.PSYC 250 Animal Behavior CHEM 211-212 Organic Chemistry PSYC 320 Mind and Brain or CSCI 120-121 Computer Sci- PSYC 335 Conditioning, Learn- ence I and II ing, and Behavior PSYC 362 Abnormal Psychology NEUR 381-384 Independant Study CHEM 211 and CHEM 212 are required for those students pursuing an emphasis in cellular NEUR 386-398 Field Study neurobiology or behavioral neuroscience. CSCI NEUR 400-401 Honors 120 and CSCI 121 are required in lieu of CHEM 211 and CHEM 212 for those students pursu- c) Cognitive Neuroscience ing an emphasis in cognitive neuroscience.

CSCI 260 Artificial Intelligence Ethics course recommendations: due to the in- creased awareness of ethical implications associat- PHIL/PSYC 251 Philosophy of ed with scientific research (for example, stem-cell Psychology research), it is important to educate neurosci- PSYC 315 Cognitive Psychology ence students in the field of ethics. Therefore, PSYC 320 Mind and Brain PHIL 222 (M3), PHIL 259 (U1), REL 210 (U2), PSYC 376 Seminar in Exper- or NURS 360 (U2) is strongly recommended. imental/Cognitive Psychology Neuroscience Elective Courses NEUR 381-384 Independant Study The neuroscience major is designed to provide NEUR 386-389 Field Study students with an opportunity to focus on one of NEUR 400-401 Honors three areas of emphasis: cellular neurobiology, behavioral neuroscience, or cognitive neurosci- ence. Students should select three of the follow- Appropriate advanced courses offered by ing electives from one area of emphasis and one LVAIC institutions may be substituted for the from a different area of neuroscience interest. above-mentioned electives with the prior ap- proval of the neuroscience program director. a) Cellular Neurobiology Courses in Neuroscience BIOL 210 Genetics BIOL 265 or BIOL 327 Cell Physiology or NEUR 218. Brain Sex Biochemistry I In considering sex differences in the brain, a BIOL/CHEM 328 Biochemistry II number of questions arise. Do biological factors,

177 such as sex hormones, influence our sexual fate NURSING after our genetic information is established? Do biological factors make women more nurturing Chair: Goodolf or men more aggressive? Do these same factors Associate Professors: Adamshick, Hoffman, Scholtz explain differences in sexual orientation? This Assistant Professors: Alexander, Brill, Dor- course explores how scholars from a variety of ney, Goodolf, Gotwals, Gray , Groller disciplines attempt to provide answers to these Instructors: Colancecco, Farber, Gru- questions that may have critical implications for be, Halliday, Keeler, Mikovits, Sayenga understanding the social roles of men, women and Adjunct Faculty: Albert, Broniec, Bryant-Win- LBTGQ individuals in today’s society as well as the ston, Cohen, DeFrancisco, Gencarelli, Griffin, different educational and emotional issues that Hanford, Hlavinka, Kunz, Mackie, McCor- they face. Empirical investigations and scientific mick, Meier, Mertz, Newman, Peterman, Po- theories from neurobiology, psychology, sociology chron, Post, Taff, Thompson, Wan, Wescoe. and endocrinology that claim to explain gender similarities and differences are examined. (U1) The Department of Nursing offers an education- al program leading to the Bachelor of Science in Nursing degree, a generalist professional program NEUR 367. Introduction to that prepares graduates for entry-level positions Neuroscience Methodology in nursing practice. The purpose of the program This course provides students with the background is to assist the student to achieve the knowledge, to understand the various experimental meth- skills, and values necessary for professional nurs- ods used in the field of neuroscience. Laboratory ing practice. It prepares the baccalaureate stu- experiences and journal club discussions of pri- dent to practice as an entry-level, self-directed mary scientific literature are used to develop skills professional, providing compassionate nursing in preparation for future neuroscience research care as practitioner, counselor, educator, advo- endeavors. Students apply the fundamental tech- cate, and coordinator. It also serves as a basis niques learned in this course to design their own for graduate study and provides a foundation for research projects. Prerequisites: PSYC 212, BIOL lifelong learning. Upon completion of the pro- 263, and CHEM 114, or permission of instructor. gram, the nursing graduate is eligible to take the National Council Licensing Examination (NCLEX) leading to licensure as a registered nurse.

NEUR 373. Neuroscience Seminar The prelicensure nursing curriculum consists This capstone course in the area of neuroscience of a 12-unit course sequence that begins in is a writing-intensive seminar. Students research the first year. The sequence includes nursing current scholarly literature on topics related to the theory and more than 1,000 hours of super- field of neuroscience and compose research pa- vised clinical instruction. Students are as- pers and oral presentations on a particular topic of signed to practice in many Lehigh Valley area interest. Emphasis is placed on effective literature health agencies, clinics, and hospitals, to ap- searches, appropriate citations of scientific arti- ply nursing theory to individuals and groups cles, analysis and interpretation of research data, of all ages and states of health and illness. thesis development and effective communication of scientific concepts. Prerequisites: Senior stand- Program Accreditation ing, and NEUR 367 or permission of instructor. The prelicensure nursing program is approved by the Pennsylvania State Board of Nursing. The bac- NEUR 190-199, 290-299, 390- calaureate degree in nursing and master’s degree 399. Special Topics. in nursing programs at Moravian College are ac- NEUR 286, 381-384. Independent Study. credited by Commission on Collegiate Nursing Ed- NEUR 288, 386-388. Internship. ucation (http:// www.aacn.nche.edu/ccne-accredi- NEUR 400-401. Honors. tation) Information on the accreditation process for nursing programs can be obtained from these agen-

178 cies or the School of Nursing office on campus. The Major in Nursing To receive the B.S.N. degree, students must earn Though the prescribed course curriculum has a total of 32 course units. The following program of been designed to prepare the graduate in taking nursing studies is prescribed (subject to change): Pennsylvania's licensing examination for nursing, the College cannot and does not guarantee that the degree will assure the graduate's passing such • First Year. First semester: BIOL 103, NURS licensing examinations or of satisfying any other 115. Second semester: BIOL104, CHEM 108. state board requirements for licensure. Each Mora- • Sophomore Year. First semester: BIOL vian College nursing graduate is responsible for 205, MATH 107 (may be taken in junior meeting all state board requirements for licensure. year) or HLTP 189, PSYC 207 (may be tak- en in spring semester), NURS 212. Sec- Program Outcomes ond semester: BIOL 206, NURS 311. The outcomes listed below are congruent with • Junior Year. First semester: NURS and extensions of Moravian College’s mis- 310, 312, and 331.2. Second semes- sion. It is expected that the graduate will: ter: NURS 314, 332.2, and 339. • Senior Year. First semester: NURS 313 and • Synthesize knowledge from the humanities, 315. Second semester: NURS 316 and 317. sciences, and nursing theory as a basis for making decisions in the practice of nursing; • Provide holistic nursing care that contrib- International Clinical Placement utes to safe and quality outcomes among Nursing students have an opportunity to participate individuals, families, and communities; in electives with an international clinical place- • Collaborate with other healthcare team ment. Travel usually is scheduled during break members to foster optimal health of in- periods or at the end of the spring or fall semesters. dividuals, families, and communities; Faculty may supervise this experience in a variety • Provide culturally sensitive care with of international settings, including Central Amer- diverse populations in local, region- ica and Australia. International savings accounts al, national, and global settings; may be established at the College to help students • Plan and implement theory-based and evi- save money for this additional academic expense. dence-based nursing interventions in the care of individuals, families, and communities; • Exhibit civic and leadership behaviors Additional Requirements grounded in a social justice framework Space in the nursing major is limited. In order to to guide practice and foster the attain- enter the nursing program, students must meet the ment of health outcomes for individuals, admissions requirements and declare an inter- families, and communities; and est in nursing during the process of applying to • Demonstrate professional accountability and the College. Current students who meet the pro- advocacy in making ethical decisions through gressions requirements may apply to the nursing adherence to professional standards. department to transfer into the nursing program from another major. Application to transfer to the major requires an interview and is considered only General Education Requirements for as space is available. Meeting the progression Nursing Majors requirements and completing an application does not guarantee admission into the nursing program. Nursing majors must select Mathemat- In addition to meeting College admission re- ics 107 to fulfill the Quantitative Reasoning quirements, all nursing majors will be re- (F2) requirement and Chemistry 108 for the quired to show proof of the following as pre- Laboratory Science (F4) requirement. requisites for clinical nursing courses:

• Background clearance on crimi- 179 nal and child-abuse behavior. tional expenses for such things as physical exam- • Current cardiopulmonary resus- inations, specialized immunizations, uniforms, citation (CPR) certification. malpractice insurance, graduation pin, clinical laboratory fees, and normative-based testing fees. • Negative urine drug screen. Students are responsible for providing their own transportation to and from clinical practice sites. Students' personal health also should be con- sistent with requirements for a profession- Academic Policies in the School of al nurse, including required immunizations Nursing as prescribed in the policy statement in the School of Nursing Student Handbook. Acceptance to Moravian College does not guarantee that a student will be accepted into Applicants and students should be aware that the nursing program. General academic pol- Pennsylvania law prohibits licensure of individ- icies specific to the nursing program appear uals convicted of felonies related to controlled below. (These policies are effective begin- substances and may prohibit licensure if there ning with the graduating class of 2013.) is a conviction for any felonious act. For details, refer to the Pennsylvania State Board of Nurs- Progression in the Program ing regulations. Prior to enrolling in Nursing 212, all nursing students are required to submit Declaration of and Acceptance into to the Department of Nursing a Federal Crim- inal Record Check and a Child Abuse History the Nursing Major Clearance. These clearances must be updated 1. For the student to declare nursing as a major, periodically and are maintained electronical- and prior to entering any nursing course that ly on file in the Department of Nursing. Copies has a clinical requirement (e.g., Nursing 212), will be provided to clinical sites upon request. the student must earn a cumulative grade point average of 2.67 or higher in required biology Graduation Requirements and chemistry courses (Biology 103 and 104, and Chemistry 108) and have an overall cumu- In addition to the requirements of the Col- lative grade point average of 3.00 or better. lege, students enrolled in the nursing pro- gram must complete the following: 2. The student must complete the Declaration of Major (pink) form (available in the Registrar’s Office or the Nursing Department Office). • Cumulative GPA of 3.00 or better in nurs- ing courses, an overall cumulative GPA of 3.00 or better, and a GPA of 2.67 or Progression into the Major better in biology and chemistry cours- 1. Once a student declares nursing as a major, es that are required of the major. then a nursing grade point average of 3.00 • Satisfactory clinical evalua- or better must be achieved and maintained tions in all nursing courses. by the end of the first clinical course (i.e., Nursing 212). The student must also contin- • Completion of the prescribed nursing program ue maintaining the overall cumulative GPA of study, including the standardized nursing of 3.00 or better, and a GPA of 2.67 or better assessment program, NCLEX-RN preparation, in biology and chemistry courses required of and end-of-program survey/exit interview. the major (Biology 103, 104, 205, and 206; and Chemistry 108) for progression purposes. Additional Expenses in the Nursing The student will not be permitted to retake a Program nursing course to boost the nursing GPA. The student will not be permitted to retake a biol- In addition to general matriculation fees—tuition, ogy or chemistry course to boost the natural room and board, books, etc.—for all undergradu- science GPA. The student must maintain the ates, students in the nursing program incur addi- 180 above cumulative GPA requirements at the checks, child abuse checks, urine drug screenings, end of each semester in the nursing program and health examinations, as well as a satisfactory in order to progress in the nursing major. record of immunizations against common com- 2. All required biology and chemistry courses municable diseases, are required for all students (Biology 103, 104, 205 and 206; and Chem- prior to entering clinical nursing courses and at istry 108) are to be completed prior to begin- periodic intervals during the program of study. ning the junior-level nursing courses (Nursing 310, 312, 314, 331.2, 332.2, and 339). Transfer students are typically not award- ed nursing course credit for previous nursing 3. There is no probationary period for the stu- courses taken at other institutions. Previous dent who does not meet the science, overall, coursework, total Moravian equivalency units, and/or nursing major GPA requirements. and the preceding criteria will determine admis- 4. Students who transfer into nursing, either sion and placement in the nursing program. internally or externally, are required to have an overall cumulative GPA of B (=3.0) or The program uses Kaplan Nursing Integrated better, a natural science cumulative GPA of Testing to continuously monitor individual student B- (=2.67) or better, and a nursing cumula- progress and overall curricular benchmarks. This tive GPA of B (=3.0) or better. Students who program consists of a variety of review materials, transfer science courses from non-LVAIC online videos, online practice assessments, and institutions are required to earn a B (=3.0) proctored assessments. Students must achieve or better in the required sciences in order to predetermined benchmark proficiency levels on have those courses count toward the nurs- the proctored assessments in order to progress in ing program requirements. Previous C work the program without remediation. More specific in the required sciences will transfer to the information on utilization of Kaplan is included in college as a general elective, and students the Department of Nursing Student Handbook. will have to take the appropriate prerequisite or co-requisite course at Moravian. Once the The nursing faculty uses a uniform stan- student transfers into Moravian College, the dard of numerical equivalents for the assign- student is held to the same standards as pre- ment of letter grades. For details, consult the viously described in order to declare nursing School of Nursing Student Handbook. as a major and to progress in the program. Note: Once the student matriculates at Mora- Nursing students are required to meet the pre- vian College, only those grades earned at requisites for progress in the nursing course Moravian College count towards the GPA tar- sequence; therefore, a grade of incomplete gets; that is, the GPA targets are not based may disrupt the student's progression. on an average of grades earned at Moravian and grades earned at other institutions. Student Clinical-Performance Evaluation Other Criteria Students are required to earn a Satisfactory evalua- Students are required to possess the physical, cog- tion of clinical performance in each nursing course nitive, and emotional ability to perform the func- in order to progress in the curriculum. Further infor- tions which are necessary for the safe practice of mation on clinical performance requirements ap- nursing and essential to the licensing requirements. pears in the School of Nursing Student Handbook. Students must be capable of meeting the perfor- mance standards (see the School of Nursing Stu- Other Pertinent Policies dent Handbook) with or reasonable accommoda- tion in order to be admitted to the nursing program. Departmental policies concerning class atten- A criminal background check, child abuse check, dance, professional dress, temporary medi- urine drug screen, and health screen are required cal disability, bloodborne pathogen exposure for all students prior to entering clinical nursing control, infectious exposure, health screen- courses. Negative finds from criminal background ing, and other issues appear in the School of 181 Nursing Student Handbook. Nursing majors uisites: BIOL 206; NURS 115, 212, 311. Co-requi- are held accountable to these standards. site: NURS 331.2. Theory 3 hours, clinical 8 hours.

Undergraduate Courses in Nursing NURS 311. Quest toward Individual Well-Being Application of fundamental concepts of nursing, NURS 115. Foundations of health and well-being in theory and practice. Nursing and Healthcare Students develop a foundation for holistic nursing practice utilizing physical and psychosocial skills The process of critical thinking as a basis for open to plan and deliver nursing care. Prerequisites: inquiry into assumptions, beliefs, and values about BIOL 103, 104, and 205; CHEM 108; NURS 115 the discipline of nursing will be analyzed for nursing and 212. Co-requisite (if not taken previously): in a dynamic, multidisciplinary health care environ- CHEM 108. Theory 3 hours, clinical 8 hours. ment. Professional, historical, and socio-cultural issues, as well as ethical and legal standards, will be discussed within the context of health care chal- NURS 312. Embracing the Dynamic Family lenges of the 21st century. Nursing majors only. A clinical practicum course that provides a foun- dation to facilitate growth and development of NURS 212. Holistic Assessment children and their families. Students experience nursing role behaviors in addressing health needs A clinical course and practicum utilizing the in a variety of dynamic family systems. Prerequi- techniques of physical, psychosocial, functional, sites: BIOL 103, 104, 205, and 206; CHEM 108; spiritual, and cultural assessments. Assessments NURS 115, 212, and 311; PSYC 207. Co-requisite: will be performed in a variety of practicum settings NURS 331.2. Theory 3 hours, clinical 8 hours. and will include individuals and families across the life span during various states of health. Stu- dents will utilize data collected for an interpretive NURS 313. Embracing the Challenged Family analysis of health status. Prerequisites: BIOL 103 A course that emphasizes integration of nursing and 104; NURS 115. Co-requisite: NURS 115, skills and knowledge to facilitate the individual’s if not taken prior to enrolling in NURS 212. and families’ meeting severe episodic and chronic health challenges across the life span. Students NURS 216. Intersection of Culture and analyze these critical challenges to individual and Healthcare. (Also Interdisciplinary 216) family systems in order to provide holistic and comprehensive nursing care given the resources In this course the student will develop an un- available to the family within their community. derstanding of health, illness, and the meanings Prerequisite: NURS 115, 212, 310, 311, 314, 339, of these concepts for members of non-western 331.2, and 332.2. Theory 3 hours, clinical 8 hours. socio-cultural populations. Topics include cultur- ally bound practices; the impact on healthcare NURS 314. Embracing the practices and decision-making; structures that promote access to healthcare and structures that Dynamic Community impede access. The concept of delivering culturally A clinical practicum course that provides a foun- competent care will be examined and strategies dation to facilitate community partnerships and for promoting competence will be explored. (M5) collaboration in promoting health and assessing care. Students experience nursing role behav- NURS 310. Quest into Phenomenology of Nursing. iors in a multiplicity of health care situations Application of nursing knowledge and interventions within the community. Prerequisites: BIOL 103, to clinical practice in association with the lived ex- 104, 205, and 206; CHEM 108; NURS115, periences of humanity as part of a system. Students 212, 310, 311, and 331.2. Co-requisites: NURS apply theory and knowledge related to selected 332.2. Theory 3 hours, clinical 8 hours. acute and chronic health problems to the care of individuals, families, and communities. Nursing role NURS 315. Embracing the behaviors of the practitioner, counselor, educator, Challenged Community advocate, collaborator in various settings. Prereq- 182 Application of nursing knowledge, interven- for Health Problems: Honduras. tions, and attitudes for vulnerable populations (Also IDIS 322 and Health 322) challenged by acute and chronic alterations in This course seeks to facilitate student under- physical and mental health. Students analyze standing of a specific population of people at high responses to mental health crises and episodic risk for health problems. The population may be interruptions of health, and experience collabo- found in any location. International placement rative health care delivery in a variety of settings. for this course experience is required. [M5] Prerequisites: NURS 115, 212, 310, 311, 314, 329, and 331.2. Theory 3 hours, clinical 8 hours. NURS 331.2. Pharmacology I NURS 316. Applied Research in Nursing Examination of the pharmacological process utilized by nurses, including knowledge of med- A clinical practicum course in which the stu- ications, administration of medications, and dent collaborates with a nurse researcher in an medication calculations in patients throughout ongoing nursing research project during one the lifespan. Pharmacological issues, over-the- or more of the investigative phases. Students counter medications, and herbal medication develop insight into process and application use will be examined. Reactions, compliancy, of research in nursing practice. Writing-inten- and other patient responses to pharmacological sive. Prerequisites: MATH 107; NURS 313 therapies will be discussed. This course will be and 315. Theory 3 hours; clinical 8 hours. built upon prior nursing knowledge and coordi- nate with current required nursing course. Pre- NURS 317. The Professional Nurse requisite: BIOL 103, 104, 205, and 206; CHEM Incorporation of leadership and management 108; NURS 115, 212, and 311. Co-requisites: principles with a clinical practicum in which NURS 310 and 312. One 70-minute period. students establish their role as a profession- al nurse. Students transition to entry-lev- NURS 332.2. Pharmacology II el practitioners by incorporating concepts Examination of the pharmacological process of autonomy, interdependency, leadership, utilized by nursing including knowledge of med- and collaboration. Prerequisites: NURS 313 ications, administration of medications, and and 315. Theory 3 hours, clinical 8 hours. medication calculations in patients throughout the lifespan. Pharmacological issues, over-the- counter medications, and herbal medication use NURS 320. Nursing of Populations at will be examined. Reactions, compliancy, and High Risk for Health Problems other patient responses to pharmacological ther- Elective helps senior-level student under- apies will be discussed. This course will be built stand a specific population's health prob- upon prior nursing knowledge and coordinate lems. International placement for this with current required nursing course. Prerequi- course experience is encouraged. sites: BIOL 103, 104, 205, and 206; CHEM 108; NURS 115, 212, 310, 311, and 331.2. Co-requi- NURS 321. Integrative Therapies in Health sites: NURS 314, 339. One 70-minute period. This nursing elective course seeks to examine NURS 340. Health Program Planning selected complementary and alternative thera- pies. Issues related to the integration of comple- and Evaluation. (also HLTP 340) mentary therapies into health care and devel- This course introduces students to the theory and opment of a nursing perspective on utilization application of public health program planning, of complementary therapies for treatment and implementation, and evaluation. The curricu- healing will be discussed. Selected opportunities lum focuses on community needs assessment, for clinical experience and internship may be partnership building, designing clear objectives, included. Two 70-minute periods each week. developing a strategic plan, implementing cul- turally competent interventions, formative and NURS 322. Populations at High Risk summative evaluation, and sustainability of 183 programs. Students will design their own pub- disaster management at a personal, community, lic health program and evaluation plan using a and global level. Prerequisites: NURS 324 (M5) logic model and public health planning mod- els. Prerequisites: HLTP 110 or Nursing 115 NURS 324 Cornerstone of Professional Nursing Health care and nursing culture analyzed through NURS 339. Individual Health Challenges perspectives in economics, public policy, ethics, A course which applies nursing knowledge, inter- demographics, and evolving global issues. Focus ventions, and attitudes for the management of on critical thinking to advance the profession and individuals' complex health problems throughout improve health care. Theory 3 hours weekly. the adult years in theory and in clinical practice. Students analyze various human responses to NURS 331 Holistic Assessment challenging health conditions to provide holistic A course designed for the RN student for devel- ad comprehensive nursing care. Prerequisites: oping knowledge and techniques for physical, All major-required natural science courses, psychosocial, functional, spiritual, and cultural NURS115, 212, 310, 311, 331.2. Co-requisites: assessments. Assessment techniques will be NURS 332.2. Theory 3 hours, clinical 8 hours. applied in a laboratory practice environment and will include techniques to be used with NURS 360. Ethical Dilemmas in Healthcare individuals and families across the life span This course provides the foundation of ethical during various states of health. Theory 3 hours theories and bioethics relative to healthcare. The weekly, laboratory, 15 hours over the term. relevance of ethics to decision-making within the healthcare system is explored. Ethical issues NURS 332 Embracing the Dynamic that affect healthcare professionals and indi- and Challenged Communities viduals across the lifespan are analyzed. (U2) This course provides a foundation to facilitate community health nursing and is based on the NURS 190-199, 290-299, 390- synthesis of nursing knowledge and public health 399. Special Topics. science. Emphasis is on partnerships and collab- NURS 286, 381-384. Independent Study. orations in health promotion and disease preven- NURS 288, 386-388. Internship. tion programs for communities. Theory 2 hours NURS 400-401. Honors. weekly, 50 project hours over the term. Prerequi- sites: Nursing 324, or permission of instructor. RN to BSN Courses in Nursing NURS 333 Evidence-Based Nursing Practice This course provides an introduction to evi- NURS 205 Pathophysiology dence-based clinical practice, with a particular emphasis on clinical nursing inquiry. Students Mechanisms of disease in humans. Emphasis are introduced to methods that guide inqui- is on dysfunction at cellular, tissue, and organ ry, including how to search for information on levels. Chemical, physical, and genetic stress best practices, discern levels of evidence that factors are examined to understand how they guide practice, critically appraise research and affect human systems. Theory 3 hours weekly. formulate novel questions that may lead to ad- ditional research-based projects. (Writing Inten- NURS 230 Global Disaster Preparedeness sive Course). Theory 3 hours weekly, 25 project Examines global disaster management and the hours over the term. Prerequisites: Mathematics socio-cultural needs of individuals, particularly of 107, Nursing 324, or permission of instructor. vulnerable populations. Current evidence-based information on disaster response will be explored in order to prepare for the unique cultural needs of NURS 334 The Professional Nurse populations impacted by disasters. The student will as an Emerging Leader develop an understanding of the nature of different This course provides the RN student with an types of global disasters and develop a plan for 184 expanded view of the concepts of autonomy, Safety in Health Care interdependency, and collaboration as a profes- This course provides an overview of policies that sional nurse. Particular emphasis will be placed affect the quality, safety, and cost-effectiveness on developing leadership qualities based upon the of health care. Students analyze the effects that Transformational Model of leadership. Students paradigms, values, special interests, and econom- will learn essential competencies needed to suc- ics have in the delivery and financing of health ceed in a variety of nurse leader roles. Theory 2 care that may or may not result in improvement hours weekly, 50 project hours over the term. Pre- of health of the public and of specific subsets requisites: Nursing 324 or permission of instructor. of patients. Three graduate credits. (Graduate Business students register for MGMT 504). NURS 340 End of Lifespan Advances in medical technology have enabled NURS 506 Nursing Role Theory individuals to live longer lives, orchestrate their & Evidence-Based Practice own healthcare, and participate in end of life This course provides students a framework to guide decisions. Inherent within end of life issues are advanced clinical inquiry. Students learn how cultural decisions, ethical issues, Anticipatory to formulate researchable and clinically relevant grief, palliative care, loss, and bereavement. This evidence-based practice (EBP) questions, per- course will use a holistic approach to examine form advanced literature searches, and critique cultural considerations/rituals, religious influences, the strength of current evidence. Students iden- loss, grief, socioeconomic challenges, end-of- life tify and propose EBP projects that are relevant physical concerns across the lifespan. Preparing to their specialty areas and present project find- for and caring for the individual/family at the time ings upon completion. Three graduate credits. of death will be explored. Prerequisites: Junior/ Senior standing or permission of instructor. (U2) NURS 507.1 Nurse Practitioner Approved Nursing Electives. Nursing elective Roles and Responsibilities courses might include but are not limited to: This course introduces students to the multiple roles and responsibilities of the adult-gerontology NURS 381-384 Independent Study nurse practitioner through seminar and precept- NURS 390-399 Special Topics ed practicum experiences. Students apply prior knowledge and experience of professional nursing in appraising advanced practice nursing roles. Graduate Courses in Nursing Students develop personal philosophies of practice that are consistent with adult-gerontology nurse NURS 502 Epidemiology and Bioinformatics practitioner competency standards. Seminar and This is an epidemiology methods course designed practicum experiences in primary care or acute with the broad perspective required for deter- care provide care exemplars and case studies mination of the distribution and determinants of that further provide basis for student learning. health and illness in human population groups. This is a course requirement for all students in One focus is on the information systems, data sets the nurse practitioner track. Prerequisites: NURS and algorithms used in solving health problems 530 and 534; Corequisite: NURS 532. Includes and finding solutions needed for evidence-based 100 practicum hours. One graduate credit practice. Knowledge required for being a criti- cal consumer of research reports in professional NURS 511 Developing literature is an additional focus. Designing health Leadership Competencies promotion and disease prevention programs for Managerial competencies, such as communicat- important global and local health problems is ing, analyzing, reflecting, strategic thinking, time also stressed. Three graduate credits. (Graduate management, managing information, stress man- Business students register for MGMT 502). agement, and career management, contribute significantly to an individual’s effectiveness as a NURS 504 Policy, Quality, and leader. Using a variety of tools and techniques, par- 185 ticipants in this course will assess and develop their and outreach to industry professionals, the course managerial competencies, emotional intelligence, gives students the opportunity to understand, as- capacity to make judgments, and relationship man- sess, and develop their own capacities and effec- agement skills through reflective practice to align tiveness in these areas of leadership competencies. their theoretical knowledge with their workplace Throughout the course, reflective practice, that experience. Emphasis is placed on problem-solv- aligns course theoretical knowledge with student ing styles, building global and cultural awareness, workplace experiences and builds a supportive ethical decision making, and developing knowledge learning community, will be emphasized. (Grad- management skills. Three graduate credits. (Grad- uate Business students register for MGMT 513). uate Business students register for MGMT 511). NURS 520 Financial Management NURS 512. Women in Leadership in Health Care Organizations As the opportunities for women's advancement in This course focuses on the synthesis of theo- the workplace become more competitive the ability retical and practical principles of financial and to be prominent and exhibit one's capabilities to investment decisions within health care organi- make a significant contribution toward an organiza- zations. Students utilize accounting and financial tion's success is more important than ever. To sub- information to execute effective decisions that stantiate those skills, women must strengthen their enhance organizational objectives and patient leadership skills, hone their abilities to strategically outcomes. Three graduate credits. (Graduate network, develop strategies that cultivate the right Business students register for MGMT 520). relationships, and understand the factors that lead to success in diverse work forces. This course will NURS 522 Project Management in Health Care examine current issues and trends of women and This course focuses on defining projects and leadership from both the societal and personal per- identifying how to manage them within health spectives. Material will explore opportunities and care organizations. Students learn to identify challenges that exist for women in the workplace project management process groups, methods and students will examine how gender, race, class, to formulate and execute goals, break project and other factors, influence leadership styles. Stu- components into work breakdown structure, and dents will leave the course with heightened aware- critique project case studies to assure performance ness and confidence to affect positive change improvement. Three graduate credits. (Gradu- on behalf of women in the workplace. (Graduate ate Business students register for MGMT 522). Business students register for MGMT 512) NURS 524 Strategic Planning in Health Care NURS 513 Leading People in Organizations This course examines models of change within Organizations and businesses need leadership health care organizations and identify strategic and from every individual who works or volunteers to leadership decisions necessary to effect positive advance its mission and goals. Regardless of style organizational outcomes. Factors that assure or approach, leadership starts with basic compe- short-term and long-term success in a competitive tencies that together create a portfolio for lead- health care environment, including developing ership effectiveness. The roster of competencies partnerships and cultivating human and other is fluid and can vary depending on the individual, resources are analyzed. Students utilize case the workplace and the goals, but the outcome is studies to critique the strategic decision-making constant: they contribute significantly to an individ- process and make recommendations for effective ual’s ability to lead people. In this course, we will strategic change. Three graduate credits. (Grad- examine what can arguably be considered among uate Business students register for MGMT 524). the most relevant and substantive competencies for effective leadership currently. Competencies may include emotional intelligence, authenticity, NURS 530 Advanced Pathophysiology being present, character, creativity, courage and This course introduces advanced models of empathy. Incorporating a variety tools and tech- mechanisms that result in disease, with an em- niques, such as presentations, research, essays phasis on dysfunction at the genetic, cellular, 186 tissue, and organ levels. Students are provided tional comparison of healthcare expenditures; foundational concepts in pathophysiological cost-benefit analyses of public policies and processes that may be applied to advanced medical interventions; and the role of govern- specialty areas. Three graduate credits. ment in related healthcare markets. Prerequi- sites: None. Three graduate credits. (Graduate NURS 532 Advanced Pharmacology Business students register for MGMT 534). This course provides students an overview of advanced pharmacological concepts including NURS 536 Law, Regulations and Ethics pharmacokinetics, pharmacodynamics, and in the Health Care Environment prototype drugs. Students learn major drug This course provides an overview of legal issues categories and concepts important to assure associated with healthcare, including HIPAA and the safe prescription and use of drugs in a case Medicare fraud and abuse, and the regulatory study-based format. Three graduate credits. and accreditation environments of Medicare, Medicaid, JCAHO, and OSHA. Ethical issues NURS 533 Managing Health associated with the practice of medicine and Care Organizations decision-making in the healthcare environment are also examined. Three graduate credits. (Gradu- This course examines the unique environment of ate Business students register for MGMT 536). health care and the challenges confronting manag- ers in that environment. Topics examined include marketing health care services, recruiting and Adult-Gerontology Acute Care Nurse retaining staff necessary for meeting mission, the Practitioner Courses strategy of health care services delivery, health care informatics, and decision making in the health NURS 710: Care of Younger Adults, care market place. Three graduate credits. (Grad- Acute Care Theory and Practicum uate Business students register for MGMT 532). This course is designed to provide students with NURS 534 Advanced Health theory, seminar, and precepted practicum op- and Physical Assessment portunities to facilitate their development as acute care providers for younger adults. Students This course prepares students for performing the apply and evaluate essential assessment, patho- components of a comprehensive health history and physiologic, and pharmacologic concepts that physical examination on patients across the lifes- are essential in managing care of younger adult pan with a variety of health concerns. This course clients in acute care settings. Clinical seminars builds upon prior assessment knowledge. Students held weekly focus on diagnostic and therapeu- learn advanced techniques and apply findings tic aspects of managing and coordinating acute which may lead the formulation of differential care of younger adults. Seven graduate credits. diagnosis. Prerequisite: Completion of baccalau- reate course in health assessment with C grade or NURS 711: Care of Older Adults, higher or equivalent course content. Includes 30 Acute Care Theory and Practicum laboratory practice hours. Three graduate credits. This course is designed to provide students with NURS 535 Health Economics theory, seminar and precepted practicum oppor- tunities to facilitate their development as acute In this course, students will study human health, care providers for older adults, including the frail both national and personal, from an economic elderly. Students apply and evaluate essential perspective. Further, students will analyze the assessment, pathophysiologic, and pharmacolog- ways in which healthcare services are demand- ic concepts that are essential in managing care ed and supplied. Topics include: the value of of older adult clients in acute/critical health care health from an individual and societal perspec- settings. Clinical seminars held weekly focus on tive; the demand for physicians’ and other health diagnostic and therapeutic aspects of managing services; the supply of healthcare; the demand and coordinating care of older adults in acute and for and the supply of health insurance; interna- 187 critical care settings. The practicum provides 200 and coordinating care of older adults in primary supervised clinical practice hours for the student care settings. The practicum provides 200 su- to meet the clinical competencies of the acute care pervised clinical practice hours for the student to nurse practitioner role. Seven graduate credits. meet the clinical competencies of the primary care nurse practitioner role. Seven graduate credits. NURS 712: Adult-Gerontology NP, Acute Care Theory and Practicum NURS 722: Capstone Seminar and Internship This course is designed to provide students with This course is designed to provide students with theory, seminar and precepted practicum oppor- theory, seminar and precepted practicum oppor- tunities to facilitate their development as acute tunities to facilitate their development as prima- care providers for adults from adolescents to end ry care providers for adults from adolescents to of life. Students apply and evaluate essential end of life. Students apply and evaluate essential assessment, pathophysiologic, and pharmaco- assessment, pathophysiologic, and pharmacologic logic concepts that are essential in managing concepts that are essential in managing care of care of adult clients in acute care settings. The adult clients in primary care settings. The practi- practicum provides 250 supervised clinical cum provides 250 supervised clinical practice practice hours for the student to meet the hours for the student to meet the clinical compe- clinical competencies of the acute gerontology tencies of the adult gerontology primary care NP acute care NP role. Seven graduate credits. role. *The Professional Portfolio will be completed during this semester. Seven graduate credits. Adult-Gerontology Primary Care Nurse Practitioner Courses Clinical Course Leader Courses

NURS 720: Care of Younger Adults, NURS 610 CNL Roles and Responsibilities Primary Care Theory and Practicum This course introduces students to the multiple roles and responsibilities of the clinical nurse This course is designed to provide students with leader (CNL), which include advocate, member of theory, seminar, and precepted practicum oppor- the profession, team manager, information man- tunities to facilitate their development as primary ager, systems analyst/risk anticipator, clinician, care providers for younger adults. Students apply outcomes manager, and educator. Exemplars and and evaluate essential assessment, pathophys- case studies of role integration will provide a basis iologic, and pharmacologic concepts that are for student learning. Three graduate credits. essential in managing care of younger adult cli- ents in primary care settings. Clinical seminars NURS 750: CNL Capstone held weekly focus on diagnostic and therapeutic aspects of managing and coordinating primary Seminar and Internship I care of younger adults. Seven graduate credits. This course is the first of two CNL Capstone cours- es that provide students with seminar and precept- NURS 721: Care of Older Adults, ed clinical opportunities to engage in self and peer Primary Care Theory and Practicum review to facilitate successful implementation of a beginning clinical nurse leader (CNL) role, syn- This course is designed to provide students with thesizing advanced concepts learned during the theory, seminar and precepted practicum oppor- program of study. Students set professional de- tunities to facilitate their development as primary velopment goals and present weekly case studies care providers for older adults, including the frail for individual and group analysis and evaluation. elderly. Students apply and evaluate essential Prerequisites: General and Direct Care Core assessment, pathophysiologic, and pharmaco- Courses and NURS 610. Five graduate credits. logic concepts that are essential in managing care of older adult clients in primary health care NURS 755: CNL Capstone settings. Clinical seminars held weekly focus on diagnostic and therapeutic aspects of managing Seminar and Internship II

188 This course is the second of two CNL Capstone inar and internship opportunities to engage in self courses that provide students with seminar and and peer review to facilitate successful implemen- precepted clinical opportunities to engage in self tation of the nurse administrator role, synthesizing and peer review to facilitate successful implemen- advanced concepts learned during the program tation of a beginning clinical nurse leader (CNL) of study. Students set professional development role, synthesizing advanced concepts learned goals and present case studies for individual and during the program of study. Students set pro- group analysis and evaluation. Students explore fessional development goals and present weekly options for collaborative health projects that en- case studies for individual and group analysis and hance nursing engagement and leadership in the evaluation. Prerequisites: General and Direct Care global community. The internship component is a Core Courses, NURS 610, and CNL Capstone 1. precepted nursing administration practicum expe- *The CNL’s Professional Portfolio will be complet- rience that provides students with opportunities ed during this semester. Six graduate credits. to implement the role of the nurse administrator within a health care agency or hospital. *The Nurse Family Nurse Practitioner Courses Administrator’s Professional Portfolio will be com- pleted during this semester. Six graduate credits. NURS 732: Care of Women and Children in Primary Care, Theory and Practicum Nurse Educator Courses This course will describe and analyze primary health care for women and children, emphasizing NURS 613 Assessment and health promotion and disease prevention. Prima- Evaluation Methods ry prevention, family theory, acute and chronic This course provides a framework to assess conditions, wellness, developmental stages, and and evaluate learning in the academic and clin- cultural considerations will be examined during ical settings preparing the student for the role this course. In addition, managing primary care of thenovice educator. Students will learn to of women’s reproductive health will include prepare and evaluate educational programs, essential aspects of sexual health and mater- as well as evaluate student, staff, and patient nal care, as well as perimenopausal and post- learning. Various assessment and measure- menopausal concerns. Five graduate credits. ment instruments will be identified and uti- lized in relation to projects geared toward their NURS 733: Care of Women and Children target population. Three graduate credits. in Primary Care, Theory and Practicum This course is designed to provide students with NURS 614 Theory and Practice precepted practicum opportunities to facilitate for Nurse Educators their development as family nurse practitioners This course critiques existing models and theories in primary care. Students apply and evaluate of nursing science and their application to health- essential assessment, pathophysiologic, and care, nursing, and nursing education. Students pharmacologic concepts that are essential in analyze multiple roles of the nurse educator, managing care of patients across the lifespan in including responsibilities of teaching, scholarship, primary care. The practicum provides 100 su- community service, and learner engagement. Stu- pervised clinical practice hours for the student dents have opportunities to explore foundational to meet the clinical competencies of the family concepts essential for role integration in academic nurse practitioner role. Four graduate credits. and staff development settings. Exemplars and case studies of role integration will provide a basis Nurse Administrator Courses for student learning. Three graduate credits.

