CANs List

Curriculum Action Notice


From:

Academic Affairs Committee

Date:

January 25, 2009

This is a bulletin from the Academic Affairs Committee concerning proposed curricular actions. Please forward any comments or concerns in the next 10 days to the AAC chair, Jeffrey Bossworth , 206 Pinecrest Manor, ext. 4762.

CURRICULAR ACTION NOTICE FOR MUSIC THERAPY (bring program out of moratorium), WATERSHED MANAGEMENT (count as professional elective in Gen Ed), and EDUCATION (correct course number oversight)
 
PROGRAM CHANGE: MUSIC THERAPY
2.       Rationale for change: 

In the Spring of 2006 the Bachelor of Music Program in Music Therapy was placed in moratorium.  The music department seeks to reinstate this program. 

 

Despite the program being placed in moratorium and the fact that no advertising for the program has been done, we continue to have many inquiries.  We also continue to lose students on critical instruments who desire to earn a degree in music therapy.  We are confident of our ability to maintain enrollment in this degree (12-16 students per cohort year) which will better balance our overall department enrollment, alleviating the overages in music education majors, reducing adjunct faculty costs to supervise student teachers and to operate at a level no higher than we currently are operating in this fiscal year.

     

3.       Old Degree and Program Title (attach an old ER):  Bachelor of Music in Music Therapy

New Degree and Program Title (attach a new ER):

        List all changes:

4.       Program Description for Catalog (if changed):

The Bachelor of Music in Music Therapy program offers challenges, opportunity and rewards to those interested in working with people. Children and adults who require therapy because of behavioral, psychological, developmental disabilities, and physical challenges are assisted through the use of music therapy. The skills of the professional music therapist are needed in several settings; adult training facilities, nursing homes, adult day care centers, day care centers for children, early intervention programs, outpatient treatment programs, psychiatric hospitals etc. In addition to the completion of a professional internship after all required course work has been completed, students complete a wide variety of clinical placements in the community during their four years on campus. As a result of successful completion of the music therapy curriculum and professional internship, students will be qualified to sit for the Board Certification exam which is administered by the Certification Board for Music Therapists. The department is a member of the American Music Therapy Association. A live audition is required for admission to this program.

 

Further explanation/documentation was provided by the Music Dept:

Reinstatement of the Music Therapy Curriculum at Mansfield University 

Planned Student Enrollment: 48 over four years

Duration for Completion of Curriculum: 4 years

 

Rationale for Program:

 

The level of interest in Mansfield University’s Music Therapy program by prospective students continues despite the fact that the program has been placed in moratorium and has not been available for two years. On average there have been at least three or more inquiries per month regarding the music therapy program.  The Tioga County health care community values, supports and appreciates the services provided to their clients by Mansfield University’s Music Therapy students. Mansfield University’s music faculty supports the reinstatement of the music therapy program because the moratorium has had a negative impact on the number of instrumental majors that have been applying. All members of the 2007 graduating class have completed their internships and have become gainfully employed in their field of study.

 

Program Outcomes:

Outcome 1:  Students will demonstrate a basic knowledge of the clinical foundations of exceptionality, the principles of therapy, and the therapeutic relationship.

Measurement: Students are required to have a basic understanding of the characteristics and behaviors of people who have varying diagnoses and disabilities; they are required to utilize “People First Language” in all written work. Students are required to integrate an understanding of the therapeutic process and relationship in all written work and field placements. Student’s competency in this outcome will be documented, verified and measured through examples of class work, assignments, testing and observation of field work by clinical site supervisors and the supervising instructor.

 

Outcome 2: Students will demonstrate knowledge of their role as a professional, awareness of and adherence to the AMTA professional code of ethics.

