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DSU Ensembles

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Contact Information:

Dr. Lloyd Mallory, Jr.
Director of Choral Activities
Education & Humanities Bldg. Room 286
Telephone:  (302) 857-7399
lmallory@desu.edu

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BandInformation related to the Band activities will be posted soon.ChoirWelcome to DSU from the Choral Director Greetings!I am excited to know that you are interested in choral music at Delaware State University! Welcome to our celebration of many wonderful years of great choral singing.  The unique aspect of the Delaware State University Choral Program is the intertwining of many musical styles, presenting them with great distinction, precision and heart.  We seek to meld together classical, gospel, sacred and secular classics, spirituals, and vocal jazz styles into a unique musical tapestry.  We are proud of this diversity and we celebrate it.An audition (or interview) is required in order to participate in the choral ensembles.  The audition/interview is a simple one, and most (though not all) who attempt it are successful.Whether you are planning to major in music or simply want to participate in the various choral ensembles available on campus, we are confident that your experiences will be rewarding.I look forward to meeting you!Dr. Lloyd Mallory, musical director Audition InformationAudition ProceduresThere are two categories of auditioning for the choral program at Delaware State University. The first category is vocal music majors/minors and the second category is non-music majors/minors. All students will audition with the choral director. Those students who are vocal music majors/minors will audition for the music faculty as well. Auditions take place during the first week of every semester. You may also contact the Office of Choral Activities at 302.857.7399 to schedule your audition time. Vocal/Choral scholarships are available to all students regardless of major/minor.For scholarship consideration, regardless of major/minor: Students should prepare to perform two vocal selections of contrasting character (If you have been taking private voice lessons, you might want to bring a repertoire list at the time of the audition). It is suggested that you select repertoire that best demonstrates your vocal range, quality and musicality. (Please do not bring choral music to perform, unless you are singing a solo from a larger work.) An accompanist will be provided. You will have time to prepare and practice prior to your audition. The choral director and music faculty will be present for your audition. Scholarship funds are limited and are first come, first served. Click here for Tips for a Successful Audition!

Music Education

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 IntroductionFor students who want a career in music education, there’s no better preparation than a Bachelor in Music Education from Delaware State. Our department has a national reputation for excellence in the field, so Delaware State’s music education graduates are in very high demand. They enter the work force with outstanding musical technique, lots of performing experience, an excellent general academic background, and a professional teaching credential.After graduation, most music education majors pursue careers as music teachers at the K-12 level. Some establish themselves as community band directors or private teachers, and others continue their studies in graduate school. Delaware State’s music education degree is flexible enough to support a broad range of music-related professional options.Professional PrepUpon earning a Bachelor in Music Education from Delaware State, graduates are fully licensed to teach in Delaware and all states with reciprocal agreements. Students receive a comprehensive teacher education that includes coursework and hands-on experience in the following:developmental psychologyeducational psychologymulticultural educationinstruction and classroom managementmulticultural student populationsstudent teachingIn addition, students get a comprehensive musical education that includes:advanced ear traininga four-course music theory sequenceinstruction in piano, woodwinds, and brassmusic historycomposing and arrangingconductingFacultyAs a group, Delaware State’s music degree faculty members possess decades of experience as music educators. They have taught at the high school and college levels, while directing award-winning bands with extensive performing credentials. In addition, members of the music faculty have:worked as major-label recording artists, producers, and composerswritten books and journal articlesperformed on national TV and in major venues nationwideTheir experience and professional contacts in various aspects of music education and the music industry are an invaluable resource for students. Faculty act as mentors and career coaches, helping students to find the right niche.Research and ExperienceDuring the senior year, all music education majors complete a 12-week student teaching placement in a real-world classroom.Throughout the four year program, students in the music education program can gain performing experience in Delaware State’s nationally renowned bands and choir. Our students tour the country and the world, performing for heads of state, festival audiences, stadiums and arenas. Delaware State’s Marching Band, popularly known as “The Approaching Storm,” is recognized as one of the nation’s best university-level performing units. 