NURS 760: Nurse Administrator NURS 765: Nurse Educator Capstone Capstone Seminar and Internship Seminar and Internship The course’s seminar provides students with sem- This course provides students opportunities to en- gage in self and peer review to facilitate successful 189 implementation of the nurse educator role, synthe- portunities that improve the quality of life, im- sizing advanced concepts learned during the pro- prove the health and well-being of others, and gram of study. Students engage in precepted direct change lives through the power of occupation. care and education practicum experiences based on professional development goals. *The Nurse Educator’s Professional Portfolio will be complet- Occupational Therapy Program Goals ed during this semester. Four graduate credits. Graduates from the Moravian College Occupational Therapy Program, through the power of occupa- tion, will strive to be a little revolutionary by: OCCUPATIONAL THERAPY Program Director: Dr. Potter • translating knowledge to meet the occupational needs of individuals, groups, and communities The Occupational Therapy Program at Moravian • advocating and leading for occupational jus- College offers a full-time educational program com- tice as a politically competent practitioner prised of five terms on campus in Level II Fieldwork placement, leading to the Entry-Level Master of • engaging in the occupational therapy pro- Science in Occupational Therapy. The Moravian cess as a reflective practice scholar College Occupational Therapy Program seeks to • promoting quality of life, health, and set the stage for the emerging occupational therapy wellness in a variety of contexts practitioner to learn and to develop competence in • enjoying a fulfilling career in occupational meeting the occupational needs of a variety of con- therapy, consistent with the college mission sumers through the power of occupation, reflec- tive practice, advocacy, and occupational justice. • effectively incorporating research Because active doing is central to occupational into everyday evidenced based prac- therapy, learning takes place in active classrooms tice in collaboration with clients where students engage with each other, their • ethically solving challeng- environment, and with the tools around them to es presented in practice solve problems that are meaningful and relevant, critiquing and sharing their work with others as ad- vanced knowledge is constructed in a community. Program Accreditation The entry-level occupational therapy master’s degree program has applied for accreditation and Occupational Therapy Program has been granted Candidacy Status by the Accred- Vision itation Council for Occupational Therapy Education The vision of the Moravian College Occupational (ACOTE) of the American Occupational Therapy Therapy Program is to be recognized as a revolu- Association (AOTA), located at 4720 Montgom- tionary occupational therapy educational program ery Lane, Suite 200, Bethesda, MD 20814-3449. that offers innovative occupation based commu- ACOTE’s telephone number c/o AOTA is (301) nity programs while preparing professionals to 652-AOTA and its Web address is www.acoteonline. change lives through the power of occupation. org. The program must have a preaccreditation review, complete an on-site evaluation, and be granted Accreditation Status before its graduates Occupational Therapy Program will be eligible to sit for the national certification Mission examination for the occupational therapist admin- istered by the National Board for Certification in Moravian College Occupational Therapy Program Occupational Therapy (NBCOT). After successful builds on a liberal arts foundation to lead occu- completion of this exam, the individual will be pational therapy students to a reflective profes- an Occupational Therapist, Registered (OTR). sional practice, a fulfilling and invigorating career In addition, all states require licensure in order dedicated to engaging individuals in meaningful to practice; however, state licenses are usually occupations, and transformative leadership op- based on the results of the NBCOT Certification 190 Examination. Note that a felony conviction may • OT 501 Psychosocial & Physical Influenc- affect a graduate’s ability to sit for the NBCOT es on Occupational Performance: (4) certification examination or attain state licensure. • OT 520 Development of Occu- pational Participation (1) Students must complete Level II fieldwork • OT 540 Clinical Neuroscience (4) within 24 months following completion of • OT 551 Level I Fieldwork A (0.5) the didactic portion of the program. • OT 561 Interprofessional Devel- opment & Reflection I (1) * As a developing program, graduation rates, program graduates, and National Certifica- Term 2 (Fall): tion of Occupational Therapists (NBCOT) exam 13.5 Total Credits outcome data are not available at this time. • OT 510 Kinesiology & Biomechanics (2) • OT 511 Movement in Everyday Occupations (1) Admission Requirements • OT 525 Evaluation Process in Oc- 1. Minimum cumulative undergraduate GPA of 3.0 cupational Therapy (4) 2. Minimum pre-requisite GPA of 3.0 • OT 542 Activity Analysis & Group Dynamics (4) 3. Official Graduate Record -Ex • OT 552 Level I Fieldwork B (0.5) amination (GRE) Scores • OT 562 Interprofessional Devel- 4. (school code: 2418 0618) opment & Reflection II (1) 5. Two letters of recommendation • OT 611 Evidenced-Based Practice I (1) 6. Written personal statement 7. Interview Term 3 (Spring): 15 Total Credits 8. Grade of C or higher in the following pre-requisites: • OT 515 Movement Analysis & Measurement (2) • Statistics (3 credits) • OT 516 Movement Disorders in Ev- • Introduction to Sociology or An- eryday Occupations (1) thropology (3 credits) • OT 541 Occupational Perfor- • Developmental/Lifespan Psy- mance I: Pediatrics (4.5) chology (3 credits) • OT 530 Environmental Modifi- • Abnormal Psychology (3 credits) cations & Adaptations (4) • Human Anatomy & Physiol- • OT 535 Occupational Therapy The- ogy I & II (6-8 credits) ories & Models of Practice (2) • OT 563 Interprofessional Devel- Occupational Therapy Curriculum opment & Reflection III (1) Sequence • OT 553 Level I Fieldwork C (0.5) To receive a Master of Science in Occupa- tional Therapy, students must earn a total of Term 4 (Summer): 84 credits. The following course sequence of 16 Total Credits occupational therapy courses is required: • OT 605 Management of Therapy Services (2) • OT 612 Evidenced-Based Practice II (1) Term 1 (Summer): • OT 620 Advocacy and Occupational Justice (2) 12.5 Total Credits • OT 630 Advanced Professional Eth- • OT 500 Foundations of Occu- ics in Occupational Therapy (2) pational Therapy (2) 191 • OT 642 Occupational Perfor- placements, each for a duration of 12 weeks. mance II: Adults (4.5) These placements may not be in the immediate • OT 654 Level I Fieldwork D (.5) geographic area and will likely require the student to incur additional living expenses. The Level II • OT 664 Interprofessional Devel- Fieldwork placements must be completed with- opment & Reflection IV (1) in 36 months from the start of the program. • OT 671 Research Mentorship in Oc- cupational Therapy I (3) Additional Requirements Term 5 (Fall): In addition to meeting College admission re- 15 Total Credits quirements, all occupational therapy students will be required to show ongoing proof of the • OT 606 Advanced Management following as prerequisites for Level I and Lev- in Occupational Therapy (2) el II occupational therapy fieldwork courses. • OT 625 Applied Advocacy & Failure to do so may be grounds for dismiss- Community Action (2) al from the occupational therapy program: • OT 643 Occupational Performance III: Contextual Applications (4.5) • Negative finds on the Federal Criminal Record • OT 655 Level I Fieldwork E (.5) Check and Child Abuse History Clearance • OT 656 Community Health & Well- • Current cardiopulmonary resus- ness in Occupational Therapy (3) citation (CPR) certification • OT 665 Interprofessional Devel- • Negative urine drug screen opment & Reflection V (1) • Updated health information • OT 672 Research Mentorship in Oc- • Ability to meet the essential functions of cupational Therapy II (2) an occupational therapist to perform the safe practice of occupational therapy Term 6 (Spring): A felony conviction could preclude the student 5 Total Credits from sitting for the NBCOT exam or from gain- • OT 635 Transformative Leader- ing state licensure, both of which are required ship in Occupational Therapy (1) to practice occupational therapy. Students • OT 681 Level II Fieldwork in Oc- wishing to receive early determination review cupational Therapy A (4) from NBCOT can apply on the NBCOT web- site. Copies of student clearance and health Term 7 (Summer): records may be provided to fieldwork sites. 5 Total Credits • OT 666 Interprofessional Devel- Additional Expenses in the opment & Reflection VI (1) Occupational Therapy Program • OT 682 Level II Fieldwork in Occupa- In addition to the tuition fees, students in the tional Therapy B (4) (12 weeks) occupational therapy program incur additional expenses for such things as physical examina- Clinical Placement tions, specialized immunizations, background checks, uniforms (as required by fieldwork sites), Occupational Therapy students will complete and malpractice insurance. Students are re- several Level I fieldwork visits in the immediate sponsible for providing their own transportation geographic area which will require the availabil- for Level I Fieldwork as well as transportation ity of reliable transportation during the first five and housing associated with Level II Fieldwork. terms. Additionally, students will have the oppor- Students are required to have and be proficient tunity to complete two required Level II Fieldwork in the use of an Apple device capable of Apple 192 Airplay (iMac, iPad, or iPhone) and computer College Catalog. The effective date for any with- resources with Word, Excel, and PowerPoint. drawal will be the date that the student notified the Occupational Therapy Program Director Retention in the Occupational Therapy Program Graduation Requirements 1. Students must be continuously enrolled full In addition to the requirements of the College, time in the occupational therapy program. students enrolled in the occupational thera- py program must complete the following: 2. Students must maintain a grade point average of 3.00 or better in the occupational thera- py courses throughout the curriculum. Any • Maintain a cumulative GPA of 3.00 or better student who falls below the 3.0 in any given • C or better in all graduate courses term will be placed on program probation and be required to raise the GPA to a 3.0 by the • Satisfactory fieldwork evaluations in all oc- end of the subsequent term, or be dismissed cupational therapy fieldwork courses from the occupational therapy program. • Completion of the prescribed occupational 3. Students must acquire a grade of C or therapy program of study, including an NBCOT better in all occupational therapy cours- exam preparation course and end-of-pro- es in order to advance in the program. gram survey/exit interview within 36 months 4. Students who receive an F in any di- • Completion of all Level II Fieldwork re- dactic course will be dismissed from quirements within 36 months from the occupational therapy program. the start of the curriculum 5. Students who receive an F in a Level II Field- work placement will be permitted to repeat Graduate Courses in Occupational the Fieldwork experience one additional time. Therapy 6. Students will be expected to adhere to the Oc- cupational Therapy Association Code of Ethics OT 500 Foundations of Occupational Therapy and may be dismissed from the program for any serious violation of these principles by a vote Students explore the foundations of the occupa- of the full time occupational therapy faculty. tional therapy profession with an emphasis on the history, philosophical base, and the code of 7. Occupational therapy students are required ethics. The way in which society’s current and to meet the prerequisites for progress in future occupational needs can be met will be the occupational therapy course sequence; examined and students will gain insight into the therefore, a C- or lower as well as an incom- unique contributions of occupational therapy plete may disrupt the student's progression. through an examination of occupational science literature. Prerequisite: Admission into the Occu- Leaves of Absence and Withdrawal pational Therapy Program. Two graduate credits. Leave of absences may be requested through the occupational therapy Program Director (with signa- OT 501 Psychosocial & Physical Influences tures required from the business office and Asso- on Occupational Performance ciate Provost) and may impact the student’s ability Students examine a variety of psychosocial and to finish the curriculum as no guarantees can be physical factors that influence occupational per- made that the same occupational therapy curric- formance, including a formal medical or DSM ulum will be available upon the student’s return. diagnosis, trauma, homelessness, joblessness, literacy, poverty, access to healthcare, community Students must follow the college policy for “With- access, and incarceration. Medical terminolo- drawal from the College” found in the Moravian gy is introduced and integrated into this course. Prerequisite: Admission into the Occupation- 193 al Therapy Program. Four graduate credits. OT 520 Development of Occupational Participation) OT 510 Kinesiology & Biomechanics This course emphasizes the development of occu- The focus of this course is the study of normal pational performance across the lifespan, inte- functional human anatomy (muscle origins, in- grating concepts from developmental psychology sertions, innervations, actions) applied to the into the study of human occupation. Students gain principles of kinesiology. Biomechanical forces in-depth knowledge about the influence of mean- as they act upon the body will be incorporated ingful activity on human development as well as into this study of normal movement. Students the manner in which human development shapes will gain experience and beginning skills in the the acquisition of everyday occupations throughout analysis of normal movement. Prerequisite: Ad- an individual’s life. Students examine the develop- mission into the Occupational Therapy program; mental milestones not typically studied in a devel- Co-requisite: OT 511. Two graduate credits. opmental psychology course, including grasp, the sucking and swallowing, and reflex inhibition as they relate to writing, eating, and other purposeful OT 511 Movement in Everyday Occupations movements which are necessary to engage in ev- The focus of this course is to integrate and apply eryday living. Prerequisite: Admission into the Oc- the principles of human anatomy, kinesiology, cupational Therapy Program. One graduate credit. and biomechanical forces from OT 510 to an understanding of individual’s ability to participate OT 525 Evaluation Process in in everyday occupations. Students actively par- Occupational Therapy ticipate in and will show beginning competency in the accurate reporting of clinical observations Students explore measurement as part of the and movement analysis related to participation evaluation process through this survey course in everyday occupations. Prerequisite: Admis- designed to provide in-depth knowledge about the sion into the Occupational Therapy Program; psychometric properties of a variety of evidenced Co-requisite: OT 510. One graduate credit. based assessment tools, principles of assessment including the interpretation of criterion-refer- enced and norm-referenced standardized test OT 515 Movement Analysis & Measurement scores, the factors that might bias assessment Students will gain competency in the mea- results, and relating assessment results to a va- surement of movement as it relates to joint riety of audiences. In this course students are range of motion and manual muscle testing. introduced to the assessment process as a highly Students actively participate in and will show reflective process that allows for the integration competency in the accurate assessment of of theory and practice. Prerequisite: OT 500; these body structures. Prerequisite: OT 510; Co-requisite: OT 552. Four graduate credits. Co-requisite: OT 516. Two graduate credits. OT 530 Environmental Factors, Modifications, OT 516 Movement Disorders in & Adaptations in Occupational Therapy Everyday Occupations Occupational therapists evaluate and adapt en- The focus of this course is to relate the impact vironments in order to promote participation in of movement disorders to participation in every- everyday activities. In this course, students will gain day occupations. Students actively participate an in-depth knowledge of the physical elements of in and will show advanced competency in the our world and their relationship to function, includ- accurate reporting of clinical observations, ab- ing technology, products (assistive devices and normal movement analysis, and other selected orthosis), as well as natural and man-made spaces. movement assessments relevant to participation Students will study the impact of the American with in meaningful occupations. Prerequisite: OT 510; Disabilities Act and Universal Design principles Co-requisite: OT 515. One graduate credit. on creating an inclusive community for everyone. Prerequisite: OT 542. Four graduate credits.

194 OT 535 Occupational Therapy Theory OT 542 Activity Analysis & Group Dynamics & Models of Practice (2 credits) In this course, students actively engage in a vari- In this course, students will actively engage in ety of activities across the lifespan to master the a study of the major models of practice in oc- activity analysis which serves as a foundational skill cupational therapy that guide practice and an to all areas of occupational therapy practice. This exploration of how theory supports these mod- course will help the student build a firm foundation els as guides to evaluation and intervention for the critical analysis of the power of occupation decisions. The study of occupational therapy as it relates to health and well-being. The real and theory development, the importance that the- symbolic meaning of activities and objects in a ory plays in clinical decision making, and in variety of contexts will be explored as students ex- developing a strong occupational therapy pro- amine a variety of activities including Occupations fessional identity will be explored. Prerequisites: (ADL, IADL, Rest & Sleep, Work, Social Participa- OT 500 and OT 502. Two graduate credits. tion, Play, Leisure, Education), competitive and noncompetitive games, hobbies, crafts, mindful- ness activities, expressive arts and media, as well OT 540 Clinical Neuroscience (4 credits) as the tools and objects that are used for each of This course will explore the functional organiza- these. Prerequisite: OT 500. Four graduate credits. tion and physiology of the human nervous system. The neurobiological framework for understanding human behavior will also be examined. Students OT 551 Level I Fieldwork A who complete this course will recognize important This series of Level I Fieldwork offers an integrat- symptoms and signs associated with neurological ed experience giving the student the opportuni- disease. In addition, students will understand the ty to observe and apply what they are learning clinical significance of the organization of ana- in the classroom to occupational challenges in tomical structures and the interconnections that the setting in which they are participating. The bind structures together in the nervous system. student will observe individuals who have chal- Mastery of these concepts will enable students lenges participating in everyday occupations in to localize lesions within the central and periph- a variety of practice settings over five semesters. eral nervous systems and predict the neurolog- In the first of this series, emphasis is placed on ical deficits associated with such lesions. An communication, establishing the therapeutic important outcome will be to achieve long-term relationship, and interviewing skills. Prerequisite: acquisition of neuroscience concepts such that Admission into the Occupational Therapy program; students perform well in health-related profes- Co-requisite: OT 561. One-half graduate credit. sions. Prerequisite: Admission into the Occupa- tional Therapy Program. Four graduate credits. OT 552 Level I Fieldwork B This series of Level I Fieldwork offers an integrated OT 541 Occupational Performance I: Pediatrics experience giving the student the opportunity to This is the first course in a three-semester lifes- observe and apply what they are learning in the pan sequence focused on clinical reasoning in the classroom to occupational challenges in the setting occupational therapy process to enhance lifestyle in which they are participating. The student will performance and quality of life with the construc- observe individuals who have challenges participat- tion of the occupational profile, an analysis of ing in everyday occupations in a variety of practice occupational performance, the construction and settings over five semesters. In the second of this implementation of the intervention plan, an ongo- series, emphasis is placed on reflection, profes- ing review of intervention, and outcome assess- sional behaviors expected as emerging profession- ment for individuals and populations from birth als, meaningful collaborative working relationships, through adolescence with physical and mental and cultural competence. Prerequisite: OT 551; health challenges. Prerequisite: OT 525; Co-req- Co-requisite: OT 562. One-half graduate credit. uisite: OT 553. Four-and-a-half graduate credits.

195 OT 553 Level I Fieldwork C occupational therapy as well as effective skills This series of Level I Fieldwork offers an integrat- for managing conflict and dealing effectively ed experience giving the student the opportuni- with challenging behavior. Prerequisite: OT 562; ty to observe and apply what they are learning Co-requisite: OT 553. One graduate credit. in the classroom to occupational challenges in the setting in which they are participating. The student will observe individuals who have chal- lenges participating in everyday occupations in OT 605 Management of a variety of practice settings over five semesters. Occupational Therapy Services In the third course in this sequence, students will explore professional behaviors and ways to In this first course in a two-semester sequence, manage behavior. Prerequisite: OT 552; Co-req- students build a foundation to plan, organize, uisite: OT 563. One-half graduate credit. staff, direct, and manage occupational therapy services as they actively participate in the design of an occupational therapy program proposal with OT 561 Interprofessional an emphasis on occupation based programming. Development & Reflection I Prerequisite: OT 500. Two graduate credits. Students are given the opportunity to reflect on and examine their experience as an emerging OT 606 Advanced Management of occupational therapist emphasizing reflective Occupational Therapy Services practice and professional behaviors that pro- mote meaningful collaborative working rela- In this second part of a two-semester sequence, tionships. Students will engage in the study of students gain in-depth knowledge to manage and communication and the therapeutic relationship, lead occupational therapy programs with an em- applying these concepts in a Level I Fieldwork phasis on factors and trends that impact the deliv- experience which focuses on psychosocial chal- ery of occupation based services. Students actively lenges and interviewing skills. Prerequisite: Ad- collaborate and construct the second part of their mission into the Occupational Therapy program; program proposal initiated in the previous semes- Co-requisite: OT 551. One graduate credit. ter. Prerequisite: OT 605. Two graduate credits.

OT 562 Interprofessional OT 611/ HLAT 511 Evidence-Based Practice I Development & Reflection II This course will introduce the student to role and importance of research in the rehabilitation Students are given the opportunity to reflect on and professions. Course content will include defin- examine their experience as an emerging occupa- ing research terminology, basic epidemiology, tional therapist emphasizing reflective practice and development of search terms, human subjects professional behaviors that promote meaningful training and the development of a research ques- collaborative working relationships. The emphasis tion. Prerequisite: Admission into the Occupa- on this second in a six-semester sequence is on cul- tional Therapy program. One graduate credit. tural competence and self-awareness. Prerequisite: OT 561; Co-requisite: OT 552. One credit course OT 612 Evidence-Based Practice II OT 563 Interprofessional Students gain an in-depth knowledge of evi- Development & Reflection III dence-based practice as a collaborative endeav- or to involve the client and as a foundation to This course offers an opportunity for students to clinical decisions such as the selection of occu- reflect on and examine their experience as an pational therapy evaluation instruments. Stu- emerging occupational therapist with an emphasis dents will complete a critically appraised topic on reflective practice and their own professional around an occupation based question integrated behaviors that promote meaningful collaborative from their Level I Fieldwork experience to apply working relationships. In this third course of the foundational knowledge from Evidence-Based sequence, students explore their varied roles in 196 Practice I to a real life question. Prerequisite: Co-requisite: OT 681. One graduate credit. OT 611/HLAT 511. One graduate credit. OT 642 Occupational Performance II: Adults OT 620 Advocacy and Occupational Justice This is the second course in a three-semester Students gain an in-depth knowledge about ad- lifespan sequence focused on clinical reasoning vocacy and equitable access to occupational in the occupational therapy process to enhance engagement for individuals and populations in lifestyle performance and quality of life through order to promote health and well-being which will the construction of the occupational profile, prepare the student for transformative leader- an analysis of occupational performance, the ship roles. Barriers to engagement in meaningful construction and implementation of the inter- occupations will be explored as students gain vention plan, an ongoing review of intervention, the knowledge to be politically competent practi- and outcome assessment for individuals and tioners. Prerequisite: OT 500. Two graduate credits. populations with physical and mental health challenges. Prerequisite: OT 525; Co-requisite: OT 625 Applied Advocacy & Community Action OT 654. Four-and-a-half graduate credits. This course explores the environmental and policy factors that impact health and autono- OT 643 Occupational Performance my of individuals and populations. Students will III: Contextual Applications actively engage in the process by applying com- This is the third course in a three-semester lifes- munity organizing and advanced advocacy strat- pan sequence focused on clinical reasoning in the egies to a specific issue. Prerequisite: OT 620; occupational therapy process to enhance lifestyle Co-requisite: OT 655. Two graduate credits. performance and quality of life through the con- struction of the occupational profile, an analysis OT 630 Advanced Professional of occupational performance, the construction Ethics in Occupational Therapy and implementation of the intervention plan, an ongoing review of intervention, and outcome This course studies ethical theory and ethical deci- assessment across the lifespan and intervention sion making within the discipline and profession of settings individuals and populations with physi- occupational therapy by critically examining situa- cal and mental health challenges. Prerequisite: tional problems and by reflectively exploring ethical OT 525. Four-and-a-half graduate credits. solutions that are coherent with and supported by the core values, principles, and guidelines of the Code of Ethics and Ethical Standards of the pro- OT 654 Level I Fieldwork D fession. The course will examine ethical dilemmas This series of Level I Fieldwork offers an integrated that arise within different areas of the profession experience giving the student the opportunity to and the problem of moral distress and its various observe and apply what they are learning in the causes. Prerequisite: OT 500. Two graduate credits. classroom to occupational challenges in the setting in which they are participating. The student will OT 635 Transformative Leadership observe individuals who have challenges partic- ipating in everyday occupations in a variety of in Occupational Therapy practice settings over five semesters. In the fourth This course offers an in-depth study of leader- fieldwork of this series, emphasis is placed on ship theories, leadership characteristics, and a reflection, professional behaviors, therapeutic use critical analysis of the literature on leadership in of self, and the contribution of occupational bal- occupational therapy. Transformative leadership ance to health and wellness. Prerequisite: OT 553; will also be explored as students prepare to be- Co-requisite: OT 664. One-half graduate credit come change agents in their professional careers. Students will be challenged to bring a sense of curiosity to and reflect on their personal leader- OT 655 Level I Fieldwork E ship qualities and be open to discussing these. This series of Level I Fieldwork offers an integrated

197 experience giving the student the opportunity to OT 666 Interprofessional observe and apply what they are learning in the Development & Reflection VI classroom to occupational challenges in the setting This course offers an opportunity for students to in which they are participating. The student will review, self-assess, and reflect on knowledge and observe individuals who have challenges participat- competence within occupational therapy practice ing in everyday occupations in a variety of practice through the completion and analysis of a formal settings over five semesters. In the fifth fieldwork assessment measure. Students will construct a experience of this series, emphasis is placed on plan for remediation in any deficit areas that are reflection and professional behaviors expected as identified, review for and formulate an *NBCOT emerging professionals, and meaningful collabo- exam study plan, and relate this process to profes- rative working relationships. Prerequisite: OT 654; sional development and continued competence. Co-requisite: OT 565. One-half graduate credit. Prerequisite: OT 665. One graduate credit.

OT 656 Community Health & Wellness OT 671 Research Mentorship in in Occupational Therapy Occupational Therapy I This experiential course provides an exploration This is the first course in a research series that pro- of community based occupational therapy pro- vides the foundation for the emerging occupational gram development and evaluation. Students will therapy practitioner to develop the knowledge and engage with a population in the community to skills to be a competent practice scholar through design and implement an outcome based activi- the development of a scholarly research propos- ties program. Factors which influence the delivery al. Prerequisite: None. Three graduate credits. of occupational therapy in various community settings will be introduced. Prerequisite: OT 620; Co-requisite: OT 655. Three graduate credits. OT 672 Research Mentorship in Occupational Therapy II OT 664 Interprofessional This is the second course in a research series Development & Reflection IV that provides the foundation for the emerging occupational therapy practitioner to develop This course offers an opportunity for students the knowledge and skills to be a competent to reflect on and examine their experience as practice scholar through the collection, in- an emerging occupational therapist with an terpretation, and dissemination of data. Pre- emphasis on reflective practice and their own requisite: OT 671. Two graduate credits. professional behaviors that promote meaning- ful collaborative working relationships. Students OT 681 Level II Fieldwork in will reflect on their own therapeutic use of self Occupational Therapy A and how it influences therapeutic outcomes and This is a supervised and mentored Level II field- examine how occupational balance contributes work experience in a setting that provides occu- to health and wellness. Prerequisite: OT 563; pational therapy services. Students synthesize Co-requisite: OT 654. One graduate credit. prior learning in a setting where they complete occupational profiles, evaluate clients, formulate OT 665 Interprofessional and implement occupational therapy intervention plans, and plan for discharge. Students also gain Development & Reflection V experience with administrative responsibilities This course offers an opportunity for students to associated with documentation, billing, and the reflect on and examine their experience as an day to day operation of an occupational thera- emerging occupational therapist with an emphasis py service. Prerequisite: Permission of the OT on reflective practice and their own professional Fieldwork Coordinator. Four graduate credits. behaviors that promote meaningful collabora- tive working relationships. Prerequisite: OT 664; Co-requisite: OT 655. One graduate credit. OT 682 Level II Fieldwork in Occupational Therapy B

198 This is a supervised and mentored Level II field- units in philosophy, of which three are restricted work experience in a setting that provides occu- and two are electives. The restricted courses are pational therapy services. Students synthesize one course from Philosophy 110, 120, 220, and prior learning in a setting where they complete 222; one course from Philosophy 241, 243, 245, occupational profiles, evaluate clients, formulate and 247; and either Philosophy 351 or 353. and implement occupational therapy intervention plans, and plan for discharge. Students also gain The Minor in Ethics experience with administrative responsibilities A minor in ethics includes 5 course units, at least associated with documentation, billing, and the 3 of which must be taken at Moravian (or another day today operation of an occupational thera- LVAIC institution). Philosophy 222, 224, and 355 py service. Prerequisite: Permission of the OT are required. In addition, students must choose 2 Fieldwork Coordinator. Four graduate credits. course units from among the list below; 1 relevant course from outside the department of philosophy PEACE AND JUSTICE STUDIES or 1 special topics course may be included in the minor, with approval from the chair of philosophy: See Interdisciplinary Programs • PHIL 226.2 and 227.2 Ethics Bowl • PHIL 228 Sport Ethics PHILOSOPHY • PHIL 250 Environmental Philosophy Chair: Professor Bernie Canteñs • PHIL 251 Philosophy of Technology Faculty: Associate Professor Carol Moeller; • PHIL 255 Social and Political Philosophy Associate Professor Arash Naraghi; Visiting • PHIL 257 Bio-Ethics and Social Justice Assistant Professor Leon Niemoczynski • PHIL 259 Medical Ethics • PHIL 267 West African Philosophy: Akan Ethics The Philosophy Department provides students • PHIL 271 Race, Gender, Identi- with the opportunity to explore questions of funda- ty, and Moral Knowledge mental significance to human life: What is justice? How should we live? What is truly valuable? Is there A student with a major in philoso- a God? What is reality? What can we really know? phy may not minor in Ethics. And what meaning is there to life? Through train- ing students to think, discuss, and write cogently The Interdepartmental Major on such matters, the department prepares them for graduate or professional school in the human- The six courses that constitute Set I of the in- ities, social sciences, seminary, and law school, terdepartmental major in philosophy include as well as for lifelong learning and reflection. PHIL 120, 210, and 222, and one course in the history of philosophy (241, 243, 245, or 247). The remaining two courses in philoso- The Major in Philosophy phy and the six courses of Set II are selected by The major in philosophy consists of ten course the student with the approval of the advisor. units, of which four are required, three are re- stricted electives, and three are general electives Departmental Recommendations from among all philosophy courses. The required courses are Philosophy 110, 120, 220, and 222. Students considering graduate work in phi- The restricted electives are two of the following losophy should meet the language require- four courses: Philosophy 241, 243, 245, and 247; ment with French, German, Greek, or Latin. and either Philosophy 351 or 353. One of the three general electives may come from a related pro- Courses in Philosophy gram, subject to approval of the department chair. PHIL 110 Introduction to The Minor in Philosophy Logic: Critical Thinking The minor in philosophy consists of five course An introduction of the basic concepts of logic,

