Mini-Grants Program

Note: Given COVID-related budgetary constraints, our Mini-Grants Program is temporarily on hold. Please check back for updates as the situation evolves. Thank you for your understanding.

Last Updated: July 9, 2020

 

Program Overview

The Center for Experiential Education's Mini-Grants Program supports and enhances experiential learning in UAlbany's academic curriculum. Faculty members can apply for up to $500 in funding to support curricular experiential projects. Applications are accepted on a rolling basis.

All faculty, including contingent faculty, are eligible to apply. This program is available for instruction at both the undergraduate and graduate levels. To encourage innovation, award money will only fund a project once. Faculty may apply for funding each semester as long as the funding is for a project not previously funded.

Find the Mini-Grants application here.
 

Program Eligibility

Projects eligible for funding include, but are not limited to:

  • a new or redesigned course that includes experiential education, such as service-learning projects, client-based projects or guest speakers.
  • the development of new experiential programs, including department-based internship courses
  • domestic and international field trips related to course material
  • professional certifications, training or workshops related to experiential education
  • presenting with students at a conference or workshop related to experiential education
  • equipment needed to support a research project at the undergraduate or graduate level
     

Applicants must demonstrate how the proposed project meets the SUNY Criteria for Approved Applied Learning Activities:

  • The activity is structured, intentional and authentic.
  • The activity requires preparation, orientation and training.
  • The activity must include monitoring and continuous improvement.
  • The activity requires structured reflection and acknowledgment.
  • The activity must be assessed and evaluated.
     

Additional Details

The Center for Experiential Education encourages interdisciplinary projects, as well as collaboration with other faculty, students, staff and community partners.

Award recipients will submit a brief summary of the project outcome to the Center for Experiential Education. We may request photographs or other evidence of student work in which participants are clearly identified. Any use of these materials on the Center for Experiential Learning website and other media platforms will be approved by participants. Forms for this purpose will be provided at the time of funding approval notification. Select recipients may be asked to present their project, preferably with a student, at a university forum.

Award monies will not fund food, alcohol, prizes or giveaways.

2019-2020 Recipients
Experiential Activities for Archaeology of Food

Faculty: Verónica Pérez Rodríguez, Associate Professor of Anthropology 

Course: AANT 330: The Archaeology of Food 

Project Title: Experiential Activities for Archaeology of Food 

Project description: 

This grant was used for two experiential learning activities for the Fall 2019 course, “The Archaeology of Food.” The first hands-on activity taught students about Mesoamerican foodways centered around maize. A cultural expert, a traditional cook and a Capital Region woman from the Triqui region of Oaxaca visited the classroom. Students processed maize through nixtamalization, then learned about and used traditional tools — metates and comals — to mill the nixtamalized maize and make tortillas. The grant allowed Professor Pérez to buy modern examples of a basalt metates and mano for the activity. The tools were later added to the Department of Anthropology’s teaching collection. 

The second activity was a field visit to SUNY Cobleskill, where students learned about local food production and traditional foods that have been central to the upstate New York region since pre-Colonial (prehistoric) times. Through collaboration from SUNY Cobleskill’s Agriculture and Food Management program, the class visited the Cobleskill campus and several local farms that continue to grow foods central to the indigenous foodways of the northeast. The mini grant funded a food tasting created by a Culinary Arts student club. The visit focused on learning about foods that have been historically, economically and culturally important to the upstate New York region, since this area was indigenous land.  

Upon completion of the two activities, students wrote about their experience and learning in two papers. Knowledge gained from these experiences was also evaluated in the course’s midterm and final exams. 

WCI Film Festival and Lecture Series: "Food on Film"

Faculty: Rae Muhlstock, Lecturer for the Writing and Critical Inquiry Program 

Course: UUNI 110: Freshman Seminar "Food Literature and Culture" 

Project Title: WCI Film Festival and Lecture Series: "Food on Film" 

Project description: 

The Students in the “Food Literature and Culture” Freshman Seminar, offered through the Office of Student Engagement, helped prepare and run the “Food on Film” Film Festival and Lecture Series, an annual student-centered, public humanities collaboration with The Linda in Albany. The goals of the course were two-fold. First, the students read, viewed and analyzed several texts focused on food — from articles and novels to TV shows and cookbooks — to gain broad context of the 2019 Festival theme. 

