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NEW YORK UNIVERSITY STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT 2019-2021 GRADUATE BULLETIN New York University Bulletin

GraduateGRADU 2019-2020ATE 2019-2021

Steinhardt School of Culture, Education, and Human Development

AnnouncAnnouncementsement for the 129thfor the and 130th129th Sessions and 130th Sessions

New York University Washington Square New York, NY 10003

NOTICES

About This Bulletin The policies, requirements, course offerings, schedules, activities, tuition, fees, and calendar of the school and its departments and programs set forth in this bulletin are subject to change without notice at any time at the sole discretion of the administration. Such changes may be of any nature, including, but not limited to, the elimination of the school or college, programs, classes, or activities; the relocation of or modification of the content of any of the foregoing; and the cancellation of scheduled classes or other academic activities. Payment of tuition or attendance at any classes shall constitute a student’s acceptance of the administration’s rights as set forth in this paragraph.

Fieldwork Placement Advisory Be advised that fieldwork placement facilities that provide training required for your program degree, and agencies that issue licenses for practice in your field of study, each may require you to undergo general and criminal background checks, the results of which the facility or agency must find accept- able before it will allow you to train at its facility or issue you a license. You should inform yourself of offenses or other facts that may prevent obtaining a license to practice in your field of study. NYU Steinhardt will not be responsible if you are unable to complete program requirements or cannot obtain a license to practice in your field because of the results of such background checks. Some fieldwork placement facilities in your field of study may not be available to you in some states due to local legal prohibitions.

Campus Security Report In compliance with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act, NYU prepares an annual campus security and fire safety report containing information about crimes and policies related to security and safety at the University. All prospective students may view the full text of this report at nyu.edu/life/safety-health-wellness/be-safe/public-safety/crime-reports-statistics. html. The report is also available in hard copy by contacting [email protected] or can be viewed at the NYU Department of Public Safety’s Command Center located at 7 Washington Place. Table of Contents

An Introduction to New York University ...... 4 The Schools and Colleges of the University ...... 4 New York University and New York ...... 5 Introduction to the Steinhardt School of Culture, Education, and Human Development ...... 9 Academic Programs ...... 10 Program and Concentration Codes ...... 10 Teacher Certification Programs ...... 15 Application Deadlines; Classification of Courses ...... 17 Course Number Prefixes ...... 18 Department of Administration, Leadership, and Technology ...... 20 Department of Applied Psychology ...... 31 Department of Applied Statistics, Social Science, and Humanities ...... 46 Department of Art and Art Professions ...... 59 Department of Communicative Sciences and Disorders ...... 75 Department of Media, Culture, and Communication ...... 82 Department of Music and Performing Arts Professions ...... 89 Department of Nutrition, Food Studies, and Public Health ...... 123 Department of Occupational Therapy ...... 131 Department of Physical Therapy ...... 138 Program in Rehabilitation Sciences ...... 146 Department of Teaching and Learning ...... 148. Admission ...... 184 Registration and Advisement ...... 187 Tuition, Fees, and Expenses ...... 193 Student Activities/School and University Services ...... 200 Graduate Study/General Requirements ...... 203 Activw Degree and Certificate Programs as Registered by the New York State Education Department ...... 210 Calendar ...... 214 Map ...... 228 Travel Directions to the Washington Square Campus ...... 229 Index ...... 230 Frequently Called Numbers ...... 233 An Introduction to New York University

The founding of New York University in 1831 by a group of he founding of New York University in 1831 by a The result of the founders’ foresight is today a university eminent private citizens was a historic event in American group of eminent private citizens was a historic that is recognized both nationally and internationally as a education. In the early 19th century, a major emphasis in higher event in American education. In the early 19th leader in scholarship. Of the more than 3,000 colleges and education was on the mastery of Greek and Latin, with little Tcentury, a major emphasis in higher education universities in the United States, only 60 institutions are attentionwas on the given mas tot erymodern of Gr oreek contemporary and Latin, with subjects. little aThettention founders members of the distinguished Association of American ofgiv Newen t oYork modern University or cont intendedempor aryto enlarge subjects. the T scopehe founders of higher of Universities. New York University is one of the 60. Students educationNew York toUniv meetersity the intneedsended of personsto enlar geaspiring the sc toope careers of higher in come to the University from all 50 states and from more than business,education industry, to meet science, the needs and of the persons arts, as aspiring well as tino law,careers 130 foreign countries. in business, industry, science, and the arts, as well as in law, The University includes 18 schools, colleges, and institutes medicine, and the ministry. The opening of the University of medicine, and the ministry. The opening of the University of at major centers in , Brooklyn, Abu Dhabi (UAE), London in 1828 convinced New Yorkers that New York, too, London in 1828 convinced New Yorkers that New York, too, and Shanghai. In addition, the University operates a branch shouldshould havehave aa university.university. campus program in Rockland County at St. Thomas Aquinas The first president of New York University’s governing College. Certain of the University’s research facilities, notably council was , former adviser to Thomas the Nelson Institute of Environmental Medicine, are located Jefferson and secretary of the treasury in Jefferson’s cabinet. in Sterling Forest, near Tuxedo, New York. Although the Gallatin and his cofounders said that the new university was to University as a whole is large, its divisions are small- to be a “national university” that would provide a “rational and moderate-sized units — each of which has its own traditions, practical education for all.” programs, and faculty.

The Schools, Colleges, Institutes, and Programs of the University (in order of their founding)

1832 College of Arts and Science 1922 Institute of Fine Arts 1972 Gallatin School of Individualized Study www.nyu.edu/gsas/dept/fineart nyu.edu/gallatin cas.nyu.edu

1932 Rory Myers College of Nursing 1972 Liberal Studies Program 1835 School of Law nursing.nyu.edu liberalstudies.nyu.edu www.law.nyu.edu

1934 School of Continuing and 2006 Institute for the Study of the 1841 School of Medicine Professional Studies Ancient World school.med.nyu.edu scps.nyu.eduscps.nyu.edu isaw.nyu.edu 1854 Tandon School of Engineering 1934 Courant Institute of 2010 New York University Abu Dhabi engineering.nyu.edu engineering.nyu.edu Mathematical Sciences nyuad.nyu.edu cims.nyu.edu 1865 College of Dentistry 2012 Center for Urban Science dental.nyu.edu 1938 Robert F . Wagner Graduate and Progress