199 informal fallacies and categorical logic. (M3) This course introduces students to ethical con- cepts, theories, and methods through which PHIL 120 Introduction to Philosophy they can reflectively analyze and perform ethical decision making in the realm of sports and rec- Tasks and the subject matters of philoso- reation, within an evolving cultural, political and phy, including the major theories of reality, technological environment. A substantial part of knowledge, religion, morality and social jus- the course will be devoted to case studies and the tice. Attention to several classic philosophi- implementation of ethical theories to concrete cal texts as primary source readings. (M3) cases. Writing-Intensive. Fall, Alternative Year. PHIL 130 Hip Hop Music, Spoken Word, and PHIL 230 Advance Topics in the Ethics of Philosophy. We will investigate how some Hip Hop Abortion. This course analyzes the mor- music and Spoken Word works engage with clas- al issue of abortion and the most promi- sic Western philosophical themes and questions, nent contemporary philosophical arguments including those of knowledge, metaphysics, eth- through primary philosophical texts. (U2) ics, love, and justice. How do some contribute to knowledge and some perpetuate injustice, sexism, PHIL 232 Race, Gender, Identity, and Moral and violence? How does Rakim relate to Augus- Knowledge Philosophy. A study of the relation- tine’s arguments on God, Gil Scot-Heron to Kant ships among identities, experiences and moral on punishment, Lil’ Kim to Sartre on “the objec- knowledge. Some of the issues discussed are tifying gaze”? Students will be required to attend the following: How do our unique experiences two spoken word workshops or performances, and shape our moral views? How are those experienc- to view and listen to material outside of class. es shaped by such differences as race, culture, gender and family background? Can we gain PHIL 220 Advanced Logic: moral knowledge from the testimonies of others, Sentential and Predicate Logic and if so, how? Spring, Alternate Year. (U2) A study of advanced topics in logic, includ- ing propositional and predicate logic. PHIL 234.2 Aristotle on Friendship (0.5 units). This course studies Aristotle’s con- PHIL 222 Ethics ception of friendship as described in Books Formulating principles defining the good human VIII and IX of the Nicomachean Ethics. being and to applying these to relevant problems of vocation and social and political justice. (M3) Fall PHIL 234 Ethics for the Public’s Health. This is course examines ethical and social justice PHIL 224 Applied Ethics issues within the health care profession and throughout the public health care industry, A study of the application of ethical theory to including health laws and policies that af- complex real and fictitious cases concerning fect the development and delivery of health contemporary moral issues such as euthana- services in the US to the public. (U2) sia, abortion, capital punishment, animal rights, cloning, torture, same sex marriage, etc. (U2) PHIL 241 Ancient Philosophy. A critical exam- ination of the history of Greek philosophy in- PHIL 226.2 and 227.2 Ethics Bowl (0.5 units) cluding the pre-Socratics, Thales, Anaxagoras, This course examines, within teams, eth- Parmenides, Heraclitus, Empedocles, Plato ical cases with the purpose of developing and Aristotle. (M3) Spring, Alternate Year. ethical positions supported by arguments, debated at the Intercollegiate Ethics Bowl PHIL 243 Medieval Philosophy. A study of the Competition. Fall. Prerequisite: PHIL 222 or original works of philosophers in the Middle PHIL 224 or permission of the instructor. Ages such as Augustine, John Scotus Eriuge- na, Anselm of Canterbury, Avicenna, Bonaven- PHIL 228 WI:Sport Ethics ture, Thomas Aquinas, John Duns Scotus, and William of Ockham. (M3) Fall, Alternate Year. 200 understanding of ourselves and our world PHIL 245 Early Modern Philosophy. A study of the as well as the moral dilemmas that it pres- development of important concepts of modern ents for us.(U1) Spring Alternate Year. philosophy beginning with Beacon, Descartes and Locke, and ending with Kant and Hegel. It examines PHIL 253 Philosophy of Religion. A philosoph- and evaluates the modern period's turn to study of ical examination of nature of religion and be- knowledge and its increasing preference for reason liefs concerned with the existence, nature, and science over religion. (M3) Fall, Alternate Year. and knowledge of God, with alternative posi- tions to theism. (U2) Fall, Alternate Year. PHIL 247 WI: Nineteenth and Twentieth Century Philosophy. A study of trends in recent Philosophy PHIL 255 Social and Political Philosophy. An inaugurated by Nietzsche, Marx and Kierkegaard examination of central issues in social political on the one hand, and by Mill, Russell and Ayer on thought such as: What is justice? How can consid- the other. It continues through the present times erations of justice negotiate our great differences the manifestations of these trends in contempo- of culture, identity, and circumstance? How are rary phenomenology and contemporary analytic non-Western and Western approaches to philos- philosophy. In a given semester the course will ophy to engage productively, across such his- have an emphasis on either Continental or Brit- torical legacies as imperialism, colonialism, and ish-American traditions in current philosophy. neo-colonialism? Spring, Alternate Year. (U2) (Writing Intensive) (M3) Spring, Alternate Year. PHIL 256 Continental Philosophy PHIL 249 American Pragmatism. A study of A historical and thematic approach to contem- classical American Philosophy with emphasis on porary philosophy with an emphasis on intro- the works of Charles S. Peirce, William James, ducing the student to the major moments and and John Dewey. Spring, Alternate Years, Prereq- themes in Continental thought during the 19th, uisites: PHIL 120 or consent of instructor. (M3) 20th, and 21st centuries until present. (M3) PHIL 250 Environmental Ethics. This course exam- PHIL 257 Bio-Ethics and Social Justice ines contemporary environmental ethical issues that arise in understanding humanity’s complex A study of what is health, and how it relates to relationship with the natural world. The course social justice issues, such as: How do such fac- will explore environmental ethics from a wide tors as income, race, and gender correlate with range of philosophical and theological methods health? In health research and healthcare delivery and perspectives. (U2) Fall, Alternate Year. how do lingering patterns of inequality get rewrit- ten into the social fabric or transformed out of it? PHIL 251 Philosophy of Psychology (Also PSYC How can we learn from the legacies of unethical 251) An examination of philosophical and empirical medical experimentation and other ugly parts of theories of mind. Main questions will be: What is medical history? (U2) Spring, Alternate Year. the mind? How does the mind relate to the brain and behavior? Can the mind be studied scientifi- PHIL 259 Medical Ethics cally? What is the nature of conscious experience? An examination of the basic theory of bioethics Different accounts of the nature of mind will be as it is set in the broader field of moral philoso- discussed such as behaviorism, materialism, and phy. Contemporary ethical issues in biomedicine functionalism. In addition, we will survey main will be examined, and the student will learn to approaches to the mind found in contemporary think ethically about them within the context cognitive science, a multi-disciplinary field con- of the current ongoing debate. (U1) Spring. sisting of (among other things) artificial intelli- gence, cognitive psychology, cognitive neurosci- PHIL 261 Islamic Philosophy, Theology, ence, and philosophy. (U1) Fall, Alternate Year. and Mysticism (Also REL 261) PHIL 252 Philosophy of Technology. An ex- An exploration of key notions and figures in Is- amination of how technology shapes our lamic philosophy, theology,, and mysticism. 201 Some issues imbedded in the enormous body of course, on one hand, students study the meaning scholarship in Muslim intellectual heritage are of such concepts as law, legal obligation, legal employed to examine current global issues such punishment, and so on. (What is known as “analytic as the struggle for justice and peace and the fight jurisprudence.) Also they explore the relation be- against violence and absolutism. Special atten- tween law and morally, or more specifically, they try tion is given to the structure of Being, the notion to figure out whether legal institutions in general, or of the truth, and the way to attain the truth in particular legal systems, or legal practices are mor- the three systems. (M5) Spring, Alternate Year. ally acceptable- and if not, how to make them so. (What is known as “normative jurisprudence.) (U2) PHIL 263 Latin American Philosophy An examination of different aspects of philosoph- PHIL 281 Topics in Ethics ical thought related to Latin American nations This course addresses a variety of top- and culture, including the works of Bartolomé ics that change by semester in the ar- de las Casas, Francisco de Vitoria, Simón de eas of normative ethics, applied ethics, Bolívar , José Martí, José Vasconcelos, Fran- and meta-ethics. (Repeatable) (M3) cisco Romero, José Carlos Mariátegui, and Risieri Fondizi. (M5) Fall, Alternate Year. PHIL 313 Philosophy of Science A study of what is science, how it works, what PHIL 265 Feminist Philosophy distinguishes it from other disciplines, and what An exploration of a diversity of feminist writing. Stu- is the nature and value of scientific inquiry and dents consider questions such as: How do the lega- scientific theories. Spring, Alternate Years, Pre- cies of gender inequality persist today? What would requisites: PHIL 120 or consent of instructor. gender justice look like? Is there such thing as gen- der-neutral point of view? And how do gender, race, PHIL 323 Tibetan Buddhist Thought class and sexuality relate? (U2) Fall, Alternate Year. A study of Tibetan Buddhist philosophy, worl- dview and spiritual practices. The course ex- PHIL 267 West African Philosophy: Akan Ethics amines Tibetan Buddhist answers to questions Through study of philosophical texts, writings, traditionally asked in Western philosophy, at proverbs, and other sources, we shall explore West times looking at contrasts and parallels to Conti- African values. The foci will be both tradition- nental and British-American traditions in West- al and contemporary, primarily oriented toward ern philosophy. Spring, Alternate Years, Prereq- the Akan people of what is now Ghana. Among uisites: PHIL 120 or consent of instructor. the first nations to achieve political indepen- dence in the de-colonization movements, Ghana PHIL 351 Epistemology has kept traditional values alive, not in isolation Philosophical inquiry into the nature of knowl- from the rest of the world, but in active engage- edge, kinds of experience belief and truth, ment with it. What do the values of the Akan justification and verification. Fall, Alternate have to teach us? (M5) Spring, Alternate Year. Years, Prerequisites: PHIL 120 Introduction to Philosophy or consent of instructor. PHIL 269 Judaism, Christianity and Islam in Medieval Spain PHIL 353 Metaphysics An examination of Islamic, Jewish and Christian A study of contemporary analytic metaphys- philosophical thought in Spain, ranging from the ics, adopting a pre-Kantian or traditional meta- Middle Ages through the Renaissance.(M5) physical perspective. The course approaches metaphysics as the study of first causes and PHIL 279 Philosophy of Law of being qua being, or as the most general dis- Philosophy of law or jurisprudence is the applica- cipline of all that studies the nature and struc- tion of the rational techniques of the discipline of ture of reality. Fall, Alternate Years, Prereq- a philosophy to the subject matter of law. In this uisites: PHIL 120 or consent of instructor.

202 PHIL 355 Meta-Ethics Provides cognitive and behavioral skills needed A study of the fundamental concepts of mo- for a healthy lifestyle, based on personal needs, rality from metaphysical, epistemological, se- to promote lifetime health, fitness, and well- mantic, and psychological perspectives. Spring, ness. Veterans who have successfully complet- Alternative Year- Prerequisite: PHIL 222 or ed Basic Training in any branch of the service PHIL 224 or permission of the instructor. receive credit for Physical Education 107.2

PHIL 370. Seminar 236. Health and Safety Selected topics in Philosophy. Non-ma- For prospective teachers. Aspects of health and jors require permission from instructor. safety in the classroom. Topics: safety, child abuse, HIV/AIDS, substance abuse, suicide pre- vention. For junior and senior education students. PHIL 381-384 Independent Study 190-199, 290-299, 390-399. Special Topics. PHIL 386-388 Field Study. PHIL 400 - 401. Honors 381-384. Independent Study. Doing honors in philosophy is a wonderful way to 386-388. Internship. take control of your education and give your own ideas the depth of attention they deserve. Stu- dents majoring and minoring in philosophy may PHYSICS AND EARTH SCIENCE choose to do an honors project in the department. Chair: Associate Professor Krieble (Please see the Honors web site for details on Associate Professor: Malenda, Roeder eligibility and procedures. But please note: Ap- Adjunct Faculty: Becker, Brandes, Det- plications for Honors are due spring of the junior terline, Edinger, Jackson, Patrick year!) Honors students earn credit for two phi- losophy courses, and pursue a topic of their own Mission Statement choosing, working independently with a faculty member from the department for their entire The mission of the Department of Physics and senior year. The two-semester research project Earth Science is to provide a curriculum that offers culminates in the writing of an honors thesis. a solid foundation in the fundamental science of physics, to provide courses to service the general PHIL 190-199, 290-299, 390- education curriculum, and to offer experiential 399. Special Topics. opportunities for undergraduate research and outreach. In addition, the Department seeks to foster an appreciation of the principles of the PHYSICAL EDUCATION natural world and of the scientific method with- in the liberal arts context of the institution. The program in physical education is designed to provide contemporary information about the beneficial effects of a positive, healthy lifestyle, as Physics and Earth Science well as how to implement and live such a lifestyle. The Physics and Earth Science Department pro- Students receive credit towards graduation for vides an opportunity to investigate and study physical education courses (exception: PHED 236). those areas of physics essential for graduate In addition, there will be fitness classes offered work in physics or for a physics-related career in throughout the semester. Students are encouraged industry, government, or secondary education. to participate in fitness classes to meet their per- In the physics curriculum, the emphasis is on sonal health, wellness, and fitness needs. Contact theoretical developments and problem-solving the athletic department for further information. at the appropriate level of mathematical sophis- tication; and on experimental investigation that Courses in Physical Education stresses physical principles and that makes use of modern laboratory techniques and equipment. 107.2. Concepts of Fitness and Wellness A booklet prepared by the Society of Phys- 203 ics Students (SPS) describes the depart- as one of the three elective physics courses, he ment and its facilities and is available from or she may omit Mathematics 324. It is strongly the department chair upon request. recommended that the student schedule Physics 111-112 in the first year, and begin mathematics The department offers introductory courses in at the calculus level by scheduling Mathematics geology, astronomy, forensics, and meteorology. A 170 and 171 in the first year. In the sophomore major in geology is offered through cross-registra- year, the courses normally taken are Physics tion in cooperation with Lehigh University. Because 221 and 222 and Mathematics 211 and 254. the study of geology is an effort to understand natural phenomena on and within the earth, a stu- The Minor in Physics dent of geology must have a broad understanding of the basic sciences and mathematics, as well as The minor in physics consists of five course professional courses in the geological sciences. units including either Physics 109-110 or Physics 111-112 but not both. Learning in Common Requirements The Interdepartmental Major in for Physics Majors Physics Physics majors must select Mathematics 170 to fulfill their Quantitative Reasoning The student interested in a career requiring an (F2) requirement and Physics 111 for their interdisciplinary science major is encouraged Laboratory Science (F4) requirement. to design an interdepartmental major in physics and is urged to consult the department chair.

The Major in Physics The six courses that satisfy Set I of an interdepart- The Physics and Earth Science Department offers mental major in physics are Physics 111-112 and two degree options for students wishing to pur- any four upper-level courses in physics. These sue the physics major: The bachelor of arts (B.A.) courses and the six of Set II are selected by the and the bachelor of science (B.S.). The require- student with the approval of the department chair. ments for each degree option are listed below. An interdepartmental major in physics and math- ematics is strongly recommended for any student The Bachelor of Arts with Major in wishing to prepare for a teaching career in physics. Physics The Major in Geology (cooperative) The bachelor of arts with a major in physics con- sists of 7 course units in physics (Physics 111, 112, A major in geology consists of Mathematics 222, 331, 345, and two additional 300-level cours- 170 and 171, Computer Science 120, Chemis- es) plus four course units in mathematics (Mathe- try 113-114, Physics 111-112, Earth Science matics 170 or 106-166, plus 171, 211, and 254). 110, and seven additional geology courses to It is suggested that the student schedule Physics be taken at Lehigh University, one summer at a 111-112 in the first year and begin mathematics at geology field camp (to be taken at an approved the calculus level by scheduling Mathematics 170 college or university field camp), and two cours- and 171 in the first year, if possible. In the sopho- es in further science or mathematics select- more year, the courses normally taken are Physics ed with the approval of the major advisor. 222 and 343, and Mathematics 211 and 254. The Minor in Earth Science The Bachelor of Science with Major in Physics The minor in earth science consists of five The bachelor of science with major in physics course units: Earth Science 110, 120, and 130, consists of 10 course units in physics (Physics 111, plus two courses that may be taken through 112, 222, 331, 341, 345, 346, and three additional independent study or cross-registration. course units), plus five course units in mathemat- ics (Mathematics 170 or 106-166, plus 171, 211, 254, and 324). If the student chooses Physics 343 204 The Interdepartmental Major in Earth PHYS 111-112. Introductory Physics Science First term treats mechanics, fluids, and wave phenomena. Second term treats electricity, Set I requirements include Earth Science 110 at magnetism, optics, and selected topics in mod- Moravian and five earth science courses, selected ern physics. Fall-Spring. Physics 111 & Physics with the approval of the Set I advisor, at Moravian 112 must be taken in sequence. Co-requisites: or Lehigh University. Students who plan an in- Mathematics 170 (Fall) and 171 (Spring). Three terdepartmental major should keep in mind that 50-minute lectures, one 50-minute problem the earth sciences require a well-rounded back- session, and one 3-hour laboratory. (F4) ground in mathematics and the basic sciences. PHYS 221. Linear Electronics Departmental Recommendations A laboratory-oriented course in electronics A student planning a major or an interdepart- stressing applications of linear integrated cir- mental major in physics should discuss career cuits to laboratory measurement in physics, plans with the department chair, because such chemistry, and biology. Laboratory experiments plans influence the choice of the elective physics and lecture-discussions include circuit analysis, courses, the modern language courses (French, system design using operational amplifiers, an- German, or Russian is recommended), elective alog computer systems, transistors, power sup- mathematics courses, and any other elective plies, oscillators, and Arduino microcontrollers. courses (e.g., astronomy, geology, chemistry, Prerequisite: Physics 109-110 or 111-112 or or biology). These considerations are especially permission of instructor. Spring. Three 50-min- important for a student planning graduate work ute lectures and two 3-hour laboratories. in physics or teaching at the secondary level. PHYS 222. Modern Physics Students seeking secondary school teacher certi- fication in physics follow either the requirements Concepts leading to the breakdown of classical for the physics major or those for the interde- physics and the emergence of quantum theory. partmental major, with physics constituting Set Topics include particle physics, nuclear phys- I and mathematics constituting Set II. Students ics, atomic physics, relativity and introduction also must take Chemistry 113. Those interested to quantum mechanics. Independent laboratory in combining physics and general science cer- experiments and projects (e.g., Compton effect, tification should consult the requirements for electron diffraction, Michelson interferometer, such certification under science education. All Millikan oil drop) complement the student’s study. students seeking certification in secondary edu- Prerequisites: Physics 111-112 and Mathemat- cation should consult the Education Department. ics 171 or permission of instructor. Fall. Three 50-minute lectures, one 50-minute problem Courses in Physics session, one 3-hour laboratory. Writing- Intensive. PHYS 331-332. Mechanics PHYS 109-110. Introductory Physics for the Life Sciences First term treats motion of a single particle with emphasis on conservative forces and their prop- Aspects of physics important in biological process- erties, central force fields, and oscillatory mo- es and health sciences. Major topics in the first tions. Second term treats motion of the system term include elementary mechanics, biomechan- of particles, rigid body mechanics, accelerated ics, fluids, and thermodynamics. Second-term reference systems, and Lagrangian and Ham- topics include electromagnetism, bioelectricity, iltonian mechanics. Emphasis on computer membrane transport, waves, geometrical optics, solutions of problems. Fall-Spring. Prerequi- and radiation. Fall-Spring. Physics 109 & Physics sites: Physics 111-112 and Mathematics 211. 110 must be taken in sequence. Three 70-min- Alternate years. Three 70-minute lectures. ute lectures and one 3-hour laboratory. (F4)

205 PHYS 333. Physical Optics solutions, and/or selected topics determined by Theoretical and experimental study of the interac- needs of students and interest of instructor. Pre- tion of electromagnetic radiation and matter. Topics requisite: Physics 111-112. Co-requisite: Math- include wave and photon representations of light, ematics 254. Spring. Three 50-minute lectures. geometrical optics, polarization, interference, and diffraction phenomena. Standard laboratory exper- PHYS 344. Solid-State Physics iments include interferometry and diffraction. Pre- Fundamental study of matter in the solid state, requisites: Physics 111-112 and Mathematics 211 including periodic arrays of atoms, fundamental or permission of instructor. Fall. Alternate years. types of lattices, position and orientation of planes Three 50-minute lectures, one 3-hour laboratory. in crystals, simple crystal structures, reciprocal lattices, Brillouin zones, crystals of inert gases, PHYS 334. Thermal Physics ionic crystals, covalent crystals, hydrogen bonding, Unified treatment of thermodynamics and statis- phonons and lattice vibrations, lattice heat capaci- tical mechanics. Topics include laws of thermo- ties, diffusion, free-electron gas, energy bands, and dynamics, state functions and variables, appli- point defects. Prerequisites: Mathematics 211 or cation to physical and chemical systems, kinetic equivalent. A course in modern atomic physics is theory, distribution functions, Fermi-Dirac and recommended. Fall. Alternate years. Three 50-min- Bose-Einstein statistics, black-body radiation, ute lectures, one 50-minute problem session. and Debye theory of specific heats. Prerequi- sites: Physics 111-112 and Mathematics 254 or permission of instructor. Spring. Alternate years. PHYS 345-346. Electric and Magnetic Fields Three 50-minute lectures, one 3-hour laboratory. Field concepts, electromagnetic theory, and electromagnetic waves. First term treats elec- PHYS 341. Quantum Mechanics trostatics, steady fields and currents, and elec- Fourier transforms, wave packets, Schrödinger's tromagnetism. Second term treats time-varying equation, square-well and barrier potentials, the fields and currents, Maxwell's equations, and harmonic oscillator, the hydrogen atom, atomic electromagnetic waves. Prerequisites: Physics spectra, algebraic methods, and matrix mechan- 111-112 and Mathematics 254 or permission ics. Prerequisites: Physics 222 and Mathematics of instructor. Fall-Spring. Alternate years. Three 254 or permission of instructor. Spring. Alternate 50-minute lectures, one 3-hour laboratory. years. Three 50-minute lectures, one 50-min- ute problem session, one 3-hour laboratory. PHYS 370. Physics Seminar Selected topics in theoretical and/or experi- PHYS 342. Nuclear Physics mental physics. Choice of topics determined Properties of nuclei, the deuteron, partial-wave by needs of students and interest of instruc- analysis; alpha, beta, and gamma decay; nu- tor. Fall. Alternate years. Prerequisite: Phys- clear models, fission, fusion, nuclear reactions, ics 343. Three 50 minute lectures. properties of elementary particles, classification schemes, interactions. Prerequisites: Physics PHYS 190-199, 290-299, 390- 341 and Mathematics 254 or consent of instruc- 399. Special Topics. tor. Alternate years. Three 50-minute lectures. PHYS 286, 381-384. Independent Study. PHYS 288, 386-388. Internship. PHYS 343. Introduction to PHYS 400-401. Honors. Mathematical Physics Mathematical techniques for solving ordinary and Courses in Earth Science partial differential equations that arise in theo- retical physics. Topics include series solutions, EASC 110. Introductory Geology special functions, operational methods, bound- Earth processes and their effects on mate- ary-value problems, orthogonal functions, product rials, structure, and morphology of Earth's

206 crust. Laboratory includes fieldwork, computer 399. Special Topics. simulations, study of minerals, rocks, photo- EASC 286, 381-384. Independent Study. graphs, and maps. Fall & Spring. Three 50-min- EASC 288, 386-388. Internship. ute periods, one 3-hour laboratory. (F4) EASC 400-401. Honors. EASC 120. Meteorology POLITICAL SCIENCE Physical processes and properties of the at- mosphere, elements of weather analysis and Chair: Professor Haddad forecasting, effects of atmosphere on people Professors: Reynolds and activities. Laboratory includes weather in- Assistant Professors: Kato struments and observation, weather-map con- Faculty Associate: Lalande (French) struction and analysis, experiments, scale mod- Adjunct Faculty: Farbod els, and computer application. Spring. Three 50-minute periods, one 3-hour laboratory. (F4) The program in political science is designed to provide opportunities to understand politics as EASC 130. Astronomy art, science, and philosophy. The political sci- ence department prepares students for pursuit Methods and results of astronomical explo- of graduate degrees in political science as well ration of the solar system, our stellar system, as for professional schools such as law school galaxies, and universe. Laboratory includes and careers in government service. The depart- telescope observation, optics, analysis of as- ment also seeks to prepare students for their tronomical photographs, and computer simula- role as citizens in a democratic society and for tions. Fall & Spring. Two 3-hour periods. (F4) informed membership in a global community.

EASC 105. Forensic Science The Major in Political Science An introduction to the field of forensic science as applied to criminal investigations and the law. The major in political science consists of 10 This course will employ a data-driven approach to course units. Four are required: Political Science solving simulated criminal cases using a variety 110, 115, 120, and 125. In addition to these four of scientific methods to examine physical evi- required courses, students will select one of two dence. Evidence-based lab experiments include departmental concentrations that will structure examinations of soil samples, hair fiber, blood choices of upper division courses and complete patterns, fingerprints, and ballistics and will be at least four upper division courses in the cho- conducted to build a logical case in a criminal sen concentration. In addition, students must investigation. The laboratory will culminate in a take at least one upper-level course in the sec- final project employing a number of these meth- ond concentration. Students must complete two ods. Limitations and abilities of experimental 300-level courses, at least one of which needs techniques will also be examined throughout the to be in their chosen area of concentration. One course. No pre-requisites. Fall and Spring. (F4) writing-intensive course is required. Writing-in- tensive courses may be at the 200 or 300-level. EASC 210. Introductory Geographic The departmental concentrations are: Information Systems Geographic information systems are a primary Citizenship in theory and practice – Designed tool for analysis of spatial data. ArcGIS desktop to prepare students for informed engagement in software is used to edit, query, and analyze spatial political and public affairs through a purposeful databases and display the results of analysis. Both consideration of the theoretical nature of politics, vector and raster data are considered. Emphasis the ends towards which politics can be directed on applications of GIS to the lecture/laboratory and the means employed to achieve those ends. sessions. Sophomore standing required. Spring. This concentration focuses on normative pur- poses and argumentation, political language and EASC 190-199, 290-299, 390- consciousness, historical texts, institutionalized 207 political processes, modes of political participation • POSC 215 Modern Political Theory and the particulars of contemporary policy issues. • POSC 220 American Constitutional Law Courses that can be used to complete the require- • POSC 221 Civil Liberties (cross listed, ments of this concentration are: POSC 215, 220, taught within Sociology Department) 221, 225, 237, 240, 250, 260, 330, 340, and 355. • POSC 225 Congress and the Presidency • POSC 237 Public Administra- Global politics and international political aware- tion and Public Policy ness – Designed to develop the students un- • POSC 240 Environmental Policy derstanding of international politics and global • POSC 250 Contemporary Political Theory political issues through the study of international • POSC 260 Critical Gender Studies political systems and the practice of politics in • POSC 330 Culture and Politics nations and regions beyond the United States. • POSC 340 Energy Policy Students choosing this concentration will en- • POSC 355 Utopias, Dystopias, and Manifes- gage matters such as the means by which states tos: The Imagination of Political Alternatives organize and maintain political power, the inter- Courses eligible for upper division credit in Glob- national political economy, regional governance al politics and international political awareness. and conflict, political violence and international Students completing this track will be required security. Courses that can be used to complete to complete a minimum of four of these courses. the requirements of this concentration are: POSC Each of these courses will generally be taught on a 228, 235, 241, 245, 247, 248, 255, 327, and 346. two year cycle but a minimum of four will be avail- able each academic year. At least one 300 level Courses in special topics and independent study course will be scheduled each academic year. may be substituted for courses at the advanced level, depending on the area in which the stu- • POSC 228 - African Politics dent will work and contingent upon departmental • POSC 235 - Contemporary European Politics approval. Internship (386-388) will be counted • POSC 241 - International Security as an elective in the major but is contingent upon • POSC 245 - Politics of the Mid East department approval. Honors candidates take • POSC 247 - Introduction to Chinese Politics two courses, Political Science 400-401, which are • POSC 248 - Will China Rule the World? counted within the 10-course requirement. Such • POSC 255 - The Political Wisdom of the East courses will be evaluated on a case by case basis to • POSC 327 - Topics in Comparative Politics assess for which track the course might be ac- • POSC 346 - The Politics of the Global Economy cepted as meeting the requirements of the major. Writing-Intensive Courses Required introductory courses: Students will be required to take one of the All majors will complete the four following to meet the College requirement for introductory courses listed below. writing-intensive courses: POSC 225, 330 and 355. The department is in the process • POSC 110 American Political Systems of developing one or more writing-intensive • POSC 115 International Politics courses in the global/international track. • POSC 120 Introduction to Political Theory • POSC 125 Introduction to Comparative Politics The Minor in Political Science Courses eligible for upper division credit in Cit- The minor will not be subject to commitment to izenship in theory and practice track. Students either track. The minor consists of five course completing this track will be required to complete units: two selected from among Political Science a minimum of four of these courses. Each of these 110, 115, 120, and 125, and three additional courses will generally be taught on a two year courses selected with the approval of the advisor. cycle but a minimum of four will be available each academic year. At least one 300 level course in this track will be scheduled each academic year. 208 The Interdepartmental Major introduces students to the habits of mind of fa- mous thinkers across the centuries: Plato, Ma- Set I of the interdepartmental major consists chiavelli, Shakespeare, de Tocqueville, Students of six course units: any two of Political Sci- for a Democratic Society, and Hannah Arendt. ence 110, 115, 120, and 125, and four others, Topics include personal choice, democratic cit- two of which may be independent study. izenship, justice, and totalitarianism. (M3)

Departmental Recommendations POSC 125. Introduction to Comparative Politics Students interested in graduate and professional A thematic approach to the study of politics studies are encouraged to take courses in oth- in Latin America, Asia, and Africa. It exposes er areas of the social sciences and in statistics. students to the diversity of the modern world, Prospective graduate students are advised to teaches methods for studying other countries reach at least reading proficiency in those lan- comparatively, and emphasizes critical analy- guages that may be required for their studies. sis. Topic selection varies by semester. (M5)

Courses in Political Science POSC 127. East Asia and the Future This course provides an introduction to national POSC 110. The American Political System security, regional security, and politics in the East Operation of American political processes and Asian region. The course will focus primarily on governmental institutions. Political culture of the major and middle Northeast Asian powers American democracy, political philosophy of the (China, Japan, Russia, the Koreas, Taiwan, and Constitution, relationship between organization of the United States); however, there also will be the economy and political power, linkages between substantive reference to South Asia, Southeast mass public and governing elites, and operation Asia, and Europe. It will consider a series of se- of institutions of national government. (M4) lected issues, including historical background; political economy; national and regional security; POSC 115. International Politics human rights; culture; and transnational linkag- es such as drugs, disease, oil, and war. (M5) This course is meant to acquaint students with the analytical approaches, concepts, processes, POSC 130. The First Amendment issues, and actors in world politics. The class is an- chored in class discussion and exchange of ideas. Issues of freedom of speech and expression. We will study the continuum of theoretical tradi- Supreme Court interpretations of the First Amend- tions and analytical approaches used in the study ment, including major cases that have defined of international relations/world politics/internation- parameters of free speech in America. Philo- al politics, including realism, liberalism, construc- sophical debate about value of free expression in tivism, and feminism. We will explore the roles of a democratic society. Topics include subversive key actors in global politics including governments, speech and political dissent, protest speech, international institutions, and a variety of non-state prior restraint, obscenity, libel, symbolic speech, actors. Additionally, we will examine key global hate speech, and provocation. May Term. issues such as global security, war and peace, human rights, global economics and trade, poverty POSC 215. Modern Political Theory and development, and environmental issues. The Why should we obey the law? What makes state course will draw on historical and contemporary violence legitimate? Close textual investigations cases to help students draw connections between of the works of great modern political theorists theories and world events and to be equipped with such as Hobbes, Locke, Rousseau, Wollstone- how to best explain and understand the world. (M4) craft, Marx, and Mill, with an emphasis on the social contract and its limits as a form of political POSC 120. Introduction to Political Thinking foundation. Spring. Two 70-minute periods. How can we ask better political questions and provide better political answers? This course POSC 220. American Constitutional 209 Law. (Also SOCI 220) Britain); role of smaller countries; reunification Role of the Supreme Court and its relationship of Germany; relations with the United States and to the legislative and executive branches of Japan; recent enlargement of the EU to include American political system. Attention to judicial central and eastern European countries. Special decisions of constitutional and historic signif- attention given to the creation, implementation, icance in development of American govern- and meaning of the euro, the EU's common cur- ment. Recommended: POSC 110 or SOC 216. rency. Spring. Two 70-minute periods. (M4) Fall, alternate years. Two 70-minute periods. POSC 237. Public Administration POSC 221. Civil Liberties and the U.S. and Public Policy Constitution. (Also SOCI 221) Principles and practice of public administration Civil liberties of Americans as delineated in the Bill in the U.S. Organization and operation of ex- of Rights. Issues of freedom of religion, speech, ecutive branch and its role in formulation and press, assembly, right to counsel, searches and implementation of public policy. Topics include seizures, self-incrimination, cruel and unusual organization theory, bureaucratic discretion, punishment, and fair trial. Judicial policy-making power and accountability, administrative pro- and problem of individual freedoms in conflict with cess, budgeting, theories of decision-making, federal and local police powers. Alternate years. regulatory policy. Spring, alternate years. (M4)

POSC 225. WI:Congress and the Presidency POSC 240. Environmental Policy Organization and operation of legislative and Contemporary American politics and policy on executive branches; interaction between them. environmental issues. Current controversies in Attention to the rise of the administrative state and legislative and regulatory areas. Examination of struggle for control of public policy. Fall, alternate environmental issues and the political process. years. Two 70-minute periods. Writing-intensive. POSC 241. International Security POSC 228. African Politics This course provides students an understanding This course provides an understanding of politics of the traditional and non-traditional discourses and policy in Africa that is devoid of common ste- surrounding security affairs and conflict interna- reotypes. Students will gain an appreciation of the tionally, transnationally and sub-nationally. We will many success stories on the continent and of the explore realist, liberal, constructivist, critical, and lingering challenges. We will draw from a variety of feminist understandings of international security readings, books, articles, reports, documentaries affairs in the areas of great power conflict, ter- and news reports. Topics to be discussed include rorism, revolutionary war, internal conflict, and the colonial state; the postcolonial state; elections, civil-military relations. We will also examine other democratization and political change; political non-traditional security areas such as environ- economy and development; gender and politics; mental degradation, resource/livelihood conflicts, religion and politics; ethnicity and politics; con- global pandemics and economic woes that threat- flict and violence; African international relations. en the physical safety of individuals and groups. Prerequisites: POSC 110, POSC 115 or POSC 120 Prerequisites: POSC 110, POSC 115 or POSC 120 or POSC 125 or POSC 127 or instructor permission. or POSC 125 or POSC 127 or instructor permission.

POSC 235. Contemporary European Politics POSC 245. The Politics of the Middle East Efforts to set up, organize, and implement the Focuses on the politics and conflicts in the Middle European Union, from the end of World War II East including Israeli-Palestinian conflict, oil poli- to the present. Review of political, economic, tics, Islam, U.S. policy in the region, with attention and social factors that have influenced these to Egypt, Iran, Jordan, Lebanon, Syria, and Saudi efforts. Topics include national interests of the Arabia. Spring. Two 70-minute periods. (M5) larger countries (Germany, France, and Great POSC 247. Introduction to Chinese Politics 210 An introduction to contemporary Chinese politics. POSC 260. Critical Gender Using scholarly articles, literature, journalistic Studies. (Also WGSS 260) accounts, and films, the course presents an over- This advanced-level political theory course intro- view of China in world history and then moves on duces students to scholarly texts, activist writings, to issues, groups, and individuals that animate and historical documents pertinent to feminist current Chinese politics, including economic and theory and masculinity studies. Selected readings political reforms, social and cultural problems, also address multiculturalism, race, class, sexuali- quality of life dilemmas, the new generation of ty, religion, and ethnicity. Theories studied will vary leaders, foreign policy, and China's future. (M5) by semester. This class exposes students to diverse approaches to the politics of sex and gender. Pre- POSC 248. Will China Rule the World? requisite: POSC 120 or permission of the instructor. Will China rule the world, replacing the United States as the global hegemony? Will China’s rise POSC 327. Topics in Comparative Politics change the rules of the game of today’s interna- This seminar covers the politics of Latin America, tional system and global economy? The course Asia, and Africa through reading and research. Pro- examines the implications of China’s rise for vides the means and the methods to understand global economy, governance, security, resources, and analyze other countries. Topics change by environment, technology, and culture, as well as semester and will include: women in the develop- for the United States. Drawing on International ing world, the politics of human rights, contentious Relations and Globalization theories, the course politics, comparative revolutions, democratization focuses on China’s glowing presence in the glob- and authoritarianism, states and social move- al economy/international institutions, its global ments, comparative political transitions. (M5) reach as a foreign-aid donor and investor in Af- rica and the Middle East, its global propaganda efforts/pursuit of soft power, its association with POSC 330. WI:strong>American North Korea, its rapid military build-up, and its Politics and Culture ambition to rejuvenate the nation. Prerequisite: How cultural processes structure comprehen- POSC 115 or POSC 125 or POSC 127. (M5) sion and evaluation of American politics; the relationship between culture and political pow- POSC 250. Contemporary Political Theory er; how cultural beliefs and values are manifest in the U.S. political agenda. Topics can include Topics have included democracy, totalitari- discussion of consumerism, nationalism, race, anism, existential political thought, Marxism, ethnicity, gender and religion in American politics. nationalism. Fall. Two 70-minute periods. Spring, alternate years. Writing-intensive. (M4) POSC 255. The Political Wisdom of the East POSC 340. Energy Policy Introduction to major political thought and ideology Explores how contemporary society uses energy in Asia and the political and economic implica- and how its use is shaped by politics and public pol- tions of those ideas. The course examines ancient icy, especially how energy consumption and choic- philosophies such as Taoism, Confucianism, and es of energy technologies shape patterns of human Sun Tzu’s “the Art of War” as well as modern settlement, structure of social life, distribution of political thought of Mao Zedong, Ho Chi Minh, income, and allocation of political power. Examines and North Korea. The course considers the im- implications of energy choices for the viability of plications of these systems of thought for Asia’s the environment, levels of personal freedom, and warfare and nation-building struggles. The course possibilities of democratic government. (U1) also focuses on contemporary thought/philos- ophies in modern Japan, China, and Southeast Asia and their implications for Asia’s democracy, POSC 346. The Politics of Global Economy capitalism, and business. Prerequisite: Sophomore Examination of major approaches to the studies standing or higher or permission of instructor. of global political economy and examinations of key issues and trends that have characterized

211 today’s global economy. How do money, goods, The core curriculum consists of: and people move around the world? Who regu- lates the global flows of money and trade? What • General (or inorganic) chemistry, 2 semes- are the challenges of today’s global economy? ters with laboratory (Chemistry 113-114) Why global financial crisis? How those challenges affect our daily life? Why rich countries are rich • Organic chemistry, 2 semesters with and poor countries are poor? Topics include the laboratory (Chemistry 211-212) evolution of global economy, trade and finance, • Physics, 2 semesters with laboratory the issues on world resources, environment, and (Physics 109-110 or Physics 111-112) sustainable development, the roles of multination- • Biology, 2 semesters with laborato- al corporations, foreign aid and dependency, and ry (in general, Biology 112 and ei- the rise of China/BRICS and its impacts on global ther Biology 119 or Biology 210) economy. Prerequisites: POSC 115 or POSC 125 or POSC 127 or permission of the instructor. • Calculus, 1 semester (either Mathemat- ics 170 or Mathematics 106-166) POSC 355. WI: Utopias, Dystopias, • English, 2 semesters (Writing 100 or Learn- and Manifestos: The Imagination ing in Common 101 and one literature of Political Alternatives course chosen from English 101-105) This course introduces students to visionary po- Among the additional courses, biochemistry is litical writing, including Thomas More's Utopia, strongly recommended. In general, some additional Theodore Herzl's The Jewish State, Karl Marx biology courses, statistics, introductory courses in and Friedrich Engel's The Communist Manifesto, sociology and/or psychology, and medical ethics and Octavia Butler's The Parable of the Sower. are recommended, regardless of major. Individ- We will think about political theorists as writers ual schools may have specific requirements. and also engage in original writing. The work of this course culminates in the creation of original Advising student political visions. Prerequisites: Sopho- Moravian College maintains a Health Profes- more standing or higher, and POSC 120 or per- sions Office which offers advising and resources. mission of instructor. (U2) Writing-intensive. Premedical students are encouraged to register with the Health Professions office and to be- POSC 190-199, 290-299, 390- gin meeting with the health professions advisor 399. Special Topics. during their first year at Moravian College. This POSC 286, 381-384. Independent Study. will help ensure that all necessary courses are POSC 288, 386-388. Internship. taken and properly sequenced and that students POSC 400-401. Honors. receive up-to-date information on preparing for medical school, including opportunities to gain clinical and research experience as well as PRE-MEDICAL PROGRAM advice on how to build a strong application.

