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2020-2021 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.
Prerequisites & Notes
Term offering cycle: Variable. Yearly cycle: variable offering.
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. Requires completion of, or current enrollment in, all program coursework. Pre-requisite: INCH 698. Co-requisite: INCH 699.
Prerequisites & Notes
Requires completion of, or current enrollment in, all program coursework. Pre-requisite: INCH 698. Co-requisite: INCH 699. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online. Term offering cycle: Spring and Summer. 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
Term offering cycle: Fall 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. Co-requisite INCH 690. For students completing final semester of MS.Ed. in Inclusive Childhood Education program. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online.
Prerequisites & Notes
Co-requisite INCH 690. For students completing final semester of MS.Ed. in Inclusive Childhood Education program. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online. Term offering cycle: Spring and Summer. Yearly cycle: all years.
Credits: 0
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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. 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.
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. Term offering cycle: Fall 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. 20 hours fieldwork required. Pre or Corequisites: INCL 501 & INCL 502 OR INCL 601 & INCL 602.
Prerequisites & Notes
20 hours fieldwork required. Pre or Corequisites: INCL 501 & INCL 502 OR INCL 601 & INCL 602. Term offering cycle: Fall and Spring. 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 Learning Standards, NCTM, ASCD and NAEYC. 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.
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. Term offering 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 Learning Standards 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. 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.
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. Term offering 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: INCL 501, INCL 502 OR INCL 601, INCL 602.
Prerequisites & Notes
Prerequisites: INCL 501, INCL 502 OR INCL 601, INCL 602. Term offering cycle: Spring and Summer. 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. Only open to students in Graduate Inclusive Early Childhood additional certification program. Prerequisites: INCL 601, INCL 602 and INEC 510.
Prerequisites & Notes
Only open to students in Graduate Inclusive Early Childhood additional certification program. Prerequisites: INCL 601, INCL 602 and INEC 510. Term offering cycle: Variable. 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 Learning Standards and assessments; will include recent advances in instructional and assistive technology for diverse learners in literacy environments. Open only to students in Inclusive Early 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.
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. Term offering 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. 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.
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. Term offering 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 Learning Standards in mathematics and assessments provide the framework for course emphases. Focuses on early childhood/childhood levels. Open only to students in Graduate Inclusive Early Childhood Additional Certification Same Developmental Level Program. Prerequisites: INCL 601 and INCL 602.
Prerequisites & Notes
Open only to students in Graduate Inclusive Early Childhood Additional Certification Same Developmental Level Program. Prerequisites: INCL 601 and INCL 602. Term offering cycle: Fall. 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. 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 Field Placement Services website. Prerequisite: INEC 503, and requires completion of (or current enrollment in) all coursework except INEC 690 and INEC 699.
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 Field Placement Services website. Prerequisite: INEC 503, and requires completion of (or current enrollment in) all coursework except INEC 690 and INEC 699. Term offering cycle: Fall, Spring, and Summer. 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. Requires completion of all, or current enrollment in, all program coursework. Pre-requisite: INEC 698. Co-requisite: INEC 699.
Prerequisites & Notes
Requires completion of all, or current enrollment in, all program coursework. Pre-requisite: INEC 698. Co-requisite: INEC 699. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online. Term offering cycle: Spring and Summer. 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
Term offering cycle: Fall 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. Corequisite: INEC 690. For students completing final semester of MS.Ed. in Early Childhood Inclusive Education program. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online.
Prerequisites & Notes
Corequisite: INEC 690. For students completing final semester of MS.Ed. in Early Childhood Inclusive Education program. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online. Term offering cycle: Spring and Summer. 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. 30 hours fieldwork required. Course offered in Fall and Spring semesters only.
Prerequisites & Notes
30 hours fieldwork required. Course offered in Fall and Spring semesters only. Term offering 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. Course offered in Fall and Spring semesters only. Pre- or corequisite: INCL 501.
