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Courses

Music Courses

NOTE:
The number in parentheses following the course title indicates the semester hours of credit assigned to the course. An H following the course number indicates an honors level course.

(1 - 3)
MUSC 1001
Applied Piano [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1002
Applied Organ [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1003
Applied Voice [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1004
Applied Violin [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1005
Applied Viola [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1006
Applied Cello [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1007
Applied String Bass [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1008
Applied Trumpet [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1009
Applied French Horn [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1010
Applied Trombone [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1011
Applied Baritone [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1012
Applied Euphonium [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1013
Applied Tuba [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1014
Applied Flute [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1015
Applied Clarinet [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1016
Applied Oboe [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1017
Applied Bassoon [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1018
Applied Saxophone [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1019
Applied Percussion [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1020
Applied Guitar [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1021
Applied Harp [Lesson]

Course fee applicable.

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(1 - 3)
MUSC 1024
Applied Conducting [Lesson]

Course fee applicable. Prerequisite: MUSC 2401

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(1 - 3)
MUSC 1026
Applied Composition [Lesson]

Weekly composition lessons working one-on-one with the composition teacher. Prerequisite: permission of the instructor.

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(1 - 3)
MUSC 1027
Jazz Improvization [Lesson]

Course fee applicable.

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(1)
MUSC 1031
Class Piano I [Lesson]

For Performance and Music Education majors, passing the piano proficiency exam is required; this course is preparation toward the exam. The objective is to develop functional keyboard skills that will support the student’s long-term musical goals. Content includes music theory, aural skills, improvisation, accompanying, ensemble and performance skills, and score reading. A course fee applies.

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(1)
MUSC 1032
Class Piano II [Lesson]

For Performance and Music Education majors, passing the piano proficiency exam is required; this course is preparation toward the exam. The objective is to develop functional keyboard skills that will support the student’s long-term musical goals. Content includes music theory, aural skills, improvisation, accompanying, ensemble and performance skills, and score reading. A course fee applies.

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(1)
MUSC 1033
Class Piano III [Lesson]

For Performance and Music Education majors, passing the piano proficiency exam is required; this course is preparation toward the exam. The objective is to develop functional keyboard skills that will support the student’s long-term musical goals. Content includes music theory, aural skills, improvisation, accompanying, ensemble and performance skills, and score reading. A course fee applies.

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(1)
MUSC 1034
Class Piano IV [Lesson]

For Performance and Music Education majors, passing the piano proficiency exam is required; this course is preparation toward the exam. The objective is to develop functional keyboard skills that will support the student’s long-term musical goals. Content includes music theory, aural skills, improvisation, accompanying, ensemble and performance skills, and score reading. A course fee applies.

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(1 - 3)
MUSC 1035
Accompanying [Lesson]

The principles and problems of accompanying are studied. Students attend a private or class lesson each week and accompany three students per semester (assigned by piano faculty). Course fee applicable.

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( - 1)
MUSC 1050
Chorale [Performance]

Students selected by audition meet four hours a week. The Chorale performs a wide range of choral literature for men's and women's voices. Concerts are presented on annual tours and in the surrounding area. Auditions are held each fall.

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( - 1)
MUSC 1052
Coro di Voci Treble Choir [Performance]

This group rehearses music for treble choir three hours a week. Coro di Voci offers opportunities for performance both on and off campus. The choir is open to all sopranos and altos without auditions.

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( - 1)
MUSC 1053
Redhawk Voices Tenor–Bass Chorus [Performance]

This group rehearses music for tenor-bass chorus three hours a week. Redhawk Voices offers opportunities for performance both on and off campus. The choir is open to all tenors and basses without auditions.

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( - 1)
MUSC 1055
Gospel Choir [Performance]

The Gospel Choir meets twice weekly. Created for the purpose of continuing a variety of African-American church traditions, the choir offers opportunities for performance both on and off campus. The choir is open to all students without audition.

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( - 1)
MUSC 1060
Wind Ensemble [Performance]

Students, selected by audition, meet four hours a week. The Wind Ensemble performs an extensive range of concert repertoire. Concerts are presented on an annual tour and in the surrounding area. Auditions are held each fall.

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( - 1)
MUSC 1065
College-Community Orchestra [Performance]

Rehearsal is one evening a week. The orchestra performs five concerts per year. The College-Community Orchestra is open to qualified instrumentalists from the College and community. The orchestra normally performs five concerts each year.

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( - 1)
MUSC 1070
Woodwind Quintet [Performance]

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

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( - 1)
MUSC 1071
Flute Choir [Performance]

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

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( - 1)
MUSC 1072
Clarinet Choir [Performance]

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

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( - 1)
MUSC 1073
Saxophone Ensemble [Performance]

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

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( - 1)
MUSC 1075
Brass Quintet [Performance]

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

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( - 1)
MUSC 1076
Brass Ensemble [Performance]

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

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( - 1)
MUSC 1077
Horn Ensemble [Performance]

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

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( - 1)
MUSC 1080
String Chamber Ensemble [Performance]

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

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( - 1)
MUSC 1083
Guitar Ensemble [Performance]

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

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( - 1)
MUSC 1085
Percussion Ensemble [Performance]

Students selected by audition meet two hours per week. The Ensemble usually presents one evening performance per semester. The Percussion Ensemble meet weekly, performing a variety of literature and offering opportunities for performance both on and off campus. Membership is by audition.

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( - 1)
MUSC 1090
Jazz Ensemble [Performance]

The RWC Jazz Ensemble is made up of 16-20 musicians and performs composed and improvised music derived from the American big band tradition; African American composers and improvisers; contemporary classical music; and Latino, Brazilian, and various other ethnic traditions. Two hours of weekly rehearsal: sectional rehearsals also required. One major concert per semester, with additional performances on and off campus. Membership is by audition.

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( - 1)
MUSC 1092
Jazz Combo [Performance]

Experience is offered in small chamber jazz groups that perform throughout the school year on and off campus.

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(3)
MUSC 1101
Theory I [Course]

The fundamentals in music are studied, including notation of pitch in various clefs, scales, intervals, elements of rhythm, triads and seventh chords, diatonic chords, principles of voice leading, part-writing, and harmonic progression.