Curriculum The Health Professions Advisory Students preparing to apply to medical and/or Committee osteopathic medical schools may select any ma- jor, including a non-science major. Pre-medical The Health Professions Advisory Committee students are expected to complete a core cur- (HPAC) is responsible for providing the institutional riculum (courses required by nearly all medical/ letter of recommendation for students applying to osteopathic medical schools) and are encouraged medical school. The HPAC interviews students who to complete additional courses that are either request an institutional recommendation letter; recommended or required by most schools. reviews each student’s application credentials, de- termines the recommendation level, and identifies specific issues to be included in letter. Pre-med-

212 ical students who wish an HPAC letter must be by the end of the junior year, have completed the registered with the Health Professions Office. minimum science pre-requisites and have at least a 3.5 GPA (overall and science). They must also have Pre-Health Professions Club earned a competitive score on the MCAT by May of their junior year.Interested students should see the The Pre-Health Professions Club is an engaging health professions advisor,Erin Durkin, for details. and motivating campus organization which en- courages students preparing for any of the health professions to join. The Pre-Health Club typical- PSYCHOLOGY ly meets every other week and participates in a variety of activities throughout the year. Meet- Chair: Professor Dunn ings may host health care practitioners as guest Professors: Schmidt, Zaremba speakers or focus on issues of broad interest, Associate Professors: Brill, Johnson such as preparing for the MCAT and similar ex- Assistant Professors: Hay, Heilmayr ams. Club members may visit health professions Faculty Associates: Scholtz (nursing) schools and exhibits, as well as participate in Adjunct Faculty: S. Finkle, T. Helm, community service projects. Meetings are pri- A. Holtzman-Vasques, R. Smith marily student organized and led, with guidance from the health professions advisor, Erin Durkin. The program presents psychology as an estab- lished body of knowledge that focuses on human St. Luke's Pre-Med Observer and animal behavior, as a discipline that generates information and discovery by using methods of Program inquiry employed by the natural and social sci- Moravian College pre-med students have an oppor- ences, and as a field of professional activity that tunity to be involved in this internship experience is variously applied to promote human welfare. directed by St. Luke's Hospital. Students must be of junior or senior year standing with an overall GPA The curriculum includes a wide range of courses of at least 3.2 to participate in the program. Stu- intended to contribute to the program of liberal dents shadow physicians in obstetrics/gynecology, study for students, whatever their fields of con- internal medicine, and surgery. They learn how centration, and offers a broad base of prerequi- the various departments contribute to the overall site knowledge at the introductory and interme- hospital system. Students develop essential skills of diate levels for those who declare psychology professionalism as well as an appreciation for the as a major. Beyond this, students may further demands of pursuing a career in the medical field. define their educational and career objectives All interested students should speak with Virginia by completing courses at the advanced level. O’Connell in the Department of Sociology to apply for these competitive field study opportunities. Many courses offer a laboratory or experiential component, including field and observational Temple-St. Luke’s Early Assurance studies, surveys, simulation and laboratory studies. There are opportunities to participate in intern- Program ships, independent study projects, and, for the Qualified Moravian College pre-medical students highly qualified student, the Honors program. who wish to attend medical school in the Lehigh Valley have an outstanding opportunity through Students are encouraged to present their research the Temple-St. Luke’s Early Assurance program. at one of three major annual conferences: the Students admitted to this program will spend the Lehigh Valley Undergraduate Psychology Con- first year of medical school at the main Temple ference, the Psi Chi Undergraduate Research University Medical School campus in Philadel- Symposium (held in conjunction with the meeting phia, then return to the Lehigh Valley where they of the Eastern Psychological Association), or the will take their second-year classes and third- and Moravian College Student Scholarship and Creative fourth-year clerkships at the new Temple-St. Luke’s Endeavors Day. In addition to an active Psychology Medical School. Prospective EAP candidates must, Club, the department sponsors a chapter of Psi 213 Chi, the national honorary society in psychology, a PSYC 361 Personality Psychology student chapter of the Society for Human Resource Management, and a chapter of Active Minds. PSYC 367 Health Psychology Cluster D: Developmental cluster (1 course) The Major in Psychology PSYC 370 Infancy and Childhood The psychology major consists of nine psychology PSYCH 371 Adolescence, Adult- courses, including an introductory course, a one- hood, and Aging year statistics and research methods sequence, four core courses, one seminar, and one elective. Students must choose one of the fol- These courses will provide students with a solid, lowing seminar courses: core-based introduction to the discipline of psy- chology with some opportunities for choice. Stu- PSYC 375 Seminar in Social/Per- dents will be given enough breadth of the discipline sonality Psychology to prepare them for graduate study or employment. PSYC 376 Seminar in Exper- imental/Cognitive Students are required to satisfy the following Psychology requirements for the major in psychology: PSYC 377 Seminar in Develop- mental Psychology All students must complete the fol- PSYC 378 Seminar in Indus- lowing three courses: trial/Organization- PSYC 120 Introduction of al Psychology Psychology PSYC 211 WI: Experimental Meth- ods and Data Analysis I Students must choose one elective course. This (grade of C or better may be any psychology course that is above required to advance the 212 level, and chosen in consultation with to Psychology 212 the academic advisor. These include any of the and declare the ma- courses listed in the clusters and seminars above. jor in psychology) In addition, electives may be chosen from: (Writing Intensive) PSYC 213 Industrial/Organiza- PSYC 212 Experimental Methods tional Psychology and Data Analysis II PSYC 230 History, Theories, and Systems Students must choose one course from PSYC 251 Philosophy of each of the following required clusters: Psychology Cluster A: Experimental-cognitive cluster (1 course) PSYC 260 Sports Psychology PSYC 315 Cognitive Psychology PSYC 345 Psychology of Women PSYC 320 Mind and Brain PSYC 373 Contemporary Work- PSYC 335 Conditioning, Learn- Life Challenges ing, and Behavior PSYC 381 Indepenent Study

Cluster B: Clinical-counseling cluster (1 course) PSYC 386 Internship PSYC 362 Abnormal Psych PSYC 400-401 Honors*

PSYC 363 Psychological Testing *Students enrolled in PSYC 400 are ex- empted from the seminar requirement. Cluster C: Social-personality cluster (1 course) PSYC 340 Social Psychology

214 The Interdepartmental Major Developing and researching hypotheses, collect- ing data, testing hypotheses using appropriate The six courses of Set I include the re- statistical techniques, interpreting and reporting quired courses PSYC 120, PSYC 211, PSYC statistical results. Research methodology, descrip- 212. For the three remaining courses, stu- tive statistics, and inferential statistics, as well as dents may take three 300-level courses or use of the computer software Statistical Package two 300-level and one 200-level course. for the Social Sciences (SPSS) to analyze psy- chological data. Students will be responsible for The Minor in Psychology researching a topic and creating a research pro- The minor in psychology consists of six posal. Prerequisite: PSYC 120. Writing-intensive. course units: PSYC 120, PSYC 211, PSYC 212 and three additional courses that must PSYC 212. Experimental Methods include at least two 300-level courses. and Data Analysis II Statistical techniques that build on concepts Introductory Courses in Psychology introduced in PSYC 211. Mastering inferential statistics and nonparametric statistical procedures. PSYC 105. Psychology of Human Adjustment Students will carry out the research study outlined in their proposals from PSYC 211 and complete Introduction to basic theoretical principles of an APA-style research paper. This course must psychological coping and adjustment. Students be taken in the semester immediately following will learn greater insight and efficacy in dealing PSYC 211 and with the same instructor. Prereq- with social and behavioral forces they encounter uisite: PSYC 211 with a grade of C or better. and will acquire an appreciation for the impor- tance of psychology and its reliance on other PSYC 218. Industrial/ disciplines to understand and improve complex Organizational Psychology social and behavioral phenomena. (M4) (Does not count towards the psychology major/minor). This course will explore the history, advances and contemporary trends in the field of industrial/ PSYC 120. Introduction to Psychology organizational psychology. Students will learn about the application of psychology to the world Overview of research drawn from biological, per- of work as achieved through the use of science ceptual, cognitive, developmental, clinical, so- and practitioner collaboration as the main tools of cial, and personality traditions in the discipline. this discipline. Students will study the factors that contribute to an optimal fit between the worker, the Intermediate Courses in Psychology job and the organization with the goals of improved worker performance and well-being. Students will PSYC 207. Lifespan Development critically examine the psychological implications Individual development as a lifelong process. that come with the challenge of meeting these Representative theories, research, and controver- commonly competing goals in our current society. sies on conception and birth, infancy, childhood, adolescence, adulthood, old age, death and dy- ing. Insight into social, emotional, cognitive, and PSYC 222. Emerging Language and Literacy, physical aspects of aging along the various stages Pre-K to 4th Grade. (Also Education 222) of development. May not be taken for credit by stu- The course begins with a brief overview of the dents who have completed PSYC 370 or 371. Does recent key national policies and initiatives that not count towards the psychology major/minor. have impacted the teaching of literacy from birth to kindergarten. Students will learn key aspects of PSYC 211. WI: Experimental language and literacy that will promote early read- Methods and Data Analysis I ing success in preschool and childcare settings. Scientific method as the means through which They will be able to apply their learning into prac- knowledge advances in the field of psychology. tice with a field experience. Students will expand 215 their knowledge of the initial reading instruction behavior, internal processes, and group dynamics practices that develop real readers. Students will in the context of athletic competition, recreation, also learn ways of preventing reading difficulties and pursuit of one’s personal physical well-be- through developmental interventions. Assessment ing goals. Various psychological applications and methods always inform programs so students know interventions to increase coaching effectiveness if a child is making process in reading-related skills and the realization of individual athletic poten- and early reading. Students will also learn how to tial and well-being will be explored. Students will work with parents and policy makers who always in- gain a greater understanding of science, theory, fluence early learning programs and who make de- and practice as collaborative tools for the do- cisions regarding early reading instruction. 40-hour mains of sport and exercise. No prerequisites. field experience. May be registered as a psychology course only by students majoring in psychology and PSYC 315. Advanced Courses in Psychology also obtaining teaching certification in early child- Cognitive Psychology. Major issues, research hood education. Co-requisite: EDUC 210. Prerequi- findings, and theories of human mental process- site: EDUC 100.2 and 160; GPA of 2.70. Clearanc- es. Topics include perception, attention, memory, es and other documents for fieldwork required. Fall human information- processing, mental imagery, language, creativity, thinking, problem-solving, PSYC 230. History, Theories, and Systems and decision-making. Prerequisite: PSYC 211. Historical origins of contemporary psychology, including structuralism, associationism, function- PSYC 320. Mind and Brain alism, behaviorism, Gestalt, and psychoanalysis, This course investigates how the brain serves as as well as recent developments in the field. Pre- the basis for our thought processes and behav- requisite: PSYC 120 or permission of instructor. ior. Topics may include attention, perception, learning and memory, language, emotion, social PSYC 250. Animal Behavior. (Also BIOL 250) interactions, and consciousness. We start with an Neurological, ecological, and genetic basis overview of the structure of the brain. Emphasis of behavior, with emphasis on evolutionary is placed on brain-behavior relationships, espe- mechanisms that govern acquisition of behav- cially in relation to cognitive processes. Students ioral patterns. Prerequisite: BIOL 100 or 112 will learn about techniques used to understand or PSYC 105 or 120. Fall, alternate years. Two the general relationships between the brain, 70-minute periods, one 3-hour laboratory. thought, and behavior. Prerequisite: PSYC 211.

PSYC 251. Philosophy of PSYC 335. Conditioning, Psychology. (Also PHIL 251) Learning, and Behavior An examination of philosophical and empirical Procedures, phenomena, and processes of con- theories of the mind. Main questions will be: ditioning and learning in animals and humans. What is the mind? How does the mind relate to Major issues, research findings, and contemporary the brain and behavior? Can the mind be studied theories of conditioning and learning. Behavioral scientifically? What is the nature of conscious approach to the study of learning. Topics include experience? Different accounts of the nature classical (Pavlovian) and instrumental (operant) of mind will be discussed such as behaviorism, conditioning and their interaction; reinforcement; materialism, and functionalism. In addition, we stimulus generalization, discrimination, and will survey main approaches to the mind found control; biological constraints on learning; and in contemporary cognitive science, a multi-dis- cognitive components of conditioning and learn- ciplinary field consisting of (among other things) ing. Laboratory work. Prerequisite: PSYC 211. artificial intelligence, cognitive psychology, cognitive neuroscience and philosophy. (U1) PSYC 340. Social Psychology A survey of the major theoretical and empirical PSYC 260. Sports Psychology research in social psychology, including per- This course will examine the dynamics of human son perception and social cognition, attitudes 216 and persuasion, prejudice and stereotyping, PSYC 367. Health Psychology interpersonal attraction, and helping behav- How do social relationships affect health? How ior. Some theoretical applications will be dis- can we help people cope with a chronic illness? cussed, as will methodological approaches to What is the role of stress in physical health? Health social psychological questions and problems. psychology is a richly interdisciplinary field that Students will complete research projects and allows us to address such questions in the con- writing assignments. Prerequisite: PSYC 211. text of individual, cultural, social, and economic factors. You will learn the history of health psy- PSYC 345. Psychology of Women. chology, major theories in the field, and methods (Also Women's Studies 345) of applying health psychology to promote health Research on gender differences and female and prevent disease. By the end of this course you gender development from various perspectives. will have the knowledge and skills necessary to Critical analysis of assumptions about human think critically about health-relevant research and nature and science embedded in our approach public policy, as well as about your own medical to these issues. Interdisciplinary approach, with encounters and health behaviors. Prerequisite: attention to biological, cognitive, behavioral, and PSYC 211 and sophomore or higher standing. social factors that influence emergence of gender. Topics include gender-role development, achieve- PSYC 370. Infancy and Childhood ment and motivation, health issues, sexuality, Development of the child from prenatal period adjustment, victimization, and minority-group through pre-adolescence. Theories, research, and issues. Prerequisite: Junior or senior standing. current issues in cognitive, social-emotional, and physical development with emphasis on stability PSYC 361. Personality and change across these stages of development. Major systematic interpretations of personal- Topics include physical changes, attachment, ity, including works of Adler, Allport, Erikson, emotions, parenting, morality, language, mem- Freud, Maslow, Rogers, and Skinner. We will ory, education, peer relations, aggression, and consider what it means to be "normal," as gender identity. Developmental methodology and well as each theoretical perspective's guides empirical evidence. Prerequisite: PSYC 211. to living. Theoretical and applied level of anal- ysis included. Prerequisite: PSYC 211. PSYC 371. Adolescence, Adulthood, and Aging Development of the person from adolescence PSYC 362. Abnormal Psychology through death. Understanding theories, research, Analysis of disordered behavior: description, and current issues in cognitive, social-emotional, possible origins, prevention, treatment, and and physical development with emphasis on stabil- social significance. Current research and new ity and change over these stages of development. developments. Class lectures and discussions, Topics include physical growth and decline, identity case studies. Prerequisite: HLTP 190/189 (or development, peer relations, romantic relations, MATH 107) AND HLTP 230 or PSYC211. health and nutrition, leaving home, marriage, par- enthood, vocational choice, grandparenthood, re- tirement, illness, death. Developmental methodolo- PSYC 363. Psychological Testing gy and empirical evidence. Prerequisite: PSYC 211. Opportunity to develop the skills for assessing PSYC 373. Contemporary Work-Life quality of commonly used measures of human Challenges. (Also Interdisciplinary 373) behavior. Basic material on norms, reliability, and validity leads to evaluation, administra- An exploration of the emerging theories and con- tion, and interpretation of tests currently in use troversial issues regarding the relationship between in clinical, industrial, and educational settings. work, family, and other life roles. Both the employ- Topics include ethics, testing and the law, and ee and employer perspective will be discussed test construction. Prerequisite: PSYC 211. within an organizational context, and from various moral perspectives. Students will also consider 217 and react to the psychological adjustment and PUBLIC HEALTH decision-making issues posed by the impact of work on one's family and life roles, and vice ver- Advisor: James Teufel, Director of Public Health sa. Prerequisite: junior or senior standing. (U2) Students majoring in public health can pursue PSYC 375. Seminar in Social/ a Bachelor of Arts in Public Health (BAPH) or a Bachelor of Science in Public Health (BSPH). Personality Psychology Contemporary issues in social psychology and/ In both the BAPH and BSPH tracks will students or personality psychology. Issues will vary to re- will gain skills in 9 core courses that cover the flect new disciplinary developments or instruc- key elements of the discipline. Additionally, all tor interests. Prerequisite: PSYC 211; junior or students majoring in public health will complete a senior standing or permission of instructor. minimum of 2 additional public health (HLTP) units beyond the 9 core public health (HLTP course). PSYC 376. Seminar in Experimental/ Cognitive Psychology The BA and BS degrees are distinguished by the New developments and contemporary issues in ex- multidisciplinary electives chosen by students. perimental and cognitive psychology. Prerequisite: Students majoring in the BS in Public Health PSYC 211; junior or senior stand- (BSPH) select 5 units from specified courses ing or permission of instructor. in Biology, Chemistry, Earth Science, Environ- mental Science, Health Science, Mathematics, and/or Physics. Students majoring in the BA PSYC 377. Seminar in in Public Health (BAPH) focus on 5 specified Developmental Psychology course units in Accounting, Economics, History, Contemporary issues in developmental psychol- Management, Philosophy, Political Science, Psy- ogy, focusing on how developmental theory and chology, Religion, Sociology, and/or Spanish. methodology can promote health and welfare across the lifespan. Topics vary from year to year. Practical approaches for developmental Public Health BA and BS psychologists in explaining, assessing, and in- tervening in current social challenges. Individual Requirements and societal implications of various issues from the perspective of developmental science. Eth- Bachelor of Science in Public Health (BSPH) ical and cultural influences on developmental Public Health Core Courses (9 units) psychology. Prerequisite: PSYC 211; junior or senior standing or permission of instructor. HLTP 110 Intro to Public Health (M4) PSYC 378. Seminar in Industrial/ HLTP 218 Writing About Health Organizational Psychology (WI) or an equiva- In-depth study of emerging areas in industrial/ lent HLTP writing organizational psychology. Issues will vary to intensive course reflect new developments and contemporary HLTP 230 Epidemiology approaches. Prerequisite: PSYC 211; junior or HLTP 240 Essentials of Health senior standing or permission of instructor. Behaviors HLTP 189/190 Biostatistics (F2) PSYC 190-199, 290-299, 390- HLTP 289/291 Social Determi- 399. Special Topics. nants of Health PSYC 286, 381-384. Independent Study. PSYC 288, 386-388. Internship. HLTP 315 Health Policy PSYC 400-401. Honors.

218 HLTP 321 or HLTH 322 Global Health (M5) HLTP 218 Writing About Health or Populations at (WI) or an equiva- High Risk for Health lent HLTP writing Problems (M5) intensive course HLTP 330 Environmental Health HLTP 230 Epidemiology HLTP 240 Essentials of Health Public Health Electives Requirement (2 units) Behaviors 2 units in the following* HLTP 189/190 Biostatistics (F2) HLTP 289/291 Social Determi- HLTP courses, beyond those included in the nants of Health core public health courses (examples include HLTP 315 Health Policy but are not limited to HLTP 185, 231, 310, 340, 386/387, independent studies, or special topics) HLTP 321 Global Health (M5) and/or HLTH 322 Populations at High Risk for Health BIOL, CHEM, EASC, ENVR, MATH, PHYS, ACCT, Problems (M5) ECON, HIST, HLTR, MGMT, PHIL, POSC, PSYC, HLTP 330 Environmental Health REL, SOC, or SPAN, beyond those that apply to- ward the 5 BS interdisciplinary units and with the approval of the public health program director** Public Health Electives Requirement (2 units) Interdisciplinary Elective (5 units): BSPH stu- 2 units in the following* dents will complete five units from the following. HLTP courses, beyond those included in the • BIOL 103, 104 (or 310, 350), 112, 205, core public health courses (examples include 206, 209, 210, 235, 263, 310, 327, but are not limited to HLTP 185, 231, 310, 340, 328, (37X approved by director) 386/387, independent studies, or special topics) • CHEM 108, 113, 114, 205, 211, and/or 212, 314 (or equivalents) BIOL, CHEM, EASC, ENVR, MATH, PHYS, ACCT, • EASC 210 ECON, HIST, HLTR, MGMT, PHIL, POSC, PSYC, REL, SOC, or SPAN, beyond those that apply to- • ENVR 112 ward the 5 BA interdisciplinary units and with the • HLTR 260, 261, 360 approval of the public health program director** • MATH 171, 231, 332 (or any MATH other MATH at the 200 or 300 as- Interdisciplinary Elective (5 units): BSPH stu- suming no restrictions) dents will complete five units from the following. • PHYS 109, 110, 111, 112 Interdisciplinary Elective (5 units): BAPH stu- • Other BIOL, CHEM, EASC, ENVR, dents will complete five units from the following. HLTR, MATH, PHYS courses by approv- al of public health program director • ACCT 157 Total (16 units) • ECON 152, 211 • HIST 220, 260, 270, 299ST (or equivalent) Bachelor of Arts Public Health (BAPH) • MGMT 223, 227, 250, 251, 253, 310, 311 Public Health Core Courses (10 units) • PHIL 250, 255, 257, 259, 275, 279 HLTP 110 Intro to Public • POSC 110, 115, 120, 237, 240 Health (M4) • PSYC 120, 207, 218, 340,*** 362***

219 • REL 127, 221 the public health program director • SOC 113, 115, 165 (also IDIS 165), 210, 251, 256, 258, 260, 293, 392, 395 Courses in Public Health • SPAN 111, 120/125 HLTP 110. Introduction to Public Health • Other ACCT, ECON, HIST, MGMT, PHIL, POSC, PSYC, REL, SOC, or SPAN courses by This course will explore the multidimensional approval of public health program director aspects of public health in the United States from a historically aspect, current practices and po- TOTAL (16 units) tential future needs. Public health professional practice is diverse due to multiple cultures, envi- * Note that the two units for this require- ronments, and health care delivery systems in the ment cannot double dip across the core or 21st century United States. Prerequisite: none. interdisciplinary requirements of the ap- plicable public health curriculum. HLTP 185. Service in Public Health Partnering with the Moravian College Center for Ca- **Courses should be one of those already reer and Civic Engagement, students will contrib- approved to meet the BA or BS interdis- ute to the health and well-being of individuals and ciplinary requirements, unless approved populations by serving community-based organi- by the public health program director zations and initiatives. As an integral part of ser- vice learning, students will reflection and present ***Note that HLTR/HLTP 310 (Health Research on their experiences and share ideas for capacity Methods) or Biostatistics and Epidemiology need building and service improvements. Prerequisite: to be completed prior to course enrollment. Approval of the public health program director.

Public Health Minor Requirements HLTP 189 Biostatistics This course introduces students to the key statis- Required Public Health Courses of tical concepts and methods used in public health All Public Health Minors (2 units) and health sciences. The curriculum focuses on the following biostatistical topics: measurement, • HLTP 110 Introduction to Public Health (M4*) descriptive and graphical analysis, hypothesis • HLTP 230 Epidemiology testing, confidence intervals, correlation, analysis of variance, regression analysis, and writing and Elective Public Health Courses for Public interpreting statistics. A major component of the Health Minors (choose 3 units) course includes learning how to manage, analyze, interpret, and communicate quantitative health • HLTP 218 Writing About Health findings. Another major component of the course (writing intensive) includes learning how to utilize SPSS, which is • HLTP 231 Nutrition one of the leading statistical software packages • HLTP 240 Essentials of Health Behaviors for public health. This course prepares students • HLTP 189 Biostatistics (F2*) to be a good consumer of health research. Stu- • HLTP 289 Social Determinants of Health dents will apply ethical principles to data collec- • HLTP 315 Health Policy tion and recognize the importance of limitations • HLTP 311 Professionalism in Public Health based on study design. Prerequisite: none. • HLTP 321 Global Health (M5*) or HLTP 218. Writing about Health. HLTH 322 Populations at High Risk (WI) (cross-listed as ENGL 218) for Health Problems (M5) This workshop-based course introduces stu- • HLTP 330 Environmental Health dents to the practice of writing about complex • HLTP 185 Service in Public Health HLTP 340 medical topics with a focus on defining the pur- Health Program Planning and Evaluation pose, identifying the audience and developing • Other HLTP classes as approved by 220 the appropriate tone for selected documents. HLTP 289. Social Determinants of Health Students will read and discuss representative Social and economic conditions are the best works and will draft and revise a number of their predictors of health outcomes. Students will learn own health-related documents. Writing inten- why a person’s zip code is a better predictor of sive. Prerequisite: LINC 101 or WRIT 100. health than genetic code. Students are intro- duced to emerging research on the social deter- HLTP 230. Epidemiology minants of health and are challenged to experi- This course is an introduction to the study of ence social disadvantage. Health’s relationship disease occurrence in human populations. Basic to life chances and choices is critically analyzed epidemiological concepts, data sources, study throughout the course. Prerequisite: none. designs, and analysis are discussed. Empha- sis is place on how epidemiology impacts the HLTP 310. Stats and Methods way we make personal decisions about our own for Health Professions lives and the ways in which governments and Scientific method as the means through which public health agencies make policy decisions knowledge advances in allied health fields. De- that affect how we live. Prerequisites: none. veloping and researching hypotheses, collect- ing data, testing hypotheses using appropriate HLTP 231. Nutrition. (also IDIS 231) statistical techniques, interpreting and report- Food is essential not only for our health and wellbe- ing statistical results. Research methodology, ing, but also for our basic survival. How we obtain, descriptive statistics, and inferential statistics, preserve, and prepare our food has changed as well as use of the computer software Statis- drastically since the days when our hunter-gath- tical Package for the Social Sciences (SPSS) to erer ancestors discovered fire, domesticated the analyze data. Writing intensive. Prerequisite: first livestock, and cultivated the earliest crops. PSYC 120 and junior or senior class standing. Today, concerns about food safety, poor diets, and obesity dominate the U.S. headlines, and HLTP 311. Professionalism in Public Health we are bombarded with all sorts of conflicting Becoming a health professional requires build- dietary claims in the media or via the internet. ing a base of knowledge, skills, and experienc- This course will focus on the science of nutrition: es. During the course, students reflect on their the macro and micro nutrients we need and why, knowledge, skills, and experience. Based on this the linkages between energy balance and body reflection fitting internship, graduate school, and/ composition disordered eating, and food safety. or career opportunities are identified. Elevator Because there are so many false, conflicting, and pitch, public speaking, community engage- newly-emerging (but as of yet, unproven) claims ment, resume writing, and interview skills are about diet and our health, we will also use the developed and evaluated. Prerequisites: HLTP scientific understanding gained to help identify 110, 218, 230, 240, or instructor’s approval. credible sources of information about nutrition, diet plans and dietary supplements, and food safety. HLTP 315. Health Policy HLTP 240. Essentials of Health Behavior This course provides a foundation for both health- care professionals and citizens to evaluate, and In the search for why individuals make various potentially change, health policies which influence health choices this course will explore many the- the quality of their lives. The course provides an ories of the intricacies of human behavior and overview of policymaking and the law, the U.S. change. The health of individuals affects the healthcare system, and public health institutions. health of their families, communities and society. Current issues in health policy including individual Recognizing the complexity of human behavior rights, health economics, health insurance and and the related dynamics of cultural, social and reform, and healthcare quality are addressed. environmental factors, students will analyze and Students will practice basic skills in health policy evaluate various health intervention and programs. analysis and communication for political success. Prerequisites: HLTP 110 Instructor's permission. 221 Assistant Professor: Naraghi, Cheung HLTP 321. Global Health. (also NURS 321) Faculty Associates: Gal, Peucker Global health explores the huge disparities of In the Department of Religion, faculty and stu- health from country to country. In the 21st century dents study the religious traditions of the world the ease of travel has erased the confinement of and explore the nature and function of religion communicable diseases and bioterrorism to the in human experience. Through multidisciplinary borders of a country. The health advances of the methods engaging sacred texts, theology, ritual, 21th century are costly and often pose ethical belief, culture, history and more, we investigate dilemmas for their implementation. Improvement the ways religion enriches and complicates the of global health is a complex and often misunder- lives of people as a major source of people's stood process. Lack of public health professionals values, ideals, and practices. Students acquire in many countries can prevent implementation skills in thinking and reading, speaking and writ- of beneficial changes. Millennium developmen- ing, and learn how to approach and understand tal goals and the World Health Organization cultures radically different from their own. goals will guide the study of this course. Prereq- uisites: HLTP 110 or Instructor's permission. The Major in Global Religions HLTP 330. Environmental Health. As a Major in Global Religions, you will develop a (also Environmental Studies 330) working knowledge of major religious traditions This course addresses key areas of environmental in the world. This requires taking courses in the health. Environmental epidemiology, environ- following areas: Multireligious Studies, Juda- mental toxicology, and environmental policy and ism, Christianity, Islam and Asian Traditions. regulation are discussed as tools necessary to The Major is comprised of NINE courses in all, understand and promote environmental health. including the senior seminar and an indepen- Specific agents of environmental diseases are dent study/capstone. Your courses will include: analyzed. Applications of environmental health, including water and air quality, food safety, • 3 survey courses (generally 100 level), waste disposal, occupational health, and unin- each from a different tradition/category; tentional injuries and death, are explored. Pre- • 4 advanced courses (generally 200 level), requisites: HLTP 110 or ENVR 110 or 112. with at least three from different traditions. HLTP 340. Health Program Planning • Religion 370: The Senior Seminar (of- and Evaluation. (also Nursing 340) fered every year in the fall). This course introduces students to the theory and • Religion 385: Directed Reading (this is the application of public health program planning, Independent Study/Capstone, offered every implementation, and evaluation. The curricu- spring). Students will present the results of lum focuses on community needs assessment, their independent research with a presentation partnership building, designing clear objectives, or poster at the spring Student Scholarship Day. developing a strategic plan, implementing cul- turally competent interventions, formative and Advanced courses do not have prerequisites; you summative evaluation, and sustainability of may take any of them without prior background programs. Students will design their own pub- in Religion. Beyond these nine courses, students lic health program and evaluation plan using a are free to select any additional religion courses logic model and public health planning mod- according to their own interests. You will work els. Prerequisites: HLTP 110 or Nursing 115 with an advisor to assist you to develop your own individualized program of study, including:

RELIGION • exposure to a variety of religious traditions. We Chair: Associate Professor Radine offer courses in Multireligious Studies, Juda- Associate Professor: Denton-Borhaug ism, Christianity, Islam and Asian Traditions.

222 • opportunities for study with all the courses. These five religion courses and the departmental faculty; and six courses of Set II are selected by the stu- • learning and practice of diverse dent with the approval of the advisor. Two methods of religious study. distribution areas in addition to advanced studies in religion must be studied in Set I. SELF-DESIGNED PATHWAYS in the Major In addition to studies in diverse religious tra- Opportunities: Additional Study and ditions, students may choose various self-de- Careers signed pathways in the major. The list below Students may enroll for religion courses at offers various tags you may click for a list of other LVAIC institutions or take additional different offerings in these specific areas. classes at Moravian Theological Seminary.

