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2017-2018 Graduate Catalog [ARCHIVED CATALOG]
Course List
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Inclusive Ed, Childhood |
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INCH 650 - Special Topics
Special topics to be announced. Offered periodically.
Credits: 3
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INCH 690 - Capstone Seminar
In this culminating experience, students examine current issues and trends, and acquire an orientation to on-going professional development. This seminar is a collaborative forum for creating and presenting professional portfolios to an audience of colleagues representing a wide variety of disciplines and school/community settings. Should be taken during the last semester of coursework.
Prerequisites & Notes
Requires completion of, or current enrollment in, all program coursework. Pre-requisite: INCH 698. Co-requisite: INCH 699. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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INCH 698 - Master’s Portfolio Seminar
This six-hour seminar is a collaborative seminar in which initial instruction in key components of the portfolio and refinement process will be provided. Must be taken prior to INCH 690.
Prerequisites & Notes
Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 0
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INCH 699 - Master’s Portfolio Presentation
Degree candidates must successfully complete and exhibit a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes
Co-requisite INCH 690. For students completing final semester of MS.Ed. in Inclusive Childhood Education program. Students must also complete a Commencement Information Form by the start of the semester in which this course will be taken; form available in the Registrar’s Office (Smyth 1) or online. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 0
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Inclusive Ed, Early Childhood |
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INEC 503 - Assessment for Planning in Inclusive Early Childhood Education Systems
The focus of this course is to examine and practice how assessment drives planning and instruction. This course will also focus on the processes leading up to and including the development of useful, practical, and teacher/family-friendly Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs) to address the requirements of State and Federal regulations and the specific needs of children, birth through age 8, and families. We will explore required skills needed for the IFSP/IEP process as well as regulatory information, referral information, evaluations, eligibility procedures and requirements, including identifying present levels of performance, writing meaningful and measurable annual goals and short-term objectives/benchmarks, teacher participation, functional behavior assessments, and development of the IFSPs/IEPs.
Prerequisites & Notes
30 hours fieldwork required for Initial certification. 20 hours fieldwork required for additional certification. Prerequisites: Initial certification: INCL 501, INCL 502, INEC 510 Changing Level certification: INCL 601, INCL 602, INEC 510 Same Level certification: INCL 601 and 602 Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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INEC 510 - Theory and Practice in Early Childhood Education
This course provides an overview of major historical, philosophical, cultural, social, and ethical orientations to early childhood education. A review of early childhood development and developmentally appropriate practice is included. Diverse early childhood programs such as High Scope, Montessori, and Head Start are reviewed, as are current early childhood research, issues and theories. This course emphasizes the role of play in early childhood development.
Prerequisites & Notes
20 hours fieldwork required. Pre or Corequisites: INCL 501 & INCL 502 OR INCL 601 & INCL 602. Session cycle: Fall and Summer. Yearly cycle: all years.
Credits: 3
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INEC 511 - Curriculum and Methodology for Inclusive Early Childhood Education in Mathematics, Science, Technology, and Engineering
This course combines a study of the function and organization of the early childhood-level mathematics, science, technology and engineering curriculum and the integration of curriculum, with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners. Students will study the development of content skills and concepts through the use of manipulatives and abstract materials, with emphasis on the intuitive and inquiry methods, as per NYS CCLS, NCTM, ASCD and NAEYC.
Prerequisites & Notes
20 hours of fieldwork required for initial certification. 15 hours of fieldwork required for additional certification. Prerequisites: INCL 501, INCL 502 and INEC 510 OR INCL 601, INCL 602 and INEC 510 Session cycle: Fall and Summer. Yearly cycle: all years.
Credits: 3
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INEC 512 - Curriculum and Methodology for Inclusive Early Childhood Education in Literacy, Language Arts, and Social Studies
This course focuses on the role of the child in our world, both in the context of the social studies curriculum and through the development of pro- social skills in children. This course combines a study of the function and organization of the early childhood teaching resources and research-based strategies to address the learning needs of diverse learners in language arts and social studies as per NYS CCLS and NAEYC. Students will study the development of competencies in the skills of listening, oral communication, and written language. The importance of play based learning is explored. Professional skills including advocacy, family-community-school connections, and ethical decision-making are included.
Prerequisites & Notes
20 hours of fieldwork required for initial certification. 15 hours of fieldwork required for additional certification. Prerequisites: INCL 501, INCL 502 and INEC 510 OR INCL 601, INCL 602 and INEC 510 Session cycle: Spring and Summer. Yearly cycle: all years.
Credits: 3
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INEC 513 - Integrated Arts in Early Childhood Education
This course promotes the integration of the visual arts, music, movement and drama into the early childhood classroom. Emphases will include and orientation to aesthetics, research and theory, exploration and application of appropriate materials and practices for all young children, as well as exposure to a wide array of resources. The arts will be considered as one way to attend to children’s diverse strengths, needs, learning styles, and interests.
Prerequisites & Notes
Prerequisites: INCL 501, INCL 502 OR INCL 601, INCL 602. Session cycle: Spring. Yearly cycle: all years.
Credits: 3
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INEC 514 - Language and Literacy Development in Early Childhood Education
This course is designed for teachers of children birth through age eight including children with special needs and linguistically and/or culturally diverse children. The purpose of the course is to develop in-depth understanding of and teaching applications from current theory and research on early language and literacy development. Speaking, listening, reading, and writing will be studied as evolving, interrelated processes, developed in the overlapping, and sometimes conflicting, contexts of home, school, and community.
Prerequisites & Notes
Only open to students in Graduate Inclusive Early Childhood additional certification program. Prerequisites: INCL 601, INCL 602 and INEC 510 Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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INEC 520 - Literacy Assessment, Program Planning, and Assistive Technology for Diverse Learners
The course focuses on formal and informal literacy assessment, methodology and instructional strategies, and program planning for diverse learners; will include assessment, remediation, and enrichment of listening, speaking, writing, and reading skills to address the New York State Common Core Learning Standards and assessments; will include recent advances in instructional and assistive technology for diverse learners in literacy environments.
Prerequisites & Notes
Open only to students in Inclusive Early Childhood and Childhood Education Programs (others by program director approval). 30 hours fieldwork required. Prerequisites: Initial certification: INCL 501, INCL 502, INEC 510 and LTED 601. Changing level certification: INCL 601, INCL 602, INEC 510 and INEC 514. Same level certification: INCL 601, INCL 602; and LTED 600 or INEC 514. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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INEC 526 - Student Teaching/Seminar in Inclusive Education - Early Childhood
These student teaching experiences provide direct supervised experience in classrooms at the early childhood level. Students will assume increasing responsibility for instructional planning, teaching and assessment in the classroom. Students will have placements at the following levels: K and Grades 1-2. Included will be a placement that focuses on teaching students with disabilities with a cooperating teacher who is a certified special educator. Through a structured seminar, students will have the opportunity to reflect on their teaching and learning experiences.