School of Public Service cusp.nyu.edu 1886 Graduate School of Arts and Science wagner.nyu.edu gsas.nyu.edu 2012 College of Global Public Health 1960 Silver School of Social Work publichealth.nyu.edu 1890 Steinhardt School of Culture, www.nyu.edu/socialwork Education, and Human 2013 Marron Institute of Urban Management Development 1965 Tisch School of the Arts marroninstitute.nyu.edu steinhardt.nyu.edusteinhardt.nyu.edu tisch.nyu.edu 2013 New York University Shanghai 1900 Leonard N . Stern School of Business shanghai.nyu stern.nyu.edu

4 AN INTRODUCTION TO NEW YORK UNIVERSITY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 New York University and New York

NEW YORK UNIVERSITY contain, among other resources, the services, preservation, electronic LIBRARIES archives of the Jewish Labor Committee information, and digital library technology. The Elmer Holmes Bobst Library, de- and of more than 200 The Libraries of New York University signed by Philip Johnson and Richard labor organizations. collections include more than 5.1 million Foster, is the flagship of a six-library sys- The Barbara Goldsmith Preservation volumes, over 6 million microforms, tem that provides access to the world’s and Conservation Department in Bobst 480,000 government documents, scholarship and serves as a center for Library comprises laboratories for book, 142,000 sound and video recordings, the NYU community’s intellectual life. film, and audio/video conservation. Its and a wide range of electronic resources. With four million print volumes, 68,000 preservation projects often provide Bobst Library is visited by more than serial subscriptions, 50,000 electronic training for students in many aspects of 6,800 users per day and circulates about journals, half a million e-books, 105,000 book, paper, and media preservation. In one million books annually. audio and video recordings, and 25,000 a groundbreaking initiative funded by The , the University’s linear feet of archival materials, the the Andrew W. Mellon Foundation, the fine arts museum, presents three to collections are uniquely strong in the Division of Libraries in 2008 completed four innovative exhibitions each year performing arts, radical and labor his- development of rationales and strategies that encompass all aspects of the visual tory, and the history of New York and its for all aspects of moving image and arts: painting and sculpture, prints and avant-garde culture. audio preservation, consulting with drawings, photography, architecture Bobst Library offers 28 miles of open a variety of other institutions to and decorative arts, video, film, and stacks and approximately 2,500 seats identify and test best practices and performance. The gallery also sponsors for student study. The Avery Fisher disseminating them throughout the lectures, seminars, symposia, and film Center for Music and Media, one of the archival community. series in conjunction with its exhibitions. world’s largest academic media centers, Beyond Bobst, the library of Admission to the gallery is free for NYU has 134 carrels for audio listening and the renowned Courant Institute of staff, faculty, and students. video viewing and three multimedia Mathematical Sciences focuses on The New York University Art classrooms. The Digital Studio offers research-level material in mathematics, Collection, founded in 1958, consists a constantly evolving, leading-edge computer science, and related fields. of more than 5,000 works in a wide resource for faculty and student The Stephen Chan Library of Fine range of media. The collection primarily projects and promotes and supports Arts at the Institute of Fine Arts (IFA) comprises late 19th-century and 20th- access to digital resources for teaching, houses the rich collections that support century works; its particular strengths learning, research, and arts events. The the research and curricular needs are American painting from the 1940s to Data Service Studio provides expert of the institute’s graduate programs the present and 20th-century European staff and access to software, statistical in art history and archaeology. The prints. A unique segment of the NYU computing, geographical information Jack Brause Real Estate Library at Art Collection is the Abby Weed Grey systems analysis, data collection the Real Estate Institute, the most Collection of Contemporary Asian resources, and data management comprehensive facility of its kind, serves and Middle Eastern Art, which totals services in support of quantitative the information needs of every sector of some 1,000 works in various media research at NYU. the real estate community. The Library representing countries from Turkey to The , a special collection of the Institute for the Study of the Japan. within Bobst Library, is home to the Ancient World (ISAW) is a resource unparalleled Fales Collection of English for advanced research and graduate THE LARGER CAMPUS and American Literature; the Food education in ancient civilizations from New York University is an integral part Studies Collection, a rich and growing the western Mediterranean to China. of the metropolitan community of New trove of cookbooks, food writing, Complementing the collections of the York City — the business, cultural, artistic, pamphlets, paper, and archives dating Division of Libraries are those of the and financial center of the nation and the from the 1790s; and the Downtown libraries of NYU’s School of Medicine, home of the United Nations. The city’s Collection, an extraordinary multimedia Dental Center, and School of Law. extraordinary resources enrich both the archive documenting the avant-garde The NYU Division of Libraries academic programs and the experience New York art world since 1975. Bobst continually enhances its student of living at New York University. Library also houses the Tamiment and faculty services and expands its Professors whose extracurricular Library, the country’s leading repository research collections, responding to the activities include service as editors for of research materials in the history of extraordinary growth of the University’s publishing houses and magazines; as left politics and labor. Two fellowship academic programs in recent years and advisers to city government, banks, programs bring scholars from around to the rapid expansion of electronic school systems, and social agencies; the world to Tamiment to explore the information resources. Bobst Library’s and as consultants for museums and history of the Cold War and its wide- professional staff includes more than 30 industrial corporations bring to teaching ranging impact on American institutions subject specialists who select materials an experience of the world and a and to research academic freedom and and work with faculty and graduate professional sophistication that are promote public discussion of its history students in every field of study at NYU. difficult to match. and role in our society. Tamiment’s The staff also includes specialists in Students also, either through course Robert F. Wagner Labor Archives undergraduate outreach, instructional work or in outside activities, tend to be