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(3)
MUSC 1102
Theory II [Course]

This course is a continuation of MUS 101 with the addition of partwriting with inverted triads, seventh chords in root position and inversion, nonchord tones, and elements of form. Prerequisite: MUSC 1101.

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(1)
MUSC 1201
Aural Skills I [Course]

All courses in the sightsinging sequence include rhythmic studies, singing with solfege syllables, and melodic and rhythmic dictation exercise. This course involves singing and aural recognition of diatonic intervals in the major and minor modes. Rhythms are limited to the first division of the beat in simple and compound meters. Taken concurrently with MUSC 1101 unless approved by the Division Chair.

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MUSC 1202
Aural Skills II [Course]

Exercises include melodies in major and minor modes with chromatic alteration and single modulation, the subdivision of the beat, and syncopation. Prerequisite: MUSC 1201.

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MUSC 1501
String Methods [Course]

Students learn to play string instruments including violin, viola, cello, and bass. No audit is permitted. Prerequisite: Music Major.

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MUSC 1503
Percussion Methods [Course]

Students learn to play percussion instruments including snare, timpani, mallet and auxiliary percussion. No audit is permitted. Prerequisite: Music Major

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MUSC 1900
Music Seminar [Course]

Attendance is required for all Music majors at this weekly meeting for departmental recitals and/or seminars. A grade is given based on attendance requirements, which include evening programs.

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(2 - 3)
MUSC 1910
Introduction to Music [Course]

Students are introduced to the art of music and its materials with emphasis on the development of listening skills. Requirements of the course include attendance at assigned recitals and concerts on campus and at other Rochester institutions. This course is not open to Music majors.

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(2)
MUSC 1915
Popular Music [Course]

This course will examine a variety of today's popular music artists as well as those from other eras who have influenced them. Musical aspects such as instrumentation, lyrics, and song form will be highlighted, as well as how the evolution of music over time coincides with the evolution of an ever changing American culture.

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MUSC 1920
Music & Community Service [Performance]

This course provides students with the opportunity to perform off-campus to gain experience in their field. Requirements include approval of music selections by appropriate faculty and coaching by faculty before performances. (Offered on demand)

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(3)
MUSC 2103
Theory III [Course]

This course is the continuation of Music 102, with the introduction of chromatic harmony via secondary functions, mode mixture, the Neapolitan Chord, and modulation processes. Prerequisite: MUSC 1102.

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MUSC 2104
Theory IV [Course]

This continuation of MUS 200 pursues chromaticism with other altered chords, enharmonic spellings and modulations, and concludes with an introduction to twentieth-century practices. Prerequisite: MUSC 2103.

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MUSC 2203
Aural Skills III [Course]

Exercises include chromaticism in diatonic context, further division of the beat, triplets in simple meter, duplets in compound meter, and changing meters. Prerequisite: MUSC 1202.

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(1)
MUSC 2204
Aural Skills IV [Course]

Aural Skills IV is designed to further personal musicianship through learning chromatic tonal harmony within the context of standard repertoire. Students in the course will also (a) hone solfège, listening, and sight-singing skills, (b) continue development of functional piano skills, (c) improvise, and (d) compose and arrange.

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(3)
MUSC 2301
Music History and Literature I [Course]

The literature, stylistic features, and historical background of music from antiquity through the 17th century are examined. The relationships between music and general culture are also examined.

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(3)
MUSC 2302
Music History & Literature II [Course]

The literature, stylistic features, and historical background of 17th century through the early Romantic music are examined. The relationships between music and general culture are also examined.

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MUSC 2401
Basic Conducting [Course]

Students study the fundamental techniques of conducting. This course is required as a core course for Music majors, and is recommended for liberal arts students and students studying for the ministry. To be taken concurrently with MUSC 2401 OPE by Music Education students.

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MUSC 2401
Basic Conducting [OPE]

OPE: (25 hours school-based field experience.) Students observe and participate in local school classrooms. To be taken concurrently with MUSC 2401 by all Music Education majors.

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MUSC 2501
Brass Methods I [Course]

Students learn to play brass instruments including horn, trumpet, trombone, and tuba. No audit is permitted. Prerequisite: Music Major.

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MUSC 2502
Brass Methods II [Course]

This is a continuation of MUSC 2501.

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MUSC 2511
Class Guitar I [Lesson]

Students receive group instruction in functional guitar for Music Education and Music Therapy majors.

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MUSC 2512
Class Guitar II [Lesson]

Students receive advanced group instruction in functional guitar for Music Therapy majors.

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(2)
MUSC 3303
Music History & Literature III-Modern & World Music [Course]

The history, background, cultural context, literature, stylistic features, and perspectives regarding Modern and World Music are examined.

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(2)
MUSC 3402
Choral Conducting [Course]

This course studies choral techniques and literature. Prerequisite: MUSC 2401

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(2)
MUSC 3403
Instrumental Conducting [Course]

This study of instrumental techniques and literature emphasizes beat patterns, various styles of conducting, and rehearsal techniques. Class participation in a lab band is required. Prerequisite: MUSC 2401.

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MUSC 3501
Woodwind Methods I [Course]

Students learn to play woodwind instruments including flute, oboe, clarinet, saxophone, and bassoon. No audit is permitted. Prerequisite: Music Major.

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MUSC 3502
Woodwind Methods II [Course]

This is a continuation of MUSC 3501.

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MUSC 3507
Class Voice [Lesson]

Students receive group instruction with individual attention in functional voice.

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MUSC 3511
Secondary Instrument - Clarinet [Performance]

This course is designed for non-woodwind instrumental music education majors. Students learn to play the clarinet at an intermediate level. No audit is permitted.

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MUSC 3512
Secondary Instrument -Trombone [Performance]

This course is designed for non-brass instrumental music education majors. Students learn to play the trombone at an intermediate level. No audit is permitted.

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MUSC 3513
Secondary Instrument - Strings [Performance]

This course is designed for string music education majors. Students learn to play the violin or cello at an intermediate level. No audit is permitted. (offered on demand)

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MUSC 3521
School Music Methods [Course]

The philosophy, objectives, and procedures of teaching music in the public schools are studied with an emphasis on teaching general music in grades 1-8. Students gain practical experience planning and teaching lessons which require the application of current methodologies, development of children's musical behaviors, and creation of authentic world music learning experiences. To be taken concurrently with MUS 3521 OPE by Music Education students. Prerequisite: Acceptance into the Music Education major.