Prerequisites & Notes
Please note that an additional Application for Student Teaching (available from the Office of Field Placement Services or on the Nazareth website) is due 9 months prior to student teaching, as published on the School of Education website. Requires completion of all coursework except INEC 513, INEC 690 and INEC 699. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 6
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INEC 620 - Diagnosis, Assessment and Teaching Mathematics to Diverse Learners
This course reviews research on mathematics learning problems, provides assessment techniques for identifying mathematics learning problems and developing instructional strategies and materials to teach mathematics concepts and skills to students who have learning challenges. New York State Common Core Learning Standards in mathematics and assessments provide the framework for course emphases. Focuses on early childhood/childhood levels.
Prerequisites & Notes
Open only to students in Graduate Inclusive Early Childhood Additional Certification Same Developmental Level Program. Prerequisites: INCL 601 and INCL 602 Session cycle: Fall and Summer. Yearly cycle: all years.
Credits: 3
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INEC 635 - Practicum and Seminar in Inclusive Education - Early Childhood
This practicum combines structured, college-supervised teaching experience with a coordinated reflective seminar. The teaching experience will take place in an early childhood classroom under the direct supervision of the certified teacher who has official responsibility for the students. The seminar will focus on current issues and practices in inclusive early childhood.
Prerequisites & Notes
Please note that an additional Application for Practicum (available from the Office of Field Placement Services or on the Nazareth website) is due 9 months prior to practicum, according to the schedule published on the School of Education website. Prerequisite: INEC 503, and requires completion of (or current enrollment in) all coursework except INEC 690 and INEC 699. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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INEC 690 - Capstone Seminar
In this culminating experience, students examine current issues and trends, and acquire an orientation to on-going professional development. This seminar is a collaborative forum for creating and presenting professional portfolios to an audience of colleagues representing a wide variety of disciplines and school/community settings. Should be taken during the last semester of coursework.
Prerequisites & Notes
Requires completion of all, or current enrollment in, all program coursework. Pre-requisite: INEC 698. Co-requisite: INEC 699. *Formerly EDU*690 Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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INEC 698 - Master’s Portfolio Seminar
This six-hour seminar is a collaborative seminar in which initial instruction in key components of the portfolio and refinement process will be provided. Must be taken prior to INEC 690.
Prerequisites & Notes
Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 0
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INEC 699 - Master’s Portfolio Presentation
Degree Candidates must successfully complete and exhibit a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes
Corequisite: INEC 690. For students completing final semester of MS.Ed. in Early Childhood Inclusive Education program. Students must also complete a Commencement Information Form by the start of the semester in which this course will be taken; form available in the Registrar’s Office (Smyth 1) or online. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 0
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Inclusive Education |
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INCL 501 - Introduction to Diverse Learners and Learning
This course is designed to build understandings of learning theories and strategies that address the range of learners in classrooms, particularly as they relate to the goals of teaching all learners, including students with disabilities as identified in the IDEA and culturally and/or linguistically diverse students. A holistic orientation to the cognitive, social-emotional, aesthetic, moral and physical development of all learners is applied.
Prerequisites & Notes
30 hours fieldwork required. Course offered in Fall and Spring semesters only. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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INCL 502 - Differentiated Planning, Teaching, and Assessment
This course expands skills in designing, implementing, and evaluating research-based and differentiated approaches to curriculum and instruction that enhance the learning of all students, including children with disabilities and culturally and/or linguistically diverse students. Integrates the use of instructional and assistive technology. Emphasizes strength-based assessment that incorporates multiple data sources and standards, and that is responsive to individual learner needs.
Prerequisites & Notes
Course offered in Fall and Spring semesters only. Pre- or corequisite: INCL 501 Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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INCL 521 - Creating and Managing Productive Learning Environments
This course examines educational planning and the development of instructional programs for diverse students in a variety of settings as factors in designing positive and productive classrooms. Productive learning environments offer all students engaging experiences with relevant curriculum in positive and safe classroom communities. The course utilizes theoretical models and practical examples to study classroom organization and climate, appropriate and student-centered curriculum and instruction, problem solving, conflict resolution techniques, roles of formal and informal diagnosis and correction of behavioral patterns, including Functional Behavioral Assessments (FBA) and positive support plans, and techniques for interrupting the conflict cycle will be addressed.
Prerequisites & Notes
Only students in the graduate initial certification programs of early childhood and childhood inclusive education are eligible to take this course. Session cycle: Fall and Summer. Yearly cycle: all years.
Credits: 3
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INCL 588 - Interprofessional Planning for Academic Content
The purpose of this course is to provide students in various health and education programs with the knowledge, skills, and attitudes necessary to be effective as interprofessional team members. Students are introduced to core values aned competencies derived from multiple professions, which prepares them for collaborative practice in diverse settings. This course covers research and theories that guide effective team development and interactive problem solving. Additional focus is given to application and experience in interprofessional considerations in academic content planning.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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INCL 601 - Diverse Learners, Learning and Learning Environments
This course focuses on characteristics of diverse learners and the factors that influence their access to learning such as assessments, interventions, and strategies from a strength-based perspective. This course seeks to deepen the knowledge and understandings of certified teachers about the nature and dimensions of diversity encountered within the context of an inclusive philosophy, as identified in current educational research, theory, and practice. The view of diversity, including the full range of differences (ethnicity, race, gender, socio-economic status, sexual orientation, cognitive, sensory, emotional, linguistic) is also analyzed within a socio-cultural perspective. This course addresses the basic constructs of learning, in light of multiple dimensions of diversity, in order to create classrooms conducive for all. Students will develop and apply skills in accessing information and resources on diverse learners. The role of relationships, communication, motivation, classroom organization and management in the creation of productive learning communities will be addressed.
Prerequisites & Notes
There is a hybrid component to this course related to interprofessional team practice. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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INCL 602 - Differentiated Curriculum/Instruction and Collaborative Practice
This course builds advanced skills in designing, implementing, and evaluating research-based and differentiated approaches to curriculum and instruction that enhance the learning of all students, including children with disabilities and culturally and/or linguistically diverse students. Integrates the use of strength-based assessment and instructional and assistive technology. Practices, including co-planning and co-teaching models, are addressed within the context of enhanced student learning. Includes structured experiences to refine skills and enhance reflective practice in communication, conflict-resolution, and creative problem solving.