5 AN INTRODUCTION TO NEW YORK UNIVERSITY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 involved in the vigorous and varied life few blocks of the University. antidiscrimination policies and of the city. Research for term papers in University apartment buildings procedures at New York University may the humanities and social sciences may provide housing for some 2,100 members be referred to Mary Signor, Executive take them to such diverse places as the of the faculty and administration, and Director, Office of Equal Opportunity, American Museum of Natural History, University student residence halls New York University, Elmer Holmes the Museum of Modern Art, a garment accommodate more than 11,500 men and Bobst Library, 70 Washington Square factory, a deteriorating neighborhood, women. Many more faculty and students South, 12th Floor, New York, NY 10012; or a foreign consulate. reside in private housing in the area. 212-998-2352. Inquiries may also be Students in science work with referred to the director of the Office their professors on such problems of A PRIVATE UNIVERSITY of Federal Contract Compliance, US immediate importance for urban society Since its founding, New York University Department of Labor. as the pollution of waterways and the has been a private university. It operates New York University is a member of congestion of city streets. Business under a board of trustees and derives the Association of American Universities majors attend seminars in corporation its income from tuition, endowment, and is accredited by the Middle States boardrooms and intern as executive grants from private foundations and Association of Colleges and Schools assistants in business and financial houses. government, and gifts from friends, (Commission on Higher Education of the The schools, courts, hospitals, settlement alumni, corporations, and other private Middle States Association of Colleges houses, theatres, playgrounds, and philanthropic sources. and Schools, 3624 Market Street, prisons of the greatest city in the world The University is committed to Philadelphia, PA 19104; 215-662-5606). form a regular part of the educational a policy of equal treatment and Individual undergraduate, graduate, scene for students of medicine, dentistry, opportunity in every aspect of its and professional programs and schools education, social work, law, business and relations with its faculty, students, and are accredited by the appropriate public administration, and the creative staff members, without regard to race, specialized accrediting agencies. and performing arts. The chief center color, religion, sex, sexual orientation, for undergraduate and graduate study gender and/or gender identity or is at Washington Square in Greenwich expression, marital or parental status, Village, long famous for its contributions national origin, ethnicity, citizenship to the fine arts, literature, and drama and status, veteran or military status, its small-scale, European style of living. age, disability, and any other legally New York University makes a significant protected basis. contribution to the creative activity of the Inquiries regarding the application Village through the high concentration of of the federal laws and regulations faculty and students who reside within a concerning affirmative action and

Senior University Administration

Andrew Hamilton, BSc, MSc, PhD, Charlton McIlwain, BA, MHR, PhD, Vice Georgina Dopico, MA, PhD, Vice Provost President Provost for Faculty Engagement and of Undergraduate Affairs Development Sabrina Ellis, BA, MS, Vice President of Yanoula Athanassakis, BA, MA, MA, PhD, Linda G Mills, BA, JD, MSW, PhD ,Lisa Human Resources Director, Environmental Humanities Ellen Goldberg Professor; Vice Chancellor Anthony Jiga, BA, MPP, Vice Provost for Initiative for Global Programs and University Life Resource Planning Richard S Baum, BA, Chief of Staff to Carol Morrow, BA, MA, PhD, Vice Provost MJ Knoll-Finn, BA, MBA, Senior Vice the President Terrance Nolan, BA, JD, LLM, General President for Enrollment Management Stacie Grossman Bloom, PhD, Counsel and Secretary of the University Marlon Lynch, BA, MA, Vice President, Vice Provost for Research Ellen Schall, BA, JD, Senior Presidential Global Campus Safety Lynne P Brown, BA, MA, PhD, Senior Fellow Karen Nercessian, BCE, MPA, Associate Vice President for University Relations Vice Provost for Strategy and Chief of and Public Affairs John Beckman, BA, Senior Vice Staff to the Provost Martin S Dorph, BS, MBA, JD, Executive President for Public Affairs and Strategic Cybele Raver, BA, MS, MPhil, PhD, Vice President Communications Deputy Provost Katherine Fleming, BA, MA, PhD, Provost Linda Chiarelli, BE, JD, Vice President, Stephanie Pianka, BA, MBA, Senior Tracey Gardner, BA, MPA, Deputy Chief Capital Projects and Facilities Vice President for Finance and Budget of Staff Lisa Coleman, BA, MA, MA, MA, PhD, and Chief Financial Officer Robert Cashion, BA, MBA, Senior Vice Senior Vice President for Global Clay Shirky, BA, Vice Provost for President for University Development Inclusion, and Strategic Innovation Educational Technologies and Alumni Relations and Chief Diversity Officer Marc L Wais, BS, MBA, EdM, EdD, Senior Vice President for Student Affairs

6 AN INTRODUCTION TO NEW YORK UNIVERSITY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Deans and Directors

Neil Guterman, BA, MSW, PhD, Paulette Trevor W . Morrison, BA (hons.) [British DEANS AND DIRECTORS Goddard Professor; Dean, Silver School Columbia]; JD, Dean, School of Law of Social Work Julie Mostov, BA, MA, PhD, Dean, Liberal Charles N . Bertolami, DDS, DMedSc, Phillip Harper, BA, MFA, PhD, Erich Maria Studies Herman Robert Fox Dean, College of Remarque Professor of Literature, Dean, Dentistry Fabio Piano, BS, MA, PhD, Provost, NYU Graduate School of Arts and Science Abu Dhabi Alfred H . Bloom, BA, PhD, (hon) LLD, Cheryl G . Healton, BA, MPA, DrPH, Dean, Vice Chancellor, NYU Abu Dhabi Christine Poggi, BA, MA, PhD, Judy and College of Global Public Health Michael Steinhardt Director, Institute of H . Austin Booth, BA, MA, MSLS, Dean Gene Jarrett, AB, AM, PhD, Seryl Kush- Fine Arts of Libraries ner Dean, College of Arts and Science Michael D . Purugganan, BS, MA, PhD, Russel Caflisch, BS, MS, PhD, Director, Alexander Jones, BA, PhD, Leon Levy Dean for Science, Faculty of Arts and Courant Institute of Mathematics Director, Institute for the Study of the Science Thomas J . Carew, BA, MA, PhD; (hon.) Ancient World David Stasavage, BA, PhD, Dean for MA, Anne and Joel Ehrenkranz Dean, Julia Kempe, MS, PhD, Director of the Social Sciences, Faculty of Arts and Faculty of Arts and Science Center for Data Science Science Carolyn Dinshaw, AB, PhD, Dean for Jelena Kova˘cevi´ MS,c, PhD, Dean, Eileen Sullivan-Marx, BSN, MS, PhD, Humanities, Faculty of Arts and Science Tandon School of Engineering CRNP, RN, FAAN, Perkins McGriff Dean, Clayton Gillette, BA, JD, Director, Rory Meyers College of Nursing Jeffrey S . Lehman, BA, JD, MPP, Vice Marron Institute of Urban Management Chancellor, NYU Shanghai Raghu Sundaram, BA, MBA, MA, PhD, Sherry L . Glied, BA, MA, PhD, Dean, Dean, Leonard N. Stern School of Yu Lizhong, BSc, PhD, Chancellor, NYU Robert F. Wagner Graduate School of Business Shanghai Public Service Joanna Waley-Cohen, BA, MA, PhD, Geeta Menon, BA, MA, PhD, Dean, Allyson Green, BFA, MFA, Dean, Tisch Provost, NYU Shanghai Undergraduate College, Leonard N. School of the Arts Stern School of Business Susanne L . Wofford, BA, BPhil [Oxon.], Susan Greenbaum, BA, MBA, EdD, PhD, Dean, Gallatin School of Individual- Pamela Morris, BA, MA, PhD, Interim Interim Dean, School of Professional ized Study Dean (2019-20), Steinhardt School Studies of Culture, Education, and Human Robert I . Grossman, BS, MD, Saul J. Development Farber Dean, NYU School of Medicine; Chief Executive Officer, NYU Hospitals Center

