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Faculty Profiles

 
 

Faculty Profiles

Robert C. Jordan

Assistant Professor
Music, College of Arts and Sciences

Performing Arts Center 210
516.877.4119
rjordan@adelphi.edu

 
General Information

Diplomas/Degrees

Diplomas/Degrees

EdDCT, Teachers College, Columbia University (2022)

MM, Western Michigan University (2008)

BME, Indiana University Jacobs School of Music (1998)

Licenses and Certifications

Licenses and Certifications

State of Michigan Professional Teaching Certificate 

State of New York Initial Teaching Certificate

Estill Voice Figure Proficiency Certification

Professional Experience

Professional Experience

Assistant Professor of Music Education

Adelphi (September 2022–present)

Course Instructor

Teachers College, Columbia University (September 2021–May 2022)

Student Teacher Supervisor

Teachers College, Columbia University (September 2019–May 2022)

Assistant Initial Certification Coordinator

Teachers College, Columbia University (September 2019–May 2022)

Applied Music Instructor

Teachers College, Columbia University (January 2020–May 2022)

Secondary Instrumental and Choral Music Educator

Portage Public Schools, Portage, MI (Full-time, June 2002–June 2019)

High School Musical Theatre Music Director

Portage Public Schools, Portage, MI (Extra-duty, September 2015–June 2019)

Middle School Musical Theatre Director

Portage Public Schools, Portage, MI (Extra-duty, January 2008–June 2019)

Secondary Instrumental Music Educator

Coldwater Community Schools, Coldwater, MI (Full-time, August 1998–June 2002)

Personal Statement

Personal Statement

PERSONAL STATEMENT ON SOCIAL JUSTICE, JUSTICE-BASED EDUCATION

Social justice is a form of active engagement and thoughtful inquiry about inequities in the world. In essence, social justice serves to uncover injustices, imbalances, and untruths in order to support and promote a more equitable social order.[1]

I encourage students to think deeply about how we have been and are being taught…how we have learned and are learning…how we have taught and are teaching. How might the ways we teach music conceal injustice and imbalance, perpetuate unfairness and disinformation, and make excuses for “the way it’s always been?” It’s important to me to intentionally infuse these sorts of questions throughout the entirety of our learning together rather than to confine our conversations of justice-based education to one week or module. By continuing to ask these sorts of questions as we teach and learn, we try to work toward a more learner-centered approach that places students’ identities and musical interests at the center of our educational praxis.

In my own efforts to be a more reflexive educator, I invite my students to let me know when they feel that I or we could be doing a better job in class. I facilitate this process by using Stephen Brookfield's Critical Incident Questionnaire[2], an annonymous feedback tool. I check for student feedback each week; share potential remedies; and encourage students to keep sharing feedback annonymously in the following weeks. I feel that these conversations are important, and I welcome them even when they are difficult—often a sign that we are growing as co-teachers and co-learners.

[1] DeLorenzo, Lisa C., and Marissa Silverman. Music Lesson Plans for Social Justice: A Contemporary Approach for Secondary School Teachers. New York: Oxford University Press, 2022, p. 3.

[2] Brookfield, Stephen D. Becoming a Critically Reflective Teacher, 2nd ed. Jossey-Bass, 2017.

 

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