Goals for Graduate Student Learning

1.  Students will acquire the ability to read critically, evaluate, and apply research and other scholarship to problems in their chosen area of study/practice.

2.  Students will acquire the ability to actively engage in scholarship as defined by their graduate program.

3.  Students will acquire the ability to analyze problems and issues within their area of study or practice.

4.  Students will acquire depth of content that is intellectually demanding and/or intended to build specialized professional skills.

5.  Each program will provide opportunity for students to acquire the communication skills necessary for effective participation in their chosen area of study or professional practice.

6.  Each program will provide opportunity for students to acquire the technological expertise expected by their chosen area of study or professional practice.

7. Each program will provide students with opportunity to learn the ethical principles governing scholarship and professional practice as appropriate to their chosen area of study/practice.

8.  Students will receive orientation to the field of study/professional practice, mentoring, and a variety of formal and informal opportunities to interact with faculty and other experts in the field.

Master Of Music Degree Program, 2007 Revision

Goals 1 and 2 will be met by:

a) successful completion of MUS-M 539, Research Methods and Bibliography, 
b) requiring completion of an analytical and historical document to be prepared in conjunction with the required degree recital.

3.  Students will complete MUS-T 545, Analysis of Music Literature; and, continuously will be engaged with their teachers in understanding and resolving problems of technique and musical interpretation.

4.  The intellectual, technical, and musical expectations for Masters level performance students are rigorous—the completed MM degree is recognized in the profession as the terminal degree for performance faculty in higher education.

5. Coursework in pedagogy and supervised teaching provide training in effective communication; effective stage presence and interpretation are components of performance teaching.

6. Courses in music technology are available as cognate choices in the curriculum.

7.  A course in professional practices and ethics is to be added to the curriculum in the near future.

8. Performance faculty are active professional musicians, academic faculty are active scholars or composers.  The intimate nature of musical instruction and learning fosters mentoring, networking, and professional guidance.

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