Prerequisites & Notes
Course not open to students in Inclusive Adolescence programs. Session cycle: Fall and Summer. Yearly cycle: all years.
Credits: 3
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INCL 635 - Inclusive Education Internship
This internship will combine structured, college-supervised teaching experience with a coordinated reflective seminar. The teaching experience will take place in an inclusive classroom under the direct supervision of the certified teacher who has official responsibility for the students. Opportunities will allow the intern to instruct in the classroom as directed by the host teacher. Please note that an additional Application for the Internship (available from the Office of Field Placement Services or on the Nazareth website) is due 9 months prior to internship, as published on the School of Education website. Prerequisites: requires completion of (or current enrollment in) all coursework except INCH/INEC 690 and INCH/INEC 699. Requires 150 hours of fieldwork.
Prerequisites & Notes
Please note that an additional Application for the Internship (available from the Office of Field Placement Services or on the Nazareth website) is due 9 months prior to internship, as published on the School of Education website. Prerequisites: requires completion of (or current enrollment in) all coursework except INCH/INEC 690 and INCH/INEC 699. Requires 150 hours of fieldwork. Session cycle: Spring and Summer. Yearly cycle: all years.
Credits: 3
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Literacy Education Specialist |
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LTED 600 - Theoretical Foundations of Literacy
Required for the Literacy Specialist Programs and the Additional and/or Professional Certification. In this required introductory course, students will examine and integrate historical and current research, theories, and practices of teaching literacy to all children, Birth through Grade 12. A major goal will be to augment students’ undergraduate literacy training and influence literacy teaching beliefs, attitudes, experiences, and practices. Topics include, but are not limited to the following: reading history, theory and research, creating a literate environment, needs of diverse learners, word identification, vocabulary, comprehension, reader response, content area literacy, writing, assessment, curriculum development, and technology. In sum, the focus of this course is to prepare a certified teacher to assume the responsibility of meeting the literacy needs of all students, but, particularly, to accelerate the growth of students who have special needs to grow as readers, writers, listeners, and speakers. Required for the Literacy Specialist Programs and the Additional/Professional Certification programs.
Prerequisites & Notes
Required for the Literacy Specialist Programs and the Additional/Professional Certification programs. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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LTED 601 - Foundations of Language and Literacy
Required for Initial Certification Programs in Inclusive Childhood Education and TESOL. This course is an introduction to current theory and research regarding language acquisition and literacy teaching and learning, Birth through Grade 12. Speaking, listening, reading, writing, viewing, and dramatizing will be studied as interrelated processes, developing in the overlapping contexts of home, school, and community. Students will focus on effective language and literacy teaching and learning for all students, including children with disabilities and culturally and/or linguistically diverse. Topics of study include the following: creating a literate environment, language acquisition, emergent literacy, beginning literacy instruction, reading-writing connections, instructional strategies, comprehension, motivation, reader response theory, diverse literacy learners, content area literacy, technology and literacy assessment. Required for Initial Certification programs.
Prerequisites & Notes
Required for Initial Certification programs. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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LTED 609 - Linguistics and Language Acquisition for The Literacy Specialist
This course focuses on how oral and printed language works and how knowledge of how its functions supports the language user as a reader, writer, listener, and speaker. Stressing communication as the primary purpose of language, both spoken and written, the course content presents what the teacher needs to know to help students grow as language users and consumers, as well as how to enhance and enrich their grasp of language. This course will address the needs of first and second language learners. Open only to Literacy Specialist students. Prerequisite: LTED 600.
Prerequisites & Notes
Open only to Literacy Specialist students. Prerequisite: LTED 600 Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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LTED 611 - Diagnosis and Remediation (Elementary)
This course stresses the application of the theoretical knowledge of the reading process, recognition of the specific needs of different students, knowledge of instructional strategies, use of technology, and a grasp of methods of assessment to diagnose a student’s strengths and needs. Assessment and teaching are presented as dual tracks on which the teacher moves forward addressing the specific needs of a reader, and, consequently, learning more about the student. The course underscores and stresses the need to use assessment results to plan and implement instruction to accelerate the progress of challenged readers. Classes are designed to interweave assessment and instruction - the assessment being the warp through which the remediation or weft is woven. A field-based component is an integral and required part of the course, allowing for the thorough integration of theory and practice. 30 hours fieldwork required. Open only to Literacy Specialist students. Prerequisites: LTED 600, LTED 609 and LTED 612.
Prerequisites & Notes
30 hours fieldwork required. Open only to Literacy Specialist students. Prerequisites: LTED 600, LTED 609 and LTED 612. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 6
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LTED 612 - Literacy and the Diverse Learner
This required course addresses the application of methodologies, strategies, and recent research in literacy education for students representing a broad spectrum of diversity including students with disabilities and individuals with special health-care needs as defined in state and federal legislation. Focus is on the multiple components of literacy, application of techniques and approaches for identifying, and remediating the needs of the diverse population including individualizing instruction, as well as interventions to address student?s behavioral needs. Effective practices for co-teaching and collaboration with professional peers are explored. Students? readings and course work will be developed according to their certification needs (B-6, 5-12). Open only to Literacy Specialist students. Prerequisite: LTED 600.
Prerequisites & Notes
Open only to Literacy Specialist students. Prerequisite: LTED 600 Session cycle: Spring and Summer. Yearly cycle: all years.
Credits: 3
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LTED 614 - Literacy in the Elementary Content Areas
This required course is designed to help elementary grade teachers support reading and writing through the use of effective instructional models needed for beginning students to access expository materials. Emphasis will be on research-based strategies to help elementary school students with diverse needs access texts (both print and non-print) for the purpose of gaining information and applying this information to other parts of the curricula. Open only to Literacy Specialist students. Prerequisites: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Open only to Literacy Specialist students. Prerequisites: LTED 600 or Program Director’s approval Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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LTED 615 - Fostering Home - School Literacy Relationships
Learners have specific needs as they emerge and grow as readers, writers, listeners, and speakers. They need varied experiences and opportunities to develop concepts and gain knowledge needed to become literate. Both the home and school bear responsibility for providing these experiences and opportunities. This course stresses and develops the means by which the home and school connect to support the students’ literacy growth. Prerequisite: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 616 - Methods and Materials of Literacy Instruction (Elementary)
Students study methodology employed in teaching literacy, availability of materials of instruction, techniques for individualizing and differentiating instruction, and adaptation of literacy to the curriculum. Various methods of instructional delivery are examined in detail. Emphasis is on the creation of model lessons that align with the New York State English/Language Arts Standards. Prerequisite: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval Session cycle: Fall and Spring. Yearly cycle: variable.