BoardBoar dof of Trustees Trustees

William Berkley, BS, MBA, Chair Jeffrey S . Gould, BA, JD John Paulson, BS, MBA Lisa Yoo Hahn, BA, JD Dasha Rettew, BA, MA Ronald D . Abramson, BA, JD; (hon) DFA Andrew Hamilton, BSc, MSc, PhD Catherine B . Reynolds, BA Khaldoon Khalifa Al Mubarak, BS Beverly Hyman, BA, MS, PhD Brett B . Rochkind, BS, MBA Taff Ayodele, BA, MBA Mitchell Jacobson, BA, JD Constance Silver, BS, MSW, PhD Phyllis Putter Barasch, BS, MA, MBA Boris Jordan, BA Larry A . Silverstein, BA, LLB Maria Bartiromo, BA David A . Katz, BA, JD Lisa Silverstein, BA Marc H . Bell, BS, MS Jonathan C . Kim, BS Joseph S . Steinberg, BA, MBA Andrea C . Bonomi, BSc Andre J .L . Koo, BA, MBA Judy Steinhardt, BA, EdM Casey Box, AA, BA, MPA Joseph Landy, BS, MBA Jessica Swartz, BA, MA, PhD Sharon Chang, BA, MA Mark Leslie, BA Adam Taki, BA, MA Evan R . Chesler, BA, JD Brian A . Levine, BS, MS, MD Chandrika Tandon, BA, MBA Steven M . Cohen, BA, JD Amanda Lipitz, BFA David A . Tanner, BA, JD Stuyvie Comfort, BSE, JD, LLM Martin Lipton, BS, LLB Daniel R . Tisch, BA Fiona Druckenmiller Kelly Kennedy Mack, BA, MBA Wenliang Wang Jinsong Ding Mimi M . D . Marziani, BA, JD Anthony Welters, BA, JD Gale Drukier, BS, MS, EdD Howard Meyers, BS Leonard A . Wilf, BA, JD, LLM Joel S Ehrenkranz, BS, MBA, LLB, LLM Ruthie Ann Miles, BA, MA Sascia Yuan, BA Lun Feng, BS, LLM, JD Constance J . Milstein, BA, JD Charles M . Zegar, BS, MS, MS Laurence D . Fink, BA, MBA Rima Al Mokarrab, BA, JD, MIA Luiz Fraga, BA, MBA David C . Oxman, BA, LLB

7 AN INTRODUCTION TO NEW YORK UNIVERSITY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Life Trustees

LIFE TRUSTEES William C . Rudin, BS

Diane Belfer Joel E . Smilow, BA, MBA

Arthur L . Carter, BA, MBA SheldonSheldon H. H . Solow

John J . Creedon, BS, LLB, LLM SolowMichael H . Steinhardt, BS

Maurice R Greenberg, LLB; (hon.) Shelby White, BA, MBA JD, LLD William D . Zabel, BA, LLB Henry Kaufman, BA, MS, PhD; (hon.) LHD, LLD TRUSTEE ASSOCIATES Helen L . Kimmel, BA Bruce Berger, BS Charles Klein, BA, JD Leonard Boxer, BS, LLB Richard Jay Kogan, BA, MBA Jane Eisner Bram, BA, MSW, PhD Kenneth G . Langone, BA, MBA Betty Weinberg Ellerin, BA, LLB Donald B. B . Marron Trustee Associates Marron Marvin Leffer, BS, MBA Thomas S . Murphy, BSME, MBA Jeffrey H . Lynford, BA, MPA, JD Herbert M . Paul, BBA, MBA, JD, LLM

E . John Rosenwald Jr, BA, MBA

Bruce Berger, BS

Leonard Boxer, BS, LLB

Jane Eisner Bram, BA, MSW, PhD

Betty Weinberg Ellerin, BA, LLB

Marvin Leffer, BS, MBA

Jeffrey H . Lynford, BA, MPA, JD

8 AN INTRODUCTION TO NEW YORK UNIVERSITY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 INTRODUCTION TO THE Steinhardt School of Culture, Education, and Human Development