Prerequisites & Notes
Course offered in Fall and Spring semesters only. Pre- or corequisite: INCL 501. Term offering 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. Only students in the graduate initial certification programs of early childhood and childhood inclusive education are eligible to take this course.
Prerequisites & Notes
Only students in the graduate initial certification programs of early childhood and childhood inclusive education are eligible to take this course. Term offering 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
Term offering cycle: 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
Term offering cycle: Fall. 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. Course not open to students in Inclusive Adolescence programs.
Prerequisites & Notes
Course not open to students in Inclusive Adolescence programs. Term offering 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. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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Leadership & Organizational Change |
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LOC 510 - Leadership Assessment and Development
Course assesses leadership competencies and creates a plan to develop leadership skills throughout the program. Enrollment restricted to students in MS.LOC program. Corequisite: LOC 520.
Prerequisites & Notes
Enrollment restricted to students in MS.LOC program. Corequisite: LOC 520. Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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LOC 520 - Team and Conflict Management
The course prepares students to work in and to lead teams and to manage conflict in appropriate ways. The course emphasizes the development of positive interpersonal behaviors for teams, team building, effective decision-making and other team processes, and managing the sources of conflict and conflict behaviors in order to resolve organizational problems. Enrollment restricted to students in MS.LOC program. Corequisite: LOC 510.
Prerequisites & Notes
Enrollment restricted to students in MS.LOC program. Corequisite: LOC 510. Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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LOC 530 - Leadership and Decision-Making Analytics
The course prepares students to engage in their first field research projects between the first and second year of the program. The course focuses on collaborative and innovative research methods on data collection, data analysis, and data reporting. Enrollment restricted to students in MS.LOC program. Prerequisites: LOC*510, LOC*520. Corequisite: LOC 540.
Prerequisites & Notes
Enrollment restricted to students in MS.LOC program. Prerequisites: LOC*510, LOC*520. Corequisite: LOC 540. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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LOC 540 - Creating High Performance Organizations
This course focused on the importance of, and the skills needed for, assessing and to building high performance organizations. It will explore not only the role of leadership in the development of HPO’s; it also will provide the participants with a framework for understanding and influencing organizations toward higher performance. Whether you are an executive, manager, or employee you will learn Enrollment restricted to students in MS.LOC program. Prerequisites: LOC*510, LOC*520. Corequisite: LOC 530.
Prerequisites & Notes
Enrollment restricted to students in MS.LOC program. Prerequisites: LOC*510, LOC*520. Corequisite: LOC 530. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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LOC 550 - Public Engagement Practicum
Students will work in groups on a leadership project in a non-profit organization under the close guidance of a faculty member. The public engagement practicum provides students with the opportunity to develop their consultation skills, collaborate in applying learning from the first year in the program, and engage with a community client. Enrollment restricted to students in MS.LOC program. Prerequisites: LOC*530, LOC*540.
Prerequisites & Notes
Enrollment restricted to students in MS.LOC program. Prerequisites: LOC*530, LOC*540. Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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LOC 560 - Organizational Strategy and Systems Thinking
This course focuses on the process of formulating, executing and evaluating strategy for achieving the goals of the organization. Enrollment restricted to students in MS.LOC program. Prerequisite: LOC*550. Corequisite: LOC*570.
Prerequisites & Notes
Enrollment restricted to students in MS.LOC program. Prerequisite: LOC*550. Corequisite: LOC*570. Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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LOC 570 - Organizational Consultation
This course will address the study of the consultation process including the skills and techniques involved in action research. The course will focus on entry, contracting, organizational scanning, preliminary diagnosis, and large system interventions. Enrollment restricted to students in MS.LOC program. Prerequisite: LOC*550. Corequisite: LOC*560.
Prerequisites & Notes
Enrollment restricted to students in MS.LOC program. Prerequisite: LOC*550. Corequisite: LOC*560. Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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LOC 580 - Leading Organizational Change
The course examines theories of planned organizational change and their application to organizations. Students will learn how to lead, plan and implement successful organizational change. Enrollment restricted to students in MS.LOC program. Prerequisites: LOC*560, LOC*570. Corequisite: LOC*590.