Next, students learned about the importance of community, engagement and communal education. They envisioned, evaluated and executed four community engagement events to help promote the festival and educate the university community about the theme. First, students worked individually to create semi-formal project pitches, which they shared with the class. Then, as a class, students voted on the four strongest ideas. Next, students worked in groups to revise the initial idea into a formal proposal, complete with a researched budget, action plan and outcome objectives. After their proposals were approved, students executed their ideas. 

Students were responsible for turning in a weekly, semi-formal progress journal to document the challenges and successes of their projects. They later used their journals to write a personal essay about executing their engagement events from conception to completion, including revisions, successes and failures along the way. 

2018-2019 Recipients
WCI Film Festival and Lecture Series; Superheroes Showcase

Faculty: Rae Muhlstock, Lecturer of Writing and Critical Inquiry

Course: "Science Fiction and Our Fears" Freshman Seminar (Fall 2018); UUNI 110: Writing and Critical Inquiry (Spring 2019) 

Project Title: Writing and Critical Inquiry Film Festival and Lecture Series; WCI Superheroes Showcase

Project description:

The Experiential Education Mini-Grant was used to support two projects:

WCI Film Festival and Lecture Series: The first project involved students in the “Science Fiction and Our Fears” Freshman Seminar, offered through the Office of Student Engagement. Students were given the unique opportunity to help prepare and run the Classics of Science Fiction Film Festival and Lecture Series. The goals of the course were two-fold. First, students read, viewed and analyzed a number of science fiction texts — both fictions and criticisms — in order to gain context into the genre chosen as the theme of that year’s festival. Students also learned the importance of community, engagement and communal education. They envisioned, evaluated and executed four community engagement events to help promote the festival. Two events took place on campus and two events were held elsewhere in the city, with all four events open to both the University and Capital Region communities. 

WCI Superheroes Showcase: The grant also helped fund a project in which Writing and Critical Inquiry classes worked with art students from Edmond J. O’Neal Middle School of Excellence in Albany's Arbor Hill neighborhood. During the Spring 2019 semester, three WCI classes worked with middle school students to create original superheroes. These heroes, inspired by the young students' artwork, spoke to the unique concerns associated with growing up in the 21st century. The middle school students' art gave UAlbany students a starting point for their inquiry, analysis and eventual creation of a hero who stands for modern concepts of heroism, who speaks to the heroes we need today, and who fights for what we believe in and feel is worth saving.

The project culminated in the Superhero Showcase, a celebration of the collaboration. The middle school students, their art teacher and their families came to campus, where the WCI students presented the heroes and hero narratives they developed over the course of the semester. The mini-grant provided funding for the artwork to be scanned and printed for the showcase. 

UAlbany History at Work

Faculty: Sheila Curran Bernard, Associate Professor of History and Documentary Studies, Director of the Graduate Program in Public History

Courses: Introduction to Public History (HIS 501); Colloquium on the Theory and Practice of History (HIS 600)

Project Title: UAlbany History at Work: A Networking and Orientation Gathering for UAlbany Graduate Students, Alumni, and Outreach Sites throughout the Capital Region

Project description:

Each year, the program in public history holds an annual orientation for incoming MA students, alumni and other individuals working in established or potential internship sites throughout the region. In 2018 – the program's 35th anniversary – the event was expanded and held at the historic Rice House at the Albany Institute for History and Art, which is nearby many major history partners, such as the NYS Museum, the NYS Archives and state historic sites. Attendees included MA, MSIS and PhD students, history faculty and community partners. Through focused activities, the event raised awareness of University and community resources, not only in terms of internships and potential employment but also research, service learning and other potential collaborative efforts. The mini-grant helped to fund this expanded event. 

Designing Health Materials for North Country Hospice 

Faculty: Jennifer Manganello, Professor of Health Policy, Management and Behavior 

Courses: HPM 619 and HPM 469 

Project Title: Designing Health Materials for North Country Hospice 

Project description: 

In Fall 2018, Professor Manganello offered a graduate health communication class and an undergraduate health literacy class, both of which included a unit on creating materials for health communication. Students were taught how to use plain language and design techniques to create materials like brochures that were easy to understand and captured the attention of readers. Professor Manganello enlisted Communicate Health, a company that specializes in material design, to conduct a one-hour training webinar for each class through Zoom on designing health materials effectively. This was a great opportunity for the students to learn some practical skills. 

Students learned from experts about how to best design health information materials through this webinar. They were then given assignments to apply their skills. The graduate class redesigned a brochure for Hospice of the North Country and the undergraduate class developed an infographic that would be used in Professor Manganello's work. This helped students learn how to apply the skills they had learned in the real world. 