The Steinhardt School of Culture, Education, and Human Welcome to NYU Steinhardt. We are proud to have you be Development is a professional school with a wide range of part of our tradition of excellence and our vision for the future. undergraduate and graduate programs, all designed to advance knowledge, creativity, and innovation at the crossroads of human Administration learning, culture, development, and well-being. Our integration of education, media studies, health, and the arts into a single Pamela Morris, BA, MA, PhD, Kelsey Buttendorf, BA, MS, college makes us unique in the nation and offers unrivaled Interim Dean Director, Academic opportunities for inquiry and exploration. Many of our programs Technology James Fraser, BA, MDiv, PhD, are especially committed to activities aimed at improving the Vice Dean for Academic Mary Beth Fenlaw, BMus, urban environment for communities, families, and children. Affairs MBA, Director, Marketing At the graduate level, the school prepares aspiring and current professionals from a diverse range of backgrounds and Maura Hofstadter, BA, PhD, Executive Director, Faculty experiences to enter or advance their careers in health, the arts, Rebecca Brandriff, BS, MBA, Affairs culture, and media in addition to teacher education, leadership, Vive Dean for Administration and applied psychology. We offer specialized professional and and Finance Ilana Intonato, BA, MA, scholarly education within the context of one of the country’s Chief Information Officer, Tracey Elliott, BA, Assistant premier centers for scholarly and creative inquiry, applied re- Technology Services Dean for Development search, and field-based practice. Our students find a warm Zachary Klim, BA, MA, and supportive environment in which they can explore Erin Embry, BS, MS, MPA, Executive Director, Global new ideas and practices with faculty and student colleagues. Associate Dean for Academic Affairs and Experiential They work with researchers, scholars, and teachers who are Operations Education intellectually adventurous and socially conscious. They learn in Stella Flores, BA, MHR, PhD, Catherine Legnetti, BS, the expansive environment of a great research university and Associate Dean for Faculty MA, Director, Registration use the urban neighborhoods of New York City and countries Development and Diversity around the world as their laboratory. They embrace the chal- Services Delmy Lendof, BA, MA, PhD, lenges of our complex and interconnected world. Gabriel Lopez, BBA, MBA, Associate Dean for Student The school traces its origins to 1890, when New York Univer- Director, Human Resources Affairs sity established a School of Pedagogy. With its founding, the John Lyons, BS, MA, University achieved another milestone in American education. Lisa Sassor, BS, MS, RD, Director, Institutional It was the first time that a graduate school for preparing teach- Associate Dean for Global Research and Assessment ers was established in a major university, placing the School of Affairs John S Myers, BA, MA, Pedagogy at equal rank with other professional schools, such Lindsay Wright, BS, PhD, Director, Enrollment Services as law and medicine. From its earliest years, NYU Steinhardt Associate Dean for recognized the importance of diversity, and included women Accreditation and Kofi Ofori, BS, MBA, among its first doctoral graduates and African Americans in its Assessment Executive Director, Finance student body and faculty in the early 20th century. Kervin Pillot, BA, MA, Today, NYU Steinhardt offers a broad array of programs and Senior Director, Academic classes, including several online graduate programs, on-campus Richelle Ash, BS, EMPA, Operations and study-abroad courses during winter and summer sessions; Executive Director, Research Jane Sullivan, BA, Senior outstanding fieldwork sites for applied practice; award-winning Jeanne Bannon, BA, MA, Director, Communications faculty; and exceptional academic and research opportunities. Director, Student Services Through rigorous research and education, both within and Debra Weinstein, BA, MA, Lauren Brown, Chief of Staff, across disciplines, Steinhardt’s faculty and students continually Director, Publications and Office of the Dean evaluate and redefine processes, practices, and policies in their Creative Projects respective fields. They bring global and community perspec- tives to their studies and research and to their careers.

9 INTRODUCTION THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Academic Programs

ADMINISTRATION, LEADERSHIP Program and Concentration Codes AND TECHNOLOGY

Program CODES DEGREES (See page XXXXX for ADMINISTRATION, teacher certification LEADERSHIP AND TECHNOLOGY programs) ‡Business Education Business and Workplace Learning GEBWEMMA MA Workplace Learning GEBEWLADCR Advanced Certificate

Educational Administration Educational Administration GEEDADEDD EdD Educational Administration GEEDADPHD PhD

Educational Communication and Technology Digital Media Design for Learning GEDMDLADCR Advanced Certificate Digital Media Design for Learning GEDMDLMA MA Educational Communication and Technology GEEDCTPHD PhD Games for Learning GEGLETMS MS

Educational Leadership †Educational Leadership: School Building GEELSBMA MA Leader Educational Leadership: School District GEELSDADCR Advanced Certificate Leader Educational Leadership, Politics, and Advocacy GEELPAMA MA Leadership and Innovation GEYLINEDD EdD

Higher Education Higher Education and Student Affairs GEHESAMA MA Higher Education Administration GEHIADEDD EdD Higher and Postsecondary Education GEHIPSPHD PhD

APPLIED PSYCHOLOGY Program†Counseling and Guidance CODES DEGREES †Counseling and Guidance Counseling and Guidance with a concentration in Bilingual School Counselor K-12 GECNGU/CGB-MA MA Counseling and Guidance with a concentration in Counselor in Schools K–12 GEYCNGMA MA Counseling and Guidance and LGBT Health, Education, and Social Services GECNGU/CGS-MA MA/Advanced Certificate Counseling for Mental Health and Wellness GECNGG-MA/ADCRT MA Counseling for Mental Health and Wellness and LGBT Health, Education, and Social Services GECMHWMA MA/Advanced Certificate LGBT Health, Education, and Social Services GELGBTADCR Advanced Certificate ‡ Students are no longer admitted into this †Counseling Psychology program. Counseling Psychology GECNPSPHD PhD † Professional license Psychology and Social Intervention qualifying. Psychology and Social Intervention GEPSSIPHD PhD

Developmental Psychology Developmental Psychology GEPSOVPHD PhD

10 ACADEMIC PROGRAMS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Program Codes Degrees Programs and Human Development and Social Intervention Concentration Codes, Human Development and Social Intervention GEHDSIMA MA continued Human Development and Social Intervention/ LGBT Health, Education, and Social Services GEHDLGMA/ADCR MA/Advanced Certificate

Psychology and Social Intervention Psychology and Social Intervention GEPSSIPHD PhD

APPLIEDAPPLIED STATISTICS, STATIS SOCIALTICS, SCIENCE, SOCIAL AND SCIENCE, HUMANITIES AND HUMANITIES Program Codes Degrees AppliedApplied Statistics Statis intics Social in Social Research Research Applied Statistics in Social Science Research GEASSRMS MS

‡History of Education History of Education GEHSEDMA MA History of Education GEHSEDPHD PhD

‡Education and Jewish Studies Education and Jewish Studies GEEDJSMA MA Education and Jewish Studies/ Hebrew and Judaic Studies GEEJHJMA MA (dual degree with GSAS) Education and Jewish Studies GEEJSTPHD PhD

Education & Social Policy Education and Social Policy GEEDSPMA MA GEEDSPMA M.A.

International Education International Education GEINTEPHD PhD International Education: Cross-Cultural Exchange and Training GEINTE/CII-PHD PhD International Education: Global Education GEINTE/GED-PHD PhD International Education: International Development Education GEINTE/COP-PHD PhD International Education GEINTSMA MA International Education GEINTSADCR Advanced Certificate

Sociology of Education Sociology of Education GESOEDPHD PhD Sociology of Education GESOEDMA MA

ART AND ART PROFESSIONS Program Codes Degrees StudioS Arttudio Art Studio Art GEARSAMFA MFA

Art Education Art Education and Community Practice GEAECPMA MA Teaching Art: All Grades GEAREI/AREP MA

†Art Therapy Art Therapy GEARTTMA MA

Costume Studies Costume Studies GEARCSAMA MA Costume Studies and Library and Information Science GECSLSMA MA/MSLIS

Visual Arts Administration Visual Arts Administration GEARVAMA MA

COMMUNICATIVECOMMUNICA SCIENCESTIVE AND SCIENCES DISORDERS AND DISORDERS ProgramCommunicative Sciences and Disorders Nodes GECSDCADCR DegreesMS Communicative Sciences and Disorders GECSDMMS MS Communicative Sciences and Disorders GECSDPPHD PhD