Credits: 3
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LTED 617 - Incorporating Children’s Literature in the Elementary School Program
Students are acquainted with the broad spectrum of literature for students in the elementary school as well as in the pre-school and school-age home environments. Emphasis is on assisting graduate students to develop the ability to select and use literature as part of their overall reading program. Children’s books are explored critically to discover the qualities of fine literature. Students will learn to match books with the interests, needs, and abilities of children who display wide and diverse backgrounds in alignment with social and emotional developmental factors. Focus will be on how children’s literature can be integrated throughout the elementary school curriculum. Prerequisites: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Prerequisites: LTED 600 or Program Director’s approval Session cycle: Summer. Yearly cycle: variable.
Credits: 3
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LTED 618 - Reading Improvement Through Written Expression
This course addresses the challenge of improving students’ reading ability by delineating, illustrating, and strengthening the connections between the reading and writing processes. The concept every piece of writing has a form, a purpose, a message, and an audience is developed. In addition, the parallels between the reading and writing processes are emphasized: pre-reading and pre-writing; first reading and drafting; rereading and revision; responding and publishing. The specific demands placed on both readers and writers by the three rhetoric voices are addressed. Students will gear their reading and writing assignments in this course toward their specific level of certification. Prerequisite: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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LTED 619 - Reading Comprehension: Process, Product, Problems
Models of the reading process and theories of comprehension are explored to provide the foundation for pragmatic discussions about course content. At the class’s core is a thorough analysis of factors contributing to or interfering with comprehension and recognition of the need to develop instructional strategies to assist readers in overcoming the impediments to constructing meaning as well as self-monitoring their own comprehension. The specific demands and challenges of both narrative and expository text are pinpointed and addressed. The need for and ways to provide direct, explicit instruction focusing on comprehension strategies are highlighted. Students will gear their reading and writing assignments toward their specific level of certification. Prerequisite: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval Session cycle: Variable. Yearly cycle: variable.
Credits: 3
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LTED 620 - Performance-Based Assessment of Literacy-Based Progress
This course targets the characteristics of and differences between standardized tests and performance-based assessments. Students explore various assessment procedures, study the essential differences between assessment and evaluation, and engage in the practical challenges of determining performance standards, as well as constructing performance tasks and rubrics. Course content also concentrates on identifying stakeholders as well as determining and meeting their specific needs. Students explore the differences between the purposes and demands of internal and external assessment procedures. Students gear their reading and writing assignments toward their specific level of certification. Prerequisite: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 621 - Reading as a Language-Based Process
The course content focuses upon the theories of language acquisition and their influence on reading instruction; stresses the symbiotic relationship between oral language and development and learning to read, and targets the role of oral and aural abilities’ contributions to acquiring literacy behaviors. The course is designed to underscore the necessary philosophical and theoretical foundations as well as practical applications to support teachers’ developing diversified instruction to help all students as they engage in learning the new modes of language- reading and writing. Students will gear their reading and writing assignments toward their specific level of certification. Prerequisite: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 622 - Workshop in Literacy Instruction
The course provides the opportunity to explore instructional settings, groupings, and strategies to meet the varying needs of all students. The foci are on all the literacy processes with particular emphasis on establishing and maintaining perceptual veridicality as listeners, readers, and viewers, as well as speakers and writers. The demands of both expository and narrative text are addressed. The course content reflects the realities what teachers know and can do are critical to what their students learn. The study of the following, therefore, is designed to respond to what teachers need to know and how to do: instructional strategies, structuring learning opportunities and instructional materials that focus on developing appreciations, understandings, strategies, and habits. Students will gear their reading and writing assignments toward their specific level of certification. Prerequisite: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 623 - Research of Reading Problems of Students in Special Education
A survey and analysis of research in reading theories and strategies with applications to special education students. Open only to Literacy Specialist students or students in special education programs. Prerequisite: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Open only to Literacy Specialist students or students in special education programs. Prerequisite: LTED 600 or Program Director’s approval
Credits: 3
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LTED 624 - Language and Literacy Development in Early Childhood Education
This course is designed for teachers of children birth through age eight including children with special needs and linguistically and/or culturally diverse children. The purpose of the course is to develop in-depth understanding of and teaching applications from current theory and research on early language and literacy development. Speaking, listening, reading, and writing will be studied as evolving, interrelated processes, developed in the overlapping, but sometimes conflicting, contexts of home, school, and community. Prerequisite: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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LTED 625 - Literacy in the Secondary Content Areas
Develops competency in assisting students to read to learn, with an emphasis on text review, as well as developing appropriate student behaviors in each content area, especially study techniques. Material covered spans the instructional areas covered in the secondary school grades. Strategies for the use of both print and non-print materials are explored. Course open only to Literacy students. Prerequisites: LTED 600
Prerequisites & Notes
Course open only to Literacy students. Prerequisites: LTED 600 Session cycle: Fall and Summer. Yearly cycle: all years.
Credits: 3
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LTED 626 - Diagnosis and Remediation of Reading (Secondary)
Stresses the application of the theoretical knowledge of the reading process, recognition of the specific needs of different students, knowledge of instructional strategies, use of technology, and a grasp of methods of assessment to diagnose a student’s strengths and needs. Assessment and teaching are presented as dual tracks on which the teacher moves forward while addressing the specific needs of a reader, and consequently, learning more about the student. The course underscores and stresses the need to use assessment results to plan and implement instruction to accelerate the progress of poor readers. Classes are designed to interweave assessment and instruction - the assessment being the warp through which the remediation, or weft, is woven. A field-based component is an integral and required part of the course, allowing for the thorough integration of theory and practice. 30 hours fieldwork required. Course open only to Literacy Students. Prerequisites: LTED 600.