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MUSC 3521
School Music Methods [OPE]

OPE: (25 hours school-based field experience.) Students observe and participate in local school classrooms. To be taken concurrently with MUS 3521 by all Music Education majors.

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MUSC 3522
Vocal Methods [Course]

The objectives, procedures, and methods for teaching general and vocal music in the public schools are studied. Demonstration and participation are included. to be taken concurrently with MUSC 3522 OPE. Prerequisite: MUSC 3521

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MUSC 3522
Vocal Methods [OPE]

(25 hours school-based field experience.) Students observe and participate in local school classrooms. To be taken concurrently with MUS 3522 by all Music Education (Vocal) majors.

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MUSC 3523
Instrumental Methods [Course]

The objectives, procedures, and methods of teaching instrumental music in the public schools are studied. “To be taken concurrently with MUSC 3523 OPE. Prerequisite: MUSC 3521.

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MUSC 3523
Instrumental Methods [OPE]

(25 hours school-based field experience.) Students observe and participate in local school classrooms. To be taken concurrently with MUSC 3523 by all Music Education majors.

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MUSC 3601
Piano Pedagogy I [Course]

Piano pedagogy is the study of the teaching of piano. This course includes the examination of current teaching methods, ranging from the beginner level through the early-intermediate level both for children and adults; a study of strategies for teaching rhythm, reading, technique, musicality, theory, and general music literacy; and a study of the business of piano teaching. Students will gain practical experience in lesson planning and organization, applying skills learned in class, by teaching a private student.

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MUSC 3602
Piano Pedagogy II [Course]

Piano Pedagogy II is a continuation of Piano Pedagogy I, MUSC 3601. Students will continue to develop their understanding of learning styles and teaching strategies with an emphasis on the intermediate-advanced student. Students will gain an in-depth knowledge of the intermediate and early-advanced teaching repertoire, learn how to teach technique and artistry through those pieces, and develop the ability to diagnose problems and find solutions while accommodating the students’ individual learning styles and needs. Prerquisite: MUSC 3601

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MUSC 3603
Piano Pedagogy III [Course]

This continuation of MUSC 3602 is designed for teaching the third-level student. Students work with major, minor, augmented, and diminished triads in all inversions, two-octave scales, and related theory. Prerequisite: MUSC 3602. (Offered in summer only)

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MUSC 3604
Piano Pedagogy IV [Course]

The continuation of MUSC 3603 is for teaching the fourth- and fifth-level student. More advanced solo and ensemble literature in the four major historical periods is used. Four-octave scales, diminished 7th exercises, theory using chormatic harmony and 7th chords, and improvisation in various styles are included. Prerequisite: MUSC 3603.

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MUSC 3605
Piano Literature [Course]

This is a survey of representative Baroque and Classical keyboard works with emphasis on comparative listening. (Offered on demand)

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MUSC 3607
Piano Field Experience I [Practicum]

This course, designed for piano performance majors, requires weekly observation and teaching under the supervision of a member of the piano faculty. Offered on demand. Prerequisite: MUSC 3601.

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MUSC 3608
Piano Field Experience II [Practicum]

This course is a continuation of MUSC 3607. (Offered on demand)

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MUSC 3611
Vocal Literature I [Course]

This survey of representative Baroque and Classical works emphasizes literature for practical teaching. (Offered alternate years)

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MUSC 3612
Vocal Literature II [Course]

This survey of representative Romantic and Twentieth Century works emphasizes literature for practical teaching. (Offered alternate years)

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MUSC 3613
Vocal Pedagogy [Course]

Emphasis is on pedagogical principles of German, Italian, French, and English schools of voice training. Fundamental knowledge of scientific concepts of breathing, phonetics, and resonance are included. (Offered alternate years)

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MUSC 3614
Vocal Field Experience [Practicum]

This course, designed for vocal performance majors, requires weekly observation and teaching under the supervision of a member of the vocal faculty. Prerequisite: MUSC 3613. Offered on demand.

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MUSC 3615
Diction for Singers [Course]

The purpose of Diction for Singers is to develop the voice student's understanding and mastery of the pronunciation of English and the foreign languages commonly used in the performance of classical vocal literature: French, German, and Italian. (Offered alternate years)

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MUSC 3621
Instrumental Literature [Course]

This is a survey of representative works from Baroque to 20th century with emphasis on comparative listening and literature practical for teaching. (Offered on demand)

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MUSC 3622
Instrumental Field Experience [Practicum]

This course, designed for instrumental performance majors, requires weekly observation and teaching under the supervision of a member of the instrument faculty. Prerequisite: MUSC 3523 (non-string) or MUSC 3631 (strings). Offered on demand.

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MUSC 3631
String Pedagogy [Course]

The objective, procedures, and methods of teaching string instruments (violin, viola, cello, bass) and the development of teaching skills for private and group lessons are studied. Demonstration and participation are included. Offered on demand.

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MUSC 3641
Fretboard Harmony [Course]

This course is designed to develop a full knowledge of the fretboard through the study of fingerings, harmony, sight-reading, score reading, transposition, and figured bass. (Offered on demand)

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MUSC 3642
Guitar Pedagogy [Course]

This course is designed to examine the historic and contemporary materials and techniques available for effectively teaching the guitar to students at all levels. The course surveys a wide range of method and studies, and examines the effectiveness of various pedagogical approaches to technique and interpretive analysis. The history of guitar pedagogy is also studied. (Offered on demand)

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MUSC 3701
Jazz Theory/Improvisation [Course]

Through the aural study of jazz traditions and cultural influences, students learn the theory and practices of jazz improvisation. The jam session setting emphasizes learning to swing and improvise over songs from the classic American songbook.

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MUSC 3702
Jazz Arranging & Composing [Course]

Jazz Arranging and Composing is a course designed to instruct the student in arranging for rhythm section plus four wind instruments (four part density) and serves as a pre-requisite to arranging for the standard 16-17 piece jazz ensemble. Offered on demand.

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MUSC 3703
Jazz History [Course]

A comprehensive study of the history of jazz beginning in the 1890's to the present, including the social, ethnic, and economic environment in and around New Orleans at the turn of the century. Recorded examples of jazz from ragtime through fusion will be analyzed. Also included are biographical studies of the most influential musicians responsible for the stylistic shifts that occurred during the 20th century.