Prerequisites & Notes
Enrollment restricted to students in MS.LOC program. Prerequisites: LOC*560, LOC*570. Corequisite: LOC*590. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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LOC 590 - Virtuous and Purpose-Driven Leadership
The mission of the program is to create enlightened transformative leaders, and this course will focus on several topics that contribute to the mission: Positive leadership, virtuous leadership, and purpose-driven leadership. Enrollment restricted to students in MS.LOC program. Prerequisite: LOC*560 LOC*570. Corequisite: LOC*580.
Prerequisites & Notes
Enrollment restricted to students in MS.LOC program. Prerequisite: LOC*560 LOC*570. Corequisite: LOC*580. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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LOC 600 - Individual Graduating Project
Students will work individually on designing and conducting an organizational change or leadership project that will allow them to apply their competencies in an active organization under guidance of a faculty advisor. Enrollment restricted to students in MS.LOC program. Prerequisites: LOC*580, LOC*590.
Prerequisites & Notes
Enrollment restricted to students in MS.LOC program. Prerequisites: LOC*580, LOC*590. Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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Literacy Education Specialist |
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LTED 600 - Foundations of Literacy
In this required introductory course, students will examine and integrate the theoretical, historical and evidence-based foundations of literacy and language development of all children, Birth through Grade 12. A major goal will be to augment students’undergraduate literacy education 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, content area literacy, writing,assessment, curriculum development, and technology. The focus of this course is to prepare a certified teacher to assume the responsibility of meeting the literacy needs of all students. Required for the Literacy Specialist Programs and Additional/Professional Certification programs.
Prerequisites & Notes
Required for the Literacy Specialist Programs and Additional/Professional Certification programs. Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 3
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LTED 601 - Foundations of Language and Literacy
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 in Inclusive Early Childhood, Inclusive Childhood, and TESOL.
Prerequisites & Notes
Required for Initial Certification programs in Inclusive Early Childhood, Inclusive Childhood, and TESOL. Term offering cycle: Fall 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 written language works. Topics include language acquisition, structure of language, conventions of standard English, vocabulary acquisition and use, speaking, listening, viewing visually representing, and how knowledge of how language functions supports the language user as a reader, writer, listener, and speaker. Stressing communication as the primary purpose of language, both spoken and written, 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 Term offering cycle: Variable. Yearly cycle: all years.
Credits: 3
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LTED 612 - Literacy and the Diverse Learner
This required course addresses the application of foundational theories about diverse learners, equity, and culturally responsive instruction and includes 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 creating and advocating for inclusive and affirming classroom and school environments by designing and implementing instruction that is culturally responsive and acknowledges and values diversity in schools and in society. Effective practices for co-teaching and collaboration with professional peers are explored. Course readings and assignments will be developed according to candidates’ certification areas (B-6, 5-12). 20 hours of field work required. Field work can be job-embedded. Open only to Literacy Specialist students. Prerequisite or Corequisite: LTED*600.
Prerequisites & Notes
Open only to Literacy Specialist students. 20 hours of fieldwork required. Prerequisite or Corequisite: LTED 600. Term offering cycle: Fall. 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 in print-based sources and digital media sources for the purpose of gaining information and applying this information to other parts of the curricula. Open only to Literacy Specialist students. Prerequisite or Corequisite: LTED 600.
Prerequisites & Notes
Open only to Literacy Specialist students. Prerequisite or Corequisite: LTED 600. Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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LTED 617 - Incorporating Children’s Literature in the Elementary School Program
Candidates 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 candidates 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. Candidates 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.
Prerequisites & Notes
Prerequisites: LTED 600. Term offering cycle: Summer. Yearly cycle: all years.
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 or Corequisite: LTED 600.