Prerequisites & Notes
30 hours fieldwork required. Course open only to Literacy Students. Prerequisites: LTED 600. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 6
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LTED 627 - Secondary Campus Based Practicum
This course provides the degree candidate the experience of teaching a middle or high school learner who needs support to grow as a reader or writer in a faculty supervised practicum. Using the appreciations, understandings, and knowledge they have gained throughout their program, the graduate students will engage in the following: determining the student’s strengths and needs, planning instruction which uses these strengths to overcome and/or compensate for the needs, and using exemplary instructional practices to introduce appropriate reading and/or writing strategies to support the student’s growth. An additional major focus and expectation of the practicum is the graduate student will become an increasingly sophisticated reflective practitioner who can reflect on action in action. In addition, the student will communicate to the parents their child’s reading/writing strengths and needs, reading behaviors, progress, reading strategies introduced to the student, and instructional strategies used to accelerate his/her progress. During the course the graduate student, with the help of the program director, will formulate the question for his/her TARP, design the study, write the literature review, and start to gather data, if appropriate. Open only to students in the Grades 5-12 program and students in the Birth-Grade 6 program who are working for a second certification. Prerequisites: Take LTED*600, LTED*609, plus LTED*612 or LTED*625 and one elective.
Prerequisites & Notes
Open only to students in the Grades 5-12 program and students in the Birth-Grade 6 program who are working for a second certification. Prerequisites: Take LTED*600, LTED*609, plus LTED*612 or LTED*625 and one elective. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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LTED 628 - Methods and Materials of Literacy Instruction (Secondary)
Integration of language arts, including reading, writing, speaking, listening, visualizing, and dramatizing as processes to construct meaning across the curriculum at the middle and high school level are explored. Fundamentals of strategy instruction and curriculum design to support literacy development for diverse learners are addressed. Prerequisite: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval Session cycle: Variable. Yearly cycle: variable.
Credits: 3
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LTED 629 - Incorporating Literature in Intermediate and Secondary Classrooms
Designed to enable teachers of adolescents to gain knowledge of contemporary young adult literature. The focus of the course centers on the exploration of quality books, and how they are used to support secondary school curricula in all content areas. Opportunities to link the literature that interests adolescents to secondary school learning will be provided through careful selection of materials. Prerequisite: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval Session cycle: Spring. Yearly cycle: all years.
Credits: 3
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LTED 630 - Current Issues and Trends in Literacy Education
Students explore the current issues and trends surrounding literacy education. The content of the course will elaborate upon divergent and often controversial viewpoints. Degree candidates will examine the rationale for schools selecting specific programs, the impact of state and federal mandates, various organizational paterns used in schools, and the relationship of theory to practice. For example, students’ presentations could focus on such topics as the effects of and reauthorization of NCLB, the results of Common Core Standads, single gender schools, and the new literacies. Students will gain a broader understanding of issues that affect their teaching and their students’ learning as well as their role of a professional who has the responsibility to advocate for their students as well as their profession. Prerequisite: LTED 600 or LTED 601 or Program Director’s approval.
Prerequisites & Notes
Prerequisite: LTED 600 or LTED 601 or Program Director’s approval Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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LTED 632 - The Literacy Specialist as a Coach
Increasingly, district and building administrators are expecting literacy specialists to assume this role. The specialist must be prepared to assume the new role: coaching teachers to improve their teaching practices. In addition, many literacy specialists are expected to plan and present appropriate staff development activities. This course will focus upon preparing the literacy specialist to assume this new role with the underlying purpose of improving literacy learning for all learners. Prerequisite: LTED 600.
Prerequisites & Notes
Prerequisite: LTED 600 Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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LTED 680 - Elementary Campus Based Practicum
This course provides the degree candidate the experience of teaching an emergent or elementary school learner who needs support to grow as a reader or writer in a faculty supervised practicum. Using the appreciations, understandings, and knowledge they have gained throughout their program, the graduate students will engage in the following: determining the child’s strengths and needs, planning instruction which uses these strengths to overcome and/or compensate for the needs, and using exemplary instructional practices to introduce appropriate reading and/or writing strategies to support the child’s growth. An additional major focus and expectation of the practicum is the graduate student will become an increasingly sophisticated reflective practitioner who can reflect on action in action. In addition, the student will communicate to the parents their child’s reading/writing strengths and needs, reading behaviors, progress, reading strategies introduced to the child, and instructional strategies used to accelerate his/her progress. During the course the graduate student, with the help of the program director, will formulate the question for his/her TARP, design the study, write the literature review, and start to gather data, if appropriate. Open only to students in Birth-Grade 6 program and students in the Grade 5-12 program who are working for a second certification. Prerequisites: Take LTED*600, LTED*609, plus LTED*612 or LTED*614 and one elective.
Prerequisites & Notes
Open only to students in Birth-Grade 6 program and students in the Grade 5-12 program who are working for a second certification. Prerequisites: Take LTED*600, LTED*609, plus LTED*612 or LTED*614 and one elective. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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LTED 685 - Literacy Practicum/Seminar
This course provides a second opportunity for degree candidates to teach learners who need support to grow as readers and/or writers. They use the appreciations, understandings, and knowledge they gained throughout their programs at an increasingly more sophisticated level. In addition, they will display the habit of using exemplary teaching practices and reflecting on action in action more independently than they did in LTED 680/627. The seminars will be devoted to adding to the students knowledge base and having them acquaint their peers with the focus of their Teacher Action Research Project (TARP). Twenty hours of fieldwork will be completed observing and participating with a certified literacy specialist in a school setting, approved by the program director. Students will begin to prepare their portfolio and continue working on the TARP, both of which are completed in LTED 690. 20 hours fieldwork required. Program Director approval required. Students must pre-register with the Clinic Director prior to the formal registration period. Failure to pre-register may preclude registration for the practicum. Students cannot register for this course through NazNet. Program director will provide approved list to the Registrar’s Office, who will complete the registration process.
Prerequisites & Notes
20 hours fieldwork required. Program Director approval required. Students must pre-register with the Clinic Director prior to the formal registration period. Failure to pre-register may preclude registration for the practicum. Students cannot register for this course through NazNet. Program director will provide approved list to the Registrar’s Office, who will complete the registration process. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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LTED 690 - Capstone Seminar
In this culminating experience, students will examine current trends and issues in literacy education. In addition, they will acquire an orientation to the various roles of a literacy specialist and clarify the expectations of various stakeholders - administrators, teachers, parents and children - have for their performance. In this their final semester, degree candidates will synthesize the appreciations, understandings, and knowledge they have gained through their study and habits they have developed. The product of the synthesis will be a major reflective essay. They will also complete their Teacher Action Research Project and professional portfolio. This seminar is a collaborative forum for presenting their TARPS and portfolios to an audience of colleagues as well as visiting professionals. Co-requisite: LTED*699. *Formerly EDU*690
Prerequisites & Notes
Co-requisite: LTED*699. *Formerly EDU*690 Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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LTED 699 - Master’s Portfolio Presentation
Degree candidates must successfully complete and exhibit a master’s portfolio at the time of completion of the graduate program. Corequisite: LTED 690. For students completing final semester of MS.Ed. in Literacy Education program. Students must also complete a Commencement Information Form by the start of the semester in which this course will be taken; form available in The Registrar’s Office (Smyth 1) or online.