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MUSC 3901
Orchestration [Course]

A study of instrumental characteristics and notation, scoring and arranging for the instruments of the orchestra and band from small to large ensembles. Prerequisite: MUSC 2103.

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MUSC 3905
Music in the Church [Course]

Students survey the history of church music with focus on hymnody, analysis and evaluation of hymns and hymn tunes, discussion of music in worship, and development of basic song-leading skills. (Offered alternate years)

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MUSC 3906
Teaching Musical Concepts/Children Ages 4-7 [Course]

Musical concepts and teaching procedures appropriate for pre-school and kindergarten music are taught using the keyboard as the primary instrument. Open to students outside the piano pedagogy certificate program. (Offered in summer only)

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MUSC 4501
K-12 Music Education Student Teaching Seminar [Course]

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, to hiring and interviewing processes, and to the review of pedagogical issues in music.

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MUSC 4611
Musical Stage Production [Performance]

The fundamentals of the production of staged works will be covered such as appropriate repertoire selection, holding productive auditions, considerations in making casting decisions, organizing musical and stage rehearsals, building sets, lighting, organization of props, costumes, sets, make-up, etc.

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( - 2)
MUSC 4612
Opera Workshop [Performance]

Fundamentals of stage performance and the production of operas, operettas, and/or musicals are studied, equipping the student with skills necessary to succeed as a teacher and as a performer. Course may be repeated for 0 credit.

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(1 - 3)
MUSC 4950
Independent Study [Course]

Independent study provides opportunity to pursue advanced or special-interest topics not covered in the curriculum. Prerequisites: 1. Junior standing. 2. A minimum of 9 semester hours in the discipline of the Independent Study. 3. A minimum grade point average of 2.50 in the discipline. 4. Proof of motivation and ability to work independently. 5. Approval of the department in which the study is to be taken. 6. Permission from the student's advisor, the course instructor, the Department Chair, the School Dean, and the Registrar.

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(1 - 4)
MUSC 4980
Undergraduate Research [Course]

Students conduct laboratory research in music under supervision of a faculty member. Permission of instructor is required. Guidelines for Independent Study apply. A written report is required. (May be repeated with new research) Prerequisites: 1. Junior standing 2. A minimum of 9 semester hours in the discipline of the Independent Study 3. A minimum grade point average of 2.50 in the discipline 4. Proof of motivation and ability to work independently 5. Approval of the division in which the study is to be taken 6. Permission from the student's advisor, the course instructor, the Division Chair, and the Registrar (Offered on demand)

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Education Courses

NOTE:
The number in parentheses following the course title indicates the semester hours of credit assigned to the course. An H following the course number indicates an honors level course.

Click on each course to expand for the description.
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TEDU 1850
Education in a Changing World [Course]

This course introduces students to education in the contemporary context, with specific attention given to the history of education and the ways that schools and teaching have changed over time; laws governing the education of all students, including special education; the rapidly increasing diversity of students in schools today; the expanding uses of technology; current challenges in education, including closing the achievement gap and meeting the needs of all students; and what it means to enter the teaching profession today. This course provides students an essential foundation for all future classes in education. Education majors will begin the process of creating a professional portfolio. Taken by all education majors.

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TEDU 1950
Foundations of Special Education [Course]

This course provides an introduction to special education and exceptionalities as defined in federal and state laws and regulations. Students will develop an understanding of the needs of students with disabilities, and how to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum, consistent with NYS requirements for general and special education teachers. Students will learn the historical perspective, definitions, etiology, characteristics, needs and service delivery systems within each area of exceptionality; the nature and requirements of Individual Education Plans (IEPs); and the ways that the NYS Common Core Learning Standards are addressed for students with disabilities. To be taken concurrently with TEDU 1950 OPE. Taken by all education majors.

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TEDU 2350
Curriculum, Instruction and Assessment I [Course]

This course provides an integrated introduction to the processes by which teachers develop curriculum, plan and deliver instruction, and assess student learning in inclusive classroom settings. Students will learn to create lesson and unit plans, identify and use a variety of teaching strategies, monitor and adjust during instruction, and conduct informal and formal assessments. Students will learn multiple ways to use technology to enhance teaching and learning. Students will also learn the importance of adapting instruction to meet students’ learning differences and aligning instruction with the NYS Common Core Learning Standards. To be taken after or concurrently with TEDU 1850 and TEDU 1950. Taken by all Early Childhood/Special Education, Childhood/Special Education, and Adolescence Education majors.

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TEDU 2550
Foundations of Language & Literacy [Course]

This course focuses on beginning language users and emergent literacy. It will examine the theories and stages of oral language acquisition, the development of emergent readers and writers, and the developmentally appropriate instructional methods and materials which are used in early childhood and elementary grade classes. Students will be expected to plan lessons based on what is learned in class and from the assigned readings. To be taken after or concurrently with TEDU 2350. Taken by all Early Childhood/Special Education and Childhood/Special Education majors.

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TEDU 2600
Learning & Development in Early Adolescence [Course]

This course focuses on early adolescents (ages 10-14), with specific attention to ways of promoting successful learning and healthy development of the whole person, at home, in school, and in the wider community. Students will examine the education of early adolescents, including the history, philosophy and curricula of middle level schooling, and the development of early adolescents across multiple domains, including community-based approaches to enhancing youth development. The course meets requirements for teacher education majors seeking certification at the middle school level, but is also appropriate for other majors who are interested in understanding and working with young people. Taken by Adolescent Education majors (who are not in the 7-12 Special Education Generalist Program). Offered once/year.

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TEDU 2940
Integrated Literacy Practices Across Curriculum [Course]

This course is designed to prepare students to teach and integrate literacy in specific content area disciplines. Students will explore ways to collaborate and plan, within an interdisciplinary model of teaching, how to create units that focus on the use of discipline literacy and the importance of developing mediated learning experiences. A “best practices” approach to developing these experiences will also focus on strengthening literacy pedagogy centered on constructing and communicating meaning in the various disciplines. Students will utilize the New York State Common Core Learning Standards in the development of the project based learning activities required for the course. Prerequisites: TEDU 1850 and TEDU 1950. Taken by all Adolescent Education and K-12 Education majors. Offered once/year.