• Introductions Religion majors and minors go on to become • Sacred Texts teachers, pursue law, diplomatic, social and counseling services, journalism and business, • History while others pursue careers as religious leaders • Culture or become active in the non-profit sector. Some • Philosophy and Theology pursue graduate studies in religion or other fields. • Ethics and Justice Courses in Religion • War and Peace • Health and Science REL 110. What Is Religion? Students will attempt to arrive at their own "thick The tags above may be used to help you craft your descriptions" regarding the nature, meaning, and own focus; for example, if you wished to focus on phenomenon of religion(s) and religious experience. Sacred Texts, you could possible study sacred texts Introduction to psychological, theological, socio- in almost every religious tradition we teach. We logical, and anthropological methods in exploring cannot guarantee, however, that the courses you're the ways religion functions in the lives of individuals looking for will be offered every semester; you'll as well as in the construction, maintenance, and need to plan ahead and work with your advisor on daily life of societies. Engagement in cross-cultur- these issues. The tags also can help you navigate al comparison and contrast. (M4) Introduction our offerings, choose courses that interest, and plan for options that involve cross-listing courses, REL 112. Hebrew Bible/Old Testament since many of the courses ALSO satisfy require- ments for the Ethics minor, the Peace and Justice Examination of how the Hebrew Bible/Old Studies minor, the Gender Studies minor, etc. Testament was written and what its original meanings were, using the tools of historical crit- The Minor in Religion icism, archaeology, and religious history. The diverse religious perspectives within the text The minor in religion consists of Religion 370 will be explored. Knowledge of the Hebrew lan- plus four course units selected with the ap- guage is not expected. (M3) Sacred Texts proval of an advisor. No more than two 100 level courses may count towards the minor. A student who minors in religion has the op- REL 114. Jesus and the Gospels tion of taking Religion 385: Directed Study in Religion, as one of their four courses. Exploration of what we can know historically about the life and activities of Jesus. Compar- ison of the four gospels of the Christian New The Interdepartmental Major Testament, so that their separate messages The six courses of Set I of the interdepartmen- and emphases can be discerned. Gospels that tal major include Religion 370 plus five other present different views of Jesus and his teach- 223 ings but were not included in the Christian Bi- REL 126. Judaism ble will also be studied. (M3) Sacred Texts An introduction to Jewish religion, culture, and his- tory. The course will explore major Jewish textual REL 115. Major Themes in the Qur'an resources (the Jewish Bible, rabbinic commentar- The historical background within which the Qur’an ies, philosophy, and mysticism) as well as Jewish appeared. Characteristic features of Qur'anic religious lifeways such as worship and holidays. worldview. Topics of study include Qur'anic views of The diversity of Jewish cultures and languages, God, God-human relation, God-world relation, and Jewish political nationalism (Zionism), as well as ethico-religious concepts. The course addresses the complex and ever-changing question of Jewish different approaches and methods of interpretation identity will also be studied. (M3) Introduction in the tradition of Qur’anic exegesis and explores various challenges the Qur’an faces in the modern REL 127. Health, Healing, and era, such as feminist challenges and the issue of Medicine in Asian Contexts violence and human rights. (M3) Sacred Texts How does healing go beyond the physical to include the emotion and spiritual? What are the boundar- REL 116. Paul and Early Christianity ies between medicine and religion? This course Movement of earliest Palestinian Christianity into investigates these questions by turning to Indian the Hellenistic world, studied through a focus and Chinese religious-philosophical traditions. We on the Book of Acts and on the life and letters of will example Chinese medical arts such as acu- the Apostle Paul. Historical methods for study puncture and qigong, Indian Ayurveda medicine of the Bible as a whole. (M3) Sacred Texts and its relationship to Yoga, and the contemporary discourse on Buddhist-based meditation prac- REL 121. Introduction to tices—including Mindfulness—for health. (M5) Roman Catholic Thought An introduction to the Roman Catholic expres- REL 131. Intro to Christianity: Jesus Saves? sion of Christianity. Use of historical, sociological, Introduction to the pluralism of Christian im- theological and ethical methods to explore the ages, metaphors, and theories of salvation. development of the Roman Catholic Church, its Students will read ancient and modern theo- social structures such as the Magisterium, its logical texts, and learn from visual art, film, and ecclesiology, doctrines, rituals, and body of so- literature. In addition to conducting theological cial teaching. The focus will especially address investigation, students will explore the social the concerns, experience, and practices of con- and historical underpinnings of various salva- temporary U.S. Catholics. (M3) Introduction tion metaphors as they occur in various cultures and epochs. (M3) Philosophy and Theology

REL 124. Religious Thought of China and Japan REL 133. Native American Religions A study of the Confucian, Daoist/Taoist, Traditional myths, rituals, and life-cycle ceremonies and Buddhist traditions and their contribu- of native American peoples, representing several tion to the intellectual, ethical, and spiritu- geo-cultural regions of North America. Attention al life of East Asian cultures. Local traditions will also be paid to issues of medicine and healing, will also be discussed. (M3) Introduction gender relations, ecological values, and indige- nous responses to threats of physical and cultural REL 125. Introduction to Islam genocide. Fall, alternate years. (M5) Culture A survey of the ideals and practices of Islam across its history. It includes ritual, theological, REL 136. Seeing and Believing: Women, philosophical, mystical, ethical, and political Religion, and Film. (Also Women's Studies 136) dimensions of Islam. Special attention is given Students explore how films appropriate religion to Islam's primary message and its implemen- in the service of the cultural production of imag- tation in the life of Muslims. (M3) Introduction es of women and women's lives; and investigate

224 the ways the creation and viewing of film might Catholic traditions. (U2) Ethics and Justice share similarities with the construction and prac- tice of religion. (M3) Gender Studies/Culture REL 211. Christian Ethics and War How should humans respond to the perennial REL 165. Life Walk of Justice: Introduction human problem of war? This course provides an to Peace and Justice Studies. (Also introduction to ethics from Christian perspective Interdisciplinary 165, Sociology 165.) through focus on this social issue. Students will In this course students will be encouraged to be exposed to a wide spectrum of responses, identify and analyze (in)justice in our own lives, including pacifism, nonviolent direct action, just communities and world. In addition to course war theory, Christian realism, warrior ethics, and readings, we will use the contemplative practices more; and will develop their own ethic as their final of memoir and walking as resources for critical project for the semester. (U2) War and Peace thinking. A majority of the course will involve stu- dents developing responses to (in)justice through REL 215. Christian Theology various projects that reflect students’ own passion Major issues within mainstream Christian faith, with and design, including academic, artistic, political, attention to God, the nature of Christ, death and the social, service-oriented, and personal respons- ultimate Christian hope. Philosophy and Theology es. (M3) War and Peace & Ethics and Justice REL 217. Paul through Jewish REL 128. Asian Traditions through Film and Christian Eyes What can we learn about Asian religious-philo- An introduction to the complex, perilous and fasci- sophical traditions through film? What can we nating world of New Testament biblical interpreta- learn about the form and content of this medium tion through focus on the writings of Paul of Tarsus. by watching others and creating our own film? We will explore the robustly debated topic of how This course exposes students to Hinduism, Yoga, to understand Paul, his letters, and his theology Buddhism, Confucianism, Daoism, Chinese divi- through study of the history of Christian antijudaism nation and geomancy, and contemporary expres- and antisemitism, exposure to contemporary bibli- sions of Asian religions. Students learn not just cal criticism, archeology, and other scientific find- from the content and narrative of film, but also its ings, and via service learning. (M3) Sacred Texts meta-narrative, or narration in form and structure, including editing (shot composition), lighting, mu- REL 223. Religions of India: sical arrangement, and implicit ideologies (roman- Hinduism and Buddhism ticization, Orientalism). Students will watch clips and short films in class, and feature-length films An introduction to the basic beliefs and practic- before class (through Ensemble Video). The final es of Hinduism and Indian Buddhism through group project involves creation of a short film that the study of primary sources. Secondary sources will be screened to the rest of the class. Students will be used to examine popular Hinduism and will gain basic concepts of Asian religious-phil- contemporary South Asian Buddhism. (M5) osophical traditions and learn how to critically evaluate films that we will view. (M6) Culture REL 225. Pilgrimage: Searching for God in a (Post)modern World Pilgrimage: Searching for God in a (Post)mod- REL 210. Christian Ethics ern World. This course will provide students with A careful reading and discussion of represen- the opportunity to study and reflect on the rela- tative texts in Christian ethics, with particular tionship between Christian thought and (post) emphasis upon the distinctiveness of Christian modern life. We will look at the way supposedly ethics, Christian faith and social responsibil- “secular culture” makes reference to “signals of ity, the relation between Christian ethics and transcendence,” and expresses longing for spir- Christian theology, and the diversity of Chris- itual meaning, focusing on the changing nature tian ethics among the various Protestant and of “pilgrimage” and its relationship to religious

225 authority, theology, spiritual conviction, feminist theological exposition. Ethics and Justice and movement, and the role of culture. Students will embark upon their own pilgrimage as a part REL 245. Religion and Politics of their class work, in addition to studying diverse What is "civil religion"? This course examines sites and pathways of pilgrimage (secular and the relationship between religious ideas and religious) in the U.S. and world (M3) Culture values, and political structures, decision-mak- ing, and culture. Topics include the historical REL 226. From Prophecy to Apocalyptic background of civil religion in the U.S., church- An exploration of the phenomenon of proph- state relations and the First Amendment, the ecy as a social institution as known in the an- role of religion in politics post 9/11, the inter- cient Near East as well as prophetic literature in section of politics, religion and race, and oth- biblical texts. The development of apocalyptic er current issues. (U2) Ethics and Justice thought in Judaism and Christianity will be stud- ied, up to the book of Revelation. (M3) History REL 246. War and Peace in the Biblical World This course will explore ideologies of warfare and REL 227. Ancient Near Eastern Religion other forms of sanctioned mass violence, as well as A study of the religions of the ancient Near East, ancient hopes and expectation for peace. Ancient this course will explore the myths and rituals Near Eastern texts and practices will be studied of the peoples of Mesopotamia, Anatolia, Syr- in addition to biblical texts. (U2) War and Peace ia-Palestine, and Egypt before the Roman era. Foundational to western civilization in general, REL 248. Topics in Religion and Literature these religions also form the cultural context How the religious dimension of human expe- and background for the sacred scriptures of Ju- rience is expressed and interpreted in litera- daism, Christianity, and Islam. (M3) History ture, with focus on a particular author, group of writers, theme, or school of critical inter- REL 231. Atheism pretation. Identification and evaluation of the Atheism is the belief that there is no God or gods. way human religious experience is articulated This course is a systematic and sympathetic ex- through the literary imagination, whether clas- amination and critical evaluation of atheism. It is sical, modern, or contemporary. Culture primarily focused upon understanding contempo- rary arguments against theism, such as arguments REL 250. Environmental Philosophy from evil and divine hiddenness; sociological and An overview of the ethical, metaphysical, cultur- psychological theories about the origin of religion al, and political issues involved in understanding (e.g., Freud and Durkheim); and the implica- humankind's complex relationship with the nat- tions of atheism with respect to the questions of ural world and with other-than-human animals. moral values, the meaning of life, and possibility Examines positions and philosophies of radical of immortality. (U2) Philosophy and Theology environmentalists, environmental ethicists, an- imal-rights advocates, and political ecologists. Fall, alternate years. (U2) Health and Science REL 240. Religion and Feminist/Gender Studies. (Also Women's Studies 240) REL 251. Modern Jewish Religious Movements Students study methods from feminist and gender Modern Judaism exists in a wide spectrum of studies to explore the intersection of women's lives beliefs and practices, from ultra-traditionalism to and experience, and traditions of Christianity, secular humanism. This course will explore both Judaism, Islam, Buddhism, and Hinduism. We the making of modern Judaism and the religious investigate the personal and political through case "map" of Jewish life today. Topics will include studies that address issues such as leadership/ Hasidic Judaism, Zionism, and contemporary ritual roles in diverse institutions; religious text/ North American trends in Judaism. (M5) Culture law; image(s) of the divine; gender, violence, and "religious extremism"; religion and the body; and 226 REL 253. Philosophy of power and depth of the movement continues to Religion. (also PHIL 253) challenge us with its continued relevance today. The course includes in-close examinations of key The nature of religion and beliefs con- events in the movement, such as the Montgomery cerned with existence, nature, and knowl- Bus Boycott and the Nashville sit-ins, in order to edge of God, with alternative positions to view the movement from the vantage of people theism. (U2) Philosophy and Theology involved in the movement. (U2) Ethics and Justice REL 255. Latin American Liberation Theology REL 264. Science and Theology Introduction to the study and practice of liberation Is it (im)possible to hold religious beliefs and theology in the Latin American context through convictions, and simultaneously to be a modern classroom study of the history, method, and con- person of science? This course will examine the tent of liberation theology. Our purpose will be interface between science and theology from a to investigate how this movement emerged and variety of perspectives. We will explore key ques- the effects it continues to have culturally, polit- tions and supposed conflicts between science ically, religiously, and personally. All students and religion, emphasizing the interaction be- and professor will embark on a travel seminar tween the two, how science impacts religion and during Spring Break to the border region between vice versa. A capstone paper, a Credo, will ask Mexico and Arizona. (M5) Ethics and Justice the student to reflect on how one’s understand- ing of scientific theories affects his/her beliefs REL 261. Islamic Philosophy, Theology, about certain key religious ideas such as Creation and Mysticism. (also PHIL 261) or human nature. Prerequisites: Junior or se- An exploration of key notions and figures in Is- nior class standing. (U1) Health and Science lamic philosophy, theology, and mysticism. Some issues embedded in the enormous body of REL 265. Sociology of Relgion (also SOC 265) scholarship in Muslim intellectual heritage are Historical, anthropological, sociological, employed to examine current global issues such pchological, comparative, and theological as the struggle for justice and peace and the fight methods used in scholarly study of religion. against violence and absolutism. Special atten- Readings drawn from classical and contem- tion is given to the structure of Being, the notion porary interpreters of religion. Culture of the truth, and the way to attain the truth in the three systems. (M5) Philosophy and Theology REL 266. History of the Early 18th Century Moravians REL 262. Religion and Capitalism This course explores the history of the Moravi- Did the Protestant work ethic contribute to cap- ans as an 18th-century transatlantic community. italism? How are Chinese Buddhist institutions Their communities are an interesting example of currently involved in the stock market? This course 18th-century intentional communities. How were examines historical and contemporary engage- their congregations organized? What did Mora- ment of religious institutions with various forms of vians believe, and how does this relate to other capitalism. We will discuss how karma acts as a religious groups? How did they perceive their own medium for the exchange of spiritual and material history, and how did Moravians record history? goods. We investigate arguments that characterize Eighteenth-century Moravians were highly con- capitalism as a religion. (M4) Ethics and Justice troversial; we will take a look at some of the po- lemical writings. In the course we will also explore REL 263. Civil Rights and the issues of gender, race and sexuality. (M1) History Moral Life. (also IDIS 263) Many forces and ideas shaped the civil rights REL 221. Buddhism and Mindfulness movement. Through both a historical and a theo- What is mindfulness? Does it improve health? logical/philosophical lens, students will examine Why are mindfulness-based programs being those forces and ideas and will consider how the increasingly introduced into big corporations, 227 startups, churches, public schools, hospitals, biology, chemistry, physics, and general science. prisons, law enforcement, and the military? This Students in biology and chemistry complete a course will explore: 1) the relationship between departmental major in the field. Students in phys- Buddhist traditions and mindfulness; 2) sci- ics may complete a departmental major in physics entific research on the effects of mindfulness; with a bachelor of science or complete Set I of an and 3) the ethical debate on the commodifica- interdepartmental major in physics and Set II in tion of mindfulness. (U1) Health and Science mathematics. Consult the appropriate departmen- tal listing for details. The general science major at REL 310. Methods in Religious Study the secondary and middle level is described below. Historical, anthropological, sociological, psycho- logical, comparative, and theological methods used All students interested in the secondary program in scholarly study of religion. Readings drawn from must select courses with the approval of the classical and contemporary interpreters of religion. major advisor and science education advisor and must satisfy requirements for secondary teacher REL 370. WI:Seminar in Religion certification described under education. These Selected topics significant in current religious stud- requirements include Education 378 during the ies, drawing together several themes or methods student-teaching term. In addition to general prin- within religious studies and posing issues of broad- ciples of secondary-school teaching, this course er interdisciplinary significance. Required for ma- emphasizes development of effective teaching jors, minors, interdepartmental majors, and open to techniques and materials in the sciences and in- others by permission of instructor. Spring, alternate cludes review of current science curricula, resourc- years. Two 70-minute periods. Writing-intensive. es available to science teachers, and application of educational research to the teaching of science. REL 385. Directed Study in Religion A required course for religion majors. Stu- The Major in General Science/ dents will select and conduct an individual Secondary Education research project under the direction of a fac- ulty member. Ideally the student will have al- A student seeking Pennsylvania teacher certifica- ready taken Religion 370. The first part of the tion in general science at the secondary level must course will be focused on methodology. take Chemistry 113 and 114; Physics 109 or 111 and Physics 110 or 112; Biology 119, Biology 100 REL 190-199, 290-299, 390- or 112, and Biology 107 or Environmental 112 or 399. Special Topics. Biology 360; Earth Science 110, 120, and 130; REL 286, 381-384. Independent Study. Interdisciplinary Studies 320.2; Mathematics 170 (or its equivalent sequence Mathematics106-166); REL 288, 386-388. Internship. and three other course units in science. In the REL 400-401. Honors. entire sequence, at least two courses from one department must be numbered 210 or above. RUSSIAN When appropriate, students are encouraged to be laboratory assistants in one of the science See International Languages and Literatures areas. Students also complete requirements for secondary teacher certification under education, SCIENCE EDUCATION including Education 378 as described above. Students should check with the Education De- Advisor: Kelly Krieble, Dept. of Phys- partment about specifics regarding this program. ics & Earth Science The Major in General Science for Moravian College offers approved programs leading to secondary-school teacher certification in Penn- Middle Level Education sylvania and states with reciprocal agreements in Students seeking Pennsylvania certification in

228 middle level education with an interdisciplinary with a grade of C or better is the prerequisite for program in general science complete nine science Education 331. Mathematics 125 with a grade of courses including: Biology 100 or 112 or 119; C or better and Mathematics 107 are prerequisites Biology 107 or Environmental 112; Chemistry 108 for Education 332. History 113 with a grade of C or 113; Physics 109 or 111; two courses from Earth or better, Political Science 110, and Interdisciplin- Science 110, 120, or 130; and three science elec- ary Studies 110 are prerequisites for Education tives. In addition the students complete the Learn- 330. Students must pass the reading, writing, and ing in Common (LinC) curriculum, Mathematics mathematics PAPA exams prior to enrolling in any 107, and Interdisciplinary Studies 320.2 as their 200 level or above education courses. These exams Writing Intensive course. For LinC requirements should be taken in the freshman year. All students students must select Mathematics 125 to fulfill the interested in teacher certification are reminded requirement in the Quantitative Reasoning (F2) that they must complete courses required for category and Biology 107 or Environmental 112 to initial admission to the teacher certification pro- fulfill the lab science requirement (F4). In the Multi- gram. Specifically, students must complete six disciplinary categories, they must take History 113 credit hours (1.5 Moravian units) in mathematics to fulfill the requirement in Historical Studies (M1); as well as three credit hours in English composi- Education 131 to fulfill the requirement in Litera- tion and three credit hours in English literature. ture (M2); Education 160 to satisfy the Ultimate Questions (M3) category; Political Science 110 to satisfy the requirement in Economic, Social, and Students in the middle level certification pro- Political Systems (M4); and Interdisciplinary Stud- gram may also complete a pre-approved in- ies 110 to fulfill the Cultural Values and Global Is- terdisciplinary major in mathematics/elemen- sues (M5) category. The Aesthetic Expression (M6) tary general science or elementary general requirement is waived for these students. Middle science/English. Students should check with level education students must complete only one Joseph Shosh in the Education Department of the Upper-Division category requirements. about specifics regarding these programs.

Middle level education students must complete the SOCIAL STUDIES EDUCATION professional sequence in middle level education: See Historical Studies Education 100.2 Taken in the fall of the freshman year SOCIOLOGY AND Education 160 Taken in the spring of ANTHROPOLOGY the freshman year Education 130 &140.2 Taken in fall of the Chair: Professor Debra Wetcher-Hendricks sophomore year Professor: Daniel Jasper Associate Professors: Virginia O'Con- Education 131 Taken in the spring of nell, Akbar Keshodkar the sophomore year Assistant Professor: Allison Bloom Education 244 Taken in the fall of Professor of Practice: Joyce Dougherty the junior year Faculty Associate: John Reynolds (Political Science) Education 332,333, Taken in the spring Visiting Instructor: Ariel Otruba and 358.2 of the junior year Adjunct Faculty: Samuel Murray, Ash- Education Taken in the fall of ley Heiberger, Kimberly Makoul, Vince Ra- 330,331,332.2, the senior year munni, Fran Sonne, William Vogler and 358.2 The program in sociology and anthropology Education 371,375, Taken in spring of helps students better understand social organi- 376, and 377 the senior year zation and human social behavior. With strong foundations in sociological research and theo- In addition, Biology 107 or Environmental 112 ry, students learn about socio-cultural identity, 229 social interaction, the role of culture and social ment by completing MATH 107. institutions, and the impact of structured in- equality (race, class, and gender) upon social Students in the general sociology program life. The department has a particular strength should take electives designed to familiarize in the analysis of criminal justice institutions. them with an array of other disciplines. Criminal Justice and Law students should include among The Major in Sociology their electives courses such as POSC 110. A student may select either the general sociol The writing-intensive requirement for ogy program or the law and society program. majors are SOC 346 or 347.

• Sociology This track is designed to prepare Note: Students majoring in either track of students for a wide range of professional the sociology major who desire a minor or careers and advanced study by emphasizing a second major are required to select a cultural awareness, research, and theoretical field outside the Sociology Department. thinking skills as they apply to the interplay between individuals and social structures. Transfer Students • Criminal Justice and Law This track is de- All transfer students must complete a signed to prepare students for careers in minimum of five of their sociology re- legal professions or other aspects of the quirements at Moravian College. justice system, including social work, as well as for the kinds of advanced study ex- pected of professionals in those fields. The Minor in Sociology The minor in sociology consists of five The Sociology Core course units: SOC 115 and four other cours- es that must include at least two 200-lev- SOC 115 Introductory Sociology el courses and one 300-level course. SOC 246 Basic Research Methods The Interdepartmental Major SOC 335 Sociological Theory Six courses of Set I of the interdepartmental ma- SOC 346 or 347 WI: Advanced Research jor must include SOC 115, at least two 300-level in Sociology or WI: courses, and three other departmental electives. Advanced Research in Anthropology Courses in Sociology SOC 258, 355, or 357 Power and Conflict, Sociology of Gender, SOC 111. Human Communications. or Race and Ethnicity (Also COMM 111)

In addition to the five (5) sociology core cours- This course focuses upon the functions and pro- es, students take four (4) other courses. For cesses of communication as well as the various those following the criminal justice and law communication techniques used in modern soci- track, one of these courses must be SOC 216 ety. Students explore basic theories and examine (Crime, Law, and Justice). Of the other cours- the characteristics and social effects of verbal es, for students following both tracks, at least and non-verbal human interaction. Application one of which must be at the 300 level. These of theoretical concepts include observation and remaining courses should be chosen in care- analysis of communication methods used in in- ful consultation with the student's advisor. terpersonal, group, and media forums. (M4)

Sociology majors are encouraged to ful- SOC 113. Cultural Anthropology fill their Learning in Common F2 require- An introduction to the ways that anthropologists

230 analyze cultures to understand the diversity of helping professions, as well as philosophies and human social forms. Using both cross-cultural political realities that affect human services. They comparisons of major social institutions and prac- also examine roles and skills needed by various hu- tices and the intensive examination of selected man-service practitioners. Prerequisite: SOC 115. specific cultures, it seeks to promote students' understanding of human cultural diversity. (M4) SOC 216. Crime,​ ​ Law,​ ​ and​ ​ Justice​ ​ An introduction to the American criminal jus- SOC 115. Introductory Sociology tice system. Topics include measuring crime, Explores basic concepts and theories concerning crime causation theories, criminal law, law the relationship between individuals and soci- enforcement, criminal courts, and correc- ety. Emphasizes the influence of culture, social tions. Students will explore strategies for sys- structure, and institutions upon human activity. tem reform to improve the quality of justice Discusses and analyzes social groups, social- in America today. Prerequisite: SOC 115. ization, community, class, power, and social change, among other substantive issues. (M4) SOC 220. American Constitutional Law. (Also Political Science 220) SOC 125. Marriage and the Family Role of the Supreme Court and its relationship Kinship (around which ideas of families are struc- to legislative and executive branches of the tured) is a fundamental and central social institu- American political system. Attention to judicial tion in all societies and cultures around the world. decisions of constitutional and historic signifi- The course introduces students to cross-cultural cance in development of American government. variations in how notions of kinship are conceptu- Fall, alternate years. Two 70-minute periods. alized and practiced in structuring various social Recommended: POSC 110 or SOC216. relationships and models of relatedness within different socio-political, cultural contexts. The SOC 221. Civil Liberties and the U.S. course will further explore how approaches to the Constitution. (Also POSC 221) study of kinship have evolved and remain relevant today, with particular attention to issues of rela- Civil liberties of Americans as delineated in the Bill tionship between biology and culture, personhood, of Rights. Issues of freedom of religion, speech, identity, subjectivity, gender, sexuality and power. press, assembly, right to counsel, searches and seizures, self-incrimination, cruel and unusual punishment, and fair trial. Judicial policy-making SOC 165. Life Walk of Justice: and problem of individual freedoms in conflict with Introduction to Peace and Justice federal and local police powers. Alternate years. Studies. (Also IDIS/REL 165) In this course students will be encouraged to identi- SOC 240. Social Deviance fy and analyze (in)justice in our own lives, commu- The concept of deviance as addressed by so- nities and world. In addition to course readings, we ciological perspectives. Sociological, biolog- will use the contemplative practices of memoir and ical, and psychological theories of causation walking as resources for critical thinking. A major- are used to explore behaviors that may inter- ity of the course will involve students developing sect with matters pertaining to criminal justice responses to (in)justice through various projects and social welfare. Prerequisite: SOC 115. that reflect students’ own passion and design, including academic, artistic, political, social, SOC 245. Juvenile Delinquency service-oriented, and personal responses. (M3) Delinquent behavior and the juvenile justice sys- SOC 210. The Human Services System tem, with emphasis on facets of delinquency (types and origins) that differentiate it from adult Describes the wide variety of human services criminal behavior. Topics include institutional and offered in the United States, explaining current non-institutional prevention, control, and treat- resources available and ranges of unmet needs. ment of delinquency. Prerequisite: SOC 115. Students explore the historical development of the 231 SOC 246. Basic Research Methods SOC 265. Sociology of Religion Development and practical use of skills for initi- The role of religion in modern society, with em- ating the research process, from development of phasis on the changing dynamic of religion. Top- topics to determination of research methods and ics include secularization and de-secularization instruments. Information-gathering through tradi- of society; religious pluralism and immigration; tional sources and the media, and proper reporting political and civil religion; new religions. (M3) of this information. Understanding and use of struc- tures for data-gathering. Prerequisite: SOC 115. SOC 268. Nation, Religion & Region in India This course is designed as an introduction to SOC 251. Human Sexuality. (Also IDIS 251) the culture and society of modern India. The The physical, psychological, relational, and so- course focuses upon the historical formation of cio-cultural aspects of sexuality influence humans different communities, looking at the historical, from before birth through death. This course will in- political, cultural, and social forces that have crease students' understandings of lifespan human shaped these communities. The course will high- sexuality; engage them in critical thinking about light the development of national, religious, and sexuality in the context of culture; help them iden- regional communities. No prerequisites. (M5) tify and critique their sexual values, attitudes and morals; and enable students to make relational and SOC 270. Corrections in America sexual decisions in keeping with their values. (U2) Historical development and competing philos- ophies of corrections as institutional and com- SOC 256. Social Controversies. (Also IDIS 256) munity-based programs. Dynamics of prison life; Ethical concerns associated with traditional and inmate subculture; administrative, organizational, contemporary social issues. Assessment of mor- and rehabilitative aspects of adult and juvenile al arguments based upon individual beliefs as probation and parole. Prerequisite: SOC 216. well as those promoted by traditional philosophy. Encourages exploration of students' own philos- SOC 275. Complex Organizations ophies in the context of everyday life. Prerequi- Theory and dynamics related to the adminis- site: SOC 115; junior or senior standing. (U2) tration of complex organizations. Emphasis on historical, comparative, and contemporary orga- SOC 258. Power and Conflict nizational theories; distinction between sociolog- Analyzes the ways that sociologists and others ical and economic approach to understanding have tried to understand social hierarchies and organizations. Case studies aid in comprehend- the processes by which social activity develops ing these differences. Prerequisite: SOC 115. and sustains them. Focus is on understanding social-science theories and concepts that de- SOC 310. The Family and the Law scribe and analyze social inequality and per- Sources and applications of family law in Amer- ceptions of such inequality in modern life. ica. Legal regulation of marriage, boundaries of marital and non-marital contracts, divorce. Le- SOC 260. Urban Sociology gal ramifications of parent-child relationships, Examines the city as a unique site of social life, including parental obligations in children's using an historical and comparative approach to education and medical care. Issues of child ne- identify key features in the development of in- glect, abuse, and legal termination of parental dustrial, post-industrial, and global cities. Topics rights. Prerequisite: junior or senior standing. include human and spatial divisions, institutional structure of urban areas (including economic, SOC 312. Environmental Law political, and religious dimensions), cosmopol- Importance of public policy and the law to en- itanism, and pluralism. Each term, the course vironmental issues and problems. Topics in- focuses on one city, such as New York, Bombay, or clude environmental values upon which policy London, as a case study. Prerequisite: SOC 115. is based; review of laws and regulations with

232 an emphasis on NEPA, RCRA, CERCLA; and Anthropology. (Also ANTH 347) policies that apply to clean water, wetlands, en- The course explores the scope of methodologies in- dangered species. Prerequisite: SOC 216. corporated within contemporary cultural anthropol- ogy. Students will engage in examining epistemo- SOC 318. Criminal Law and Society logical perspectives in the practice of anthropology Causes of crime, nature of criminal acts, ele- and work towards acquiring skills for conducting ments of crimes, defenses, excuses and justifi- and carrying out various stages of ethnographic cations for crimes. Topics include crimes against fieldwork, from research design, methods of data persons, property, moral order, "victimless" collection to developing tools of interpretive anal- crimes, admissibility of evidence, constitu- ysis and presenting their findings across different tional guarantees. Prerequisite: SOC 216. audiences, within and outside academia. The course will further engage students to contemplate SOC 335. Sociological Theory theoretical and ethical frameworks for conceptu- alizing the value and relevance of anthropological Prominent schools of sociological theory, building knowledge and methodologies in an increasing- upon theories introduced in lower-level courses. ly interconnected global society. Prerequisite: Development of social theory and connections SOC 115 or SOC/ANTH 113. Writing-intensive. between classical and contemporary theoretical positions. Topics include consensual and conflict approaches, micro- and macro- perspectives. SOC 350. Socio-History of Media Current theoretical challenges, including feminist Technology. (Also IDIS 350) theory, critical race theory, and post-modernist Technological development and social implica- theories. Prerequisite: junior or senior standing. tions of various forms of mass media. Analyzes mass media as a social force that shapes personal SOC 340. Women and Crime and collective ideas and behaviors. Prerequisite: This course is designed to provide students with junior or senior standing. (U1) (Major elective for an in-depth understanding of the status of wom- Sociology) (Minor elective for Media Studies). en in society today and its impact on women and girls both as victims and perpetrators of crime. SOC 355. Sociology of Gender. (Also IDIS 355) The course examines theories of victimization, Relationships between biologically defined sex crime and delinquency, as well as how the criminal and culturally defined gender; analysis of expec- and juvenile justice systems function to process tations and limitations upon males and females female victims and female offenders. Focusing on in traditional and contemporary societies. Sig- females’ specific pathways into crime and de- nificant focus on inequality in social institutions, linquency, students will examine contemporary including family, workplace, and legal system, that prevention and intervention strategies designed reflect differences in sex and sexual orientation. to either prevent such behaviors from happening in the first place or from reoccurring once they SOC 357. Racial and Ethnic Inequality have been exhibited. Prerequisite: SOC 216. Current and historical theories of race and eth- nicity paradigms. Concepts of minority-domi- SOC 346. WI:Advanced Research in Sociology nant relations, assimilation, pluralism, strains Capstone course for sociology majors. Each stu- of anti-racism, immigration, segregation. dent conducts an empirical study designed to develop skills for gathering and interpreting data SOC 366. Counseling in Human Services using common statistical tests to determine sig- Development of the helping relationship as a nificant effects. Students become familiar with basis for individual, group, and family counseling. computer programs that perform these tests and Building interviewing skills through classroom practice scholarly presentation of research find- practice exercises to demonstrate and inte- ings. Prerequisite: SOC 246. Writing-intensive. grate understanding of counseling techniques. Helpful preparation for students in a variety SOC 347. WI:Advanced Research in 233 of field placements and internships. Prerequi- • A completed Graduate Record Ex- site: SOC 210 and junior or senior standing. amination (GRE) general test • A grade of a C or higher in the following SOC 370. Seminar coursework (or equivalent) at an accred- In-depth study of one of a wide range of top- ited institution of higher education: ics in contemporary sociology, such as social • Statistics (e.g. MAT 107 El- movements, media, sports, and other aspects of ementary Statistics) popular culture. Open to junior and senior so- ciology majors or by permission of instructor. • Biology (e.g. BIO 103, Anat- omy & Physiology 1) SOC 375-377. Fieldwork in Sociology • Physics/Chemistry (e.g. PHY 109, Physics for Life Sciences) Designed to relate classroom concepts to or- ganizational practice. To be eligible for a spe- • Psychology/Sociology (e.g. PSYH) cific placement, students should contact • Clinical Linguistics (linguistic anal- advisor at the start of the junior year to plan ysis/language disorders) courses necessary for their field placement, • Anatomy & Physiology of the which requires approval of fieldwork semi- Speech & Hearing Mechanism nar instructor. Restricted to senior majors. • Communication Development SOC 190-199, 290-299, 390- • Phonetics/Phonology 399. Special Topics. • Speech & Hearing Science SOC 286, 381-384. Independent Study. • Audiology SOC 288, 386-388. Internship.

SOC 400-401. Honors. *25 hours of observation in the discipline (must observe an ASHA certified, licensed provider) SPANISH *Submit a signed copy of the 'Profes- See International Languages and Literatures sional Dispositions, Behaviors & Essen- tial Functions (PDBEF)' document *Note: evidence of observation hours and the SPEECH-LANGUAGE PATHOLOGY signed PDBEF are required only after students are Program Director: Louise Keegan offered a place in the MS-SLP graduate program.

