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Course Criteria
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2.00 Credits
Applied weekly one hour lessons. Content (repertoire and technical exercises) to be determined by the teacher based on the specific needs of the student.
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2.00 Credits
Degree-required DMA cognate chamber music recital.
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2.00 Credits
Degree-required DMA recital.
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2.00 Credits
Degree-required DMA lecture-recital.
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1.00 - 12.00 Credits
Research and preparation of a final written document for the DMA degree; topic to be approved and supervised by the faculty.
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1.00 - 12.00 Credits
The student will demonstrate an in-depth understanding of the assigned topic through a project that is approved by his or her advisor, faculty committee, department and/or division head, and the associate dean for academic affairs.
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3.00 Credits
Kurt Lewin once said, "There is nothing so practical as a good theory". This observation frames an approach to the study of social theory. Theory provides a lens through which students can view social phenomena, a structure within which they can begin to understand the questions they need to ask, and how they might best go about answering them. This course focuses on developing the student's ability to understand, interpret, and critique a variety of theoretical frameworks current in the field of Education in general and in the area of Urban Educational Leadership in particular. Particular attention is placed on examining the relationship between theory and practice. This course focuses on recent post-positivist theories of social research including critical, feminist, postcolonial, and critical race theories. The major intent will be to explore the intersections between these and other theoretical frameworks and practice of scholars, educators, and activists.
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3.00 Credits
This course is the first of two theme-based cohort seminars. It is focused on leadership for improving urban education. Through problem-based learning experiences, students will develop knowledge of leadership practice, leadership skills, problem-solving skills, and lifelong learning skills. Problem-based learning is an instructional strategy that organizes knowledge around leadership problems rather than the disciplines. Students work collaboratively on solving these problems as members of a project team. Educational efforts in urban communities require leaders to consider all aspects of the organization, including schools, community groups, government organizations, and higher education facilities to name a few. Further, educational leaders need to consider the many individuals involved in the community, including students, parents, school personnel, community leaders, elected officials, university researchers, and others. This seminar also focuses on the connection between leadership, teaching, and learning within urban communities by focusing on the community as a whole entity.
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3.00 Credits
The second in the series, this course focuses on examining and strengthening students' definitions of urban communities. Students begin to identify social issues that are unique to urban settings. These issues may be unique in the ways they manifest themselves. This seminar focuses on the early identification of these issues and a discussion of how these differ among various urban communities. This seminar will further explore initiatives aimed at addressing these social issues to help students understand the importance of highlighting these issues. In particular, the course is designed to introduce students in the Urban Educational Leadership Program to various social, political, economic, and legal contexts surrounding the practice of urban educational leadership.
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3.00 Credits
The first of two internship experiences, this course is a part of the Urban Educational Leadership (UEL) program offered through collaborative efforts between the university and field sites. Through the internship experience, students develop in their areas of expertise and have the opportunity to learn-in-doing. The primary goals of the internship experience are: - To enable students to gain knowledge and understanding of urban education leadership and issues in the lives of urban youth; - To provide students with a quality learning experience that engages them in preparation through practice to become urban educational leaders. The internship provides opportunities for students to synthesize and apply knowledge, and to practice and develop the skills related to all of the UEL program goal areas. When coupled with integrating experiences through the second year reflective practice and inquiry seminars, the outcome should be a powerful synthesis of knowledge, performance, and dispositions useful to practicing urban educational leaders. The internship includes a variety of substantial experiences in diverse settings planned and guided cooperatively by the student's major advisor in the UEL program.
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