Research Project in Forensic Anthropology

Faculty: Jessica L. Campbell, Instructor of Anthropology 

Course: AANT 314: Forensic Anthropology 

Project Title: Original Research Project in Forensic Anthropology 

Project description:  

Undergraduate students enrolled in the Forensic Anthropology course completed independent original research projects. Each research project introduced and used the formal scientific method of hypothesis testing. Students progressed through their projects throughout the Fall 2018 semester, with the finished project presented in poster format to the class and in an open venue that the Department of Anthropology and other interested UAlbany students and staff attended. Funding was used to purchase students’ requested research materials, including measurement implements, photography setup (background material, scales) and testing materials (skeletal material) from distributing companies. Original research projects were only limited by the bounds of forensic anthropology and students were encouraged to pursue their individual interests. Projects used skills and training they had learned in the class. They were asked to apply these skills in their research projects, in the role of the Primary Investigator or Forensic Anthropologist. 

Underground Railroad Archaeology Project

Faculty: Marilyn Masson, Professor of Anthropology 

Course: AANT 339: Archaeological Lab Methods 

Project Title: Underground Railroad Archaeology Project 

Project description: 

The Underground Railroad Archaeology Project provided undergraduate students with both field and lab research experience. The field component was a 6-week summer session course, after which the lab on campus was filled with artifacts collected that represented rich data for student research projects. Analysis was performed by interns/independent study students and as part of the lab course. 

Funds were used to directly support three undergraduate research papers. The first was a project reconstructing animal use and diet of slaves of the Ten Broeck Mansion (early 1800’s) based on animal bone analysis from summer 2018 collections. Funding allowed for the compensation of zoo archaeologist and UAlbany Anthropology doctoral student Jessica Vavrasek, who assisted in training the undergraduate student and checking the final identifications.  

The remaining funds were used to hire a student assistant to enter a large stack of data sheets into the computer, including the artifact identifications from the 2017 Underground Railroad Archaeology Project at the headquarters of Albany’s Underground Railroad, the Stephen & Harriet Myers house. Two students in the lab class used these computer files to undertake their own analysis projects of the data and to present results on ceramic and glass artifact use, and personal items of adornment. Many other types of artifacts were in the data files and this database will continue to serve additional students’ needs in coming semesters.

Women's Multiracial Histories Tour of London and Paris

Faculty: Janell Hobson, Professor and Chair of Women's, Gender and Sexuality Studies 

Course: WSS 399, WSS 599 

Project Title: Faculty-Led Study Abroad Tour of London and Paris on Women's Multiracial Histories 

Project description: 

This funding went towards a visit to the Kenwood House, as part of a winter-session Faculty-Led Study Abroad Program, "Women's Multiracial Histories in London and Paris." The Kenwood House was the residence of Dido Elizabeth Belle, a biracial daughter of a slave and sea captain who was taken in to live with the family of her great uncle, Lord Mansfield, the Lord Chief Justice who presided over important cases that strengthened abolitionism in England. This tour and subsequent online course asked students to rethink abolitionist and British history by placing women of color at the center. Visiting the site of Dido's residence – including the study where she helped her uncle write his legal papers, the dairy farm over which she presided and the portrait that made her famous – gave students hands-on experience with the history they had studied in preparation. Before the tour, students watched “Belle,” the fictional film based on Dido Elizabeth Belle, and read Paula Byrne’s “Belle: The Slave Daughter and the Lord Chief Justice.” During the tour, students took strategic photographs (permitted by the estate) and submitted a photo essay that offered an insightful reflection on this history. After the tour, they shared post-tour reflections in an online discussion and completed an in-depth paper addressing a specific issue related to this history. 

Leading with Cultural Intelligence

Faculty: Martha Asselin, Director of the Center for Leadership and Service 

Course: EAPS 487 (Winter Session: Puerto Rico; Spring Break: The Netherlands) 

Project description: 

During the January 2019 Winter Session, the Department of Educational Policy and Leadership, the Center for International Education and Global Strategy, the Department of Environmental Health Sciences, the Center for Leadership and Service and SUNY collaborated on a one-week, one-credit, faculty-led study abroad course involving a SUNY service project in Puerto Rico.  

The purpose of the EAPS 487 experience was to improve students’ understanding of Hurricane Maria’s impacts on the lives of Puerto Ricans, while engaging students in service activities to strengthen the community. Students identified relationships between social, economic and physical consequences of Hurricane Maria and the evolution of those consequences over time, particularly as they were reflected in physical and mental health. The first mini grant was used in Puerto Rico to offset the cost of transporting students to experiential education activities associated with Three Kings Day, an important holiday for Puerto Rico. 