Prerequisites & Notes
Corequisite: LTED 690. For students completing final semester of MS.Ed. in Literacy Education program. Students must also complete a Commencement Information Form by the start of the semester in which this course will be taken; form available in The Registrar’s Office (Smyth 1) or online. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 0
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Management |
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MGT 503 - Management and Behavior in Organizations
The effective management of people is a critical component of organizational competitiveness. This course prepares students to manage organizations and their human capital in a rapidly-changing global environment. Topics covered include leadership; teamwork; power, politics, and influence; how to structure more effective organizations; and, how to manage organizational change. Tying all of these elements together, the course will devote particular attention to the competencies, skills and behaviors that are indicative of good management and how organizations and managers can be transformed for better alignment with the business demands of the future.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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MGT 505 - Quality and Performance Management
Students will explore the basic principles of continuous quality improvement and its impact on the management of people and organizations. Students will work in teams to gain initial experience in problem solving, using statistical and management quality improvement techniques and applying these to manage individual, team, and organizational performance.
Prerequisites & Notes
Session cycle: Fall. Yearly cycle: all years.
Credits: 3
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MGT 507 - Marketing Management
Students will study marketing principles and will apply them to case studies involving various marketing problems. Students will also gain a working knowledge of marketing management from guest speakers, who will offer expertise in specific areas.
Prerequisites & Notes
Pre-requisite: Undergraduate course in Principles of Marketing is required.
Credits: 3
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MGT 509 - Accounting & Finance for Non-Financial Managers
In this course students will learn about the key financial information contained in balance sheets, income statements, cash flow statements, budgets and forecast, and annual reports. Emphasis is placed on how to interpret the information and its relation to the overall performance and financial health of the organization.
Prerequisites & Notes
Session cycle: Fall and Summer. Yearly cycle: all years.
Credits: 3
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MGT 511 - Information Systems Management
The study of management information system concepts through the examination of both traditional and advanced software methodologies. Students will gain hands-on experience in practicing and managing tools for making information system’s decisions for the workplace.
Credits: 3
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MGT 513 - Globalization and Cultural Competency
Students will benchmark and enhance their competencies in the effective management of challenges and issues facing organizations in the current global environment. Students will have the opportunity to critically explore, clarify, and test their own conceptual framework, attitudes, values, and behavioral patterns rooted in one?s own cultural context.
Prerequisites & Notes
Session cycle: Summer. Yearly cycle: all years.
Credits: 3
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MGT 515 - Organizational Performance and Design
An examination of design and management of organizational structures and systems. Students will complete a semester-long project diagnosing and analysing key design dimensions of their own organizations in order to learn how to evaluate an organization and how to improve its success by aligning structures and systems to strategies for effectiveness.
Prerequisites & Notes
Session cycle: Spring. Yearly cycle: variable.
Credits: 3
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MGT 527 - Ethics and the Practice of Management
Students will explore the complex role of ethical considerations in management decision-making. Students will read relevant philosophical texts and will complete case studies to consider related ethical problems in business.
Prerequisites & Notes
Session cycle: Fall and Summer. Yearly cycle: all years.
Credits: 3
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MGT 529 - Organizational Psychology
This course will focus on the study of human behavior in organizations, including the analysis of individual and group processes in organizational settings. Understanding and improving the performance of individuals and the organizations in which they work will be emphasized.
Prerequisites & Notes
Session cycle: Summer. Yearly cycle: all years.
Credits: 3
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MGT 531 - Leadership Theory and Practice
This course will provide students with the concepts, models and techniques of leadership. Participants will apply learning to their own development of leadership style and the process for building and supporting teams, organizations and other individuals in leadership.
Prerequisites & Notes
Session cycle: Fall. Yearly cycle: all years.
Credits: 3
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MGT 532 - Coaching and Critical Conversations
Students will examine the coaching relationship from a variety of perspectives. This framework can be used for individual development, relationship-building, conflict-handling, leadership and directive feedback, and emotionally-charged conversations. Students will explore these techniques and concepts through a variety of applied learning activities.
Prerequisites & Notes
Elective course for students in MGT, HRM, HRD, or HESAA graduate degree programs. Session cycle: Spring. Yearly cycle: all years.
Credits: 3
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MGT 536 - Cross-Cultural Management
Students will learn how to lead and motivate a cross-cultural team in another country. Prereq: Undergraduate business management classes.
Prerequisites & Notes
Prereq: Undergraduate business and management classes. Session cycle: Spring. Yearly cycle: variable.
Credits: 3
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MGT 560 - Management Behavior and Team Dynamics
This course provides the opportunity to develop individual and interpersonal skills that enhance managerial effectiveness in today’s high-performance, team-based environments. Students will assess their work preferences and compare those with the performance expectations of tomorrow’s managers. Feedback will be provided and implications for performance impacts on individuals, teams, and the organization, as a whole, will be evaluated. This will include the range of development and motivational challenges from building a multi-cultural workforce to managing virtual teams.
Prerequisites & Notes
Session cycle: Spring. Yearly cycle: all years.
Credits: 3
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MGT 583 - Management Internship
A graduate level internship is a work experience that is completed during one semester. It requires the student to work 12-20 hours per week for a minimum of 180 hours. Successful completion of the internship earns the student three hours of graduate level academic credit. Each internship will include applying research theory and concepts to what is being done in the ‘real world’ within a project area (or case study of the organization).
Prerequisites & Notes
Chair Approval Required. Student must have the approval of their academic advisor in order to apply for an internship and register for this course. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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MGT 596 - Advanced Seminar in Management
The advanced seminar in management presents the opportunity for students to demonstrate an integrated understanding of sound business principles, ethical standards, and best practices in management. Students will complete an instructor-approved project that addresses a key performance area within their existing workplace or another organization as the focus for development of an idea or resolution of a business problem. Working in close consultation with the course instructor and project sponsor from the partnering organization, students will formulate and defend a plan of action for the identified opportunity or problem and prepare a formal presentation of the completed project.
Prerequisites & Notes
Prerequisite: Completion of 27 graduate credits Session cycle: Spring. Yearly cycle: all years.
Credits: 3
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MGT 604 - Project Management
This course is designed to provide students with an understanding of project management theory and a working knowledge of the tools used for project planning, scheduling, and control.
