Courses

Theory, policy, & practice of bilingual education. Key topics include models & programs of bilingual education; policy & politics of language minority education in the US & internationally; psycholinguist perspectives on bilingualism, including language development; cultural, social, & political perspectives on language minority education; & evaluation of bilingual education programs. Emphasis on pedagogical implications of the above, with attention to native language development, second language/literacy teaching for developmentally & linguistically diverse students.

This course explores theory, policy, and practice at the intersection of bilingualism and exceptionality. Topics include sociocultural and biolinguistic influences on multilingual exceptional children, special education legislation, global perspectives of exceptionality, school-family collaboration, bilingual inclusion program models, assessment practices, and modes of classification, identification, and intervention strategies.

This course explores theory, policy, and practice of bilingual and multilingual experiences and counseling/ education models in the U.S. and global contexts. Emphasis is on intersections of language and other identities (race, class, gender, etc), and systems of power and privilege. Topics include home language support, language/literacy teaching for developmentally and linguistically diverse students, and the various roles and responsibilities of counselors working with multilingual communities.

This course explores theory, policy, and practice of bilingual and multilingual experiences and education models in the U.S. and global contexts. Emphasis is on intersections of language and other identities (race, class, gender, etc), and systems of power and privilege. Topics include home language support, language/literacy teaching for developmentally and linguistically diverse students, and the various roles and responsibilities of educators and professionals working with multilingual communities.

Not Available.

Not Available.

This course analyzes writing from 1845 to the present, surveying African-American history and literature beginning with the writings of Frederick Douglass and the Harlem Renaissance writers that originate from Washington, DC’s Howard University (Zora Hurston and Alain Locke). From this historical foundation, the course will move to examine issues of race and caste from Ta-Nehisi Coates’ memoire Between the World and Me, a text that focuses on the death of Coates’ Howard classmate at the hands of police. In addition to the selected texts, the course will use the location of Washington, DC as a resource, visiting sites related to course content, including the Frederick Douglass National Historic Site, Howard University, the National Museum of African-American Culture and History and the Martin Luther King Memorial Site.

This experiential seminar interrogates the democratization of pattern discovery. Who decides what to count and what to keep? Using New York City as a laboratory, we explore the systems of power embedded in tabulation and archiving, and the possibilities of open, decentralized, and autonomous futures. We reflect on the past and present of knowledge infrastructures -- from books to blockchain.

Rehearsal techniques and special problems in ensemble performance.

Rehearsal techniques and special problems in ensemble performance.

Private or group lessons (by examination) in percussion instruments, supplemented by extra assignments, outside practice, and observation. Required attendance at recitals.

Private or group lessons (by examination) in brass instruments, supplemented by extra assignments, outside practice, and observation. Required attendance at recitals.

Private or group lessons (by examination) in brass instruments, supplemented by extra assignments, outside practice, and observation.

Rehearsal techniques and special problems in ensemble performance.

Instrumental Performance juries assess each student’s growth in instrumental techniques including intonation, rhythm, tone production, articulation, dynamics, and musicality. Juries take place at a designated time at the end of the semester and are evaluated by each student’s program director and any additional invited faculty. Jury repertoire is selected in conversation with each student’s private teacher, and each student studies their jury repertoire in their private lessons.

Instrumental Performance juries assess each student’s growth in instrumental techniques including intonation, rhythm, tone production, articulation, dynamics, and musicality. Juries take place at a designated time at the end of the semester and are evaluated by each student’s program director and any additional invited faculty. Jury repertoire is selected in conversation with each student’s private teacher, and each student studies their jury repertoire in their private lessons.