The Master of Science in Speech-Language Pa- Students who do not consider English to be thology program is designed to prepare students their primary language are required to submit for practice in educational and healthcare settings official scores of a recent IELTS (Internation- as Speech-Language Pathologists (SLPs). It is a al English Language Testing System) or TOE- full-time, two year, entry-level, professional prac- FL (Test of English as a Foreign Language) tice program. Students from any major may apply examination. Minimum scores required for for admission to this program. Students who wish admission to this program are as follows: to enter the Moravian College Speech-Language Pathology program will be able to avail of a Com- • IELTS: 6.5 or higher munication Sciences and Disorders track, within the Health Sciences Major. To be considered for • TOEFL Paper: 577 or higher admission the following pre-requisites apply. • TOEFL Computer: 233 or higher • TOEFL Internet: 90 or higher • A completed undergraduate degree from an accredited institution of higher education Application Materials: • A minimum GPA of 3.0 • Official Transcripts

234 • GRE Report SLP 553 Aquired Communi- • Resume cation Disorders (5) • Personal statement/letter of intent SLP 502 Medical Speech-Lan- guage Pathology (3) • Three letters of recommendation SLP 522 Clinical Skills: Tech- nology in SLP (1) Top applicants will be selected to attend an SLP 563 Clinical Education III (2) interview before final offers are made. SLP 654 Complex Cases in Speech-Language Accreditation Pathology I (5) The Master of Science program in Speech-Lan- SLP 612 Interprofessional guage Pathology at Moravian College is a Development & Candidate for Accreditation by the Council Documentation (1) on Academic Accreditation in Audiology and SLP 623 Clinical Skills: Aural Speech-Language Pathology (CAA) of the Amer- Rehabilitation (1) ican Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, SLP 624 Clinical Skills: Ad- MD 20850, 800-498-2071 or 301-296-5700. vanced Linguis- Candidacy is a “preaccreditation” status with tic Analysis (1) the CAA, awarded to developing or emerging SLP 664 Clinical Education IV (2) programs for a maximum period of 5 years. SLP 655 Complex Cases in Speech-Language The Major in Speech-Language Pathology II (5) Pathology SLP 680 Colloguium (1) Elective* Healthcare Elec- Course Number Course Title (cred- tive (2-3) it hours) SLP 613* EBP III (1) SLP 500 Neuroanatomy & SLP 665 Clinical Education V (2) Neurophysiology (3) SLP 681 Thesis (2) SLP 551 Foundations of Speech-Language SLP 666 Clinical Educa- Pathology (5) tion VI (4-6) SLP 510 Professional Issues (1) 61 Total Credits SLP 561 Clinical Educatioon I (1) SLP 552 Developmental Courses Descriptions in Speech- Communication Language Pathology Disorgers (5) EDUC 502* Language Acquisition Foundational Knowledge Sequence & Development (2) Elective* Educational Elec- SLP 500 Neuroanatomy & Neurophysiology tive (2-3) This course covers the basic anatomy and phys- SLP 511* Evidence Based iology of the central nervous system with special Practice (EBP) I (1) emphasis on neural systems involved in normal SLP 521 Clinical Skills: and disordered language comprehension and Evaluation (1) production, normal and disorders speech, voice and swallowing functions as well as normal and SLP 562 Clinical Education II (2) disordered cognitive skills. The course is 3 cred- it hours in total (one of which will be taught by

235 the neuroscience faculty, in conjunction with the cy, HLAT 712 Epidemiology & informatics, OT Athletic Training graduate students, and two of 561 Reflections & Professional Development, which will be taught by faculty in the SLP pro- OT 605 Management of Therapy Services. gram). 3 credits, lecture & lab, Summer offering Inquiry Sequence SLP 502 Medical Speech-Language Pathology This course was designed to introduce graduate SLP 510 Professional Issues in level clinicians to the medical setting as a prospec- Speech-Language Pathology tive work setting. Topics include specialized roles This course examines professional ethics and of the speech/language pathologist in the medical issues, reviews regulations and requirements center setting, medical record keeping systems for professional practice, provides an overview and terminology, evaluation and treatment of of the composition/policies of the Graduate dysphagia, laryngectomy rehabilitation with em- Program in SLP, and discusses cultural consid- phasis on surgical voice restoration (T.E. puncture) erations for studying, assessing and treating and other topics of concern to the hospital-based communication and swallowing disorders in clinician. 3 credits, lecture & lab, Spring offering culturally and linguistically diverse (CLD) pop- ulations. 1 credit, lecture, Summer offering EDUC 502 Introductory Education for English Language Learners SLP 511 Evidence Based Practice Students will learn basic principles, issues, and This course will introduce the student to role strategies for English language teaching. This and importance of research in the rehabilita- course will be an introduction to challenges tion professions. Course content will include of teaching English learners and offers a com- defining research terminology, basic epidemi- prehensive overview of learning theories and ology, development of search terms, human teaching strategies. Attention will be given to subjects training and the development of a re- such controversial topics as the influence of search question. 1 credit, lecture, Fall offering culture on schooling, the cultural practices of schooling, and the sociopolitical context of edu- SLP 612 Interprofessional cation. Students will learn clear models of stra- Development & Documentation tegic teaching leading to students' success. This course examines professional ethics, reviews Educational Elective: Examples of courses regulations, requirements and billing in profes- students may elect to take include; EDUC 507 sional practice, documentation across healthcare Culture Community Diversity, EDUC 510 Child and education based professions and settings, Development & Cognition I, EDUC 513 The Arts: experimental design, research methodologies and Creative Expression, EDUC 516 Early Child Ed- also addresses other topical interdisciplinary and ucation Theory/Practice/Family, EDUC 520 In- practical issues. 1 credit, lecture, Summer offering terventions for Mid-Level learners, EDUC 606 Reading and Writing across the Curriculum, EDUC SLP 613 Evidence Based Practice III 673 ESL Assessment and Support, EDUC 610 This course will educate the student regarding Differentiating Instruction, EDUC 670 Oral Lan- statistical analysis, development of discussion guage development and acquisition, EDUC 626 points, figure and table creation and developing literacy skills for children with special needs research conclusions. 1 credit, lecture, Fall offering

Healthcare Elective: Examples of courses Clinical Skills Sequence students may elect to take include; HLAT 622 Sports Nutrition, HLAT 678 Psychosocial As- pects of Rehab, NURS 504 Policy, Quality, & SLP 521 Evaluation Safety in Health Care, NURS 502 Epidemiology This lab course will allow students to practice & Bioinformatics, NURS 536 Law, Regulations, procedures and processes of evaluation. Stu- Ethics, Health, HLAT 710 Healthcare poli- dents will practice administering various forms 236 of assessments. They will learn how to interpret guage Pathology (e.g. developmental commu- standardized scores and determine the psycho- nication disorders, acquired communication metric properties, validity, reliability and appli- disorders, interprofessional collaboration, cability of the most common norm-referenced counseling, cultural diversity). 5 credits, prob- standardized assessments in the field of com- lem based learning, Summer offering munication disorders. 1 credit, lab, Fall offering SLP 552 Developmental SLP 522 Technology in Speech- Communication Disorders Language Pathology A problem based learning course that covers This lab course will provide students with infor- 1cases of developmental speech, voice, language mation about the use of technology in enhancing & social communication/cognitive difficulties. 5 client and provider outcomes, in the profession credits, problem based learning, Fall offering of Speech-Language Pathology. The uses of Al- ternative Augmentative Communication (AAC) SLP 553 Acquired Communication Disorders devices, Electronic Medical Records, software A problem based learning course that cov- and hardware that may be applied in commu- ers 10 cases of acquired communication nication analysis, neuroimaging devices, and and swallowing disorders. 5 credits, prob- other such tools will be examined, discussed lem based learning, Spring offering and applied. 1 credit, lab, Spring offering SLP 654 Complex Cases in Speech- SLP 623 Aural Rehabilitation Language Pathology I This lab course will provide students with informa- A problem based learning course that covers 10 tion about the basic concepts of acoustics as they mplex cases in the field of SLP. Cases include relate to hearing measurement, the psychophysical voice disorders, fluency difficulties, and devel- methods of measuring hearing thresholds and the opmental issues across the lifespan. 5 credits, calibration of hearing measurement devices. Stu- problem based learning, Summer offering dents will learn how to evaluate and interpret au- diometric tests and make appropriate referrals, in diverse populations. 1 credit, lab, Summer offering SLP 655 Complex Cases in Speech- Language Pathology II SLP 624 Advanced Linguistic Analysis A problem based learning course that covers 10 This lab course examines language as a system complex cases in the field of SLP. Cases address of human communication. It provides students ethical issues in speech-language pathology, with the opportunity to record, investigate, and mental health issues and the impact on communi- analyze language in populations with communi- cation and many more unusual and complex cases. cation disorders. Specific emphasis on theories of 5 credits, problem based learning, Fall offering analysis (e.g. Brown’s stages, LARSP, conversation analysis, narrative analysis, systemic functional Clinical Education Sequence linguistics) emphasize the importance of intercon- nections between language, context, genre and SLP 561 Clinical Education I the communication partner. Clinical applications A supervised clinical experience in speech-lan- are emphasized. 1 credit, lab, Summer offering guage pathology. Student will acquire experience working with a variety of populations, which may Problem Based Learning Sequence include individuals with developmental communi- cation and swallowing difficulties (e.g., Down syn- SLP 551 Foundations of Speech- drome, autism spectrum disorders, cerebral palsy), Language Pathology hearing impairment and acquired difficulties (e.g. stroke, degenerative diseases, injury). This will typ- A problem based learning course that covers ically be an outpatient placement in a clinic such 10 standard cases and issues in Speech-Lan- as St. Luke’s North. Consists of a two day a week 237 placement, where each student is responsible for A supervised clinical experience in speech-lan- the service provision where students work in pairs guage pathology. Student will acquire experience and see one to two clients per week for 10 weeks working with various populations. This may be in (45-75 mins of direct client care per week). 1 cred- any healthcare or educational setting. All efforts it, Clinical Education Experience, Summer offering will be made to place students in settings that are similar to those where they may wish to pursue SLP 562 Clinical Education II employment. Consists of a fifteen-week full time placement. It is expected that each student will A supervised clinical experience in speech-lan- obtain a minimum of 200 direct contact hours guage pathology. Student will acquire experience with clients over the fifteen weeks. 4-6 credits, working with pediatric populations. This may be Clinical Education Experience, Spring offering in settings such as schools, outpatient clinics, early intervention etc. Consists of a five-week full time placement. It is expected that stu- Capstone Experiences dents will obtain a minimum of 50 direct contact hours with clients over the five weeks. 2 credits, SLP 680 Colloquium Clinical Education Experience, Fall offering The word “colloquium” is derived from the Latin, and means “to talk together.” The word conveys SLP 563 Clinical Education III a conversation that is both structured and infor- A supervised clinical experience in speech-lan- mal, a meeting of minds that is serious and spirit- guage pathology. Student will acquire experi- ed. This course requires active participation and ence working with adult populations. This may discussion of topical issues that are important be in settings such as acute care hospitals, to the discipline. 1 credit, lecture, Fall offering outpatient clinics, nursing homes, rehabilita- tion centers, etc. Consists of a five-week full SLP 681 Thesis (optional) time placement. It is expected that students will Candidates will work independently (indepen- obtain a minimum of 50 direct contact hours dent study), under the guidance of a thesis with clients over the five weeks. 2 credits, Clin- advisor, to conduct a research project, place ical Education Experience, Spring offering data within the context of published studies and report research findings in a final thesis. SLP 664 Clinical Education IV An oral defense of the thesis will be required. A supervised clinical experience in speech-lan- 1 credit, Independent Study, Spring offering guage pathology. Student will acquire experience working with various populations. This may be in any healthcare or educational setting. Consists of THEATRE a five-week full time placement. It is expected that The Theatre Minor gives students the oppor- students will obtain a minimum of 50 direct contact tunity to develop communication and creative hours with clients over the five weeks. 2 credits, problem solving skills and they learn the art and Clinical Education Experience, Summer offering technique of communicating a play to an audi- ence. Students will gain an understanding and SLP 665 Clinical Education V appreciation of the various aspects of theatre A supervised clinical experience in speech-lan- production and their own artistic voice in a com- guage pathology. Student will acquire experience bination of classroom and laboratory environ- working with various populations. This may be in ments. Within the minor, a student may focus on any healthcare or educational setting. Consists an area of particular interest (performing, direct- of a five-week full time placement. It is expected ing, writing, etc.), but all students will become that students will obtain a minimum of 50 direct more proficient in collaboration, creative problem contact hours with clients over the five weeks. 2 solving, interpretation, and self-awareness. credits, Clinical Education Experience, Fall offering

SLP 666 Clinical Education VI 238 Curriculum • An approved arts management course • INTRODUCTION TO THE DIS- • Internship or --Independent Study with CIPLINE (one unit) approval of the program director. • THEA 232/ENGL 232. ART OF THEATRE • An approved LVAIC theatre course • STUDY OF THEATRE PRODUCTION (one unit) NOTE: Other complementary courses-including special topics courses-may not be counted as the • (Directing, Design, Performance, Play- elective with approval of the Theatre Minor advisor. writing, Stage Management, etc) One unit in directing, design, performance, playwriting or stage management, to be chosen • MAJOR PROJECT (one unit) from courses offered at Moravian or another • THEA 385 LVAIC institution. Special topics, independent Performance of a major role, completion of a study or internship courses may be includ- primary design, stage management of a fully ed, with approval of the program director. staged production, etc. Typically completed in a student's senior year. TO INCLUDE: Process • STUDY OF DRAMATIC LITERA- journal with entries for each rehearsal/session; TURE OR HISTORY (one unit) Accompanying readings; Weekly meetings with advisor; Completion of a personal artistic state- Choose one of the following, or another ap- ment that looks back over previous experiences proved Moravian or LVAIC course in dra- including practicum, evaluates progress, and matic Literature or Theatre History: identifies strengths, challenges, and goals. • THEA 330/ ENGL 330. Shakespeare • ENGL 223. Modern Drama and Theater • PRACTICA (NON CREDIT BEAR- • ENGL 224. American Drama and Theater ING REQUIREMENT) • or special topics courses in Dramat- Participation (in an approved capacity) in TWO ic Literature or Theatre History, with theatre productions, with accompanying self-eval- approval of the program director. uation. Could be pre-production research, per- formance, building, painting, writing, directing, design, etc. One of the practica may be in a • ELECTIVE (one unit) related discipline (such as Dance Company par- Choose one of the following: ticipation) if authorized by the minor advisor. • A second theatre production course • A full unit of approved Vocal Music courses Courses • A full unit of approved Dance courses THEA 232. Art of the Theater • A second dramatic literature course Aesthetic, historical, and production as- pects of theater. Practical experience in production. Alternate years. (M6) For foreign language students, this could include FREN360/THEA360 (20th-Century French The- atre), GERM350/THEA350 (20th-Century German THEA 330. Shakespeare Theatre), SPAN342/THEA342 (Love and Jealousy The major plays. Spring, alternate years. from Cervantes to Almodóvar), SPAN354/THEA354 (Emblems and Visual Culture in Early Modern Spain) or FOR115/THEA115 (Spanish Master- THEA 385 or 385.2. Project pieces in Translation) however, note that courses Exploration of an aspect of theatre in practice. cannot count toward BOTH a major and a minor).

239 WOMEN'S STUDIES Michael M. Ellis ’72 See Interdisciplinary Programs New York, NY Principal, Pantera Partners LLC WRITING See Interdisciplinary Programs Robert Flicker '71 Topton, PA Executive Vice President and COO, Directories, East Penn Manufacturing Andrew W. Hart ’90 Calendar, Maps New York, NY Senior Vice President, Tiffany& Co. BOARD OF TRUSTREES Elected Members Axel Hildebrandt Bethlehem, PA Curtis H. Barnette Professor, German, Moravian College Bethlehem, PA Attorney (Retired) Joyce Hinnefeld Bethlehem, PA Ray S. Bishop, Jr. ’81 Professor, English, Moravian College Nazareth, PA President & Owner, Team Imaging Maggie Jones '20 Morristown, NJ C.J. Brown ‘96 Student, Moravian College Colts Neck, NJ Partner and Senior Managing Director Robert Kafafian '77 Bethlehem, PA Gregory Christensen CEO and President, The Kafafian Group Schnecksville, PA Air Products Corp. (retired)

Brian J. Corvino ‘02 Michael Lazari Karapetian '97 Newtown, PA Toluca Lake, CA Vice President, Operations, Pharmastrat Founder, President, CIO of Lazari Capital Manage- ment, Inc. and Lazari Asset Management, Inc. Craig Danielson '88 Lititz, PA Sean McFarland '21 CEO and President, Wolf Home Products Alburtis, PA Student, Moravian College

240 Deborah McKinnon ’73 Bryon L. Grigsby '90 Alexandria, VA Bethlehem, PA Executive Director, The American Col- President, Moravian College lege of Trust & Estate Counsel David Guthrie ‘86 Brian Oswald '82 Winston-Salem, NC Naples, FL President, Provincial Elders Conference, South- CPA, CFO, Secretary & Treasur- ern Province, Moravian Church in America er, Prospect Capital Corp. Elizabeth D. Miller ‘85

Kenneth Rampolla ’79 Bethlehem, PA Bethlehem, PA President, Provincial Elders Conference, North- ern Province, Moravian Church in America Owner & President, Responsive Marketing, Inc. J. William Reynolds '03 A. Reed Raymond ’74 Bethlehem, PA Sicklerville, NJ President, Moravian College Alumni Association Vice President and Chief Administrative Offi- cer, Federal Reserve Bank of Philadelphia Greg Weir Calgary, Alberta Canada Bill Schaninger '93 '98 President Canadian District, Moravian College Bethlehem, PA Senior Partner, McKinsey & Co. Life Trustees Parry J. Miller ‘66 Honnie P. Spencer ‘90 Lancaster, PA Mooresville, NC Radiologist (Retired) Physician Betsey Tait Puth ’51 Hilary Wandall '93 Winnetka, IL Center Valley, PA General Counsel & Chief Data Gov- ernance Officer, TrustARC Frederick A. Reinhard David Zinczenko '91 Palmerton, PA Bethlehem, PA Chairman of the Board, Pencor Services, Inc. President and CEO, Galvanized Officers of the Board Ex Officio Members Kenneth J. Rampolla, Chair David Bennett ‘88 Brian Oswald, Vice Chair Bethlehem, PA Deborah McKinnon, Secretary President, Eastern District, Northern Prov- ince, Moravian Church in America Ray S. Bishop, Jr., Treasurer

241 Emeritus Gary Kaskowitz Lyn Trodahl Chynoweth '68 Liz Kleintop Bethlehem, PA Mark Koscinski Chair Emerita Richard Krohn Principal and Executive Consultant (Retired) Eva Leeds Santo Marabella FULL-TIME FACULTY Daniel O'Connor (Listed by Department) James Ravelle Linda Ravelle

Moravian’s strong curriculum is reinforced by a Sabrina Terrizzi scholarly, dedicated faculty. The influence of the Barbara Vinciguerra faculty on students is personal and immediate: James West Moravian faculty members—including the most se- nior—teach freshman classes as well as upper-lev- el classes. And the scholarship and dedication of Education Moravian’s faculty creates a dialogue between Jean DesJardin teachers and students with far-reaching results. Tristan Gleason Laurie G. Kahn School of Arts, Humanities, and Joe Shosh Social Sciences Yosung Song Dean: Daniel Jasper Huijing Wen

Art English Natessa Amin John Black Kristin Baxter Theresa Dougal Angela Fraleigh Crystal Fodrey Susan Morelock Joyce Hinnefeld Camille Murphy Robert LaRue Meg Mikovits Belinda Waller-Peterson Communication & Media Studies Nicole Tabor Program Joel Nathan Rosen Global Religions Kin Cheung Economics & Business Kelly Denton-Borhaug Sonia Aziz Arash Naraghi Sue Cyliax Jason Radine Katie Desiderio Tom Egan History Mahmoud Elhussini Sandra Aguilar-Rodriguez 242 Sandy Bardsley Psychology Jane Berger Robert Brill Heikki Lempa Dana Dunn Jamie Paxton Aleena Hay Wickham Dietlinde Heilmayr Modern Languages & Literature Sarah Johnson Carmen Ferrero Michelle Schmidt Axel Hildebrandt Stacey Zaremba Jean-Pierre Lalande Nilsa Lasso-von Lang Sociology & Anthropology Joanne McKeown Alison Bloom Claudia Mesa Joyce Dougherty Franca Roibal Fernandez Akbar Keshodkar Lynnet Sanchez Virginia O'Connell Erica Yozell Ariel Otruba Debra Wetcher-Hendricks Music Hilde Binford Theatre Carl Hess Christopher Shorr Larry Lipkis Carole Lutte School of Natural and Health Neil Wetzel Sciences Paula Zerkle Dean: Diane White Husic

Philosophy Biological Sciences Bernie J. Canteñs Andrea Bortz Carol Moeller Cecilia Fox Arash Naraghi Frances Irish Leon Niemoczynski Christopher Jones Joshua Lord Physical Education Kara Mosovsky Mary Beth Spirk Daniel Proud Anastasia Thevenin Political Science Natasha Woods Khristina Haddad Yayoi Kato Chemistry Faith Okpotor Michael Bertucci John Reynolds Shari Dunham

243 Stephen Dunham Physics Alison Holliday Kelly Krieble Carl Salter Ruth Malenda Edward Roeder Mathematics & Computer Science Jeffrey Bush Rehabilitation Sciences Benjamin Coleman Sara Benham Brenna Curley Mary Culshaw Michael Fraboni Barbara Fralinger Kevin Hartshorn Monica Kaniamattam Leigh Nataro Louise C. Keegan Greg Schaper Susanna Keller Fred Schultheis Jennifer Maloney Nathan Shank Jennifer Ostrowski Shannon Talbott Ellen Payne Debra Ward Ann Marie Potter Mary Anne Riopel Nursing and Public Health Allison Roll Pamela Adamshick Krista Rompolski Elise Colancecco Eric Sanders Cathy Coyne Michael Steimling Paulette Dorney Jay Scifers Janice Farber David Wilkenfeld Dawn Goodolf Kimberly Wynarczuk Beth Gotwals Kathleen Gray SEMINARY FULL-TIME FACULTY Karen Groller Rev. Dr. Deborah Appler Taylor Grube Professor of Old Testament/Hebrew Bible Deborah Halliday Rev. Dr. Craig Atwood Interim Dean Lori Hoffman The Charles D. Couch Chair of Moravian Theology Donna Keeler Director of Center for Moreavian Studies Erin Kennedy-Ripley Rev. Dr. Frank Crouch John Mikovits Professor of New Testament Colleen Payton Rev. Dr. Nelson Rivera Associate Professor of Theology Michelle Sayenga Dr. Michelle Santiago Susan Scholtz Assistant Professor of the Clini- Margaret Smith cal Practice of Counseling James Teufel Rev. Dr. Beth Toler Assistant Professor of Clinical Counseling 244 Rev. Dr. C. Riddick Weber Zach Martin - Drum Set Associate Professor of Pastoral Ministry Steven Mathiesen - Percus- Seminary Chaplain sion, Percussion Ensemble Dr. Audrey West Joseph Mixon - Guitar Visiting Associate Professor, New Testament Michael Montero - Violin, Viola Chase Morrison - Composition, Cello ARTIST-LECTURERS IN MUSIC Gregory Oaten - Voice, Classical Dr. Deborah Andrus - Clarinet; Clar- Najwa Parkins - Voice, Jazz inet Choir, Woodwind Trio Stephen Reisteter - Clarinet John S. Arnold - Guitar, Classical; Guitar Ensemble Paul Rostock - Double Bass (classi- Eduardo M. Azzati - Voice, Clas- cal and jazz); Bass Ensemble sical; Women's Chorus David Roth - Piano, Jazz; Combo II Sarah Baer - Oboe Dr. Martha Schrempel - Piano, Classical Justen Blackstone - Voice Teacher, Classical Kimberly Seifert - Bassoon and Musical Theatre; Vocal Coach; Broadway Audrey Simons - Cello, Cello Ped- and Opera Workshop Ensemble Director agogy, Cello Literature John Bottomley - Bagpipes Melissa Socci - Suzuki Cello Ralph Brodt III - Trombone; Trombone Ensemble Nancy Terlaak Poot - Suzuki, Violin and Viola Jonathan D. Clark - Horn Dr. Barbara Thompson - Piano, Classical Dr. Debra Torok - Piano, Classical Dan DeChellis - Piano, Classical and Jazz; Non-idiomatic Improvisation Dr. Scott Watson - Composition Anthony DeSantis - Trumpet, Jazz Trumpet Eileen Wescoe - Accompanying David Diggs - Oboe Denise Williams - Piano Joseph Doucette - Suzuki Violin and Viola Skip Wilkins - Jazz Piano Inna A. Eyzerovich - Violin Andrea Wittchen - Harp (Classical and Celtic) Allen Frank - Tuba Lawrence Wright - Trumpet, Clas- sical; Brass Ensemble Anthony Gairo - Saxophone, Jazz Arranging, Combo I Frank Giasullo - Piano, Jazz ADMINISTRATION Alison Gillespie - Celtic Fiddle; Celtic Ensemble Academic Programs Dr. Arianna Goldina - Piano, Classical; Piano Trio Sarah Corroda Ryan Harding - Audio Recording Staff Asst Bryan Holten - Organ (610) 625-7733 Hamilton Hall 100 Lori Huth - Suzuki, Piano [email protected] Robin Kani - Flute, Flute Ensemble Diane Husic Kelsey Kish - Voice Dean- School of Nat&Health Sciences;Prof Linda Kistler - Violin, Baroque Violin (610) 625-7100 Hamilton Hall Thomas Kozic - Jazz Guitar 202 Rebecca Lebore - Organ [email protected] Daniel Jasper 245 Dean of Arts Humanities & Social Sciences (610) 861-1325 (610) 625-7882 Benigna Hall 104 Hamilton Hall 204 [email protected] [email protected] Alyson Remsing Director of Undergraduate Recruitment (610) 861-1328 Accessability Services Colonial Hall 228 [email protected] Michelle Koch Kimberly Shank Director of Accessibility Services Director of Campus Visit Experi- (610) 861-1401 ence & Community Relations Monocacy Hall 104 (610) 625-7934 [email protected] Colonial Hall 229 Michelle Shafer [email protected] Accessibility Services Specialist LaKeisha Thorpe (610) 861-1401 Assoc. Dean - Graduate and Continuing Studies Monocacy Hall 1st Fl (610) 625-7716 [email protected] Benigna Hall 212 [email protected] Valerie Verba Admissions Enrollment Operations Specialist Analisha Anthony (610) 861-1323 Assoc Dir Admissions & Multi Cultural Recruitment Colonial Hall 221 (610) 861-1448 [email protected] Colonial Hall Timothy Wait [email protected] Assistant Director of Admission Marybeth Carey (610) 625-7939 Executive Director of Admissions Colonial Hall 2nd Floor and Financial Aid Services [email protected] (610) 681-1645 Janet Wallace Colonial Hall 226 Enrollment Operations Specialist [email protected] (610) 861-1324 Scott Dams Colonial Hall 221 VP for Enrollment and Marketing [email protected] (610) 861-1601 Folami Young Benigna Hall 213 Office Manager [email protected] (610) 861-1422 Megan Fedey Colonial Hall 125 Admissions Counselor [email protected] (610) 625-7115 Giulianna Young Colonial Hall 227 Assistant Director of Admissions [email protected] (610) 861-1322 Sarah Groves Colonial Hall 224 Admissions Counselor [email protected] (610) 861-1649 Colonial Hall 228 [email protected] Art Erika Mondok Kristin Baxter Executive Director of Transfer Enrollment Associate Professor 246 (610) 861-1463 South Hall 2 Johnston Hall 104 [email protected] [email protected] Janet Ciganick Sarah Coelho Admin Asst; Adjunct Faculty Art History Athletic Trainer (610) 861-1680 (610) 861-1537 South Hall 1 Johnston Hall 129 [email protected] [email protected] Angela Fraleigh Sarah Dalrymple Associate Professor Head Coach Women's (610) 861-1652 (610) 861-1404 South Hall 5 Johnston Hall 113 [email protected] [email protected] David Leidich Theresa Eddinger Director of Payne Gallery Office Manager (610) 861-1622 (610) 861-1572 South Hall Payne Gallery Johnston Hall 101 [email protected] [email protected] Susan Morelock Paul Engelhardt Assistant Professor of Photography and New Media Head Baseball Coach (610) 861-1623 (610) 625-7502 South Hall 6 Johnston Hall 114 [email protected] [email protected] Camille Murphy Mark Fleming Asst Professor Sports Information Director (610) 861-1678 (610) 861-1472 South Hall 3 Johnston Hall 115 [email protected] [email protected] Benjamin Gabriel Athletic Trainer Athletics and Recreation (610) 861-1537 Joshua Baltz Johnston Hall 129 Equipment Manager [email protected] (610) 861-1538 Renee Hellert Johnston Hall Eq. Room 312 Associate Athletics Director [email protected] (610) 861-1531 Jesse Baumann Johnston Hall 109 Director of Track & Field/Cross Country [email protected] (610) 861-1578 William Lahouchak Johnston Hall 146 Asst Equipment Manager [email protected] (610) 861-1538 John Byrne Johnston Hall 140 Associate Athlet Dir- Operations/Head Softball [email protected] (610) 861-1321 Rebecca May Johnston Hall 117 Fitness Center Director/ Assistant Athletic Director [email protected] (610) 625-7791 David Carty Johnston Hall 148 Head Men’s Coach [email protected] (610) 625-7709 Marty Moyle

247 Secretary Biological Sciences (610) 861-1534 John Bevington Johnston Hall 101 Professor [email protected] (610) 861-1430 Kristen Nicholson 314 Head Women’s Lacrosse Coach Collier Hall of Science 306 (610) 625-7727 [email protected] Johnston Hall 105 Cecilia Fox [email protected] Professor John Ostrowski (610) 861-1426 Coordinator of Athletic Training PPHAC 220 (610) 861-1537 [email protected] Johnston Hall 129 Mark Hahn [email protected] Laboratory Preparation Coordinator Shawn Postiglione (610) 861-1674 Head Men's Basketball Coach Collier Hall of Science 314 (610) 861-1506 [email protected] Johnston Hall 108 Christopher Jones [email protected] Professor Jeffrey Pukszyn (610) 861-1614 Head Football Coach Collier Hall of Science 319 (610) 625-7956 [email protected] Johnston Hall 127 Joshua Lord [email protected] Assistant Professor Shelley Sorensen-Bauder (610) 861-1414 NCAAChamps LifeSkillsAsstDir/ Coach PPHAC 218 (610) 625-7849 [email protected] Johnston Hall 116 Kara Mosovsky [email protected] Asst Professor Mary Beth Spirk (610) 861-1428 Director of Athletics & Recreation Collier Hall of Science 311 (610) 861-1424 [email protected] Johnston Hall 160 Daniel Proud [email protected] Assistant Professor of Biological Sciences Aaron Wilf (610) 625-7114 Director of Tennis/Head Coach Collier Hall of Science 323 (610) 625-7783 [email protected] Johnston Hall 111 Ann Sywensky [email protected] Admin Support Asst for HOS Robert Wilkinson (610) 861-1425 Head Men’s Soccer Coach Collier Hall of Science 201 sy- (610) 625-7656 [email protected] Johnston Hall 101 Anastasiya Thevenin [email protected] Assistant Professor Jeffrey Ykoruk (610) 861-1607 Head Women’s Soccer Coach Collier Hall of Science 316 (610) 625-7953 [email protected] Johnston Hall 112 Natasha Woods [email protected] 248 Assistant Professor Lynn Masters (610) 625-7603 Accts. Payable Clerk Collier Hall of Science 318 (610) 861-1357 [email protected] Colonial Hall 3rd Floor [email protected] Gail Shively Book Shop Accounting Manager-Payroll & Tax Compliance Larry Davis (610) 861-1344 Subcontractor Colonial Hall 306 (610) 866-5481 [email protected] [email protected] Debra Williamson Carol King Staff Accountant Subcontractor (610) 861-1356 (610) 866-5481 Colonial Hall 305 [email protected] [email protected] Karen Kulanko Asst Bookstore Manager (610) 866-5481 Campus Police NULL Richard Blake [email protected] Police Captain Robert Rush (610) 861-1409 118 Manager W Greenwich St (610) 866-5481 [email protected] NULL Roberta Dodson [email protected] Office Manager (610) 861-1421 119 W Greenwich St Business Office [email protected] Marie Breisch Paul Keen Associate Dir of Financial Operations Sergeant (610) 861-1549 (610) 861-1421 Colonial Hall 307 119 W Greenwich St [email protected] [email protected] Erica Konczyk Michael Schmittinger Payroll Coordinator Police Sergeant (610) 861-1358 (610) 861-1421 Colonial Hall 3rd Fl 119 W Greenwich St [email protected] [email protected] Rachael Lyall Director of Business & Financial Operations (610) 861-1304 Center for Career & Civic Colonial Hall 303 Engagement [email protected] Kathleen Barr Amy Mallow Assoc Dir Career Dev-Experiental Learning Accounting Manager (610) 625-7510 (610) 861-1388 HUB Main Floor Colonial Hall 304 [email protected] [email protected] Christina Crawford 249 Administrative Support Assistant Godfred Fianu (610) 861-1509 Chemistry Lab Coordinator and Instructor HUB Main Floor Collier Hall of Science [email protected] [email protected] Patricia Hanna Alison Holliday Asst Dir of Career Dev & Alumni Relations Associate Professor (610) 625-7874 (610) 861-1433 HUB Main Floor Collier Hall of Science 220 [email protected] [email protected] Julianne Huber O Carlysle Salter Civic Engagement Coordinator Professor (610) 625-7503 (610) 625-7920 HUB Career and Civic Engagement Collier Hall of Science 221 [email protected] [email protected] Vivianna Samite Assistant Director of Student Engagement (610) 861-1493 College Central Services HUB Donna Moyer Main Floor Administrative Support Assistant - CCS [email protected] (610) 861-1417 Amy Saul Comenius Hall 206 Assistant Vice President for Student Affairs [email protected] & Dean for Career & Civic Engagement (610) 861-1508 HUB Main Floor Counseling Center [email protected] Allison Blechschmidt Gillian Sharkey Director of the Counseling Center Director of Civic Enagagement (610) 625-7912 (610) 861-1507 1307 Main St HUB Main Floor [email protected] [email protected] Joshua McSparin Staff Counselor (610) 625-7748 Chemistry 1307 Main St Michael Bertucci [email protected] Asst Professor Melissa Miller (610) 861-1436 Administrative Support Assitant Collier Hall of Science 222 (610) 861-1510 [email protected] 1307 Main Sr 1st Floor Shari Dunham [email protected] Associate Professor Kelly Waechter (610) 625-7105 Staff Counselor PT Collier Hall of Science 213 (610) 861-1510 [email protected] 1307 Main St Stephen Dunham [email protected] Associate Professor Rosemarie Williams (610) 625-7103 Staff Counselor FT Collier Hall of Science 209 dun- (610) 861-1495 [email protected] 1307 Main St 250 [email protected] (610) 861-1342 Colonial Hall 333 [email protected] Development Matthew Nesto Anisa Albertson Assistant Director of Annual Giving Prospect Researcher & Stewardship Specialist (610) 861-1339 (610) 861-1369 Colonial Hall 336 Colonial Hall 324 [email protected] [email protected] Patricia Price Jill Anderson Director of Planned Giving Vice President for Development (610) 625-7915 and Alumni Engagement Colonial Hall 330 (610) 625-7910 [email protected] Colonial Hall 3rd Floor Jannette Saeger [email protected] Director of Seminary Advancement Lisa Brand (610) 625-7908 Director of Advancement Operations Colonial Hall 328 (610) 861-1338 [email protected] Colonial Hall 336 Lucas Smith [email protected] Asst Director of Major Gifts Robert Breckinridge (610) 861-1337 Director of Corporate, Founda- Colonial Hall 332 tion & Government Relations [email protected] (610) 861-1478 Jessica Weaver Colonial Hall 329 Leadership Gift Officer Family Philanthropy [email protected] Colonial Hall Floor 3 Heather Christein [email protected] Dir. Donor Engagement & Stewardship Marissa Zondag (610) 861-1371 Leadership Gift Officer Alumni & Parents Colonial Hall 332 (610) 625-7906 [email protected] Colonial Hall 340 Justin DeReniz [email protected] Assistant Director of Alumni & Parent Engagement (610) 861-1584 Alumni House 4 Economics & Business [email protected] Sonia Aziz Stephanie Flurer Associate Professor Administrative Support Asst (610) 625-7702 (610) 625-7969 PPHAC 221 Colonial Hall 3rd Floor 317 [email protected] [email protected] Susan Cyliax Carrie Gradin Assistant Professor of Practice Director of Annual Fund (610)625-7817 (610) 625-7942 Comenius Hall 205 Colonial Hall 323 [email protected] [email protected] Katie Desiderio Amanda Maenza Executive Director of Graduate Business Programs Asst Director of Alumni Engagement (610) 861-1376

251 Comenius Hall 202 Professor [email protected] (610) 861-1378 Thomas Egan Comenius Hall 217 Instructor [email protected] (610) 625-7507 Linda Ravelle PPHAC 215 Associate Professor [email protected] (610) 861-1453 Mahmoud Elhussini Comenius Hall 217 Visiting Assistant Professor [email protected] (610) 625-7101 Sabrina Terrizzi Comenius Hall 209 Associate Professor of Economics [email protected] (610) 625-7937 Gary Kaskowitz Comenius Hall 212 Professor [email protected] (610) 861-1406 Barbara Vinciguerra PPHAC 217 Department Chair [email protected] (610) 861-1377 Lizabeth Kleintop Comenius Hall 216 Director of Assessment and Accreditation [email protected] (610) 625-7704 Cathy Welsko Comenius Hall 207 Support Leader I [email protected] (610) 861-1591 Mark Koscinski Comenius Hall 208 Visiting Assistant Professor of Accounting [email protected] (610) 625-7867 James West Comenius Hall 205B Professor [email protected] (610) 861-1381 Richard Krohn Comenius Hall 215 Professor of Practice [email protected] (610) 625-7722 Comenius Hall 311 [email protected] Education Eva Leeds Marie Brown Professor Activities Coordinator (610) 861-1446 [email protected] Comenius Hall 214 Doris Correll [email protected] Director of Field Experiences Santo Marabella (610) 861-1473 Professor PPHAC 321 (610) 625-7903 [email protected] Comenius Hall 203 Jean DesJardin [email protected] Associate Professor Daniel O’Connor (610) 861-1317 Assistant Professor of Practice in Accounting PPHAC 326 (610) 861-1413 [email protected] Comenius Hall 211 Tristan Gleason [email protected] Asst Profesor James Ravelle (610) 861-1452