Prerequisites & Notes
Session cycle: Spring. Yearly cycle: all years.
Credits: 3
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MGT 610 - Seminar in Management: Executive Lecture Series
Students will interact with senior level executives from a variety of industries and organizations. The primary purpose is to identify similarities and differences that exist in the management and leadership styles of successful executives. Students will also attempt to identify the skills, knowledge and outlook needed to successfully guide organizations in the 21st century.
Prerequisites & Notes
Session cycle: Summer. Yearly cycle: all years.
Credits: 3
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MGT` 532 - Coaching and Critical Conversations
Students will examine the coaching relationship from a variety of perspectives. This framework can be used for individual development, relationship-building, conflict-handling, leadership and directive feedback, and emotionally-charged conversations. Students will explore these techniques and concepts through a variety of applied learning activities.
Prerequisites & Notes
Elective course for students in MGT, HRM, HRD, or HESAA graduate degree programs.
Credits: 3
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Marketing |
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MKT 507 - Marketing Strategy
This is an introduction to marketing and marketing strategies, stressing functional roles in the organization and society.
Prerequisites & Notes
Recommended co-requisite: MKT 547. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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MKT 547 - Marketing Research
Students will learn about process and techniques that are used to gather, record, and analyze data as an aid to making marketing and communication decisions. Specific topics will include the development of research designs for collecting primary and secondary data, sampling and data analysis and analytics.
Prerequisites & Notes
Prerequisite/Co-requisite: MKT 507. Session cycle: Spring. Yearly cycle: all years.
Credits: 3
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MKT 549 - Buyer Behavior
The course is designed to provide you with a basic understanding of the principles of business-to-business and business-to-consumer buying behavior on a global perspective and how to apply it to the practice of marketing. Global Buyer Behavior borrows heavily from the study of psychology, sociology, anthropology, and economics. Changes in buyer decisions across multiple cultures are explored.
Prerequisites & Notes
Session cycle: Fall. Yearly cycle: all years.
Credits: 3
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MKT 551 - Persuasive Communications
This course focuses on persuasive communication, defined as the use of messages to alter or strengthen attitudes, values, beliefs, or behaviors. In order to accomplish these goals, the messages first need to attract others’ time and attention. Throughout the semester, students will learn humanistic and social scientific theories about persuasion and apply these theories to craft and critique statements.
Prerequisites & Notes
Session cycle: Fall. Yearly cycle: all years.
Credits: 3
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MKT 555 - Crisis Communications
Crisis Communications assumes every firm will face a crisis. Students learn how to plan for an unknown future crisis and optimize communications with the public.
Prerequisites & Notes
Prerequisite/Co-requisite: MKT 507 Session cycle: Spring. Yearly cycle: all years.
Credits: 3
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MKT 557 - Digital Marketing
The course will provide a fundamental overview of digital marketing channels (Paid, Earned and Owned) and then shift to developing a comprehensive integrated digital marketing campaign from conception to implementation to optimization.
Prerequisites & Notes
Session cycle: Spring. Yearly cycle: all years.
Credits: 3
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MKT 559 - Primary Media
MKT 559 Primary Media is designed to provide students with a basic understanding of media most frequently used in marketing, how to evaluate it in relation to client criteria, implement it, and weave various media options into a successful marketing campaign. Primary media is the stable media used in the majority of advertising and public relations including traditional options, like newspapers
Prerequisites & Notes
Prerequisites: MKT 507, MKT 547 Session cycle: Summer. Yearly cycle: all years.
Credits: 3
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MKT 561 - Emerging Media
MKT 561 Emerging and New Media is an array of innovative digital media that is rapidly entering the marketplace. It includes creative, but untested, medium, like Vine, new options from primary digital media, like Facebook or Google, and new trends, like engaging in customer conversations. Some of these emerging options will mature into tested primary media while others will fall away.
Prerequisites & Notes
Prerequisites: MKT 507, MKT 547, MKT 559 Session cycle: Summer. Yearly cycle: all years.
Credits: 3
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MKT 583 - Marketing Internship I
Graduate internships provide experiential experience, network opportunities, and potential employment. Open only to students matriculated in the M.S. in Integrated Marketing Communications program.
Prerequisites & Notes
Open only to students matriculated in the M.S. in Integrated Marketing Communications program. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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MKT 600 - Marketing Program Management
Marketing Communications Program Management is the capstone experience for graduate applied marketing communications candidates in their final semester of study. The objective is to integrate learning’s from the preceding seven program core courses and apply those skills and experience toward improving a local non-profit firm’s marketing capabilities.
Prerequisites & Notes
Prerequisites: MKT 507, MKT 547, MKT 559, MKT 549, MKT 561, MKT 551, MKT 557 Requires 24 hourse of filed work. Session cycle: Spring. Yearly cycle: all years.
Credits: 3
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Music |
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ENS 579 - Rock Ensemble
The Nazareth College Rock Ensemble is a non-auditioned ensemble dedicated to the performance of outstanding rock and roll repertoire spanning from the early 1950’s to the present. Students will study improvisation as well as appropriate stylistic and musical traits associated with various rock genre including the blues, R&B, rockabilly, folk rock, classic rock, surf rock, pop rock, progressive rock, soul, punk as well as more contemporary styles such as jam band rock, indie rock among others. Additionally, students will learn how to rehearse and prepare a rock song from beginning to performance and how to promote and market a rock band. The ensemble is be open to all Nazareth College students.
Prerequisites & Notes
This is a variable credit course, credit amount can be selected at course registration. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0 to 0.50
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ENS 580 - Nazareth College Wind Symphony
The Nazareth College Wind Symphony is the premiere wind ensemble at Nazareth College. It contains approximently 50 of the finest music and non-music majors on campus, and is dedicated to presenting an exciting variety of works from all musical periods, cultures and styles, featuring both core and contemporary repertoire, and new repertoire by emerging composers. Membership in the Wind Symphony is open to all Nazareth students regardless of major by audition only.
Prerequisites & Notes
This is a variable credit course, credit amount can be selected at course registration. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0 to 1
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ENS 581 - Nazareth Symphonic Band
The Nazareth College Symphonic Band is an ensemble of music and non-music majors. It is open to all Nazareth students and the greater Rochester community regardless of major. The Symphonic Band is dedicated to presenting concerts of high-quality band repetoire and providing an opportunity for all Nazareth College students to perform. Presents four concerts a year. This is a variable credit course; credit amount can be selected at course registration.