MEDIA, CULTURE, AND COMMUNICATION † Professional† Professional license license ProgramMedia, Culture, and Communication CodesGEMDCCMA DegreeMA qualifying.qualifying. Media, Culture, and Communication GEMCCDPHD PhD ‡ ‡Students Students are ar noe no Media, Culture, and Communication/ longerlonger admitted admitt intoed intthiso this program. program. Library and Info Services (dual degree LIU) GEMCLSMA MA/MSLIS

11 ACADEMIC PROGRAMS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Programs and MUSIC AND PERFORMING ARTS PROFESSIONS Concentration Codes, continued ProgramDance and Dance Education Codes Degrees *Teaching Dance: All Grades GEDATDADCR Advanced Certificate Teaching Dance in the Professions GEDAPRMA MA Teaching Dance in the Professions: American Ballet Theater Pedagogy GEDAPRMA: GEABT002 MA

†Drama Therapy GEDRMTMA MA †Drama Therapy GEDRMTMA MA

Educational Theatre EducationalEducational Theatre Thea intre Colleges in Colleges and andCommunities Communities GEEDTCMA MA Educational Theatre in Colleges and Communities GEEDTCPHD PhD

Instrumental Performance Instrumental Performance GEMUIPMM MM Instrumental Performance: Jazz Instrumental Performance GEMUIPMM/JIPMM MM Classical Instrumental Performance — Artist Diploma GECLASADPL AD Jazz Instrumental Performance — Artist Diploma GEJAZZADPL AD

Music Business Music Business GEMUBGMA MA Music Business: Music Technology GEMUBGMA: TTT MA

Music Education Music Education: for College and University Faculty GEMUSE/MCU-MA MA Music Education: for College and University Faculty GEMUSE/MCU-PHD PhD Music: Professional Studies in Music GEMUSEADCR Advanced Certificate

Music Technology Music Technology GEMUMTMM MM Music Technology GEMUTDPHD PhD Music Technology/Advanced Certificate Tonmeister Studies GEMTTD-MM/ADCR MM/Advanced Certificate Music Technology Dual Degree [Bmus/MM] GEMTMDMM BMus/MM

Music Theory and Composition Music Theory and Composition GEMATCMM MM Music Theory and Composition: Screen Scoring GEMTACMM/FMS-MM MM Music Theory and Composition: Screen Scoring GEYSCSMM MM Music Theory and Composition: Song Writing GEMTACMM/SGW-MM MM

Piano Performance Piano Performance GEMUPPMM MM Piano Performance: Collaborative Piano GEMUPPMM: GECPI001 MM Piano Performance: Solo Piano GEMUPPMMGESPI001 MM

12 ACADEMIC PROGRAMS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Program Codes Degrees Programs and Music Performance and Composition Concentration Codes, Music Performance and Composition: continued For Composers GEMUCPPHD/CMP-PHD PhD Music Performance and Composition: Performance GEMUCPPHD/PER-PHD PhD

Music Therapy Music Therapists GEMUSTMA MA

Performing Arts Administration Performing Arts Administration GEAADPMA MA Performing Arts Administration/BFA in Drama Dual Degree with NYU Tisch School of the Arts GEAADPMA MA

Vocal Pedagogy Vocal Pedagogy GEMVPCADCR Advanced Certificate Vocal Performance: Classical Voice GEMUVP/CLV-MM MM Vocal Performance: Performance GEMUVP/MTH-MM MM Vocal Performance/Vocal Pedagogy Classical Voice (dual degree) GEMVPR/CLV-MM/ADCR MM/Advanced Certificate Vocal Performance/Vocal Pedagogy Musical Theatre (dual degree) GEMVPR/MTH-MR/ADCR MM/Advanced Certificate

NUTRITION, FOOD STUDIES, AND PUBLIC HEALTH Nutrition and Dietetics NutritionProgram and Dietetics Codes Degrees †Nutrition and Dietetics, Clinical Nutrition GEHONDMS: GECNU002 MS †Nutrition and Dietetics, Foods and Nutrition GEHONDMS: GEFNU001 MS Nutrition and Dietetics GEHONDPHD PhD

Food Studies Food Studies GEFOODMA MA Food Studies and Food Management GEHOFPHD PhD Food Studies and Library and Information Science (dual degree with Long Island University) GEFSLSMA MA

OCCUPATIONAL THERAPY Program†Occupational Therapy (two-tiered degree) CodesGEOTDD-MS/OTD DegreesMS/OTD †Occupational Therapy GEOTHRMS MS †Occupational Therapy GEYOTHOOTD OTD Research in Occupational Therapy GEOTHXPHD PhD

Post Professional Occupational Therapy Advanced Occupational Therapy GEOTTHMA MA

PHYSICAL THERAPY Program Orthopedic Physical Therapy CodesGEPTHDADCR DegreesAdvanced Certificate †Physical Therapy (for entry-level physical therapists) GEPTPSDPT DPT Physical Therapy (for practicing physical therapists) GEPTPPDPT DPT Physical Therapists: Kinesiology GEPTHPMA MA Physical Therapy: Research in Physical Therapy GEPTHRPHD PhD

13 ACADEMIC PROGRAMS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Programs and †TEACHING AND LEARNING Concentration Codes, ProgramEarly Childhood and Elementary Education Codes Degrees continued Positions of Leadership: Early Childhood and Elementary Education GEELLDADCR Advanced Certificate Positions of Leadership: Early Childhood and Elementary Education GEELLDPHD PhD

English Education English Education Secondary and College GEENGEPHD PhD English Education Secondary and College: Applied Linguistics GEENGEPHD/APL PhD English Education Secondary and College: Literature, Reading, Media Education, Composition, and Curriculum Development GEENGEPHD/LRM PhD Teachers of English Language and Literature in Colleges GEENGCADCR Advanced Certificate

Environmental Conservation Education Environmental Conservation Education GEENYCMA MA

Mathematics Education Professors of Mathematics and Mathematics Education in Colleges GEMAECPHD PhD

Bilingual, Foreign Language and Teaching English to Speakers of Other Languages Bilingual Education GEBILNPHD PhD Foreign Language Education GEFLEDMA MA Post-Masters Study for Teachers of Foreign Languages GEFLPMADCR Advanced Certificate Post-Masters Study in Teaching English to Speakers of Other Languages GETEPMADCR Advanced Certificate Post-Baccalaureate Study in Teaching English to Speakers of Other Languages GETEBADCR Advanced Certificate Teachers of English to Speakers of Other Languages GETSOLMA MA Teachers of English to Speakers of Other Languages — Shanghai Program GETSOL/SHY-MA MA Teachers of English to Speakers of Other Languages — College GEENTCPHD PhD