252 PPHAC 3rd Floor English & WAM Staff Assistant and Adjunct Faculty [email protected] (610) 625-7513 Beverly Hockemeier Zinzendorf Hall 302 Community School Coordinator [email protected] (610) 861-1558 Joyce Hinnefeld PPHAC 3rd Floor Professor [email protected] (610) 861-1392 Lauren Kahn Zinzendorf Hall 202 Assistant Professor [email protected] (610) 625-7958 PPHAC 323 Robert LaRue [email protected] Asst Professor Joseph Shosh (610) 625-7862 Professor/M.Ed. Director Zinzendorf Hall 307 (610) 861-1482 [email protected] PPHAC 327 Megan Mikovits [email protected] Instructor of Writing/Dir of Writing Cntr Alexis Slavish (610) 625-7820 Administrative Support Assistant Zinzendorf Hall 204 (610) 861-1558 [email protected] PPHAC 325 Belinda Peterson [email protected] Asst Professor Yosung Song (610) 861-1642 Assistant Professor Zinzendorf Hall 303 (610) 625-7971 waller- [email protected] PPHAC 318 Christopher Shorr [email protected] Associate Professor of Theater Arts Huijing Wen (610) 861-1489 Assistant Professor (610) 625-7015 HUB Theater PPHAC 322 [email protected] [email protected] Nicole Tabor Associate Professor English (610) 625-7842 John Black Zinzendorf Hall 302 Professor [email protected] (610) 861-1390 Zinzendorf Hall 306 [email protected] Finance & Administration Theresa Dougal Rebecca Ahner Professor Executive Administrative Assistant (610) 861-1389 (610) 861-1360 Zinzendorf Hall 301 Colonial Hall 201 [email protected] [email protected] Crystal Fodrey Lauren deQuintal Asst Professor Manager of Budgets & Analytics (610) 861-1511 (610) 861-1368 Zinzendorf Hall 203 Colonial Hall 216 [email protected] [email protected] Christopher Hassay Wilson Gonzalez

253 Director of Finance 1415 Cortland St (610) 861-1554 [email protected] Colonial Hall 212 Amber Donato [email protected] Assoc. Director of Planning/Project Management Mark Reed (610) 625-7981 VP for Finance & Administration CFO 1415 Cortland St (610) 861-1360 [email protected] Colonial Hall 205 Regina Gower [email protected] Administrative Services Manager (610) 861-1560 1415 Cortland St Financial Aid [email protected] Mykayla Biechy Financial Aid Advisor Randy Haffling (6120) 625-7749 General Services Manager Colonial Hall 122 (610) 861-1593 [email protected] 1415 Cortland St [email protected] Kaitlyn Globosits Financial Aid Advisor Dean Molitoris (610) 861-1329 Assistant Director of Plant Operations Colonial Hall 1st Floor Room 122 (610) 625-7990 [email protected] 1415 Cortland St [email protected] Dennis Levy Executive Director of Financial Aid Services Mark Newman (610) 625-7925 Plant Services Supervisor - Custodial Colonial Hall 120 (610) 625-7946 [email protected] 1415 Cortland St [email protected] Naree Simmons Assoc. Director of Financial Aid Services Chad Royer (610) 861-1330 Assoc. Director of Plant Operations Colonial Hall 119 (610) 625-7982 [email protected] 1415 Cortland St [email protected]

FMP&C Global Religions Cynthia Armenta CSI Supervisor Kin Cheung (610) 861-1638 Assistant Professor 1415 Cortland St (610) 625-7844 [email protected] Comenius Hall 108B [email protected] Jamie Breidinger Administrative Specialist Kelly Denton-Borhaug (610) 861-1550 Professor 1415 Cortland St (610) 625-7104 [email protected] Comenius Hall 109 [email protected] Yasmin Bugaighis Director of FMP&C Kevin Gualano (610) 861-1480 Catholic Chaplain (610) 625-7922 254 Comenius Hall (610) 625-7964 [email protected] Benigna Hall 210 Jason Radine [email protected] Associate Professor Sarah Rentz (610) 861-1314 Instructional Designer Comenius Hall 108A (610) 861-1451 [email protected] 120 W Greenwich St 201 Michael Singer [email protected] Associate Chaplain - Judaism Kristina Sullivan (610) 861-1510 Director of Student Recruitment Operations 1305 Main St (610) 861-1326 [email protected] Benigna Hall 211 [email protected]

Graduate & Adult Enrollment Peter Albrecht Health Center Associate Director of Graduate & Kathy Atkinson Adult Enrollment Operations St. Lukes Health Center Secretary (861) 625-7914 (610) 861-1567 Benigna Hall 1st Floor 250 W Laurel St [email protected] Stephanie Dillman Caroline Bechtel Nurse Coordinator Student Experience Mentor - Nursing (610) 861-1566 (610) 625-7131 250 W Laurel St Benigna Hall [email protected] [email protected] Evelynne Blatt Associate Dir. of Enrollment Operations (610)625-7854 Colonial Hall 222 History [email protected] Sandra Aguilar Rodriguez David Castaneda Associate Professor Instructional Designer (610) 625-7957 (610) 625-7744 Comenius Hall 302 Benigna Hall 206 [email protected] [email protected] Sandra Bardsley Angelo Fattore Professor Student Experience Mentor (610) 861-1398 (610) 625-7742 Comenius Hall 303 Benigna Hall 208 [email protected] [email protected] Jane Berger Brian Martin Associate Professor of History Student Experience Mentor (610) 861-1402 (610) 625-7130 Comenius Hall 308 Benigna Hall 215 [email protected] [email protected] Heikki Lempa Jennifer Pagliaroli Professor Lead Student Experience Mentor (610) 861-1315 255 Comenius Hall 307 Asst Director of HR-HRIS & Benefits [email protected] (610) 861-1528 James Paxton Colonial Hall 309 Associate Professor [email protected] (610) 625-7897 Leah Naso Comenius Hall 306 Title IX Coordinator & Compliance Officer [email protected] (610) 861-1529 Colonial Hall 210 [email protected] Housing & Event Management Lori Venegas Alexis Kersten Human Resources Assistant (610) 861-1527 Assistant Director of Residence Life Colonial Hall 310 [email protected] (610)625-7789 HUB Lower Level - Student Life Office Room 6 [email protected] Information Technology Timothy Lauth James Beers Assistant Director Director of Information Security HUB (610) 861-1449 [email protected] 118 W Greenwich St 203 [email protected] Suzanne Moyer David Brandes Assistant Director of Event Management Chief Information Officer (610) 861-1491 (610) 625-7753 HUB Main Floor Colonial Hall [email protected] [email protected] Megan Soltis Paul Edinger Housing Coordinator Director of Custom Development (610) 625-7051 (610) 861-1688 HUB 120 W Greenwich St 205 [email protected] [email protected] Elizabeth Yates Seaman Amber Kortbawi Associate Dean of Students (610) 861-1505 Assistant CIO for Client Success 1301 Main St 2nd Floor, Rm 3 ya- (610) 861-1461 [email protected] Memorial Hall [email protected] Christopher Laird Human Resources Assistant CIO for Infrastructure Jon Conrad (610) 625-7760 VP for Human Resources 118 W Greenwich St 1st Floor (610) 861-1527 [email protected] Colonial Hall 311 Nicholas Laird [email protected] MAC Systems Administrator Dior George (610) 625-7928 Human Resources Specialist Memorial Hall 203 (610) 861-1467 [email protected] Colonial Hall 314 Maria Lucas [email protected] Senior Network Administrator Hope Meixell (610) 861-1455

256 120 W Greenwich St 204 Colonial Hall 207 [email protected] [email protected] Colleen Marsh IT Project Manager (610) 625-7824 Intercultural Advancement & Global 120 W Greenwich St 1st Floor Inclusion [email protected] Anize Appel William Shivers Coordinator of International Student Recruitment IT Programmer Analyst (610) 625-7701 (610) 861-1648 1140 Main St Main 120 W Greenwich St 206 [email protected] [email protected] Manuel Gonzalez Mandy Stauffer Executive Director of International Enrollment Systems Engineer (610) 861-1644 (610) 625-7132 Colonial Hall 226 118 W Greenwich St 2nd Floor [email protected] [email protected] Amy Moyer Elizabeth Tate Asst Dir for the Center for Global Educatioon Instructioonal Technologist (610)625-7778 (610) 861-1633 1140 Main St 2nd Floor 120 W Greenwich St 2nd Floor [email protected] [email protected] Craig Underwood Director of Media Services (610) 861-1501 LVAIC Memorial Hall 101 Charlene Bergstresser [email protected] LVAIC Program Director Jonmichael Vito (610) 625-7892 User Support Analyst 1309 Main St (610) 625-7703 [email protected] Memorial Hall 102 Diane Dimitroff [email protected] Executive Director Brett Volk (610) 625-7892 User Support Analyst 1309 Main St (610) 625-7107 [email protected] Memorial Hall 102 William Ferry [email protected] LVAIC Courier Brittany Yenser (610) 625-7888 Event Technology Coordinator 1309 Main St (610) 861-1447 [email protected] Memorial Hall 101 Alexandra Fiorini [email protected] Administrative Coordinator (610) 625-7888 1309 Main St Institutional Research [email protected] Sharon Maus Katy Thomas Director of Institutional Research Strategic Partnership Director (610) 861-1536 (610) 625-7892

257 1309 Main St (610) 625-7710 [email protected] The Sally 204 [email protected] Benjamin Coleman Mail Services Professor of Computer Science Michael Macenka (610) 625-7781 Mailroom Supervisor The Sally 203 (610) 861-1631 [email protected] HUB Lower Level Brenna Curley [email protected] Assistant Professor (610) 625-7738 The Sally 339 Marketing & Communications [email protected] Michael Fraboni Claire Boucher Professor of Mathematics Social & Digital Media Manager (610) 861-1605 (610) 861-1332 The Sally 341 Colonial Hall 111 [email protected] [email protected] Shannon Graham Michael Corr Associate Professor of Mathematics Director of Marketing and Communications (610) 861-1573 (610) 861-1365 The Sally340 Colonial Hall 102 [email protected] [email protected] Laurie Lefurge Beth Fritzinger Office Assistant Content Marketing Manager (610) 861-1335 (610) 861-1362 The Sally 351 Colonial Hall 113 [email protected] [email protected] Gregory Schaper Eleni Garzon Visiting Associate Professor of Comp Science Creative Services Manager (610) 625-7786 (610) 625-7796 The Sally 205 Colonial Hall 112 [email protected] Fred Schultheis Professor of Mathematics Christie Jacobsen (610) 625-7887 Webmaster The Sally 342 (610) 625-7797 [email protected] Colonial Hall 111a [email protected] Nathan Shank Associate Professor of Mathematics Claire Kowalchik (610) 861-1373 Communications Associate Magazine Editor The Sally 344 (610) 625-7765 [email protected] Colonial Hall 103 [email protected] Modern Languages & Literarure Math & Computer Science Carmen Ferrero Associate Professor of Spanish Jeffrey Bush (610) 861-1394 Instructor 258 Comenius Hall 412 Edward Flintom [email protected] Facilities Manager/Music Department Axel Hildebrandt (610) 861-1661 Associate Professor of German Brethren’s House 310 (610) 861-1395 [email protected] Comenius Hall 405 Ronald Haas [email protected] Outreach Coordinator-Music De- partment (610) 625-7512 Jean-Pierre Lalande Brethren’s House 319 [email protected] Professor of French/Assoc Member Political Sc (610) 861-1399 Henry Hess Comenius Hall 104 Dir. Instrumental Music & Asst Prof of Music [email protected] (610) 861-1672 Brethren’s House 317 Nilsa Lasso-von Lang [email protected] Associate Professor of Spanish (610) 861-1393 Suzanne Kompass Comenius Hall 408 Artist-in-Residence [email protected] (610) 861-1650 Brethren’s House 109 Joanne McKeown [email protected] Professor of French (610) 861-1396 Larry Lipkis Comenius Hall 407 Professor of Music [email protected] (610) 861-1656 Brethren’s House 309 Claudia Mesa [email protected] Associate Professor of Spanish (610) 861-1397 Rose Panik Comenius Hall 406 MCMI Program Coordinato [email protected] (610) 861-1650 Franca Roibal Fernandez 1301 Main St 306 Visiting Assistant Professor of Spanish [email protected] Comenius Hall 410 Dawn Rodriguez [email protected] Academic Secretary Erica Yozell (610) 861-1651 Associate Professor of Spanish Brethren’s House 307 (610) 625-7782 [email protected] Comenius Hall 402 Neil Wetzel [email protected] Associate Professor (610) 861-1621 Brethren’s House 303 Music [email protected] William Bauman Paula Zerkle Business Manager Associate Professor (610) 861-1662 (610) 861-1681 Brethren’s House 315 Brethren’s House 308 [email protected] [email protected] Hilde Binford Associate Professor (610) 861-1691 Nursing Brethren’s House 302 Pamela Adamshick [email protected] Associate Professor 259 (610) 625-7766 The Sally 249 The Sally 307 [email protected] [email protected] Deborah Halliday Mary Beth Albert Instructor Instructor of Nursing (610) 625-7812 (610) 625-7747 The Sally 211 The Sally 307 [email protected] [email protected] Lorraine Hoffman Elise Colancecco Associate Professor/MSN Program Director Instructor (610) 625-7769 (610) 625-7962 The Sally 242 The Sally 310 [email protected] [email protected] Donna Keeler Cathy Coyne Instructor Associate Professor of Practice (610) 625-7878 (610) 625-7720 The Sally 208 The Sally 305 [email protected] [email protected] Jennifer Landis Paulette Dorney Simulation & Multimedia Technician Asst Professor (610) 625-7718 (610) 625-7730 The Sally 304 The Sally 309 [email protected] [email protected] Glenda Learish Janice Farber Administrative Support Assistant Asst Professor of Nursing (610) 625-7987 (610) 625-7719 The Sally 103 The Sally 209 [email protected] [email protected] John Mikovits Dawn Goodolf Instructor Chairperson of Nursing and Pub- (610) 625-7804 lic Health/Assoc Prof The Sally 311 (610) 625-7764 [email protected] The Sally 244 Colleen Payton [email protected] Assistant Professor of Public Health Beth Gotwals (610) 625-7745 Associate Professor The Sally 247 (610) 861-1590 [email protected] The Sally 306 Reinerris Sanchez [email protected] Secretary Karen Groller (610) 861-1660 Asst Professor The Sally 103 (610) 625-7767 [email protected] The Sally 308 Michelle Sayenga [email protected] Instructor Taylor Grube (610) 625-7737 Instructor The Sally 250 (610) 625-7505 [email protected]

260 Susan Scholtz Political Science Associate Professor Khristina Haddad (610) 625-7768 Associate Professor The Sally 312 (610) 861-1559 [email protected] Comenius Hall 112 Shelly Strauss [email protected] Clinical Coordinator Yayoi Kato (610) 625-7731 Asst Professor The Sally 210 (610) 861-1585 [email protected] Comenius Hall 205 James Teufel [email protected] Asst Professor & Program Dir of Public Health Faith Okpotor (610) 625-7807 Assistant Professor The Sally 246 (610) 861-1407 [email protected] PPHAC 213 [email protected]

Philosophy President Carol Moeller Elaine Deitch Associate Professor Exec. Assistant to the President and BOT (610) 625-7881 (610) 861-1364 Comenius Hall 110 Colonial Hall 201 [email protected] [email protected] Bryon Grigsby Philosophy & Religion President Arash Naraghi (610) 861-1364 Associate Professor Colonial Hall 2nd Floor (610) 625-7835 [email protected] Comenius Hall 106 [email protected] Provost Bernardo Cantens Physics & Earth Science Associate Provost of Online Education Kelly Krieble (610) 861-1589 Associate Professor Comenius Hall 107 (610) 861-1437 [email protected] Collier Hall of Science 109 Kayla Holdridge [email protected] Administrative Support Assistant Ruth Malenda (610) 625-7120 Asst Professor Monocacy Hall 2nd Floor (610) 861-1639 [email protected] Collier Hall of Science 110 Cynthia Kosso [email protected] Provost & Dean of Faculty Edward Roeder (610) 861-1348 Associate Professor Colonial Hall 206 (610) 861-1439 [email protected] Collier Hall of Science 111 Amy McHenry [email protected] 261 Executive Coordinator Assistant Professor of Psychology (610) 625-7755 PPHAC 227 Monocacy Hall 2nd Floor [email protected] [email protected] Stacey Zaremba Hassan Rone Professor; Dept. Chair Environmental Health & Safety Officer (610) 861-1563 (610) 625-7921 PPHAC 229 Hamilton Hall 203 [email protected] [email protected] Carol Traupman-Carr Vice Provost Reeves Library (610) 861-1347 Vincent Condello Monocacy Hall 205 P/T Techanical Services Assistant [email protected] Reeves Library [email protected] Angela Cortez Psychology Cataloging/Acquisitions Librarian Robert Brill (610) 625-7876 Associate Professor Reeves Library 111 (610) 861-1561 [email protected] PPHAC 225 Kim Demyan [email protected] Research Instruction Librarian/Coordinator Erin Butler (610) 861-1579 Staff Assistant Reeves Library 224 PPHAC [email protected] [email protected] Jeffrey Dickens Dana Dunn Electronic Resources Librarian Professor of Psychology and Direc- (610) 861-1547 tor of Academic Assessment Reeves Library 119 (610) 861-1562 [email protected] PPHAC 231 Cory Dieterly [email protected] College Archivist Dietlinde Heilmayr (610) 681-1594 Assistant Professor of Health Pshychology Reeves Library Lower Level Room 119 (610) 861-1564 [email protected] PPHAC 226 Pamela Johnson [email protected] Research Instruction, Digital Res. Librarian Sarah Johnson (610) 625-7965 Associate Professor Reeves Library 119 (610) 625-7013 [email protected] PPHAC 224 Elizabeth Miller [email protected] Research Instruction/Seminary Liaison Michelle Schmidt (610) 861-1676 Professor Reeves Librar y224 (610) 861-1606 [email protected] PPHAC 230 Lisa Nyce [email protected] Assistant to the Moravian College Library Director Aleena Wickham (610) 861-1541

262 Reeves Library 203 Assistant Professor of Occupation- [email protected] al Therapy (610) 625-7207 Janet Ohles 1441 Schoenersville Rd 264 ben- Director of Reeves Library [email protected] (610) 861-1540 Marvel Blocker Reeves Library 204 Administrative Specialist (610) 625-7230 [email protected] 1441 Schoenersville Rd 204 block- Kristine Petre [email protected] Information Literacy & Reference Librarian Sonja Burmeister (610) 625-7994 Adjunct Reeves Library 224 1441 Shoenersville Rd 276 [email protected] [email protected] Mary Culshaw Assistant Professor of Occupation- Registrar al Therapy (610) 625-7218 Stephanie Ashton 1441 Schoenersville Rd 276 cul- PT Records MGMt Assistant [email protected] (610) 861-1383 Monica Kaniamattam Monocacy Hall 3rd Floor Assistant Professor of Speech Language Pathology [email protected] (610) 625-7215 Monique Davis 332 Institutional Registrar 1441 Schoenersville Rd 210 kania- (610 861-1475 [email protected] Monocacy Hall 3rd Floor Louise Keegan [email protected] Program Director Speech-Language Renee Hagan Pathology (610) 625-7202 Office Coordinator 1441 Schoenersville Rd 234 kee- (610) 861-1450 [email protected] Monocacy Hall 3rd Floor Susana Keller [email protected] Clinical Coordinator and Assistant Profes- Lisa Johnson sor of Speech Langiuage Pathology Student Transfer Credit & Articulation Analyst (610) 625-7216 (610) 625-7625 1441 Schoenersville Rd 211 [email protected] Monocacy Hall 3rd Floor Kathleen Madara [email protected] Assistant Professor of Physical Therapy Megan Noble 1441 Shoenersville Rd Assistant Registrar [email protected] (618) 861-1343 Jennifer Miller Monocacy Hall 3rd Floor Asst. Prof Occ Therapy/Dir. Clinical Ed [email protected] (610) 625-7219 1441 Schoenersville Rd 207 [email protected] Rehabilitatioon Services Jennifer Ostrowski Associate Professor of Athletic Training Rebecca Becknal (610) 625-7203 Assistant Professor of Speech Language Pathology 1441 Schoenersville Rd 235 1441 Schoenersville Rd [email protected] [email protected] Ellen Payne Sara Benham Assistant Professor 263 (610) 861-7211 [email protected] 1441 Schoenersville Rd 213 Kimberly Wynarczuk [email protected] Assistant Professor of Physical Therapy Ann Marie Potter (610) 625-7217 Director of Occupational Therapy 1441 Shoernersville Rd 266 (610) 625-7205 [email protected] 1441 Schoenersville 278 [email protected] Mary Riopel Religious and Spiritual Life Program Director and Associate Profes- Jennika Borger sor of Physical Therapy Program Chaplain (610) 861-7213 (610) 861-1583 1305 1441 Schoenersville Rd 207 Main St [email protected] [email protected] Alison Roll Director of Clinical Education and As- sistant PRofessor of PT Seminary (610) 625-7234 Deborah Appler 1441 Shoernersville Rd 265 Professor Hebrew Bible/OT & Dir MATS Prog [email protected] (610) 861-1523 Cynthia Rommens Bahnson Center 9 Administrative Specialist [email protected] (610) 625-7204 Craig Atwood 1441 Schoenersville Rd 204 Associate Prof/Dir Center of Moravian studies [email protected] (610) 861-1596 Krista Rompolski Taney Bahnson Center 107 Associate Professor [email protected] (610) 625-7232 Frank Crouch 1441 Shoernersville Rd 277 VP & Dean of Sem /Prof of New Testament [email protected] (610) 861-1515 Eric Sanders Bahnson Center 103 Assistant Professor of Speech Language Pathology [email protected] (610) 625-7214 Randy D’Angelo 1441 Schoenersville Rd 212 sand- Dir. of Seminary Enrollment [email protected] (610) 861-1512 James Scifers Bahnson Center 111 Chair of Rehabilitation Sciences [email protected] (610) 625-7210 Marcella Kraybill-Greggo 1441 Schoenersville Rd 205 MAPC Clinical Director [email protected] (610) 861-1571 Michael Steimlink Lenox House 1 Assistant Professor kraybill- [email protected] (610) 625-7235 Jill Peters 1441 Shoernersville Rd 220 Missional Leadership Developer [email protected] (610) 861-1616 David Wilkenfeld Lenox House 5 Asst Professor & Coord. of Clinical Education [email protected] (610) 625-7208 Nelson Rivera-Garcia 1441 Schoenersville Rd 236 264 Associate Professor Sociology & Anthropology (610) 625-7868 Allison Bloom Bahnson Center 104 Instructor of Sociology and Anthropology [email protected] (610) 625-7729 Michelle Santiago PPHAC 312 Asst Professor of Clinical Counseling [email protected] (610) 861-1522 Lori Boyle Bahnson Center 106 Secretary [email protected] (610) 861-1318 Amy Silvoy PPHAC 313 Associate Director of Marketing [email protected] (610) 861-1525 Joyce Dougherty Lenox House 2nd Floor Professor of Practice [email protected] (610) 625-7119 Rachel Starmer PPHAC 214 Assistant Director of Seminary Administration [email protected] (610) 861-1464 Akbar Keshodkar Lenox House 3 Associate Professor History/ Sociology [email protected] (610) 861-1685 Ronald Szabo PPHAC 311 Technology Specialist [email protected] (610) 625-7866 Virginia Adams O’Connell Bahnson Center 102 Associate Professor [email protected] (610) 625-7756 Mary Toler PPHAC 315 Associate Professor of Clinical Counseling [email protected] (610) 861-1521 Ariel Ortuba Bahnson Center Visiting Assistant Prifessor [email protected] (610) 625-7886 Joshua Tonkay PPHAC 316 Asst. to the Dir. of Enroll & Support Staff [email protected] (610) 861-1516 Joel Nathan Rosen Bahnson Center 100 Assoc Prof/ Program Dir. Comm&Media Studies [email protected] (610) 625-7814 Charles Weber Hamilton Hall 101 Asst Professor of Pastoral Theology [email protected] (610) 861-1524 Debra Wetcher- Hendricks Bahnson Center 110 Professor [email protected] (610) 861-1415 Jane Weber PPHAC 314 Director of Administration [email protected] (610) 861-1634 Bahnson Center 101 [email protected] Sodexo Audrey L. West Visiting Associate Professor Christine Bainbridge (610) 861-1456 Assistant Director/Marketing Bahnson Center 108 (610) 625-7433 [email protected] HUB 265 [email protected] [email protected] Deborah Brownbridge Office Coordinator HUB Student Affairs [email protected] Gloria Chibueze-Azinge Kathy Campbell Assistant Director of Student Development Office Manager (610) 861-1504 (610) 861-1496 1301 Main St 3rd Floor, Room 1 HUB chibueze- [email protected] [email protected] In-Chi Chow-Rivera Karol Keeney Executive Admin Asst - Student Affairs Marketplace Supervisor (610) 861-1503 HUB 1301 Main St 1st Floor [email protected] [email protected] Heather Kindig Alexis Kersten B&G Supervisor Assistant Director of Residence Life HUB (610) 625-7789 [email protected] 1301 Main St [email protected] Nicole Loyd St. Luke’s VP for Student Affairs & Dean of Students Thomas Long (610) 861-1502 Head Strength and Conditioning Coach 1301 Main St 1st Floor (610) 861-1416 [email protected] Johnston Hall 148 Gregory Meyer [email protected] Assistant Dean of Students (610) 625-7787 1301 Main St 2nd Floor, Room 2 Student Accounts [email protected] Casey Gadsby Meghan Santamaria Assistant Director of Student Accounts Associate Dir of Res. Life & Greek Life (610) 861-1588 (610) 625-7788 Colonial Hall 1st Floor Room 104 1301 Main St 3rd Floor, Room 3 [email protected] [email protected] Katicia Rothrock Accounts Specialist - Cashier (610) 861-1334 Student Success Colonial Hall 108 Monica Cottrell [email protected] Transitions Advisor Dawn Snook (610) 681-1647 Director of Student Accounts Reeves Library (610) 861-1333 [email protected] Colonial Hall 106 Monica Jacobe [email protected] Dir. of Academic Support Services Jesher Velazquez Monocacy Hall Cashier/ Accounts Specialist [email protected] (610) 625-7960 Megan Dailey Colonial Hall 108 Health Professions Advisor 266 (610) 625-7209 Fitness Center Director/Assistant Athletic Director Reeves Library 312 610-625-7791 [email protected] [email protected] Kevil Hartshorn Marty Jo Moyle Dean of Student Success/Assoc Prof Math Office Manager (610) 861-1374 610-861-1534 Monocacy Hall 203 [email protected] [email protected] Terry Eddinger Monica Jacobe Office Manager Director of Academic Advis- 610-861-1572 ing and Support Services [email protected] (610) 861-1647 Athletic Department Fax Reeves 209 610-625-7954 [email protected] Dr. Robert Brill Faculty Athletics Representative (610) 861-1561 Student Success [email protected] Marilyn Kelly-Cavotta Mark Fleming Dir. of Veteran and Milirary Affairs Sports Information Director (610) 861-1363 (610) 861-1472 Reeves Library 209 [email protected] [email protected] Nicole Palmasano Linda Watson Sports Information Assistant Program Coordinator (610)-625-7705 Monocacy Hall [email protected] [email protected] Sports Information Fax Matthew Werkheiser 610-625-7954 Coord. Tutoring & Academic Support (610) 625-7843 Matt Nesto Reeves Library 309 Blue & Grey Club [email protected] 610-861-1339 [email protected] Dr. Nicole Loyd Vice-President for Student Af- ATHLETICS STAFF fairs & Dean of Students Mary Beth Spirk 610-861-1503 Director of Athletics & Recreation/ [email protected] Head Women’s Basketball Coach 610-861-1424 [email protected] Sports Medicine Staff Renee Hellert Sarah Coelho Associate Director of Athletics/Se- Assistant Athletic Trainer nior Woman Administrator 610-625-7006 610-861-1531 [email protected] [email protected] Patrick Roche John Byrne Assistant Athletic Trainer Head Softball Coach/Associate Athletics Di- 610-625-7004 610-861-1321 [email protected] [email protected] Rebecca May Jessica Holmes 267 Assistant Athletic Trainer Matt Hanson 610-625-7006 Assistant Baseball Coach [email protected] 610-625-7502 Elizabeth Ballard [email protected] Rehabilitation Coordinator 610-861-1537 Steve Tomaszewski [email protected] Assistant Baseball Coach 610-625-7502 Sports Medicine Fax [email protected] 610-861-1604 Thomas Mariano Assistant Baseball Coach Fitness Center Staff 610-625-7502 Rebecca May [email protected] Fitness Center Director/ Assistant Athletic Director 610-625-7791 [email protected] Women's Basketball Mary Beth Spirk Sports Performance Staff Director of Athletics & Recreation/ Head Women's Basketball Coach Thomas Long 610-861-1424 Director of Athletic Performance [email protected] 610-861-1416 [email protected] Amy Endler Assistant Women's Basketball Coach Laurie Segreaves 610-861-1424 Assistant Director of Student-Athlete Performance [email protected] [email protected] DeAnna Rayam Assistant Women's Basketball Coach 610-861-1424 Equipment Staff [email protected] Josh Baltz Tim Potopa Equipment Manager / Assistant Softball Coach Assistant Women's Basketball Coach 610-861-1538 610-625-7762 [email protected] [email protected] Sean Cole Madison Corrento Equipment Room Assistant Director of Basketball Operations 610-861-1538 610-625-7762 [email protected] [email protected]

Baseball Men's Basketball Paul Engelhardt Shawn Postiglione Head Baseball Coach Head Men's Basketball Coach 610-625-7502 610-861-1506 [email protected] [email protected] Jon Michael Vito Jimmy Murray Assistant Baseball Coach Assistant Men's Basketball Coach 610-625-7703 610-625-7785 [email protected] [email protected]

268 Dave Whelan Jonathan D'Ottavio Assistant Men's Basketball Coach Assistant Track & Field Coach - Throws 610-625-7785 610-625-7826 [email protected] [email protected]

Cheerleading Field Hockey Ashley Melchionna Sarah Dalrymple Head Cheerleading Coach Head Field Hockey Coach 610-861-1534 610-861-1404 [email protected] [email protected] Allie Feinman Assistant Cheerleading Coach Football 610-861-1534 Jeff Pukszyn [email protected] Head Football Coach, Defensive Co- Shannon Smith ordinator, Linebackers Assistant Cheerleading Coach 610-625-7956 610-861-1534 [email protected] [email protected] Chris Leavenworth Angelica Jackson Assistant Head Football Coach - Offensive Line Assistant Cheerleading Coach 610-625-7955 610-861-1534 [email protected] [email protected] John Harrison Dale Tsudy Assistant Football Coach-Offen- Assistant Cheerleading Coach sive Coordinator-Quarterbacks 610-861-1534 610-625-7717 [email protected] [email protected] Jim Newhard Assistant Football Coach - Defensive Line Men's Cross Country 610-625-7956 Jesse Baumann [email protected] Director of Men's & Women's Track Mike Kane & Field and Cross Country Assistant Football Coach - Wide Receivers 610-861-1578 610-625-7956 [email protected] [email protected] Meg Noble Nick Sacco Assistant Cross Country and Track & Field Coach Assistant Football Coach - Offensive Line [email protected] 610-625-7956 [email protected] Women's Cross Country Gary Martell Assistant Football Coach - Offense Jesse Baumann 610-625-7956 Director of Men's & Women's Track [email protected] & Field and Cross Country 610-861-1578 Ian Heck [email protected] Assistant Football Coach - Kickers 610-625-7956 Meg Noble [email protected] Assistant Cross Country and Track & Field Coach [email protected] Steve Gordy 269 Assistant Football Coach Women's Lacrosse 610-625-7956 Kristen Nicholson [email protected] Head Women's Lacrosse Coach Don Clemons 610-625-7727 Assistant Football Coach - Defensive Line [email protected] 610-625-7956 Erin Allen [email protected] Assistant Women's Lacrosse Coach John Menegakis 610-625-7872 Assistant Football Coach - Safeties [email protected] 610-625-7956 [email protected] Dwayne Aaron Men's Soccer Assistant Football Coach 610-625-7956 Bob Wilkinson [email protected] Head Men's Soccer Coach 610-625-7917 [email protected] Golf Shane Kohler Assistant Men's Soccer Coach Kevin Edwards 610-625-7723 Head Golf Coach [email protected] 610-861-1535 Chris Vaughan [email protected] Assistant Men's Soccer Coach John Makuvek Joe Veneziale Head Coach Emeritus Assistant Men's Soccer Coach 610-861-1535 [email protected] Women's Soccer Men's Lacrosse Jeff Ykoruk Head Women's Soccer Coach Dave Carty 610-625-7953 Head Men's Lacrosse Coach [email protected] 610-625-7709 [email protected] Alyssa Zurlo Assistant Women's Soccer Coach Jack Gozzard 610-625-7941 Assistant Men's Lacrosse Coach [email protected] 610-625-7707 [email protected] Jackie Zalis Assistant Women's Soccer Coach Brian Biase Assistant Men's Lacrosse Coach Kirsten Schall 610-625-7707 Assistant Women's Soccer Coach [email protected] 610-625-7953 [email protected] George D'Angelo Assistant Men's Lacrosse Coach 610-625-7709 JD Wilson Softball Assistant Men's Lacrosse Coach John Byrne Head Softball Coach

270 610-861-1321 Director of Tennis [email protected] 610-625-7783 Justine Rossi [email protected] Assistant Softball Coach Mariana Freitas 610-625-7754 Assistant Tennis Coach [email protected] 610-625-7708 Amy Rogers [email protected] Assistant Softball Coach Chris Conrad 610-861-1321 Assistant Tennis Coach [email protected] 610-625-7783 Leah Holmes [email protected] Assistant Softball Coach Lewis Cooper 610-861-1697 Assistant Tennis Coach [email protected] Alexandra MacLean Assistant Softball Coach Men's Track & Field 610-861-1321 Jesse Baumann [email protected] Director of Men's & Women's Track Josh Baltz & Field and Cross Country Equipment Manager / Assistant Softball Coach 610-861-1578 610-861-1538 [email protected] [email protected] Jonathan D'Ottavio Barbara Fralinger Assistant Track & Field Coach - Throws Faculty Athlete Mentor/Volunteer Assistant Coach 610-625-7826 610-625-7233 [email protected] [email protected] Dan McSurdy Assistant Track & Field Coach 610-861-1578 Men's Tennis [email protected] Aaron Wilf Meg Noble Director of Tennis Assistant Cross Country and Track & Field Coach 610-625-7783 [email protected] [email protected] Abby Schaffer Mariana Freitas Assistant Track & Field Coach Assistant Tennis Coach 610-625-7826 610-625-7708 [email protected] [email protected] Chris Ossont Chris Conrad Assistant Track & Field Coach Assistant Tennis Coach 610-861-1578 610-625-7783 [email protected] [email protected] Lewis Cooper Assistant Tennis Coach Women's Track & Field Jesse Baumann Director of Men's & Women's Track Women's Tennis & Field and Cross Country Aaron Wilf 610-861-1578