Prerequisites & Notes
Prerequisite or Corequisite: LTED 600. Term offering cycle: Spring. Yearly cycle: all years.
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.
Prerequisites & Notes
Prerequisite: LTED 600. Term offering cycle: Variable. Yearly cycle: variable offering.
Credits: 3
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LTED 625 - Literacy in the Secondary Content Areas
This required course is designed to help middle school and high school teachers in assisting students to read to learn and write to learn, with an emphasis on text structure, as well as developing appropriate student literacy behaviors in each content area, especially study techniques. Material covered spans the instructional areas covered in the secondary school grades. Strategies for accessing, comprehending and critiquing both in print-based sources and digital media sources are explored. Course open only to Literacy students. Prerequisite or Corequisite: LTED 600.
Prerequisites & Notes
Course open only to Literacy students. Prerequisite or Corequisite: LTED 600. Term offering cycle: Fall. Yearly cycle: all years.
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 Term offering cycle: Summer. Yearly cycle: variable offering.
Credits: 3
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LTED 632 - Leadership in Literacy Education
Literacy specialists are increasingly relied upon as instructional coaches and leaders in their school communities. This course is focused on developing understandings of adult learning in order to engage in collaboration with colleagues for decision-making and for designing, aligning, and assessing instructional practices and interventions within and across classrooms.In addition, the course will prepare candidates to plan and present appropriate staff development activities. This course will focus on preparing the literacy specialist for leadership with the underlying purpose of improving literacy learning for all students. Prerequiste: LTED 600 or Program Director’s approval.
Prerequisites & Notes
Prerequisite: LTED 600 or Program Director’s approval. Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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LTED 640 - Introduction to Literacy Assessment, Evaluation & Instruction (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, and a grasp of methods of assessment to understand a student’s strengths and needs. The course introduces candidates to various types of assessments and their purposes, strengths, and limitations. Candidates in this course will begin to use assessment results to plan and implement instruction to accelerate the progress of challenged readers in the primary and intermediate grades. 10 hours fieldwork required. Field work can be job-embedded. Open only to Literacy Specialist students. Prerequisites or Corequisites: LTED 600.
Prerequisites & Notes
10 hours fieldwork required. Field work can be job-embedded. Open only to Literacy Specialist students. Prerequisites or Corequisites: LTED 600. Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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LTED 641 - Advanced Literacy Assessment, Evaluation & Instruction (Elementary)
This course is the second in a two-course sequence focused on building candidates’ knowledge of and experience with literacy assessments, evaluation, and planning instruction based on students’ areas of need. Candidates will build on understandings developed in the introductory course as they develop and implement instruction for a student and/or small groups of students in the primary and/or intermediate grades. Additionally, candidates will develop their abilities to communicate with families and other stakeholders about students’ progress and advocate for appropriate language and literacy practices. 15 hours of field work required. Pre-requisites: LTED 600 and LTED 640.
Prerequisites & Notes
15 hours fieldwork required. Open only to Literacy Specialist students. Prerequisites or Corequisites: LTED 600, LTED 640. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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LTED 642 - Campus-Based Practicum
This course is a culminating practicum where degree candidates teach learners in the primary/intermediate grades who need support to grow as readers and/or writers. They use the appreciations, understandings, and knowledge they gained throughout their program at an increasingly more sophisticated level. The seminars will be devoted to developing understandings of literacy instruction in practice, collaboratively assessing and evaluating the students they are teaching and planning for instruction. Fifteen hours of field work is required. Students must confirm with the Program Director and/or Clinic Director prior to the formal registration period that they plan to attend. Pre-requisites LTED 600, LTED 640, LTED 641.
Prerequisites & Notes
Fifteen hours of field work is required. Students must confirm with the Program Director and/or Clinic Director prior to the formal registration period that they plan to attend. Pre-requisites LTED 600, LTED 640, LTED 641. Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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LTED 660 - Introduction to Literacy Assessment, Evaluation & Instruction (Secondary)
Stresses the application of the theoretical knowledge of the reading process, recognition of the specific needs of different students, knowledge of instructional strategies, 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 or Co-requistes: LTED 600, LTED 609 and LTED 612.