The second grant went towards a one-week, one-credit, faculty-led study abroad program in during Spring Break. The course was a collaboration between the Department of Educational Policy and Leadership, the Center for International Education and Global Strategy, and the Center for Leadership and Service. The funding allowed UAlbany students to tour the Anne Frank House and the Royal Palace in Amsterdam. Both tours were important for understanding the history and culture of the country, and helped develop students’ cultural awareness and global leadership. These experiences complemented the knowledge gained through the classroom activities by providing substantial, hand-on learning through immersion into the culture of the Netherlands. 

The Puerto Rico Crisis and Public Health Program

Faculty: Samantha Penta, an Assistant Professor for the College of Emergency Preparedness, Homeland Security, and Cybersecurity 

Course: CEHC 399 

Project Title: The Puerto Rico Crisis and Public Health Program 

Project description: 

The Puerto Rico Crisis and Public Health Program consisted of two parts. The first part was a regular course focused on crises and public health (CEHC 399: Crisis and Public Health). The second part was a field experience in Puerto Rico for approximately 15 University at Albany students, coordinated with the University of Puerto Rico—Mayaguez (UPRM). All the students who participated in the field experience took CEHC 399 along with students who did not go to Puerto Rico. CEHC 399 provided a broad academic context on Puerto Rican public health issues related to the recovery from Hurricane Maria — knowledge which the students then applied during their field experience.  

The goal of the field experience was to improve students’ understanding of the effects of Hurricane Maria on the lives of Puerto Ricans. The program tackled misconceptions students may have held about the response to, and recovery from, the hurricane in Puerto Rico — particularly health issues. While in Puerto Rico, students assessed long-term recovery issues for the island on individual and community levels, assessed vulnerabilities and threats to health, and evaluated emergency management policies and practices for their effects on health. Students identified relationships between social, economic and physical consequences of Hurricane Maria and the evolution of those consequences over time, particularly as they were reflected in physical and mental health. These experiences were linked to the broader discussions of these issues that took place in CEHC 399. 

This program offered several benefits to students. The foremost was the opportunity to see the concepts and theories discussed in the semester-long class in action during the field experience, and the chance to understand the relevance of academic content for the applied world. This concrete experience in Puerto Rico deepened their understanding of the specific challenges the territory faces and of potential and existing ways of addressing those problems. As these students move on to careers in emergency management, public health and other fields, they will be aware of the relevance of theory and research in practice as guides for understanding the world and supporting their decision-making. These students brought their field experiences to classroom discussions. As a result, even the students in the semester-length CEHC 399 class who did not participate in the Puerto Rico field experience benefited from the field experiences through the enrichment of classroom discussions. 

Service-Learning Project in Puerto Rico

Faculty: Zakhar Berkovich, Director of Undergraduate Student Services for Rockefeller College of Public Affairs and Policy 

Course: RPOS 397: Experiential and Service Learning in Political Science (Winter Session) 

Project Title: Service-Learning Project in Puerto Rico 

Project description:  

The Rockefeller College of Public Affairs and Policy partnered with the Center for Leadership and Services and the College of Emergency Preparedness, Homeland Security and Cybersecurity for a Service-Learning Trip to Puerto Rico, with a goal of assisting post-Hurricane. Two colleges and the Center for Leadership and Service collaborated on the 10-day, one-credit, faculty-led course.  

Rockefeller College taught the course, which exposed students to various experiences that made them better citizens and allowed them to think about political issues that our democracy was experiencing. The course included policy implications, emergency preparations, dealing with aftermath of the disaster and more. The students gained first-hand experience by helping restore housing and communal spaces, including parks and community centers.  

This course improved students’ understanding of Hurricane Maria’s impacts on the lives of Puerto Ricans, while engaging them in service activities that strengthened the communities. Students identified relationships between social, economic and physical consequences of Hurricane Maria and the evolution of those consequences over time, particularly as they were reflected in physical and mental health. 

The mini grant was used to offset the cost of transporting students to more remote areas, where they helped re-build houses for people with disabilities, the elderly and foster children. 