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TEDU 3020
Foundations of Planning-Secondary [Course]

This course provides an introduction to the process by which teachers plan and deliver instruction in inclusive secondary classroom settings. Students will examine the critical elements of effective instructional planning, apply those elements as they design lesson plans and unit plans, deliver the lessons, and reflect on the effectiveness of the lessons. Students will learn how to create lessons and units that are aligned with NYS Common Core Learning Standards, as well as allow for adapting instruction to meet the diverse needs in an inclusive classroom.

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TEDU 3040
Application of Literacy Strategies [Course]

The course is designed to teach students the importance of strategic teaching and learning. Students gain an understanding of the historical and current concerns about literacy as a basis to knowing the importance of their roles as teachers of literacy. Students demonstrate an understanding of best practices in education by designing lessons that incorporate modern teaching/learning theories into strategic teaching. The course is designed to meet the needs of elementary and secondary teachers. Students will design projects that focus on individual content areas, learning needs and interests. This course is a continuation of the first literacy course, Foundations of Multiple Literacies. Topics will include a historical prospective of literacy, an in-depth study of current teaching and learning theories as they relate to teaching literacy skills, informal literacy assessment, data driven instruction, individualizing instruction, strategic learning, strategic teaching, classroom management and lesson design/implementation. Students will be asked to analyze what they already know about teaching literacy skills and then explore grounded alternatives from best practices of instructional literacy research. 25 OPE hours are associated with this course.

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TEDU 3050
Current Trends in Education [Course]

This course explores current and relevant trends in education that impact classroom instruction. As issues change due to changing student populations, research emerges,and specific needs are found across school districts, students will explore them in depth. Not only will students research how the trends emerged, but they will also thoroughly explore how they impact their teaching and students’ learning. The topics explored in this course will vary based on what local school districts are currently addressing in their ongoing professional development with teachers.

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TEDU 3070
Assessment for Student Learning [Course]

This course provides foundational knowledge of principles and best practices associated with assessing and instructing students with and without disabilities in the general education classroom. The course is designed to examine the various facets of assessment and provides ongoing opportunities for participants to examine, create, critique and revise current assessments used in their own classrooms. Participants will explore various models of effective assessment practices that promote meaningful participation in heterogeneous groups. Participants will examine the role of assessment in developing curriculum and implementing best practices for promoting challenging standards-based education for all students in the general classroom.

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TEDU 3180
History & Philosophy of Art Education [Course]

Students in this course will analyze the historical and philosophical underpinnings of past and present art education pedagogy. Specifically, students will learn educational history and philosophy, Christian education history and art education history. Prerequisites: ARTS 1020, 1030, 1040, and 1050. Grade of B- required in TEDU 3180 to advance in the Visual Art Education program.

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TEDU 3200
Specialized Teaching Methods-Elementary [Course]

This course includes instruction in the NYS standards, goals, and content of the elementary school curriculum in English Language Arts, Mathematics, Science and Social Studies. The course also addresses various aspects of the teaching-learning process, and the preparation and the use of instructional materials.

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TEDU 3260
Relational Skills Training: Neurodevelopmental Differences I [Course/Lab]

This course explores the individual characteristics and interpersonal skills that contribute to effective mentoring of individuals with intellectual disabilities who are participating in college based transition programs. The course uses PEERS® (Program for the Evaluation and Enrichment of Relational Skills), an evidence-based mentor-assisted social skills intervention for young adults. During each class, mentors are taught important social skills and are given the opportunity to practice these skills in session with their assigned young adult. Students will incorporate the goals and objectives from the sessions into skill generalization activities that will be practiced in the campus community each week. Also listed as PSYC 3260 and SOWK 3260.

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TEDU 3270
Relational Skills Training: Neurodevelopmental Differences II [Course/Lab]

This course explores the individual characteristics and interpersonal skills that contribute to effective mentoring of individuals with intellectual disabilities who are participating in college based transition programs. The course uses PEERS® (Program for the Evaluation and Enrichment of Relational Skills), an evidence-based mentor-assisted social skills intervention for young adults. During each class, mentors are taught important social skills and are given the opportunity to practice these skills in session with their assigned young adult. Students will incorporate the goals and objectives from the sessions into skill generalization activities that will be practiced in the campus community each week. Also listed as PSYC 3270 and SOWK 3270.

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TEDU 3330
Foundations of Lesson Planning-Elementary [Course]

This course provides an introduction to the process by which teachers plan and deliver instruction in inclusive elementary classroom settings. Students will examine the critical elements of effective instructional planning, apply those elements as they design lesson plans and unit plans, deliver the lessons, and reflect on the effectiveness of the lessons. Students will learn how to create lessons and units that are aligned with NYS Common Core Learning Standards, as well as allow for adapting instruction to meet the diverse needs in an inclusive classroom.

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TEDU 3350
Curriculum, Instruction and Assesment II [Course]

This is the second in a two course sequence designed to help students develop and apply the knowledge, skills, and dispositions necessary to integrate the tools of assessment and curriculum to maximize student learning outcomes through effective instruction for all learners. The course will explore and extend students’ understanding of a variety of concepts, practices, and principles related to the alignment of curriculum development, instruction, and assessment as a cyclical and integrated approach to effective teaching. Prerequisite: TEDU 2350. Taken by all Early Childhood/Special Education and Childhood/Special Education majors

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TEDU 3450
Foundations of Lesson Planning II [Course]

This is the second of two courses designed to help students develop and apply the knowledge, skills, and dispositions necessary to plan and deliver instruction in inclusive classroom settings. Students will revisit the critical elements of effective instructional planning, with more attention to how to differentiate instruction and use assessments to drive instructional planning. Students will further hone their lesson planning and unit planning skills by creating lessons and units that are aligned with NYS Common Core Learning Standards.

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TEDU 3530
Literacy in Early Childhood Classrooms [Course]

This course will focus on the language and literacy learning of children from birth to second grade. Students will explore instructional strategies, developmentally appropriate materials and activities, and ways to support the families of the children in their care. Topics will include mapping cognitive and language development stages, assessing students’ progress, and creating effective literacy lessons which meet the needs of all students. Additionally, students will learn to modify and adapt instruction for ELL learners and children with developmental delays. The importance of early intervention will be examined. Prerequisites: TEDU 2350, 2550, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3530 OPE. Taken by Early Childhood/Special Education majors.