English - Non Teaching

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Introduction Delaware State teaches English literature from a global perspective. Students absorb the great works of Great Britain and the United States, from Shakespeare to the contemporary classics, and then go beyond to explore a wide range of literary voices, including women, immigrants, ethnic and racial minorities. Our program uses literature as a window onto the diversity of human insight and experience — as well as the common themes that unite all people.   The English program lays a strong, broad academic foundation, with required coursework in history, psychology, mathematics, and foreign languages. Students develop superior writing and critical thinking skills, which can be applied across many different career paths. At bottom, literature is the study of the human condition — all humans, of every race, color, and creed. Professional Preparation Students who graduate from the English program have almost unlimited options. Graduate school is a common option — either for continued studies in writing and literature, or for advanced degrees in law, business, government, journalism, or education. Graduate who go directly in the work force can market their strengths in writing and communication, as well as their multicultural perspective and solid background in many liberal art disciplines. Faculty Faculty in the English department have a long list of research and publishing credits. They also represent a diverse range of cultural and ethnic backgrounds, providing a broad global perspective. Intimate class sizes enable professors to provide students with personal advice, encouragement, and mentorship throughout the undergraduate years and even after graduation.  

Dr. Akwasi Osei

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Expertise is in Global Studies, International political economy, Africa in the international system, the African Diaspora and multicultural education. He has published in all these areas.  His latest publication is Global Societies: an Introduction (2007) co-edited with Dr. F. Odun Balogun.  His Recurrence and Change in a Post Independence African State published in 1999 was reissued in 2003 in paperback.  Served as the Chair of the DSU Faculty Senate for many years Currently serves as the Acting Associate Dean of the College of Arts, Humanities & Social Sciences; ETV 110, 302-857-6622, aosei@desu.edu PhD Howard University Dr. Osei's C.V. Dr. Osei's website can be browsed at http://akwess121212.com/ 