Research in Hispanic Studies Student Poster Presentation

Faculty: Sara Zahler and María Alejandra Aguilar, Assistant Professors of Spanish 

Courses: ALLC 200, ASPN 405 

Project Title: Research in Hispanic Studies Student Poster Presentation 

Project description: 

During the Spring 2019 semester, students in Dr. Aguilar’s Hispanic literature course and students in Dr. Zahler Hispanic linguistics course completed a research project. Instead of culminating in final paper, students were offered a chance to present their research to an audience as if they were at a research conference, in order to gain experience presenting research. To give students experience presenting their research, the Department of Languages, Literatures and Cultures hosted a “Research in Hispanic Studies Student Poster Presentation” that was open the public. The mini grant funded the costs for printing the posters. 

Students completed their research project in groups, then designed a poster and prepared a five minute speech presenting their results. Throughout the semester, the professors organized “workshops” in class to guide students in their research and poster creation. Students also received feedback throughout the semester as they developed their projects and submitted a draft of their poster in advance of the presentation session. Students were graded on their presentation and completed a self-reflection on their research, teamwork and poster presentation. 

The project helped student gain experience completing Hispanic studies research and then presenting their findings in a conference format — skills they will use if they pursue research in any field. They learned how to design and format a poster, how to select what information to include and how to present their findings to an audience. The students’ peers and professors who attended the poster presentation also gained valuable research experience. 

2017-18 Recipients
Research with Youth Urban Environments

Faculty: Joanna Dreby, Associate Professor of Sociology

Course: Urban Environments and Ecosystem Justice (ASOC 299/399)

Project Title: Special Topics Course: Research with Youth Urban Environments

Project description:

This course was a newly proposed experiential learning course for sociology undergraduates. In the course students worked with the Radix Ecological Sustainability Center in downtown Albany to run their Ecojustice summer youth program. UAlbany students simultaneously mentored the high school students participating in the program and engaged students in a collaborative research project that explored urban ecosystems, environmental sociology and social sustainability. This interactive model allowed for experiential learning at two levels. First, by working closely to facilitate a successful youth program in the Capital Region, undergraduates learned the mechanics associated with the operation of a youth oriented community organization. They gained important skills related to youth development work. Second, as social science researchers in training, students learned about, implemented and trained their mentees on applied research methods and public sociology.

Leading with Cultural Intelligence

Faculty: Martha J. Asselin, Director of the Center for Leadership & Service, Visiting Professor in Educational Policy and Leadership

Course: Leading with Cultural Intelligence (EAPS 487) — a one-credit, one week course in Scotland; and a three-credit, two week course in Madrid

Project Title: Institute of Higher Education: Leading with Cultural Intelligence

Project description:

The Experiential Education Mini-Grant was used to support two projects:

Spring Recess Education Abroad in Scotland: Over the 2018 spring recess (March 11-18, 2018), the School of Education Department of Educational Policy and Leadership (EPL), Center for International Education and Global Strategy and Center for Leadership and Service collaborated on a one week – one credit hour, faculty-led study abroad course in Edinburgh, Scotland entitled EAPS 487: Institute of Higher Education: Leading with Cultural Intelligence. The mini-grant provided an opportunity for the UAlbany students to collectively tour the Edinburgh Castle and experience the Castle’s exhibit that day entitled: Women of Independence. The interactive exhibit addressed the leadership role women took on during turbulent times of war and connected beautifully with the leadership course curriculum.

Summer Education Abroad in Madrid: UAlbany’s Summer Program in Madrid included EAPS 487: Institute of Higher Education: Leading with Cultural Intelligence, a 2-week, 3 credit, faculty led study abroad course that was hosted in collaboration with the School of Education Department of Educational Policy and Leadership (EPL), Center for International Education and Global Strategy and the Center for Leadership and Service. The mini-grant provided an opportunity for the UAlbany students to collectively tour the Royal Palace of Madrid with a professional guide. The Royal Palace is the official residence of the kings of Spain and one of the more fascinating structures in Madrid. Working with UAlbany staff and local students as guides, students were immersed in the multifaceted reality of Madrid.

Using immersive and experiential learning techniques, students developed: 1) cultural intelligence (ability to cross boundaries and thrive in multiple cultures); 2) leadership skills required to lead in situations where they have no formal authority; 3) networks with classmates, contributors and regional employers; and 4) skills required to quickly understand and address complex issues. Emphasis was on developing leadership skills in an international context, diversity, innovation with regard to the social change model, and the development of relationships.