Prerequisites & Notes
30 hours fieldwork required. Course open only to Literacy Students. Prerequisites or Co-requistes: LTED 600, LTED 609 and LTED 612. Term offering cycle: Fall and Spring. Typical yearly cycle: all years.
Credits: 3
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LTED 661 - Advanced Literacy Assessment, Evaluation and Instruction (Secondary)
This course is the second in a two-course sequence focused on building candidates’ knowledge of and experience with literacy assessments, evaluation, and planning instruction based on students’ areas of need. Candidates will build on understandings developed in the introductory course as they develop and implement instruction for a student and/or small groups of students in the secondary grades. Additionally, candidates will develop their abilities to communicate with families and other stakeholders about students’ progress and advocate for appropriate language and literacy practices. 15 hours of field work required. Prerequisites: LTED 600 and LTED 660.
Prerequisites & Notes
15 hours fieldwork required. Course open only to Literacy Students. Prerequisites or Co-requisites: LTED 600, LTED 660. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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LTED 662 - Campus-Based Practicum (Secondary)
This course is a culminating practicum where degree candidates teach learners in the secondary grades who need support to grow as readers and/or writers. They use the appreciations, understandings, and knowledge they gained throughout their program at an increasingly more sophisticated level. The seminars will be devoted to developing understandings of literacy instruction in practice, collaboratively assessing and evaluating the students they are teaching and planning for instruction. Fifteen hours of field work is required. Students must confirm with the Program Director and/or Clinic Director prior to the formal registration period that they plan to attend. Pre-requisites: LTED 600, LTED 660, LTED 661.
Prerequisites & Notes
Fifteen hours of field work is required. Students must confirm with the Program Director and/or Clinic Director prior to the formal registration period that they plan to attend. Pre-requisites: LTED 600, LTED 660, LTED 661. Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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LTED 690 - Capstone Seminar
In this culminating experience, students will Participate as memers of a professional learning community as they 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 various stakeholders have for the role of the literacy specialist. In this their final semester, degree candidates will synthesize the understandings and knowledge they have gained through their coursework and practicum experiences. This seminar is a collaborative forum for developing and presenting their portfolios to an audience of colleagues as well as visiting professionals. Co-requisite: LTED*699.
Prerequisites & Notes
Co-requisite: LTED*699. Term offering cycle: Summer. 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 apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online.
Prerequisites & Notes
Corequisite: LTED 690. For students completing final semester of MS.Ed. in Literacy Education program. Students must also apply for graduation before the start of the semester in which this course will be taken. Select Graduation Overview in NazNet Self-Service to apply online. Term offering cycle: Fall and Summer. 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
Term offering cycle: Fall and Spring. 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 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
Term offering 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
Term offering cycle: Spring. Yearly cycle: variable offering.
Credits: 3
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MGT 531 - Leadership Concepts and Practices
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
Term offering 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. Elective course for students in MGT, HRM, HRD, or HESAA graduate degree programs.
Prerequisites & Notes
Elective course for students in MGT, HRM, HRD, or HESAA graduate degree programs. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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MGT 533 - Leadership Team Dynamics
In today’s complex organizations, effectively working with and managing teams is often the difference between success and failure. This course examines the role and importance of leadership and teams in organizations. It explores the mix of attributes, skills and capabilities required of successful leaders and the nature of team development, the process involved in building and leading high performance teams, and the skills and attributes required of an effective team player.
Prerequisites & Notes
Term offering 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. Prereq: Undergraduate business and management classes.
Prerequisites & Notes
Prereq: Undergraduate business and management classes. Term offering cycle: Spring. Yearly cycle: odd 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). Chair Approval Required. Student must have the approval of their academic advisor in order to apply for an internship and register for this course.