TESL Course Descriptions

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    ENG-504/404. SECOND LANGUAGE ACQUISITION. This course is an analysis of current issues in second language acquisition based on readings and research findings. Discussion of theories includes the Acculturation Model, the Nativization Model, Accommodation Theory, Discourse Theory, the Monitor Model, the Variable Competence Model, the Universal Hypothesis, Neuro-functional Theory and other models. Prerequisites: 12 semester hours of a foreign language. Credit, 3 hours. ENG-518. METHODS OF TEACHING ENGLISH AS A SECOND LANGUAGE. This course introduces students to basic concepts and methodologies for teaching second language learners. It is designed as a review of theories, programs, approaches, strategies, and techniques for effective second language teaching methods. Additionally, the course addresses theories of acquisition of a second language. ENG-510. STRUCTURE OF MODERN ENGLISH. Structure of Modern English is an advanced course in the grammar and structure of English. It is designed to give intensive study and practice in analyzing the structure of English sounds, words, phrases, and sentences; doing error analysis; recognizing and correcting errors; taking examinations; writing research papers and engaging in various pedagogically-oriented linguistic analysis projects. ENG-512. SEMINAR ON THEORIES AND PRACTICE OF SECOND LANGUAGE LEARNING AND TESTING. This seminar will focus on and put into practice relevant aspects of applied linguistics, second language acquisition (SLA), pedagogy and testing. Topics include interactive and non-interactive hypermedia technologies, computer-assisted language learning (CALL) and second language (L2) literacy, language testing and technology, distance learning, online chat discussions, software selection, and more. Course formats include readings, discussion, demonstrations, and hands-on sessions with technologies. As part of a teaching portfolio, students will create their own computer-based materials for teaching. ENG-519. TEACHING THE MULTICULTURAL-MULTILINGUAL STUDENT. This course introduces students to the theories, methods, techniques, educational perspectives and issues involved in teaching children from diverse cultural and linguistic backgrounds. This course includes a field experience. ENG-520. FOUNDATIONS OF BILINGUAL EDUCATION. This course is designed to equip bilingual and second language teachers with the tools, knowledge and philosophy for working with language minority students in the context of bilingual/ESL programs. The course introduces candidates to the historical, political and legal foundations of bilingual education programs in the United States, in addition to exploring different models of bilingual programs and their psycholinguistic and sociolinguistic foundations upon which they rest. EDU-557. EFFECTIVE TEACHING SKILLS AND CLASSROOM MANAGEMENT. This course combines effective teaching skills and classroom management into one comprehensive course. It is designed to provide basic pedagogical tools and conceptual frames necessary for creating effective teaching and learning environments. Students will be introduced to the current research on best practices that inform teachers/practitioners. Students will be required to demonstrate through individual and small group experiential activities, the critical teaching skills that are embodied in the Delaware Teaching Standards, multiple assessment strategies, micro-teaching, mastery teaching, cooperative le4arning strategies and other instructional models. Additionally the student will have the opportunity to develop reflective teaching skills in the planning, delivery and evaluation of their cohort’s teaching performances. In a convivial atmosphere, the instructor and peers will provide feedback on an individual’s teaching related to performance-based objectives and learner outcomes. This course incorporates current research on the most effective strategies for improving classroom discipline, motivation, interpersonal relationships and academic performance on all grade levels. Attention is given to aspects of diversity and/or cultural factors that influence perceptions about classroom management and also factor which may assist in facilitating mainstreaming efforts. 4 credits. ENG-590. PRACTICUM. This course provides students with the opportunity to supplement coursework with practical work experience related to their educational program. Students work under the immediate supervision of experienced personnel at the School District where they are assigned as well as with the direct guidance of their instructor. EDU-601. CONTEMPORARY ISSUES IN AMERICAN EDUCATION. This course analyzes current trends, problems and theories based upon examination of recent educational literature. Students critically explore topics related to the formulation of curriculum, instructional policy and methodology in education. 3 credits. EDU-604. THEORIES AND METHODS OF INSTRUCTION. This course is a study of educational theories as applied to curriculum and instruction with emphasis on current trends and the identification of the instructional process, organizing operations and skills for teaching. 3 credits. EDU-608. DIAGNOSTIC TEACHING OF READING. This course consists of a review of current research and opinion, evaluation of materials techniques and programs for assessment and prescription of reading techniques. A Practicum provides students the opportunity to implement and evaluate a diagnostic-prescriptive reading program. 3 credits. EDU-611. THEORIES AND PRACTICIES IN EXCEPTIONALITIES. This course is designed to identify exceptional learners and provide an understanding of their educational needs. Specific teaching techniques will be explored, as well as principles and practices of program development. 3 credits. EDU-614. HUMAN GROWTH AND DEVELOPMENT. Educational implications of human development over the life-span are examined. Students will survey research with special attention to the applications to teaching and developmentally appropriate school programs. 3 credits. EDU-625/688. INTRODUCTION TO STATISTICS AND RESEARCH/ACTION RESEARCH. This course covers application of basic statistical techniques and research methodologies employed in qualitative and quantitative research in education. The focus of the course is primarily on action research and students will develop an action research plan as a course requirement. 3 credits.  

Graduate Program in Teaching English as a Second Language (TESL)