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TEDU 3530
Literacy in Early Childhood Classrooms [OPE]

OPE: (25 hours school-based field experience) Students will observe and participate in early childhood classrooms. Students will be given the opportunity to engage in literacy instruction and assessment. To be taken concurrently with TEDU 3530. Taken by Childhood and Special Education majors.

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TEDU 3550
Literacy in Childhood Classrooms [Course]

This course focuses on developing an understanding of the reading and writing continuum and learning the best practices for supporting students' growth once they have begun to read. The course will examine the skills of the fluent reader, the connection between reading and writing, differentiated literacy instruction, reading nonfiction, and appropriate assessment tools. Students will be expected to plan lessons based on what is learned in class and from the assigned readings. Prerequisites: TEDU 2350, 2550, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3550 OPE. Taken by Childhood and Special Education majors. Offered once/year.

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TEDU 3550
Literacy in Childhood Classrooms [OPE]

(25 hours school-based field experience) Students will observe and participate in elementary classrooms. Students will be given the opportunity to engage in literacy instruction and assessment. To be taken concurrently with TEDU 3550. Taken by Childhood and Special Education majors.

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TEDU 3570
Literacy in Adolescent Classrooms [Course]

This course is designed for students who are planning to teach in a specific content area at the middle or high school level. It will address the complex nature of reading and writing fluently and the literacy skills students need to be successful in content area classes. Teaching strategies to enhance students’ comprehension will be explored. The role content area teachers must take in supporting their students reading will be addressed and instructional strategies for supporting adolescent readers will be investigated. Prerequisites: TEDU 2350 and admission to the Teacher Education Program. To be taken concurrently with TEDU 3570 OPE. Taken by all Adolescent Education majors. Offered once/year.

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TEDU 3570
Literacy in Adolescent Classrooms [OPE]

(25 hours school-based field experience) Students will observe and participate in middle and high school classrooms. Students will be given the opportunity to engage in literacy instruction and assessment. To be taken concurrently with TEDU 3570. Taken by all Adolescent Education majors. Offered once/year.

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TEDU 3580
Language & Literacy for English Language Learners I [Course]

This course provides foundational knowledge in teaching the literacy skills of listening, speaking, reading, and writing to English language learners as well as native English speakers in early childhood and childhood learning environments. Students will learn to identify strategies and modify resources to meet the varying needs of language learners, particularly language learners with special needs. Throughout the course, attention will be given to how teachers can support students in continuing development of their first language and culture while also providing the tools they will need to be successful in English dominant learning environments. Prerequisites: TEDU 2350, TEDU 2550, and admission to the Teacher Education Program for education majors. Taken concurrently with TEDU 3580 OPE. OPE setting varies depending on student’s major and career goals.

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TEDU 3580
Language & Literacy for English Language Learners I [OPE]

OPE setting varies depending on student’s major and career goals.

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TEDU 3590
Language & Literacy for English Language Learners II [Course]

This course provides foundational knowledge in literacy instruction for ELLs in secondary settings, with special emphasis on modifying resources to meet the varying needs of language learners in content and language instruction, particularly language learners with special needs. Special care is given to support students in continuing development of their first language and culture while providing the tools to be successful in English dominant learning environments. Prerequisites: TEDU 2350, TEDU 2550, and admission to the Teacher Education Program for education majors. Taken concurrently with TEDU 3590 OPE.

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TEDU 3590
Language & Literacy for English Language Learners II [OPE]

OPE setting varies depending on student’s major and career goals.

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TEDU 3600
Creating Inclusive Learning Communities [Course]

This course prepares students to create a mutually respectful, safe and supportive learning environment that is inclusive of all students. Students will learn strategies for creating classroom communities focused on learning, including ways to maximize students’ active engagement, promote student motivation, and foster a climate of respect and appreciation for diversity. Students will also learn strategies for supporting students with disabilities in general education settings. Although focused on positive behavior and prevention, appropriate interventions to address student misbehavior will also be addressed. Students will create a classroom behavior management plan. Prerequisites: TEDU 2350. To be taken concurrently with TEDU 3600 OPE. Taken by Early Childhood/Special Education, Childhood/Special Education, K-12 Art Education, and all Adolescent Education majors.

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TEDU 3600
Creating Inclusive Learning Communities [OPE]

OPE: (25 hours school-based field experience) Students will observe and participate in instructional and behavior management processes in local school classrooms. To be taken concurrently with TEDU 3600. Taken by Early Childhood/Special Education, Childhood/Special Education, K-12 Art Education, and all Adolescent Education majors.

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TEDU 3650
Assessment for Special Education [Course]

This course emphasizes assessment as a multi-faceted tool for special educators. Students will investigate IEP procedures (screening, pre-referral interventions, eligibility determinations, and classification based upon assessment data). Students will develop the ability to make instructional decisions based upon norm-referenced, criterion-referenced, and informal/formal classroom assessments. Students will learn how to utilize curricular and assessment models to develop alternate assessments. These include authentic assessments, growth-based assessments, performance-based assessments and portfolios. Students will also increase understanding of contemporary issues and practices, including: Response to Intervention (RTI); Functional Behavioral Assessment (FBA); culturally responsive assessment; and testing accommodations. Prerequisite: TEDU 2350. Taken by Early Childhood/Special Education, Childhood/Special Education, and Adolescent Education/ 7-12 Special Education Generalist majors. To be taken concurrently with TEDU 3650 OPE by Adolescent Education/ 7-12 Special Education Generalist majors.

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TEDU 3650
Assessment for Special Education [OPE]

OPE: (25 hours school-based field experience) Students will observe and participate in secondary classrooms. Taken by Adolescent Education/7-12 Special Education Generalist majors only.

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TEDU 3720
Early Childhood Curriculum (Birth to K) [Course]

This course includes an overview of growth and development of young children from birth to 5 with an emphasis on formulating developmentally appropriate practices, including the importance of play and collaboration with families and caregivers. Topics include models of early childhood education, observation, evaluation, working with community agencies, and the New York State Common Core Learning Standards for inclusive Pre-K classrooms. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3720 OPE. Can be taken before or after, but not concurrently with TEDU 3720 or TEDU 3740. Taken by Early Childhood/Special Education majors.