Prerequisites & Notes
This is a variable credit course; credit amount can be selected at course registration. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0 to 1
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ENS 582 - Nazareth College Symphony Orchestra
The Nazareth College Symphony Orchestra is a 75 musician ensemble that performs professional level orchestral classical and popular literature, performing a minimum of two concerts per semester. Membership is open to all qualified Nazareth students upon successful completion of audition. This is a variable credit course; credit amount can be selected at course registration.
Prerequisites & Notes
This is a variable credit course; credit amount can be selected at course registration. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0 to 1
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ENS 583 - Chamber Players: Strings
Chamber players is open to all string primary music majors and advanced non-music majors seeking a string quartet or small ensemble experience. This course is open campus-wide to qualified students. Audition required.
Prerequisites & Notes
Session cycle: Spring. Yearly cycle: all years.
Credits: 0
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ENS 584 - Chamber Singers
A select vocal group, open campus-wide to qualified students. Audition required.
Prerequisites & Notes
This is a variable credit course, credit amount can be selected at course registration. Session cycle: Fall and Spring. Yearly cycle: variable.
Credits: 0 to 1
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ENS 586 - Opera Workshop
Concepts of opera as an art form through full stage productions and scenes from operas of various periods in history.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0
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ENS 587 - Jazz Ensemble
The jazz ensemble - standard saxophone, trumpet, trombone, and rhythm instrumentation - performs standard (and not-so-standard) works from the libraries of professional big bands, and original compositions and arrangements from students, the director, and others. Members learn how to approach improvisation and how to interpret notation in the various styles of swing, Latin, and funk. The group performs both on and off campus each semester. Audition and/or permission of director required. This is a variable credit course; credit amount can be selected at course registration.
Prerequisites & Notes
This is a variable credit course; credit amount can be selected at course registration. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0 to 1
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ENS 588 - Jazz Combo
Open to all campus musicians, majors and non-majors, members will be placed into one of two groups: “Loose Change,” and auditioned small ensemble, presents a formal concert each semester, and performs for other on and off campus events. The ensemble explores the standard jazz repertory, and frequently focuses on select composers or styles each semester; student compositions are encouraged. Members will typically have had some experience with jazz improvisation. “Jazz Lab Band” continues the high school jazz band experience, explores literature that can be taught in public school settings, and introduces improvisation studies. This is a variable credit course; credit amount can be selected at course registration.
Prerequisites & Notes
This is a variable credit course; credit amount can be selected at course registration. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0 to 0.50
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ENS 589 - Chamber Players: Percussion
Performance ensemble open to students and faculty across the campus who have percussion experience. Repertoire includes classic literature, new music, found object and theatrical works, jazz and contemporary styles, student compositions and marimba ensembles. In addition to performing, graduate students are asked to research and choose works to conduct and rehearse for performances.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0
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ENS 590 - Chamber Players: Winds/Saxophone
Chamber Winds is an ensembleopen to all woodwind and french horn players. Members gain valuable ensemble, musical, and technical advancement through the study, rehearsal, and performance of standard chamber wind repertoire, arrangements, and new works by living composers.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0
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ENS 591 - Chamber Players: Piano
Ensemble experience for pianists. Features study in piano duos, trios and quartets, vocal accompanying and chamber music. Required for piano primaries; open to other qualified students upon audition.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0
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ENS 592 - Chamber Players: Brass
Chamber Brass is a chamber ensembleopen to all brass players. Members gain valuable ensemble, musical, and technical advancement through the study, rehearsal, and performance of standard chamber wind repertoire, arrangements, and new works by living composers.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0
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ENS 595 - Vocal Jazz Ensemble
A select ensemble vocal group, open campus wide to qualified students. Audition required.
Prerequisites & Notes
Session cycle: Fall and Spring. Yearly cycle: variable.
Credits: 0
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ENS 596 - Concert Choir
A campus-wide vocal ensemble for both men and women, with concerts each semester.
Prerequisites & Notes
This is a variable credit course; credit amount can be selected at course registration. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0 to 1
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ENS 598 - Chamber Orchestra
This ensemble will allow violin, viola, cello, and string bass students to rehearse and perform orchestra and string works and examine the technique and performance issues of string playing. Wind students may participate as needed for the repertoire.
Prerequisites & Notes
This is a variable credit course, credit amount can be selected at course registration. Session cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0 to 0.50
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MUS 503 - Graduate Theory Review and Pedagogy
A review of the theory and analysis of common-practice and post-1900 Western art music and an exploration of various advanced topics in music theory. Pedagogy will be addressed through discussions of sample lessons prepared by students, and through a written final project.
Prerequisites & Notes
Session cycle: Variable. Yearly cycle: variable.
Credits: 3
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MUS 509 - History of Rock and Roll
This course examines the disparate styles of rock music performed since the 1950s up through the present day and explores the impact these genres and the artists who performed them have had in defining events and issues in American culture and society. Classroom activities include critical listening, lectures and open discussions.
Prerequisites & Notes
Course Codes: ABR. Prereq: PEQ in Visual and Performing Arts. Session cycle: Fall, Summer, and Spring. Yearly cycle: all years.
Credits: 3
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MUS 562 - Performance Techniques, Voice
Focus in further developing the performance skills of vocalists who plan to pursue vocal performance careers at the professional level. Exploration of audition and etiquette, performance techniques for the singing-actor; performance and teaching portfolios, marketing strategies as performers and/or teacher-performers, careers in opera, management and agency, etc.
Prerequisites & Notes
Session cycle: Fall. Yearly cycle: all years.
Credits: 1
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MUS 571 - Music & Magic in Western Culture
Musical, cultural, and historical exploration of music inspired by esoteric trends in Western culture (alchemy, astrology, natural magic, etc.). Psychological, aesthetic, medical, and practical aspects of performance, creation and reception considered. Repertoire drawn from classical and popular music.
Prerequisites & Notes
Cross-listed with MUS 471. Session cycle: Fall. Yearly cycle: all years.
Credits: 3
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MUS 611 - Music Research and Writing
This course surveys select methods and materials related to research in music, including printed and electronic resources, and explores various challenges involved in writing about music. Some of the kinds of writing that will be studied include history, analysis, or criticism, and students will practice writing response papers, critiques, research papers, abstracts, etc. We will also examine style manuals and discuss guidelines for proper documentation of print and electronic sources in footnotes and bibliographies. Research topics covered by the course will range from Renaissance music to jazz.
Prerequisites & Notes
Session cycle: Spring. Yearly cycle: all years.
Credits: 3
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