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  Objectives The MA in TESL is designed to achieve the following: Provide candidates with exposure to the theory and practice of teaching English to children whose first language is not English (LEP and ELL); Certify teachers as ESL teachers; Provide candidates with an advanced level of expertise and a thorough training in the discipline of analyzing the various facets of teaching LEP and ELL children; and Provide candidates with the preparation necessary for a career as a schoolteacher. The MA in TESL is an interdisciplinary program designed for educational personnel at the early childhood, elementary as well as secondary school levels. The program emphasizes the training of teachers who are interested in working with second language learners from diverse linguistic settings. It also helps its candidates explore research related to bilingual and bicultural children. Finally, the program is open for non-degree teachers who simply want to take courses for Certification or for certified teachers who simply need Content Knowledge courses. The interdisciplinary program involves courses taught in the Department of English and Foreign Languages and courses taught in the Department of Education. Faculty and staff from the above departments shall cooperate to make the program a success. While candidates shall use facilities available in both departments, the department of English and Foreign Languages is responsible for coordinating and directing the student orientation, student advisement, student teaching, field experience, thesis projects and portfolio reviews. Admission Requirements For admission to graduate study, applicants must show evidence that they have earned a bachelor’s degree at a regionally accredited college or university, possess the ability to do graduate work of high quality, and be proficient in the target language. Bachelor’s degrees earned from international institutions may be considered, to the discretion of the relevant admissions personnel. Also, applicants must submit to the Program Admissions’ Committee their GRE (Graduate Record Examination) scores or accepted equivalent, one official transcript from all previous undergraduate and graduate work, three letters of recommendation from professors or supervisors, and an 800-word statement of purpose indicating educational career goals and experience.  Applicants must have taken and passed Praxis I before they are admitted.  Teachers who intend to take courses for purposes of certification only must show evidence that they have earned a bachelor’s degree at a regionally accredited college or university, in addition to proof of their professional affiliation with a particular school system in the nation. Also, candidates need a pre- or co-requisite teacher education program in the following areas: English, Foreign Language, Elementary Education, or Content Areas for ES (O) L; Elementary Education (or Exceptional Children) for Bilingual: Elementary Content Area such as Biology, English, or Exceptional Children for Bilingual: Secondary. Other requisites include the following: Content Knowledge proficiency in the language where certification is sought: 15 semester hours of language at the intermediate level or above (or content knowledge Praxis II test) for Bilingual and up to 30 semester hours at the intermediate level for ESOL (or content knowledge Praxis II test) Productive Language test for Bilingual speakers Verification of knowledge of the relative culture (course, study abroad, native experience, etc. Furthermore, candidates have to fulfill the following language requirements: Proficiency in English: Native or near native fluency is required of all candidates. Degree Requirements This is a proposal for a two-degree plan: a 36 semester-hour plan without thesis but with a Comprehensive Exam (Plan A) or a 30 semester-hour plan with thesis (6 credits), excluding the Comprehensive Exam (Plan B). Candidates of either plan must complete a 3-credit practicum. Here is a breakdown of both programs: Plan A includes: 21 semester hours concentration in educational foundations, bilingual education and linguistics courses 12 hours in a minor concentration A 3-credit hour practicum A Comprehensive Exam Plan B includes: 21 semester hours concentration in educational foundations, bilingual education and linguistics courses 6 hours of electives A 3-credit hour practicum A Comprehensive Exam A thesis (6 hours) Curriculum Grid   Year 1 Session Course # and credit Course Title Fall I ENG-518    (3 credits) Methods of Teaching English as a Second Language* Fall II EDU-557   (3 credits) Effective Teaching Strategies* Spring I ENG-519   (3 credits) Teaching the Multi-cultural/ Multilingual Student* Spring II EDU-614   (3 credits) Human Development in Education Summer I ENG-504   (3 credits) Second Language Acquisition Summer I ENG-510   (3 credits) Structure of Modern English Summer II ENG-512   (3 credits) Seminar on Theories and Practice of Second Language Learning and Testing Summer II EDU-611   (3 credits) Theories and Practices in Exceptionalities Year 2       Fall I EDU-608   (3 credits) Diagnostic Teaching of Reading* Fall II ENG-590   (3 credits) Practicum* Spring I (3 credits) Elective/Thesis Spring II (3 credits) Elective/Thesis   *Courses require EFE as mandated by the Council of Professional Educators (CPE)   Electives       ENG-520. Foundations of Bilingual Education                                                                               EDU-601. Contemporary Issues in American Education                                                               EDU-604. Theories and Methods of Instruction                      EDU-625. Introduction to Statistics and Research in Education  