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TEDU 3720
Early Childhood Curriculum (Birth to K) [OPE]

(25 hours school-based field experience) Students will observe and participate in early childhood classrooms. To be taken concurrently with TEDU 3720. Taken by Early Childhood/Special Education majors.

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TEDU 3730
Elementary Curriculum & Methods (Grades 1-3) [Course]

This course includes instruction in the New York State Common Core Learning Standards, goals, and content of the elementary school curriculum including English language arts, mathematics, science, social studies, fine arts, health, and technology, Grades 1-3; and inclusive, developmentally appropriate methods for teaching the curriculum. This course also addresses various aspects of the teaching-learning process, and the preparation and use of instructional materials. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3730 OPE. Can be taken before or after, but not concurrently with TEDU 3720 or TEDU 3740. Taken by Early Childhood/Special Education and Childhood/Special Education majors.

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TEDU 3730
Elementary Curriculum & Methods (Grades 1-3) [OPE]

OPE: (25 hours school-based field experience) Students will observe and participate in grades 1-3 classrooms. To be taken concurrently with TEDU 3730. Taken by Early Childhood/Special Education majors and Childhood/Special Education majors.

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TEDU 3740
Elementary Curriculum & Methods (Grades 4-6) [Course]

This course includes instruction in the New York State Common Core Learning Standards, goals, and content of the elementary school curriculum including English language arts, mathematics, science, social studies, fine arts, health, and technology, Grades 4-6; and inclusive, developmentally appropriate methods for teaching the curriculum. This course also addresses various aspects of the teaching-learning process, and the preparation and use of instructional materials. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3740 OPE. Can be taken before or after, but not concurrently with, TEDU 3720 or TEDU 3730. Taken by Childhood/Special Education majors.

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TEDU 3740
Elementary Curriculum & Methods (Grades 4-6) [OPE]

OPE: (25 hours school-based field experience) Students will observe and participate in grades 4-6 classrooms. To be taken concurrently with TEDU 3740. Taken by Childhood/Special Education majors.

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TEDU 3820
Methods of Instruction & Assessment for ESOL [Course]

This course provides foundational knowledge into theories of language and cultural acquisition and development while learning evidence-based practices and strategies for planning, implementing, and assessing English language and content-area instruction. Special attention is given to how teachers can support their students in continuing the development of their first language and culture while providing them with tools to be successful in English dominant learning environments. Issues in the assessment of English language learners, including the identification of ELLs with disabilities, are addressed. Prerequisites: TEDU 2350 and admission to the Teacher Education Program for education majors. Taken concurrently with TEDU 3820 OPE.

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TEDU 3820
Methods of Instruction & Assessment for ESOL [OPE]

(25 hours school-based field experience) Students will observe ESOL teachers and participate in ESOL classrooms. To be taken concurrently with TEDU 3820. Taken by ESOL majors. OPE setting varies depending on student’s major and career goals.

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TEDU 3850
Secondary Content Methods [Course]

This course focuses on the pedagogical content knowledge Adolescent Education majors need to be effective secondary teachers within in their academic subject area. Attention is given to developmentally appropriate practices that will engage and challenge all students to meet or exceed the New York State Common Core Learning Standards. Students will develop lesson and unit plans, teach a lesson, and engage in reflective practice about their teaching. The course is team taught by faculty with expertise in curriculum and instruction, special education, and various academic disciplines. Prerequisite: TEDU 2350, and admission to the Teacher Education Program. To be taken concurrently with TEDU 3850 Secondary Content Methods OPE. Taken by all Adolescent Education majors. Open only to juniors and seniors.

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TEDU 3850
Secondary Content Methods [OPE]

OPE:(25-50 hours school-based field experience) Students will observe and participate in middle and high school classrooms. Students will be expected to prepare and deliver a lesson in their content area appropriate for the particular students and curriculum being observed. To be taken concurrently with TEDU 3850. Taken by Adolescent Education majors.

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TEDU 3900
Collaboration for Learning [Course]

This is the third in a sequence of courses that prepares students to be effective teachers for all students across the continuum of educational settings. The course emphasizes the value and importance of collaborative and collegial partnerships with families, other teachers, related service provides, paraprofessionals, and others. Students will develop effective coping strategies and problem resolution skills related to contemporary demands of public education. Students will improve their ability to write and implement standards-based Individualized Education Programs (IEPs). Prerequisite: TEDU 3650. Taken by Early Childhood/Special Education, Childhood/Special Education, and Adolescent Education/7-12 Special Education Generalist majors. Open only to juniors and seniors.

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TEDU 3940
Culturally Responsive Teaching [Course]

This course will provide teacher candidates with the background knowledge required to develop the skills and dispositions necessary to meet the educational, social and emotional needs of diverse students. This course will explore the influence and impact of five aspects of human diversity on teaching and learning in the urban setting, including: race and ethnicity, social class, gender and sexual orientation, language, and religion. Teacher candidates will be introduced to the history, theory and practice that informs effective teaching with students in a pluralistic society. The goal of this course is to help candidates understand various aspects of human diversity as interrelated and interactive - not as isolated variables - and to better understand the ways in which their identities effect their practice as teachers. This course serves as the required seminar to student teaching. Students will meet and connect to the class community through their student teaching experiences. Student will utilize reflective practice as a means to express their teaching narratives. The course content will bridge the essential components found in teaching in the diverse urban classroom. Students will be expected to respond to course work from the lens of the student teacher.

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TEDU 3940
Culturally Responsive Teaching [OPE]

This course will provide teacher candidates with the background knowledge required to develop the skills and dispositions necessary to meet the educational, social and emotional needs of diverse students. This course will explore the influence and impact of five aspects of human diversity on teaching and learning in the urban setting, including: race and ethnicity, social class, gender and sexual orientation, language, and religion. Teacher candidates will be introduced to the history, theory and practice that informs effective teaching with students in a pluralistic society. The goal of this course is to help candidates understand various aspects of human diversity as interrelated and interactive - not as isolated variables - and to better understand the ways in which their identities effect their practice as teachers. This course serves as the required seminar to student teaching. Students will meet and connect to the class community through their student teaching experiences. Student will utilize reflective practice as a means to express their teaching narratives. The course content will bridge the essential components found in teaching in the diverse urban classroom. Students will be expected to respond to course work from the lens of the student teacher.

