Courses

One semester supervised student teaching in an early childhood special education classroom for a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.

One semester supervised student teaching in a childhood special education classroom for a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.

One semester supervised student teaching in a world language classroom in middle or high school settings for a minimum of 180 hours with 20 days. Student teaching experiences will be used to support theoretical and practical applications of planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching challenges and practices as they relate to actual classroom teaching.

One semester supervised student teaching in a world language classroom in middle or high school settings for a minimum of 180 hours with 20 days, plus a weekly seminar. Student teaching experiences support theoretical and practical applications of planning and implementation of the curriculum. The weekly seminar offers a practical examination of teaching challenges and practices as they relate to actual classroom teaching.

One semester supervised student teaching in a world language classroom in middle or high school settings for a minimum of 180 hours with 20 days, plus a weekly seminar. Student teaching experiences support theoretical and practical applications of planning and implementation of the curriculum. The weekly seminar offers a practical examination of teaching challenges and practices as they relate to actual classroom teaching.

One semester supervised student teaching in a world language classroom in middle or high school settings for a minimum of 180 hours with 20 days. Student teaching experiences will be used to support theoretical and practical applications of planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching challenges and practices as they relate to actual classroom teaching.

Supervised student teaching in secondary classroom settings, 7-12, followed by scheduled conferences with field supervisor. Seminar involves developing appropriate goals, negotiating and enacting appropriate learning experiences, and assessing student learning in drama and theatre activities. The critical analysis of student teaching in the secondary classroom is designed to promote the student's development as a reflective practitioner.

This course examines a range of techniques for the reflective theatre director, focused on, but not limited to: context-responsive production pedagogy, critically engaged text selection, differentiated preparation/planning, flexible navigation of rehearsal processes, and the creation of person-first, living/breathing theatrical moments. Student directors navigate the paradoxes of the profession at each stage of development, reconciling the innate complexities and emergent rewards inherent in the collaborative-autonomy demanded by the discipline.

A practical course for directors of school, college, and community theaters. Technical facility in play analysis, establishing character relationships, and stage composition are stressed through class participation and discussion. Integration of the elements of stage production is demonstrated through class projects.

This course examines organization communication and the influences that create and define organizational climate. Topics include: diagnosing organizational cultures; the effects of gender, culture and race on organizational communication; communication and leadership; and organizational conflict.

Supervised studio usage. Students must get Department of Art and Art Professions approval.

Principles covered in MPATE-UE1001 & MPATE-UE-1003 are put into practice with additional theory & techniques. Students perform various duties just as they would in a professional recording session. Studio Lab assignments are performed outside of class reinforcing weekly topics.

This course explores the etiology, nature, progression, and intervention of developmental stuttering and other fluency disorders (i.e., neurogenic/psychogenic stuttering, cluttering). Students develop a foundation of knowledge for application in their clinical practice.

Scenes from period plays ( Greek, Roman, Elizabethan, neoclassical French, Restoration, eighteenth-&-nineteenth-century European) are studied and acted. A course in performance styles and techniques for actors, directors, designers, teachers, and those interested in theatre history and criticism. Additional hours of rehearsal.

Scenes from period plays (Greek, Roman, Elizabethan, neoclassical French, Restoration, eighteenth-and-nineteenth-century European) are studied and acted. A course in performance styles and techniques for actors, directors, designers, teachers, and those interested in theatre history and criticism. Additional hours of rehearsal.

Scenes from period plays (Greek, Roman, Elizabethan, neoclassical French, Restoration, eighteenth-and-nineteenth-century European) are studied and acted. A course in performance styles and techniques for actors, directors, designers, teachers, and those interested in theatre history and criticism. Additional hours of rehearsal.

Scenes from period plays (Greek, Roman, Elizabethan, neoclassical French, Restoration, eighteenth-&-nineteenth-century European) are studied and acted. A course in performance styles and techniques for actors, directors, designers, teachers, and those interested in theatre history and criticism. Additional hours of rehearsal.

Considers constructs & theories related to legalized & illicit drug use, abuse & addiction across the lifespan. Focuses on biological, psychological, social antecedents of drug use, & on biopsychosocial consequences of drug use & dependence within developmental contexts. Examines specific drug addictions & treatment approaches. Health psychology, counseling psychology, developmental psychology, neuropsychology, medicine, health education, & public health perspectives are considered. Emphasizes the interplay of the knowledge & understandings developed from these perspectives, & applies this knowledge to research & counseling practice.

Examine therapist’s perceptions that have an impact on therapy in the classroom and early intervention centers. Students will learn to identify strategies and methods that will assist in designing intervention plans that can be implemented in these settings. Research effective strategies for ensuring best practice in a wide variety of educational systems.

Students provide therapy and assessment services under supervision (group and individual) of licensed faculty in the department. In addition to weekly seminars, individual and group supervision, and peer supervision, students prepare and present case reports for feedback from supervisors and peers.