Sociology

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Our Commitment to Sociology Majors As an HBCU, Delaware State teaches sociology from a unique perspective. We provide our students with a strong basic foundation in the study of social institutions, including religion, politics, media, marriage/parenthood, and labor/industry. But Delaware State’s program also explores how societies are affected by factors such as race gender ethnicity sexual orientation cultural identity Sociology majors become proficient in writing, critical thinking and analysis, academic research, and interpersonal communication. They have the opportunity to apply for internships and gain real-world, hands-on experience. All seniors in the program complete an independent, in-depth capstone project on a subject of their own choosing. Students graduate with a widely applicable skill set and a variety of career options, including graduate school. To graduate with a Bachelor of Arts degree in Sociology, a student must complete at least 121 credit hours of coursework. Coursework includes general education courses, as well as a wide range of Sociology courses.  Sociology majors must complete an internship in their junior or senior year.  Sociology majors are encouraged to complete a minor and/or develop a specific area of interest, such as law studies, woman and gender issues or health promotion.  A minimum grade of “C” is required in most Sociology courses. Professional Preparation Many Sociology graduates pursue advanced degrees in sociology, social work, law, criminal justice, and related disciplines. Others go directly into the work force and compete successfully for positions in fields such as criminal justice corrections mental health counseling drug and alcohol counseling social work Faculty Faculty in the sociology department are devoted teachers with a keen interest in undergraduate education. Professors are approachable and supportive, offering mentorship and academic guidance as well as classroom expertise. Members of Delaware State’s sociology faculty are active researchers and writers, with specialized interests that range from cultural anthropology to social stratification and global inequality. Research and Experience Sociology students can gain real-world experience through internships in the public and nonprofit sectors. The internship program has been expanded; students can now apply for hands-on work opportunities at mental health facilities drug / alcohol counseling centers juvenile counseling programs prisons homeless shelters transitional housing Internship Testimonials Back to Sociology and Criminal Justice Page

Our Criminal Justice Major

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Our Commitment to Criminal Justice Majors In Delaware State’s Bachelor of Criminal Justice degree program, students don’t merely study from textbooks. They also learn real-world lessons via our outstanding internship program, getting hands-on experience in the law enforcement, corrections, and criminal justice systems. This practical education is paired with a strong academic program that emphasizes writing and critical thinking. Students who earn a criminal justice degree from Delaware State have an excellent track record of success in the job market and graduate school. The criminal justice major reflects our traditional mission as an HBCU. The program explores the historical and sociological roots of the U.S. criminal justice system, with particular emphasis on its racial and cultural foundations. Students compare the abstract principles of criminal justice against the actual workings of the criminal justice system, while learning about models for reform. To graduate with a Bachelor of Arts Degree in Criminal Justice, a student must complete at least 121 credit hours of coursework.  Coursework includes general education courses as well as Criminal Justice courses and an internship.  A minimum grade of “C” is required in most Criminal Justice courses.  Professional Preparation The criminal justice major at Delaware State stands out for its outstanding internship program. Our students get field experience opportunities in Delaware, New Jersey, and Maryland. They can choose internships that focus on substance abuse, homeland security, corrections, or other specialties. Whatever type of internship they perform, criminal justice majors get to explore their career options, add experience to their resumes, and make contacts within the profession. The department participates actively in the National Association of Blacks in Criminal Justice, yielding further professional connections and opportunities for students. Internship Testimonials   Faculty Criminal justice faculty are devoted teachers with a keen interest in undergraduate education. Professors are approachable and supportive, offering mentorship and academic guidance as well as classroom expertise. Members of Delaware State’s criminal justice faculty are active researchers and writers, with specialized interests that include domestic violence, prison rehabilitation, drug abuse, mental illness, and international criminal systems. Research and Experience Delaware State’s criminal justice department actively supports innovation in the field. The department is currently involved in a project to improve the chain of custody for criminal evidence (including in national security cases). It also is planning to participate in the national “Inside Out” prison exchange program, a new approach to prisoner rehabilitation and behavioral transformation. Students also have the opportunity to participate in community-service projects, take field trips to prisons and social service centers, and join other students in the Sociology and Criminal Justice Club.   Back to Sociology and Criminal Justice Page  