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TEDU 4000
Early Childhood Ed Stud Teaching A [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4400 concurrently with TEDU 4000, TEDU 4001. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

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TEDU 4001
Early Childhood Education Student Teaching B [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4400 concurrently with TEDU 4000, TEDU 4001. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

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TEDU 4010
Elementary Student Teaching A [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4410 concurrently with TEDU 4010, TEDU 4011. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

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TEDU 4011
Elementary Student Teaching B [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4410 concurrently with TEDU 4010, TEDU 4011. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

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TEDU 4020
Adolescence Education Student Teaching A [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiveing frequent and regular appraisals from the master teacher and the College supervisor. This is course is the first in a two course placement. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4420 concurrently with TEDU 4020, TEDU 4021. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

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TEDU 4021
Adolescence Education Student Teaching B [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiveing frequent and regular appraisals from the master teacher and the College supervisor. This is course is the first in a two course placement. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Students take TEDU 4420 concurrently with TEDU 4020, TEDU 4021. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

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TEDU 4030
Music Student Teaching I [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

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TEDU 4031
Music Student Teaching II [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

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TEDU 4040
Art Student Teaching I [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

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TEDU 4041
Art Student Teaching II [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester). Offered every semester.

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TEDU 4050
Physical Education Student Teaching I [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU and PEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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TEDU 4051
Physical Education Student Teaching II [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, assisting, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the college supervisor. Prerequisites: all TEDU and PEDU courses with required grade achieved, minimum of 2.70 GPA, and all OPE hours completed. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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TEDU 4060
ESOL Student Teaching I [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. This course is the first in a two course placement. Prerequisites: successful completion of all required TEDU courses (earning minimum grade); overall GPA of 2.70 or better; successful completion of all OPE hours; and demonstration of Technical Standards approved by the Teacher Education Department. Students take TEDU 4460 concurrently with TEDU 4060 and TEDU 4061. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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TEDU 4061
ESOL Student Teaching II [Practicum]

One semester during the senior year is devoted to the actual teaching process. The student spends the semester in schools observing, participating, and teaching under the direction of a master teacher. The student teacher is required to engage in self-appraisal while receiving frequent and regular appraisals from the master teacher and the College supervisor. This course is the second in a two course placement. Prerequisites: successful completion of all required TEDU courses (earning minimum grade); overall GPA of 2.70 or better; successful completion of all OPE hours; and demonstration of Technical Standards approved by the Teacher Education Department. Students take TEDU 4460 concurrently with TEDU 4060 and TEDU 4061. Application deadlines for student teaching: January 15 (for fall semester) and September 1 (for spring semester).

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TEDU 4210
Contemporary Issues in Art Ed Methods [Course/Lab]

This course analyzes current prospective instructional trends in art education. Course objectives focus on helping students execute learning experiences, conceptualized around the national standards of art education. This course presents instructional knowledge and techniques to integrate discursive views on art education while making educated instructional decisions in devising culturally responsive instruction. Also listed as ARTS 4210. Prerequisites: ARTS 3190 with a minimum grade of B-.

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TEDU 4400
Early Childhood Education Student Teaching Seminar [Course]

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, and to hiring and interviewing processes. Taken by Early Childhood/Students with Disabilities majors concurrently with Student Teaching TEDU 4000 and TEDU 4001.

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TEDU 4410
Childhood Ed Student Teaching Seminar [Course]

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, and to hiring and interviewing processes. Taken concurrently with Student Teaching TEDU 4010 and TEDU 4011. Offered every semester.

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TEDU 4420
Adolescence Education Student Teaching Seminar [Course]

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, and to hiring and interviewing processes. Taken by Adolescence Education majors concurrently with Student Teaching TEDU 4020 and TEDU 4021.

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TEDU 4460
ESOL Student Teaching Seminar [Course]

This seminar is taken concurrently with student teaching. Students will increase their understanding of teaching and learning and enhance their skills through shared reflection on their classroom experiences. Attention will be given to specific topics, such as classroom management, learning standards and assessments, school organizations, and hiring and interviewing processes, in response to students' experiences and needs. Students will also complete professional portfolios suitable for presentation to potential employers. Taken by ESOL majors concurrently with Student Teaching TEDU 4060 and TEDU 4061.

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TEDU 4900
Teacher Education On Location [Course]

This course will offer students an opportunity to engage in cross-cultural classroom experiences in a developing country over a two week period. Using available resources, students will have the opportunity to observe, co-plan, and teach lessons to diverse student populations. Prior to the trip, students will be required to attend preparatory classes. During the trip, students will respond daily to guided journal prompts and participate in all planned trip activities. Following the trip, students will have the optional opportunity to participate in a forum presentation to share about and discuss their learning experiences. Travel will usually take place during a summer term. Students should expect to pay an additional fee to cover travel expenses. Open only to juniors and seniors. (Offered Every Year)

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TEDU 4950
Independent Study [Course]

Independent study provides opportunity to pursue advanced or special-interest topics not covered in the curriculum. Prerequisites: 1. Junior standing. 2. A minimum of 9 semester hours in the discipline of the Independent Study. 3. A minimum grade point average of 2.50 in the discipline. 4. Proof of motivation and ability to work independently. 5. Approval of the department in which the study is to be taken. 6. Permission from the student's advisor, the course instructor, the Department Chair, the School Dean, and the Registrar.

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TEDU 4980
Undergraduate Research [Course]

Students conduct laboratory research in education under supervision of a faculty member. Permission of instructor is required. Guidelines for Independent Study apply. A written report is required. (May be repeated with new research) Prerequisites: 1. Junior standing 2. A minimum of 9 semester hours in the discipline of the Independent Study 3. A minimum grade point average of 2.50 in the discipline 4. Proof of motivation and ability to work independently 5. Approval of the division in which the study is to be taken 6. Permission from the student's advisor, the course instructor, the Division Chair, and the Registrar

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RELATED MAJORS:
Undergraduate

Music

Music Performance

RELATED MINORS:
Undergraduate

Music, Jazz, and Theatre Minors