Doctoral Programs Teaching and Learning GETLPDPHD PhD Teaching and Learning GETLPDEDD EdD

INTERDISCIPLINARY, INTER-PROFESSIONAL PROGRAM

ProgramRehabilitation Sciences Codes GERHSCPHD DegreesPhD

14 ACADEMIC PROGRAMS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Teacher Certification Programs*

CODES DEGREES ART AND ART PROFESSIONS ProgramTeaching Art: All Grades (professional certification) CodesGEAREPMA Degrees MA Teaching Art: All Grades (professional certification) GEAREPMA MA Teaching Art: All Grades (initial/professional certification) GEAREIMA MA Teaching Art: All Grades/Teaching Social Studies 7–12 (initial/dual) GEARESMA MA

MUSIC AND PERFORMING ARTS PROFESSIONS ProgramEducational Theatre: All Grades (initial/professional certification) CodesGEEDTAMA DegreesMA Educational Theatre: All Grades (initial/professional certification) GEEDTAMA MA Educational Theatre: All Grades and English 7–12 (dual certification, initial/professional certification) GEETEDMA MA Educational Theatre: All Grades and Social Studies 7–12 (dual certification, initial/professional certification) GEETSSMA MA Instrumental Performance/Teaching Music All Grades, dual degree (initial/professional certification) UEMSNDBMUS MA Piano Performance/Teaching Music All Grades (initial/professional certification) UEEDU005/GEMUSDMA BMus/MA Vocal Performance/Teaching Music All Grades (initial/professional certification) UEMUSVBBMUS BMus/MA Theory and Composition/Teaching Music All Grades (initial/professional certification) UEEDU003/GEMUSDMA BMus/MA Teachers of Dance: All Grades (professional certification) UEMTCDBMUS/GEMUSDMA BMus/MA Teaching Dance: All Grades (initial/professional certification) GEDATPMA MA Teaching Dance: All Grades for MAs/MFAs (initial/professional certification) GEDATCMA MA Teaching Dance: All Grades/Dance (initial/professional certification) GEDATDADCR Advanced Certificate Teaching Dance: All Grades/Dance (MFA) GEDEDAMA MA

TEACHING AND LEARNING Program Codes Degrees BilingualBilingual Education Education for fTeachersor Teachers (initial (initial certification) certifica tion) GEBILCADCRGEBILCADCR AdvancedAdv Certificateanced Certifica te Bilingual Education for Teachers (professional certification) GEBILMMA MA Childhood Education (initial certification) GECHEDMA MA Childhood Education (professional certification) GECHEPMA MA Childhood Education/Childhood Special Education, Childhood (dual certification, initial/professional certification) GECSECMA MA Early Childhood Education (initial/professional certification) GEESEEMA MA Early Childhood/Early Childhood Special Education (dual certification, initial/professional certification) GEESEEMA MA English Education: Teachers of English 7–12 (professional certification) GEENGPMA MA English Education: Teaching English 7–12 (initial/professional certification) GEENGLMA MA English and American Literature/Teaching English 7-12; Dual Degree with CAS (initial certification) GEENGDMA MA Teaching English 7–12/Teaching Students with Disabilities (dual certification, initial/professional certification) GEENGGMA MA Post-Masters Study in Bilingual Education (initial/professional certification) GEBEPMADCR Advanced Certificate Special Education Childhood, MA * Many of these (initial/professional certification) GESECHMA MA programs are Special Education: Early Childhood, MA approved by the (initial/professional certification) GESEECMA MA Department of Secondary Education GEYEMTMAT MAT Veterans Affairs. Please consult with the Office of Graduate Admissions for further information.

15 ACADEMIC PROGRAMS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Program Codes Degrees CODES DEGREES Teacher Certification Teaching a Foreign Language 7-12: Programs, continued (initial/professional certification) Chinese (initial/professional certification) GEFLCEMA MA Chinese: Mandarin (initial/professional certification) GEFLCEMA: MAN MA French (initial/professional certification) GEFLFHMA MA Italian (initial/professional certification) GEFLINMA MA Japanese (initial/professional certification) GEFLJEMA MA Spanish (initial/professional certification) GEFLSHMA MA

(Professional certification) Teachers of Chinese GEFLCPMA MA Teachers of Chinese: Mandarin GEFLCPMA: MAN MA Teachers of French GEFLFRMA MA Teachers of Italian GEFLITMA MA Teachers of Japanese GEFLJAMA MA Teachers of Spanish GEF2SPMA MA Teaching a Foreign Language 7–12 and Teaching English to Speakers of Other Languages (dual certification, initial/professional certification) GEFLTSMA MA Teaching English to Speakers of Other Languages: All Grades (initial/professional certification) GETSOGMA MA

Teaching Science Teachers of Biology 7–12 (professional certification) GESBLPMA MA Teaching Biology 7–12 (initial/professional certification) GESBLYMA MA

Teachers of Chemistry 7–12 (professional certification) GESCHPMA MA Teaching Chemistry 7–12 (initial/professional certification) GESCHYMA MA

Teaching Mathematics 7–12 (initial/professional certification) GEMTHEMA MA Teachers of Mathematics 7–12 (professional certification) GEMTHPMA MA Mathematics/Teaching Mathematics 7–12 (dual degree, initial certification) GEMTEDMA MA

Teachers of Physics 7–12 (professional certification) GESPHPMA MA Teaching Physics 7–12 (initial/professional certification) GESPHYMA MA

Teaching Social Studies 7–12 (initial/professional certification) GESSSTMA MA Teachers of Social Studies 7–12 (professional certification) GESSSPMA MA Teaching Social Studies 7–12/Teaching Students with Disabilities (initial/professional certification) GESOCGMA MA

16 ACADEMIC PROGRAMS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Application Deadlines

It is always advisable to apply early, DOCTORAL PROGRAMS SPRING SEMESTER PROGRAMS since many programs have very firm PhD and EdD programs (fall only) — Several master’s and advanced deadlines. It is the responsibility of the December 15 certificate programs and the DPS-OTHS applicant to ensure that all materials are review applications midyear in the in the Office of Graduate Admissions by DPT entry-level program PTPS spring semester. To determine if a the appropriate deadline. All deadlines (summer only) — December 1 program reviews applications in the are “in-office” and not postmarked spring, please visit the online Graduate deadlines. The Office of Graduate OTD program OTHS (fall or spring) — Application Guide located at www. Admissions reserves the right to return March 15 for fall or October 1 for spring steinhardt.nyu.edu/guide. any application that arrives after the deadline. Should any deadline fall on a MASTER’S AND ADVANCED weekend or official holiday, the in-office CERTIFICATE PROGRAMS deadline will be the next business day. Deadlines vary by program. Specific dates are posted in the online Graduate dates are posted in the online Graduate Application Guide located at www. Application Guide located at www. steinhardt.nyu.edu/guide.steinhardt.nyu.edu/guide Candidates. Candidat esmay alsoma ycontact also c ontactGraduate Gr aduaAdmissionste Admis at sions 212-998-5030at 212-998-50 or30 or steinhardt. [email protected]@nyu.edu.