271 [email protected] B.A., Rockford College Jonathan D'Ottavio M.A., Ph.D., George Washington University Assistant Track & Field Coach - Throws 610-625-7826 Dawn Ketterman Benner (1971)(2014) [email protected] Professor of Physical Education Associate Director of Athletics Dan McSurdy Senior Women's Athletics Administrator Assistant Track & Field Coach B.S., East Stroudsburg State College 610-861-1578 M.S., [email protected] Meg Noble George D. Brower (1989) (2013) Assistant Cross Country and Track & Field Coach Professor of Economics and Business [email protected] B.A., M.S., State Universi- Abby Schaffer ty of New York at Oneonta Assistant Track & Field Coach M.B.A., Ph.D., State Universi- 610-625-7826 ty of New York at Buffalo [email protected] Carole K. Brown (1988) (2004) Chris Ossont Associate Professor of English Assistant Track & Field Coach B.A., Chatham College 610-861-1578 M.A., Ph.D., Lehigh University [email protected] Mohamed M. Bugaighis (1985) (2001) Professor of Mathematics Women's Volleyball B.S., University of London M.Sc., University of Shelley Bauder Ph.D., Head Women's Volleyball Coach 610-625-7849 Robert T. Burcaw (1956) (1994) [email protected] Professor of English B.A., Moravian College M.A., Ph.D., University of Pennsylvania Patrick Fenstermacher Assistant Women's Volleyball Coach Mary Faith Carson (1967) (2000) 610-625-7849 Professor of Religion [email protected] B.A., Erin Hillman M.A., Presbyterian School of Christian Education Assistant Women's Volleyball Coach B.D., Union Theological Seminary at Richmond 610-625-7751 Ph.D., [email protected] G. Clarke Chapman Jr. (1963) (2006) FACULTY AND STAFF EMERITI Professor of Religion A.A., Phoenix College Rudy S. Ackerman (1963) (2002) B.A., Priscilla Payne Hurd Profes- S.T.B., Ph.D., sor of Arts and Humanities B.S., Kutztown State College Herman E. Collier Jr. (1955) (1986) M.A., Temple University President Ed.D., Pennsylvania State University B.S., Randolph-Macon College M.S., Ph.D., Lehigh University Mary E. Arenas (1963) (1999) Professor of Spanish George S. Diamond (1966) (2013) 272 Professor of English of Doctrinal Theology B.A., B.S., M.A., New York University B.D., Ph.D., Union Theological Seminary, Virginia Ph.D., Lehigh University Th.M., Princeton Theological Seminary

John R. Dilendik Jr. (1973) (2013) Willard R. Harstine (1982) (2003) Professor of Education Associate Professor of Pastoral Theology A.B., Boston University on the Edward Rondthaler Chair M.A.T., of Practical Theology M.S., State University of New York at Binghamton B.A., Duke University Ph.D., State University of New York at Buffalo M.Div., Moravian Theological Seminary Th.M., Princeton Theological Seminary Helen Paty Eiffe (1963) (1995) D.Min., Director of Student Activi- ties and the Haupert Union Linda H. Heindel (1966) (2003) B.A., Dean of Continuing and Graduate Studies A.B., Sandra E. Fluck (1990) (2012) M.A., Professor of Education Ph.D., Lehigh University B.S., M.Ed., East Stroudsburg State College Ed.D., Temple University James S. Hilander (1968) (1995) Professor of Sociology John J. Gehman (1955) (1992) B.A., Moravian College Associate Professor of Accounting B.D., Moravian Theological Seminary B.A., Muhlenberg College M.S., Ph.D., University of Wisconsin

Joseph J. Gerencher Jr. (1969) (2010) Donald W. Hosier (1981) (2003) Professor of Earth Science Professor of Biology B.S., M.S., D.Ed., Pennsylvania State University A.B., Lafayette College M.S., Ph.D., Emory University Dennis G. Glew (1970) (2010) Professor of Classics and History Hwa Yol Jung (1962) (2002) B.A., St. John's College Professor of Political Science M.A., Ph.D., Princeton University B.A., M.A., Emory University Ph.D., James S. Green (1979) (1998) Professor of Computer Science Curtis Keim (1980) (2013) B.A., M.S., Ph.D., Lehigh University Professor of History and Political Science B.A., College Mary Margaret Gross (1973)(2013) M.A. & Ph.D., Indiana University Registrar B.A., Moravian College Winfred A. Kohls (1963) (2001) Professor of History Ruth R. Hailperin (1952) (1983) B.A., Augustana College Professor of Mathematics M.A., Ph.D., University of , Berkeley A.B., M.S., University of Chicago Astrid Kromayer (1964) (1992) Ph.D., University of Pennsylvania Professor of Spanish B.A., Douglass College Charles L. Hargis (1977) (2004) M.A., Professor of Doctrinal Theology Ph.D., on the J. Taylor Hamilton Chair 273 Karen Kurvink de las Casas (1985) (2012) Ed.D., Temple University Associate Professor of Biology B.A., Augustana College John Thomas Minor (1984) (2001) M.S., Librarian with Rank of Professor Ph.D., University of Minnesota B.A., Moravian College M.Div., Christian Theological Seminary David L. Langhus (1977) (2013) M.S., University of North Carolina Associate Professor of Chemistry B.A., James B. Mitchell Jr. (1965) (2010) Ph.D., Professor of Biology A.B., Wilkes College Paul S. Larson (1979) (1997) Ph.D., University of Pennsylvania Professor of Music B.S., Mansfield State College M.A., Eastman School of Music Johanna S. Ott (1956) (1986) D.M.A., Temple University Associate Professor of Mathematics B.A., Hunter College R. Daniel Libby (1992) M.S., New York University Professor of Chemistry B.A., Thomas L. Parkinson (1985) (2003) Ph.D., Pennsylvania State University Professor of Economics and Business A.B., Janet S. Loengard (1971) (2003) M.B.A., Ph.D., University of Massachusetts Professor of History B.A., Joseph L. Powlette (1963) (2013) LL.B., Professor of Physics M.A., Ph.D., B.S., Moravian College M.S., Cornell University Arthur W. (1976)(2014) Professor of Psychology Jack R. Ramsey (1970) (2008) B.A., M.S., D.A., Lehigh University Bertha F. and Bernard L. Cohen Profes- sor of English Language and Literature John Makuvek Jr. (1967) (1997) Professor of Drama Professor of Physical Education B.A., Director of Athletics M.A., B.S., M.Ed., East Stroudsburg State College Ph.D.,

Marialuisa N. McAllister (1965) (2001) Ervin J. Rokke (1997) (2006) Professor of Mathematics President B.A., Ph.D., University of Rome B.S., U.S. Air Force Academy M.P.A., Ph.D., Harvard University Albert H. Martin (1976)(2014) Associate Professor of Chemistry Donald P. St. John (1981) (2011) A.B., Professor of Religion Ph.D., B.A., St. Francis College M.A., Temple University John W. McDermott Jr. (1968) (2002) Ph.D., Professor of Education Vice President for Planning and Research Shapour Samii (1963) (1989) B.A., Professor of Economics and Business M.A.T., B.A., of Kentucky M.A., University of California, Davis M.A., University of Wisconsin 274 Ph.D., Lehigh University Kay B. Somers (1981) (2013) Professor of Mathematics Monica Schantz (1962) (1995) B.S., Professor of Music M.S., Ph.D., Rensselaer Polytechnic Institute B.Mus., Concordia College M.Mus., University of Michigan Robert W. Stinson (1970) (2004) Professor of History Richard R. Schantz (1956) (1994) B.A., Allegheny College Professor of Music M.A., Ph.D., Indiana University B.A., M.S.M., Union Theological Seminary John P. Stoneback (1981) (2004) Professor of Computer Science David A. Schattschneider (1968) (2001) B.S., Princeton University Dean and Vice President of the Seminary M.S., S. Morgan Smith and Emma Fahs Smith Professor of Historical Theology Christopher M. Thomforde (2006)(2013) B.A., Moravian College President M.Div., Yale University B.A., Princeton University M.A., Ph.D., University of Chicago M.Div., Yale University Divinity School D.Min., Princeton Theological Seminary Doris J. Schattschneider (1968) (2002) Professor of Mathematics James R. Walker (1979) B.A., Professor of Physical Education M.A., Ph.D., Yale University B.A., Gettysburg College M.S., Rider College Susan S. Schuehler (1979) (1994) Dean of Continuing Studies Joel D. Wingard (1981)(2014) B.S., Professor of English M.Ed., Ed.D., Rutgers University B.A., Muskingum College M.A., G. Alden Sears (1949) (1988) Ph.D., Louisiana State University Professor of Economics and Business B.A., Hans M. Wuerth (1969) (2001) M.A., Ph.D., New York University Professor of German B.A., Alicia Sevilla (1984) (2013) M.A., Ph.D., Rutgers University Professor of Mathematics Licenciada en Ciencias Matemáticas, Uni- James O. Yerkes (1988) (2001) versidad Nacional de Cuyo, Argentina Professor of Religion and Philosophy M.A., Ph.D., Cornell University B.A., M.A., Wheaton College M.A., Ph.D., University of Chicago Robert H. Smith (1976) (2000) Vice President for Administration COMMITTEES B.A., Moravian College M.B.A., Temple University 2.3 Faculty Committees The College has three main governance commit- Bettie Moretz Smolansky (1964) (2010) tees: The Planning and Budget Committee (PBC), Professor of Sociology the Academic Personnel Committee (APC), and A.B., Lenoir Rhyne College the Academic Planning and Program Committee M.A., Duke University (APPC). Each of these governance committees Ph.D., Pennsylvania State University will have one or more related that report to them

275 on a semiannual basis (see below). A commit- ic matters related to teaching and learn- tee may be a Faculty Committee (FC), which ing. Academic-related subcommittees: means it addresses matters of primary concern • Academic Standards Committee (ASC) — FC to the faculty, or a College Wide Committee (CW), which means it addresses matters of pri- • Learning in Common Committee (LinC) — FC mary concern to the entire College community. • Committee for the Advance- ment of Teaching (CAT) — FC 2.3.1 Autonomous Faculty • Committee on Assessment of Stu- Committees dent Learning (CASL) — FC Two committees stand outside of proposed struc- • Health Professions Advisory Com- ture. The Committee on Committees and Hand- mittee (HPAC) — FC book ensures the smooth functioning of faculty • Honors Committee — FC committees and college-wide committees. The • Teacher Education Committee (TEC) — FC Faculty Advocacy Committee is the faculty advoca- cy group that meets with the president and/or the • Women’s Studies Advisory Com- VPAA to discuss matters of concern to the faculty. mittee (WSAC) — FC • Committee on Committees and Handbook (CCH) — FC 2.3.5 College Wide Committees • Faculty Advocacy Committee (FAC) — FC Primary functions vary; membership is comprised of both faculty and administrator colleagues. • Council on Diversity and Inclusion — CW 2.3.2 Planning and Budget • Technology Advisory Committee — CW Committee (PBC) • Human Subjects Internal Re- Primary function: Making recommendations to the view Board (HSIRB) — CW President regarding budget planning, preparation, and formulation. Budget-related committees: • Institutional Animal Care and Use Committee (IACUC) — CW • Faculty Development and Re- search Committee (FDRC) — FC • Campus Sustainability Committee — CW • Student Opportunities for Academ- ic Research (SOAR) — FC 2.3.6 Task Forces • InFocus Committee — CW Appointed at the discretion of the president • Arts and Lectures Committee — CW or the dean of the faculty in order to study and recommend action on specific prob- lems or issues of concern to the College com- 2.3.3 Academic Personnel munity. These committees disband upon Committee (APC) the completion of their assigned tasks. Primary Function: Faculty Evaluation and Re- lated Matters Personnel-related committees: 2.3.7 Committee Descriptions • Faculty Review Committee (FRC) — FC 2.3.7.1 Committee on Committees • Dispute Resolution Group (DRG) — FC and Handbook (CCH) The purpose of the Committee on Committees and Handbook (CCH) is (1) to conduct nominations and 2.3.4 Academic Planning and elections and to appoint faculty members to open- Program Committee (APPC) ings on faculty committees and task forces; and (2) Primary Function: Oversight of all Academ- to update material in the online faculty handbook 276 as needed due to institutional policy changes. tee will present any handbook changes to the full faculty and keep a record of those changes. Membership: CCH consists of three elected 2.3.7.2 Faculty Advocacy Committee (FAC) members of the teaching faculty: one from SAHSS, one from SNHS, and one at-large member. All The Faculty Advocacy Committee (FAC) members must be tenured. Committee members is designed to advise the President and serve for three years; the terms are staggered so serve as a channel of communication be- that a new member joins each year. Committee tween the faculty and the President. members assume the role of chair in their third and final year of service. Service on CCH begins The FAC has the following responsibilities: and ends at the first day of the fall semester. • to provide leadership and take initiative in representing the goals of the teaching faculty No department of the College may have • to act on their behalf within the established sys- more than one of its members on this com- tem of College governance to formally present mittee. Faculty members serving on this the teaching faculty’s concerns to the President committee may not be elected to serve on any other main governance (PBC, APC, • to formulate specific proposals for review APPC) or autonomous (FAC) committee. and consideration by the President, by the full faculty, and, through the President by Typical workload: CCH generally meets once the Board of Trustees as a contribution every week for an hour. Between meetings, to decision-making within the College. work may include drafting updates to the fac- ulty handbook, contacting faculty members re- Membership: FAC is composed of six teaching garding nominations/appointments, or meeting faculty. Two tenured teaching faculty members with representatives from other committees. are from SNHS and two tenured teaching faculty members are from SAHSS. These four members Summer responsibilities: Appointments are elected for three-year terms. One full-time for task forces and other committees of- faculty member from MTS is elected for a three- ten continue into June — members of CCH year term. One untenured faculty member from are expected to be available via electron- SAHSS or SNHS is also elected for a three-year ic communication through the summer. term. All six terms are staggered to ensure two elections per year. No individual may serve on Responsibilities of the committee: FAC for more than six consecutive years. • Nominations and elections. CCH solicits candidate nominations from the faculty and No department of the College may have then runs the elections for those committee more than one of its members on this com- slots that require elections. The committee will mittee. Faculty members serving on this also identify and contact colleagues to consider committee may not be elected to serve on running for particular committee posts. CCH any other main governance (PBC, APC, members also identify colleagues to serve in APPC) or autonomous (CCH) committee. appointed positions on various committees and task forces in consultation with the ac- The committee elects the chair of the commit- ademic deans and provost as appropriate. tee from among the tenured faculty members. • Handbook. The committee is responsible Typical workload: FAC meets every two weeks for for updating an online copy of the Moravian an hour. In addition to the chair, FAC has a meeting College Faculty Handbook when any changes secretary and a (tenured) FAC representative on are required. Any such updating will occur the President’s Council (PC). The meeting secre- when the President, the Board of Trustees, the tary takes the committee meeting notes and posts Provost, and/or the College Faculty creates new them on AMOS. Between meetings, FAC members policy or changes existing policy. The commit- are expected to reply to committee emails as well

277 as be available for conversations with faculty. and/or the PBC for the purpose of providing general support and assistance in planning; The chair serves as the main point person for and specifically to recommend priorities in the between-meeting communication with the Provost preparation of the annual budget of the College. and with faculty. The chair takes the lead in writing The FAC meets with the President and, at the Pres- the various reports and proposals that get submit- ident’s discretion, with the Provost when appro- ted for consideration to the President, the Provost, priate but at least once each semester. Additional and to the faculty. The chair also schedules and meetings may be scheduled as the President and creates the agenda for the committee meetings. the FAC deem appropriate. The FAC advises the President or, at the President’s discretion, the The PC representative, a designated tenured Provost in setting agendas for full faculty meetings. member of FAC, attends the PC meeting each Tuesday 8:00 am – 11:00 am. This individual For the purpose of identification and discus- takes notes at the meeting that are then approved sion of the concerns of the teaching faculty by the Provost and posted on AMOS. This indi- and to help the FAC identify and develop spe- vidual also presents faculty concerns/questions cific policy initiatives concerning the faculty, at the PC meeting. All FAC committee members the FAC, when it is appropriate, consults with suggest items that need to be raised at PC. members of the teaching faculty. To effect such consultation, meetings of the FAC open to all Summer responsibilities: The FAC representa- teaching faculty are held at least once a semes- tive on PC attends the PC meetings on Tuesday ter. Additional open meetings of the FAC may mornings throughout the summer. The chair be convened when circumstances warrant. typically continues to be contacted throughout the summer by faculty members who want to raise As a representative body of the faculty, the FAC issues for FAC’s consideration. All FAC members can initiate proposals and express the will of the are expected to be responsive to e-mail discussion teaching faculty. Towards that end, members of through the summer. Membership on FAC begins the faculty may petition the FAC to initiate spe- and ends on the first day of the fall semester. cific proposals. A petition signed by one-third of the voting members of the teaching faculty Responsibilities of the committee: obligates the FAC to represent before the ap- The committee is authorized: propriate persons or bodies, in accordance with • To represent the teaching faculty in the its functions, the position stated in the petition. event of emergencies or situations in which Actions taken by the FAC in the name of the the full faculty cannot be convened. faculty, however, do not bind any individual fac- ulty member to support these actions or to vote • To consult with members of the teaching faculty in favor of them at meetings of the faculty. for the purpose of the exchange of information and views on matters of concern to them. For the purposes of assuring the effective and • To consult with other standing commit- efficient operations of the committees of the tees for the purpose of exchange of infor- College, including administrative, advisory, and mation and views of concern to them. ad hoc committees, the FAC, with the President, • To develop specific proposals for direct pre- can request a committee to provide a formal re- sentation at full faculty meetings when circum- port on the committee’s activities within the time stances make the utilization of other standing frame specified by the FAC and the President. committees untimely or inappropriate. Changes in structure, functions, or bylaws of the • To request that committees consider FAC can be made by two-thirds vote of the teaching issues of concern to the teaching fac- faculty in attendance at a regular faculty meeting. ulty including consideration of specif- Proposed changes require two readings before a ic proposals developed by the FAC. vote. When deemed necessary by the President, • To consult with the President of the College changes approved by the teaching faculty are

278 submitted to the Board of Trustees for approval. the president on the implementation and review of the College’s strategic planning process and 2.3.7.3 Planning and Budget Committee (PBC) on the integration of planning and budgeting. It prioritizes, reviews, and revises strategic initia- The Planning and Budget Committee (PBC) ad- tives ensuring alignment with the strategic plan vises the President on the implementation and and accreditation standards; presents initiatives review of the College’s strategic planning process for faculty and trustee endorsement; and as- and on the integration of planning and budgeting. signs initiatives to appropriate units to develop implementation activities. It maintains effective Membership: The PBC consists of eight mem- communication with College constituencies, and bers, all with a vote: the Provost; the vice president publishes and distributes the strategic plan and for student affairs and dean of students; the vice planning updates. It seeks regular input from the president for finance and administration; the vice President on strategic planning and makes re- president for planning and research; and four source allocation recommendations to the Pres- elected tenured members of the teaching facul- ident, who may approve, disapprove, or return ty, two from SAHSS and two from SNHS. Faculty the issue to the PBC for further consideration. are elected for staggered four-year terms with no limits on the number of terms served. The chair of the PBC is the faculty member in the third year of 2.3.7.4 Academic Personnel Committee (APC) his or her current term. The chair serves on Presi- The Academic Personnel Committee (APC) is dent’s Council. The vice president for planning and responsible for the following: making recommen- research provides logistical support. Minutes are dations on tenure, rank, termination of service, recorded by one of the non-chair faculty members. and emeritus appointments for all faculty mem- bers; making recommendations for sabbatical No department of the College may have and special leaves for all eligible faculty members; more than one of its members on this com- making recommendations on tenure and rank of mittee. Faculty members serving on this academic administrative officers (including the committee may not be elected to serve on Provost and Dean of Faculty and the President); any other main governance (APPC, APC) making recommendations for Honorary Chairs; or autonomous (CCH, FAC) committee. and nominating candidates for faculty trustees as stipulated by the by-laws of Moravian College, Typical workload: During the academic year, article II, section 3(3). Decisions are made by PBC meets each Thursday morning between majority vote. (Note: The Board of Trustees con- 8:00 and 10:00 a.m. (exact times determined by sults with APC on the appointment of a President.) committee membership each year). The chair of PBC attends President’s Council each Tuesday Membership: Membership consists of the Pro- from 8:00 to 11:00 a.m. Committee members vost and Dean of the Faculty (non-voting) and also attend PC meetings on an ad hoc basis to five tenured members of the teaching faculty: deliberate on any budget-sensitive issues. Work • Two members are elected from SNHS. outside meetings takes about one hour for non- chair members and three to four hours for the • Two members are elected from SAHSS. chair. The chair of PBC is occasionally called • One of these is elected from among upon to present to the Board of Trustees Joint the departments of art, English, histo- Finance Committee and to the full Board. ry, modern languages and literatures, music, philosophy, and religion. Summer responsibilities: PBC continues • The other is elected from among the to meet as needed over the summer. The departments of economics and busi- chair attends President’s Council through ness, education, physical educa- the summer. Service on PBC starts and tion, political science, psychology, ends after commencement each year. and sociology and anthropology. • One member is elected from MTS. Responsibilities of the committee: PBC advises 279 All elected members must be tenured, and at program review, at the discretion of the committee. least three of the elected faculty must have the rank of full professor. Each faculty mem- No department of the College may have more than ber serves a three-year term. No department one of its members on this committee. Faculty of the College may have more than one of its members serving on this committee may not be members on this committee. Faculty members elected to serve on any other main governance serving on this committee may not be elected (PBC, APC) or autonomous (CCH, FAC) committee. to serve on any other main governance (PBC, APPC) or autonomous (CCH, FAC) committee. The committee elects the chair of the commit- tee from among the tenured faculty members. The committee chair is elected by the commit- tee members at the start of the academic year. Typical workload: APPC meets for 60-90 min- utes each week during the academic year Typical workload: APC meets weekly throughout with approximately 2 hours work outside of the academic year and workload includes signif- committee meetings. The committee typi- icant preparation prior to meetings. The commit- cally does not meet during the summer. tee typically does not meet during the summer.

Summer responsibilities: The chair Responsibilities of the committee: The APPC of APC is expected to be responsive to makes recommendations to or otherwise consults e-mail queries through the summer. with the Provost. Recommendation and/or con- sultation is based on: i) review of formal program 2.3.7.5 Academic Planning and proposals; ii) examination of the curriculum and Program Committee (APPC) other academic programs in light of the College Mission, Strategic Plan, the deliberations of the The Academic Planning and Program Committee PBC, and the wider academic environment; iii) (APPC) oversees the development of new aca- review of proposals for changes in the curricu- demic programs and course offerings and reviews lum and other academic programs; iv) review of program changes and course changes that impact proposals for new and replacement faculty mem- the course catalog. The committee reviews chang- bers; and/or v) inquiry and deliberation required es that impact the academic mission of the College by any task bearing on the academic mission as well as reviews proposals for new faculty lines. of the College to which the committee is direct- ed by the Provost. In matters relating to routine Membership: APPC is composed of six modifications of the curriculum, the committee elected teaching faculty members: acts on behalf of the Provost in providing infor- • Four tenured faculty members: two mation and presenting proposals to the faculty. from SNHS and two from SAHSS, elect- ed for staggered four-year terms; 2.3.7.6 Faculty Development and Research • One full-time tenured faculty member Committee (FDRC) – Subcommittee of PBC from MTS, elected to a four-year term; Responsibilities: The Faculty Development and • One untenured at-large faculty member Research Committee advocates for funding and from SNHS or SAHS; selected at large oversees the distribution of monies to faculty from departments not already repre- members to support the improvement of teaching sented, elected to a two-year term. and research. The committee aims to encourage and enable disciplinary research, the dissemination The Provost and the Associate Provost are non-vot- of research results, participation at professional ing members. The Deans of SNHS, SAHSS, and meetings and workshops, and pedagogical de- MTS are non-voting members and will be available velopment, including efforts to improve existing on consultative basis only. A student appointed courses and the development of new courses. by the United Student Government may join the committee as a nonvoting member for planning and Membership: Three faculty members are ap- 280 pointed to three-year staggered terms, one from • Formulates a recommendation each division of the Faculty, with the remaining based on procedural grounds. members appointed annually. The chairperson • Within two months of receiving a fac- is appointed by the associate dean of academic ulty member’s appeal, makes a rec- affairs in consultation with the academic dean. ommendation to the President. 2.3.7.7 Student Opportunities for Academic • Submits a written report of its find- ings to the president. Research (SOAR) – Subcommittee of PBC The goal of the Student Opportunities for Ac- Membership: The FRC is composed of five elect- ademic Research (SOAR) program is to facili- ed members of the faculty: Three tenured faculty tate and fund student research in collaboration members with the rank of professor (one from with a faculty mentor during the regular aca- each division of the faculty, each serving a three- demic year and in the summer months. Fund- year term, one to be elected each year, with no ing is provided on a competitive basis. restrictions as to reelection), and two other ten- ured faculty members, to serve two-year terms (one to be elected each year, with no restrictions Membership: Appointed as to reelection). No two members from the same department can be on FRC at the same time. 2.3.7.8 InFocus Committee – Subcommittee of PBC 2.3.7.11 Dispute Resolution Group This committee plans yearly programming so (DRG) – Subcommittee of APC members of the Moravian College Community The Dispute Resolution Group (DRG) is available can take an in-depth look at complex issues from for voluntary and informal consultation in the multidisciplinary perspectives. The programming case of faculty-faculty disputes only. The pro- rotates through four important topics (poverty and cess outlined in Section 4.2 covers all full-time inequality, sustainability, health care, and war and and part-time faculty employed in the under- peace) facing humankind in the 21st century. This graduate day program of Moravian College. rotation ensures students will be involved with each topic over the course of their time at the college. The DRG encourages faculty members to seek out a liaison, if a dispute or uncomfortable situ- Membership: Appointed ation is complicating their work at the College. Liaisons support the constructive resolution of 2.3.7.9 Arts and Lectures Committee disputes among faculty members. This group — Subcommittee of PBC aids faculty members in an informal process The Arts and Lectures Committee proposes, that emphasizes directing faculty to available organizes, and coordinates committee spon- resources. Liaisons are available to listen and to sored cultural and educational programs on offer an additional perspective on a given conflict, campus. It serves as the liaison with area col- but they are neither trained mediators nor law- leges and universities, and is the coordinating yers. Liaisons act as sounding boards. Given the group for other on-campus programs. Mem- small nature of our community, faculty liaisons bership: Members are appointed annually. are aware that they cannot be neutral advisors. Instead, liaisons may direct faculty to Academic 2.3.7.10 Faculty Review Committee Affairs, Human Resources, a professional medi- (FRC) – Subcommittee of APC ator or a lawyer based on the particular nature of a conflict. Mediation outcomes are nonbinding. The Faculty Review Committee: This group has a fixed budget for professional • Receives faculty members’ appeals mediation set by the Office of Academic Affairs. of the president's unfavorable tenure and promotion recommendations. Four faculty liaisons are available in the case of • Considers all materials and recommenda- a dispute. Two faculty liaisons are appointed by tions submitted in the evaluation process. the FAC for concurrent 3 year terms. Two faculty 281 liaisons are elected by the faculty for concurrent advises the Director and helps plan and implement 3 year terms which are to be staggered with the the activities of the Center for the Advancement of terms of the appointed liaisons. The DRG always Teaching. Activities of the Center include but are consists of two female and two male faculty not limited to overseeing new faculty orientation, members. Faculty serving on APC may not serve promoting teaching discussions through brown on DRG. Faculty liaisons sign a confidentiality bag lunch events and academic year and May agreement and follow procedures for maximiz- workshops for faculty, maintaining library resourc- ing and protecting confidentiality in their work es for college teaching, facilitating the Formative with a faculty member bringing a dispute for Dialogues initiative, and organizing and promoting consideration as well as with the other liaisons. pedagogy book discussion groups. The Commit- tee meets monthly during the academic year. 2.3.7.12 Academic Standards Commit- tee (ASC) – Subcommittee of APPC Membership: The Committee consists of a minimum of six faculty members appointed The Academic Standards Committee reviews by CCH, with approval of the Director. At least student petitions and appeals related to the aca- two Committee members will be chosen from demic requirements, standards, and policies of the disciplines in each of the three divisions of Hu- college, including grade appeals, academic dis- manities, Sciences and Social Sciences. honesty, and internship/independent study eligi- bility, as well as applications for interdepartmental 2.3.7.15 Committee on Assessment of Student majors and self-designed majors and minors. Learning (CASL) – Subcommittee of APPC

Membership: Elected This committee oversees the formal assess- ment of teaching and learning activities of the 2.3.7.13 Learning in Common Commit- academic program at the college. The com- tee (LinC) – Subcommittee of APPC mittee gathers and documents assessment materials from all academic departments. This committee oversees and assesses the gen- eral education offerings in the LinC curriculum; Membership: Appointed approves and removes courses; grants student 2.3.7.16 Health Professions Advisory course waivers and adjudicates appeals; evaluates Committee (HPAC) – Subcommittee of APPC faculty performance in general education courses The Health Career Professions Committee for Academic Personnel Committee; and plans and consists of faculty members from a variety executes annual faculty development workshop. of disciplines and is responsible for assisting students planning on health-related careers. Membership: Elected The committee advises students on program selection, admissions standards and proce- 2.3.7.14 Committee for the Advancement of dures, and selection of a professional school. Teaching (CAT) – Subcommittee of APPC

The Center for the Advancement of Teaching Membership: Members are appointed annu- fosters the exchange of ideas about teaching and ally by the associate dean of academic affairs learning, with the goal of advancing excellence in consultation with the academic dean. in student learning and engagement. The Center promotes a culture in which the value of teaching 2.3.7.17 Honors Committee – is broadly embraced and openly discussed, so Subcommittee of APPC that teaching practice continually develops. The Accepts students into the College Honors Pro- Center is overseen by the Director of the Center for gram based upon grade point average guidelines, the Advancement of Teaching (CAT) and the CAT meets with candidates to discuss issues related Committee. The Director is appointed by the Vice to the program, reviews applications and assigns President for Academic Affairs and the CAT Com- honors liaisons, and evaluates student progress mittee is chaired by the Director. The Committee across the senior year, including awarding the 282 honors designation following oral defenses. Membership: Members appointed annual- ly by the associate dean of academic affairs Membership: Appointed in consultation with the academic dean.

2.3.7.18 Teacher Education Committee 2.3.7.23 Institutional Animal Care (TEC) – Subcommittee of APPC and Use Committee (IACUC) This committee is responsible for approving stu- Oversees and regulates the use of laboratory dent acceptance and participation in student animals for research or instructional purpos- teaching experiences based upon grade point aver- es to oversee; evaluates all aspects of the in- age guidelines, performance in courses, and faculty stitution's animal care and use program. recommendations. The committee determines the length and nature of student teaching experienc- The Institutional Animal Care and Use Commit- es required of post-baccalaureate students who tee's purpose is to review submitted research for already hold a valid PA Instructional I certificate compliance with the federal and state regulations and who wish to obtain additional certification. governing the use of animal subjects. Members are appointed annually by the associate dean Membership: Appointed for academic affairs in consultation with the ac- ademic dean, in consultation with the director 2.3.7.19 Women’s Studies Advisory Committee of the animal facility and chair of the IACUC. (WSAC) — Subcommittee of APPC Membership: Three faculty members, one 2.3.7.20 Council on Diversity and Inclusion of whom serves as Chair, are appointed an- nually by CCH in consultation with the AAO. 2.3.7.21 Technology Advisory Committee A faculty member from a neighboring institu- tion and a veterinarian are also appointed. The committee is responsible for overseeing the effective use and maintenance of classroom tech- 2.3.7.24 Campus Sustainability Committee nology for the teaching and learning at the College. Membership: Appointed 2020-2021 ACADEMIC

2.3.7.22 Human Subjects Internal CALENDAR Review Board (HSIRB) Fall Term (16 Weeks) This committee is charged with protecting human Classes Begin: Mon. August 24, 2020 research participants by ensuring that faculty Add/Drop Ends: Fri. August 28 and student researchers adhere to approved Labor Day (Classes held, protocols and ethical guidelines. Federal and College regulations require that all research- Offices open): Mon. September 7 ers who work with human participants in any Midterm Grades Due: Fri. October 16 by 12pm capacity must do so with HSIRB approval. Spring/Summer '21 Priority Registra- tion Opens: Mon. October 26 The Human Subjects Internal Review Board's purpose is to 1) to set and revise policy concern- Last Day for Course Withdrawal 'W': ing the ethical treatment of human subjects; 2) Fri. November 6 by 4:30pm to serve as a consultative body which strives to Thanksgiving Break (No Classes Held): protect human subjects by educating the Col- Wed. November 25 -- Sun. Nov. 29 lege community on issues pertaining to ethics *All undergraduate classes now Online*: in research; 3) to review submitted research Mon. November 30--Thu. Dec. 10 for compliance with the guidelines set forth in “The Policies and Procedures for Ethical Treat- Classes End: Sat. December 5 ment of Human Subjects at Moravian College.” Reading Day: Sun. December 6

283 Final Exams: Mon. December 7 -- Thur. Dec. 10 al 'W':Fri. June 25 by 4:30pm Final Grades Due: Mon. December 14 by 12pm Classes End: Sat. July 10 Final Grades Due: Tue. July 13 by 12pm Winter Session (2 Weeks) Classes Begin: Mon. January 4, 2021 Summer Session II (6 Weeks) Add/Drop Period: First day of each course Classes Begin: Mon. July 12, 2021 Last Day for Course Withdrawal 'W': Fri. January 8 Add/Drop Period: First day of each course Classes End: Sat. January 16 Last Day for Course Withdraw- Final Grades Due: Mon. January 18 by 12pm al 'W': Fri. August 6 by 4:30pm Classes End: Sat. August 21 Spring Term (16 Weeks) Final Grades Due: Tue. August 24 by 12pm Classes Begin: Mon. January 18, 2021 Add/Drop Engs: Fri. January 22 CAMPUS MAPS Spring Break: Sun. February 28- Sun. March 7 Moravian College has two beautiful and historic Mid-Term Grades Due: Fri. March 12 by 12pm campuses located in Bethlehem, Pennsylva- nia, just a short drive from Philadelphia, New Fall ‘21/Winter‘22 Priority Registra- York City, and Washington, D.C. The campuses tion Opens: Mon. March 22 are easy to navigate and commute between. Easter Recess (No Classes held, Offic- es closed): Fri. April 2 -- Sun. April 4 Main Street Campus: North Last Day for Course Withdraw- The Main Street—or North—Campus is located al 'W':Mon. April 5 by 4:30pm in within eight blocks of a residential area. This Classes End: Sat. May 1 campus is the center of daily life for most stu- Final Examinations: Sun. May 2 -- Wed. May 5 dents, as it is home to the Reeves Library, Hau- pert Union Building (the HUB), and the athletics Baccalaureate: Fri. May 7 at 5pm center. Nearly all students spend part of their day Commencement: Sat. May 8 on “North Campus”—in classes, doing research, Final Grades Due: Tue. May 11 by 12pm hanging around the Quad attending events, or participating in student clubs and activities. May Term (3 Weeks) Classes Begin: Mon. May 10, 2021 Priscilla Payne Hurd Campus: South Add/Drop Period: First Day of Each Course The Priscilla Payne Hurd Campus is located eight blocks south of the Main Street Campus, in the Last Day for Course Withdraw- Bethlehem Historic District. “South Campus” al 'W': Fri. May 14 by 4:30pm is home to Moravian’s music and art depart- Classes End: Sat. May 29 ments, as well as housing options for students. Final Grades Due: Tue. June 1 by 12pm Concert halls, the Payne Art Gallery, art class- rooms and studios, practice rooms, and cre- ative-arts technology labs are all found here. Summer Session I (6 Weeks) Memorial Day (No Classes held, Of- Campus Highlights fices closed): Mon. May 31 • Steel Athletic Complex Classes Begin: Tue. June 1, 2021 • Moravian Book Shop (428 Main Add/Drop Period: First Day of Each Course Street, Bethlehem, Pa 18018) Last Day for Course Withdraw- • Touchstone Theatre (321 East 4th 284 Street, Bethlehem, Pa 18015) • Campus Tree Inventory Directions The Lehigh Valley is approximately 60 miles north of Philadelphia and 90 miles west of New York. Several major highways, two bus companies, and the Lehigh Valley Interna- tional Airport offer plenty of opportunities to access the Valley and Moravian College.

If traveling by bus (Greyhound or Trans Bridge), your destination should be the Bethlehem Transportation Center, if available. Addition- ally, the Lehigh Valley International Airport is a 15-minute drive from campus. It is served by several national and regional airlines.

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