Literary Publication: History and Practice

Faculty: Michael Leong, Assistant Professor of English

Course: Literacy Publication (AENG 306)

Project Title: Literary Publication: History and Practice

Project description:

This was a new course developed in the English Department called "Literary Publication," which provided an introduction to the history and practice of modern and contemporary literary publication in periodicals, especially in literary magazines, journals, zines, and/or e-zines. After researching issues of key periodicals, students then put into practice this historical and critical knowledge in individual and/or group creative projects in designing, editing, and producing prototypes, in whole or in part, for original literary zines. In order to highlight the experiential learning component of this course, a series of guest speakers were proposed who visited the class throughout the semester and communicated to students their practical experiences about working for a variety of publications: Rebecca Colesworthy, Acquisitions Editor at SUNY Press; Rebecca Wolff, Publisher of Fence magazine and Fence Books; and Laurin Jefferson, Editor-In-Chief of Barzakh literary journal. This course provided a well-articulated pipeline that helped students apply for hands-on experience through internships with local publishers. The series of guest speakers oriented students towards practical futures beyond the duration of the course.

Manuscripts in the Curriculum

Faculty: 

  • Philip B. Eppard, Chair of the Information Studies Department, Professor with the College of Emergency Preparedness, Homeland Security and Cybersecurity
  • Helene Scheck, Associate Professor of English

Courses: Rare Books (IIST 655); Technologies of the Book (AENG 485/560)

Project Title: Manuscripts in the Curriculum

Project description:

Information Studies: This funding provided UAlbany students with the opportunity to examine rare manuscripts printed before 1500. This collection of manuscript books significantly increased their understanding of the history and development of the book as a physical artifact. By studying these manuscripts, students were able to understand the continuities and discontinuities between medieval books and early printed books. They were introduced to the challenges of deciphering scripts and describing books that lack some of the traditional elements (such as title pages and page numbers) that librarians are accustomed to using in cataloging. Students always appreciated the experiential elements of the Rare Books class, which was strikingly different in its focus from most of the courses they took on their way to becoming librarians or archivists. Having this collection of medieval and early modern manuscripts to work with excited them even more and provided a more effective teaching tool than the common alternative of studying images on the Internet. Students met four times in the Special Collections reading room for the exceptional opportunity to examine these rare antique manuscripts.

English: For those who have never held an 800-year old book, the experience borders on the mystical. We are thrilled to have provided such an opportunity to our students. Twenty-one religious, legal, and literary manuscripts ranging in date from 1235 to 1825 CE and hailing from western Europe as well as Ethiopia and Greece were on display for the entire summer of 2018. These manuscripts formed the core of study for two summer courses as well as research internships and/or thesis work at undergraduate and graduate levels in English and Information Science. In these various ways, students learned professional skills related to the historical study of books, including paleography and codicology and also deepened their understanding of religion, literature, and history by working directly with actual historical objects pertinent to those fields just as historians within those fields do in their professional practice. In addition, an expert on the manuscript collection gave a public lecture and seminar for the students. Students pursuing a career in Information Sciences or historical studies in English, History, Religion, and Art History benefited professionally by acquiring skills in codicology and paleography that furthered their thesis research as well as their professional profiles, whether their end goal was research librarian or professor of English literary history. Other course activities were also grounded in experiential learning. Workshops were offered to students on paleography, codicology, papermaking, book transformation art, and calligraphy, each of which built toward the final project, which was based on close study of one of the manuscripts on loan. In all, students worked directly with the manuscripts in a way they would not otherwise have been able to do. This prepared them to conduct their own archival research in future and was therefore an important part of their professional scholarly development.

Master Class and Private Singing Lessons

Faculty: Karla Kash, Associate Professor of Music and Theater, Director and Producer of the Theater Program

Course: Major Performance Study (AMUS 178)

Project Title: Master Class and Private Singing Lessons with Professor Ryker

Project description:

Professor Ryker, a guest artist from Ohio University, gave a masterclass and private singing lessons for our theatre and music students enrolled in Major Performance Study (AMUS 178). For the masterclass, he worked with students on musical theatre and classical music songs, and coached students vocally on how to improve their pieces. Not only did he coach students in the course, but all students were welcome to attend and observe. He then worked with individual students for two days on private vocal lessons. Students worked with him on songs that they planned to use at auditions to get professional work. Students that were taking singing lessons had been preparing all semester but had not had an outside perspective on their vocal technique. Feedback was provided immediately by Professor Ryker and with notes from myself and other music/theatre faculty. During finals week, the students performed a jury for music/theatre faculty where they received more professional feedback to best prepare them for future auditions and performances.