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. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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MGT 596 - Advanced Seminar in Leadership
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. Prerequisite: Completion of 27 graduate credits.
Prerequisites & Notes
Prerequisite: Completion of 27 graduate credits. Term offering 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
Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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MKT 507 - Marketing Strategy
This is an introduction into marketing strategy including how to develop a strategy and how to apply strategy development to marketing situations, like pricing, product, and digital marketing. Corequisite: MKT*549.
Prerequisites & Notes
Corequisite: MKT*549. Term offering cycle: Fall. Yearly cycle: all years.
Credits: 3
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MKT 510 - Leadership Assessment and Development
The course provides a framework for students to assess and develop their own leadership competencies and prepares them to assess and develop the competencies of others in organizations. The course addresses career development, leadership coaching, self-leadership, lifelong learning, and the development of emotional intelligence competencies. Enrollment restricted to students in MS.MCL program. Prerequisites: MKT*547 and MKT*549.
Prerequisites & Notes
Enrollment restricted to students in MS.MCL program. Prerequisites: MKT*547 and MKT*549. Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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MKT 519 - International Marketing
Course provides an overview of the international business environment. Special emphasis given to the marketing function and how goods and services are delivered to international markets. Graduate students will deliver a paper and presentation in addition to undergraduate assignments. Cross-listed with MKT*419.
Prerequisites & Notes
Cross-listed with MKT*419. Term offering cycle: Spring. Yearly cycle: even years.
Credits: 3
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MKT 520 - Team and Conflict Management
The course prepares students to work in and to lead teams and to manage conflict in appropriate ways. The course emphasizes the development of positive interpersonal behaviors for teams, team building, effective decision-making and other team processes, and managing the sources of conflict and conflict behaviors in order to resolve organizational problems. Enrollment restricted to students in MS.MCL program. Prerequisites: MKT*507 and MKT*549. Corequisite: MKT*547.
Prerequisites & Notes
Enrollment restricted to students in MS.MCL program. Prerequisites: MKT*507 and MKT*549. Corequisite: MKT*547. Term offering cycle: 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. Prerequisite: MKT*507, MKT*549 Corequisite: MKT *559
Prerequisites & Notes
Prerequisite: MKT*507, MKT*549 Corequisite: MKT *559 Term offering 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.Corequisite: MKT*507.
Prerequisites & Notes
Corequisite: MKT*507. Term offering 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. Prerequisite: MKT*510. Corequisite: MKT*557.
Prerequisites & Notes
Prerequisite: MKT*510. Corequisite: MKT*557. Term offering cycle: Fall. 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.Prerequisite: MKT*510. Corequisite: MKT*551.
Prerequisites & Notes
Prerequisite: MKT*510. Corequisite: MKT*551. Term offering cycle: Fall. 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. Prerequisite: MKT*507, MKT*549 Corequisite: MKT*547.
Prerequisites & Notes
Prerequisite: MKT*507, MKT*549 Corequisite: MKT*547. Term offering cycle: Spring. Yearly cycle: all years.
Credits: 3
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MKT 562 - Media Analytics
This course will evaluate primary and digital media concepts by focusing on performance and optimization metrics. Students will discover, define and design data-driven solutions based on consumer behavior and insights. Prerequisites: MKT 507, MKT 549. Co-requisites: MKT 559.
Prerequisites & Notes
Prerequisites: MKT*507, MKT*549. Co-requisite: MKT*559. Term offering cycle: Spring. 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. Term offering cycle: Fall, Spring, and Summer. Yearly cycle: all years.
Credits: 3
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MKT 610 - Marketing Organizational Consultation
This is the Marketing Communications Leadership capstone course. The academic purpose is to understand consultation, both internal and external. Skill-building includes how to quickly assess the strengths and weaknesses of an organization with minimum disruption. The semester project includes teams apply their marketing skills in helping a local non-profit overcome a marketing problem. Prerequisites: MKT*562, MKT*520. Requires 30 hours of field work.