TV-Radio-Film Production

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Introduction Delaware State’s TV-Radio-Film Production program attracts a lot of attention on campus, thanks to the prominence of student-run station WDSU, also known as “The Hive.” On the air since 1978, WDSU gives students an extensive hands-on education in broadcasting and audio production. This practical experience enables students to develop the technical, creative, and management skills necessary to establish a career in the radio industry. The program includes two off-campus internships at professional radio stations, where students can establish professional contacts and acquire some workplace smarts. And in the classroom, they explore mass communications from a theoretical perspective — and learn how radio evolved into (and remains) a medium that can influence public opinions, tastes, and attitudes. WDSU carries a full range of programming, including news, music, sports, and politics. Professional Preparation TV-Radio-Film Production majors develop a wide range of skills that translate directly to the workplace. These include broadcast writing sound production radio station operations news gathering and reporting media research techniques telecom management media law and ethics With the rise of the Internet and online broadcasting, the radio industry is changing. Our program emphasizes the online convergence of mass communications, preparing students for the jobs of the future. Our graduates go on to careers in all aspects of the radio business, including technical production, on-air talent, and front office management. Faculty Delaware State’s mass communications instructors teach from experience. All have spent years in the communications industry and are able to convey both the theoretical and practical concepts that students need to build their careers. Our faculty includes radio veterans such as Andy Harris (the general manager of Dover ratings leader WDOV-AM) and longtime on-air host Ava Perrine. The mass communications faculty also includes documentary filmmakers, public relations professionals, online journalists, and veterans of the newspaper and television industries. Research and Experience Between their on-campus work at WDSU and their two off-campus internships, Delaware State graduates acquire hundreds of hours of direct experience behind the microphone and at the soundboard. In addition, our students can interact with professionals by getting involved in campus chapters of the Black Broadcasters Alliance, National Association of Black Journalists, and other organizations. Some undergraduates from the Mass Communications department have participated in the McNair Program, winning research stipends and presenting their findings at national conferences. All Mass Communications students have the opportunity to present original research on campus every spring during Honors Day.

Convergence Journalism

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  Introduction In the era of YouTube and podcasts, lots of people are passing themselves off as journalists. But there are certain traits that separate the pros from the amateurs — and Delaware State is an outstanding place to learn them. Our Convergence Journalism students have access to state-of-the-art radio and television broadcasting facilities, as well as the digital multimedia technologies of the future. Our student-run television station (Channel 14) and radio station (WDSU) serve as educational laboratories where students can learn direct, practical lessons. In addition to developing excellent writing, reporting, and editing skills, Convergence Journalism majors acquire the technical knowledge to work behind the camera or the soundboard. They gain professional experience during two off-campus internships at local news outlets such as WDOV (1410 AM) and WHYY (Channel 12). Students graduate with job-ready skills, industry contacts, and a resume that reads like a pro's. Professional Prep Because they get so much hands-on experience, Convergence Journalism majors cultivate various marketable, industry-specific skills. These include news writing and editing media research techniques media law and ethics video and audio production digital multimedia In response to the rising popularity and significance of online journalism, our program emphasizes the digital convergence of mass communications media, preparing students for the jobs of the future. Our graduates go on to careers in all aspects of convergence journalism, getting jobs as reporters, editors, production professionals, and front office managers. Faculty Delaware State’s Mass Communications instructors teach from experience. All have spent years in the communications industry and are able to convey both the theoretical and practical concepts that students need to build their careers. Our faculty includes radio veterans such as Andy Harris (the general manager of Dover ratings leader WDOV-AM) and longtime radio and television personality Ava Perrine. The mass communications faculty also includes documentary filmmakers, public relations professionals, online journalists, and veterans of the newspaper and television industries. Research and Experience All concentrations in the Mass Communications department emphasize experience-based learning, and the Convergence Journalism degree is no different. Our students spend hundreds of hours producing reports for WDSU and Channel 15, and gain many additional hours in professional work settings during their two off-campus internships. Our program includes an in-depth focus on research, introducing students to the methods and tools involved in reporting. In addition, our students can interact with professionals by getting involved in campus chapters of the Black Broadcasters Alliance, National Association of Black Journalists, and other organizations. Some undergraduates from the Mass Communications department have participated in the McNair Program, winning research stipends and presenting their findings at national conferences. All Mass Communications students have the opportunity to present original research on campus every spring during Honors Day.  

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