Measurement: Students are required to present themselves as professionals in language and appearance. Students are required to generate a professional resume and cover letter during course work; they are encouraged to attend the various workshops that the Mansfield University Career Center offers. They are required to become members of the AMTA in order to participate in networking opportunities.  Student’s competency in this outcome will be verified and measured through examples of class work, assignments, regular participation in professional organizations, and observation of field work by the supervising instructor.

 

Outcome 3: Students will demonstrate competency in clinical musicianship, knowledge of the music therapy process including clinical documentation, knowledge of the importance of interdisciplinary collaboration, be able to iterate this knowledge in a professional manner, thereby possess the skills necessary to qualify for an internship.

Measurement: Students are required to demonstrate good clinical musicianship, clinical documentation, a working knowledge of the music therapy process, an understanding of the importance of interdisciplinary collaboration as these skills are necessary to acquire an internship. Students’ competency in this outcome will be verified and measured through a review and partial completion of the AMTA professional competencies, examples of class work, assignments, testing and observation of field work by clinical site supervisors and the supervising instructor, and the acquisition of an internship in music therapy.

 

Outcome 4: Students will qualify to sit for the Board Certification Exam after successfully completing all required course work and an internship.

Measurement: Students competency in this outcome will be verified and measured through successful completion of required coursework and an internship in music therapy.

 

 

Impact on other programs:

Over a four year program of building enrollment in this degree program, student enrollment in the music therapy program will help balance the current distribution of student enrolled in music degree programs.  Currently there is an overabundance of students enrolled in the Music Education program to the point where it is difficult to maintain sufficient laboratory experiences for these students.  Because of the high enrollment the music department has a continuous need to high adjunct faculty to supervise student teachers.  We believe that reinstating the Music Therapy program will help alleviate these demands.

 

We also hope that reinstatement of the Music Therapy program will assist in the recruitment of students who play instruments that are in high demand by other institutions, such as string instruments, piano, and double reeds.  When in the Music Therapy program was in place we were often successful in recruiting Music Therapy students who played these instruments because of the unique degree offering that none of our surrounding schools offered.  Once the Music Therapy program was placed in moratorium we saw dramatic decreases in our ability to recruit students who play these instruments.

 

Demand for program:

Continued inquiries from prospective students regarding the status of the program; 2), support from the Tioga County health care community; 3) and the music faculty

Faculty qualifications: already in place, will not need new faculty.

New library resources needed? ____Yes   X  No

New technology resources needed? ____ Yes   X   No 

New equipment resources needed? ____ Yes _X_No

Physical facility support requirements:

Studio and classrooms presently utilized to accommodate the curriculum.

 

 

COURSE CHANGE: WATERSHED MANAGEMENT (WSM 1600)

Purpose and nature of change:  To request Gen Ed Professional Elective status.

Course Description for Catalog (limit to four sentences):

               This introductory course explores important processes, concepts, and approaches to

               watershed  management and assessment. Topics include: delineation of watersheds; movement of  

               surface and sub-surface water; and the interaction of water, land and biota. This class is appropriate

               for anyone interested in the environment and water resources. Field work is required. (No change)

Prerequisites: (Courses which MUST be completed prior to taking this course) None (No change)                                    

Co-requisites: (Courses which must be taken prior to or simultaneously with)  None (No changE)

Request that Course be considered for General Education Credit.  Please check all

                applicable boxes.

d.       __X__ Satisfy a “Professional Course” for Block 6

Provide Support for this request. Watershed management is a professional field requiring specialized training and a substantial amount of practical experience. This introductory course allows students to “test the waters” to see if this program is for them.

 

 

PROGRAM CHANGE: EDUCATION/SPECIAL EDUCATION

Rationale for change:  To reflect the change from ELE 5528 as the graduate equivalent of ED 3310 to ED 5510 for post-baccalaureate certification students.

 List all changes: Replacement of ELE 5528 with ED 5510 for post-bac students.

 

[PLEASE NOTE: This change is only to correct an oversight in course number changes made in previous changes. On the CAN just to be on the "safe" side.]

 

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