Prerequisites & Notes
Prerequisites: MKT*562, MKT*520. Requires 30 hours of field work. Term offering cycle: Summer. 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
Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0 to .5
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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
Term offering 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
Term offering 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
Term offering 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
Term offering 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
Term offering cycle: Fall and Spring. Yearly cycle: variable offering.
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
Term offering 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
Term offering 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
Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0 to .5
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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
Term offering 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
Term offering 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
Term offering 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
Term offering 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
Term offering cycle: Fall and Spring. Yearly cycle: variable offering.
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
Term offering 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
Term offering cycle: Fall and Spring. Yearly cycle: all years.
Credits: 0 to .5
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Music Education |
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MED 501 - Foundations of Music Education
A study of the philosophies of music education and how they link with philosophies of general education. Documents and ideas important to the history, philosophy, and practice of music education will be studied, discussed, evaluated, and synthesized. The course culminates with each participant developing a personal philosophy of music education.
Prerequisites & Notes
Term offering cycle: Variable. Yearly cycle: all years.
Credits: 3
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MED 504 - Issues in Elementary General Music
Course will provide opportunties for graduate students and practicing music teachers to discuss and investigate the philosophical and psychological foundations behind elementary general music methodologies such as Orff-Schulwerk, Kodaly, Dalcroze, and Gordon. The course also includes: a survey of teaching materials (books, software); an examination of research studies; an overview of early childhood music teaching techniques; and World Music Drumming.
Prerequisites & Notes
Term offering cycle: Summer. Yearly cycle: all years.
Credits: 3
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MED 550 - Kodaly Level I Certification Institute
The Kodaly Institute will provide students with tools necessary to become competent in music literacy. The Kodaly approach is a dynamic,
exciting way to teach and learn based on the developmental readiness of the child. The process involves a sequential layering of skills and
concepts designed to build success for every child. The course objectives include: understanding of rhythm syllables; melodic and harmonic understanding developed through the use of solfege syllables in the moveable do system; interval training, and hand signs. Students will be engaged in singing, instrument playing, improvisation, composing and arranging, reading and notating, analyzing, and evaluating. Comprehensive music literacy is the goal.
Credits: 3
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MED 560 - Orff Schulwerk Institute Level II
tba
Credits: 3
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MED 585 - Curriculum Design in Music
A study of the recommendations for music study from local, state and national authorities and the implementation of those recommendations as courses of study. Particular emphasis will be placed upon the relationship between and linkage of elementary and secondary school music curricula. Projects will include the development of a music curriculum, which incorporates the state and national standards for music.
Prerequisites & Notes
Term offering cycle: Variable. Yearly cycle: all years.
Credits: 3
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MED 603 - Seminar in School Music
Student Teaching in Music (MED*665) is taken concurrently with Seminar in School Music (MED*603). The main focus of both on-campus experiences and on-line seminars is to assist you as a student teacher and enable you to discuss issues relevant to the student teaching experience. Letter grades (A-F) are earned in MED*603. Prerequisites: MED*301, MED*302. Corequisite: MED*665.
Prerequisites & Notes
Prerequisites: MED*301, MED*302. Corequisite: MED*665.
Credits: 3
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MED 625 - Workshops in Methodology or Techniques
Study of a specific methodology in music teaching (including but not limited to the Kodaly, Orff, Dalcroze, Gordon, Education through Music, and Suzuki methodologies), assessment techniques, instructional conducting and score presentation, or study of the techniques for leading special music organizations or productions such as marching bands, swing choirs, jazz ensembles, and musicals.
Prerequisites & Notes
Term offering cycle: Variable. Yearly cycle: variable offering.
Credits: 1.5
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MED 651 - Seminar in Conducting
Development of conducting skills, rehearsal technique, study and preparation of scores, structural analysis of literature, and the development of the “hearing eye.”
Prerequisites & Notes
Term offering cycle: Fall and Summer. Yearly cycle: variable offering.
Credits: 3
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