.

Classification of Courses

The following pages contain descriptions of the courses offered at the Steinhardt School of Culture, Education, and Human Development. All courses at New York University are assigned a two- to five-letter program code as a prefix, followed by a two-letter level (undergraduate/graduate) school identifier and a one- to four-digit course number. Within a given department/program, courses are listed in numerical order.

For example: ■ A hyphen between the numbers (e.g. ENGED-GE 2601-2602) indicates a two-semester course in which the first course (ENGED-GE 2601) is a prerequisite for the second course ENGED-GE 2601 (ENGED-GE 2602)

■ A comma between the numbers (e.g. ENGED-GE 2601, ENGED-GE 2601 indicates a course in English Education 2602) indicates a two-semester course in which the first in the Steinhardt School of Culture, Education, and Human course (ENGED-GE 2601) is not a prerequisite for the Development for master’s and doctoral students, second course (ENGED-GE 2602,) which may be taken as a stand-alone course.

ENGED indicates the course is in the Program in English ■ Undergraduate courses in the Steinhardt School of Culture, Education Education, and Human Development are required to meet for 15 hours per credit which includes four or nine and GE indicates the course is given at the graduate level one-half hours of outside study per class meeting.

in the Steinhardt School of Culture, Education, and ■ Graduate courses in the Steinhardt School of Culture, Human Development Education, and Human Development are required to meet for 10 hours per credit, which includes seven hours of The four digits after the decimal indicates both eligibility outside study per class meeting.

to take the course and the course number within the given ■ Undergraduates within 12 credits of the baccalaureate may department or program: upon approval of their adviser and the instructor of the course register for a 2000-level course. ELIGIBILITY ELIGIBILITY ■ Undergraduates within 32 credits of the baccalaureate Number1–999 Levelfreshman, sophomore may, upon approval of their adviser, the instructor, and the 1000–1999 junior, senior chairperson of the department offering the course, register 2000–2999 master’s, doctoral for a 2000-level course. 3000–3999 doctoral 4000–4999 cross-school courses restricted to specific majors within approved schools

17 ACADEMIC PROGRAMS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Course Number Prefixes

DEPARTMENT/PROGRAM CODE Nutrition,DEPARTMENT Food/PROGRAM Studies, and Public Health CODE

Administration, Leadership and Technology AMLT-GE Nutrition, Food Studies, and Public Health Educational Leadership EDLED-GE Food Studies FOOD-GE Educational Communication and Technology EDCT-GE Nutrition and Dietetics NUTR-GE Higher and Post-Secondary Education HPSE-GE Public Health PUHE-GE

Applied Psychology APSY-GE Occupational Therapy OT-GE American Sign Language ASL-GE Physical Therapy PT-GE Applied Statistics, Social Science, and Humanities HMSS-GE Teaching and Learning TCHL-GE Applied Statistics APSTA-GE Bilingual Education BILED-GE Arts and Humanities Education, Studies in AHUM-GE Childhood Education CHDED-GE Education and Jewish Studies EJST-GE Early Childhood and Elementary Education ECED-GE Education and Social Policy EDPLY-GE English Education ENGED-GE History of Education HSED-GE Environmental Conservation Education ENYC-GE International Education INTE-GE Foreign Language Education FLGED-GE Philosophy of Education PHED-GE Language Education LANED-GE Sociology of Education SOED-GE Literacy Education LITC-GE Mathematics Education MTHED-GE Art and Art Professions ARTP-GE Science and Mathematics Education SCMTH-GE Art Education ARTED-GE Science Education SCIED-GE Art Therapy ARTT-GE Secondary Education EMAT-GE Art Theory and Critical Studies ARTCR-GE Social Studies Education SOCED-GE Costume Studies ARCS-GE Special Education SPCED-GE Studio Art ART-GE Teachers of English to Speakers of Visual Arts Administration ARVA-GE Other Languages BILED-GE

Communicative Sciences and Disorders CSCD-GE

Interdepartmental Research Studies RESCH-GE

Media, Culture, and Communication (graduate) MCC-GE

Music and Performing Arts Professions Dance Education MPADE-GE Drama Therapy MPADT-GE Music Therapy MPAMT-GE Performing Arts Administration MPAPA-GE Educational Theatre MPAET-GE Music Education MPAME-GE Instrumental Strings MPASS-GE Jazz MPAJZ-GE Percussion MPAPS-GE Brass MPABR-GE Woodwinds MPAWW-GE Piano MPAPE-GE Voice MPAVP-GE Music Business MPAMB-GE Music Technology MPATE-GE Theory and Composition MPATC-GE

18 ACADEMIC PROGRAMS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 19 ACADEMIC PROGRAMS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 DEPARTMENT OF Administration, Leadership, and Technology

DEPARTMENT CHAIR: COLLEEN L. LARSON DEGREES JOSEPH AND VIOLET PLESS HALL MA, EdD, PhD, Advanced Certificate 82 WASHINGTON SQUARE EAST, SUITE 700 | NEW YORK, NY 10003 TELEPHONE: 212-998-5520 | FAX: 212-995-4041 | WEBSITE: steinhardt.nyu.edu/alt

CONTENTS The Department of Administration, Leadership, and Technology’s vision is to enhance NYU Steinhardt’s position as FacultyFaculty ...... 21 ...... 21 he Department of Administration, one of the preeminent research universities, leveraging an EducationalEduca tionalLeadership Leadership ...... 22 22 Leadership, and Technology’s vision innovative, experiential, and technological approach to transform ProgramsPrograms in inEducational Educational Technology...... Technology...... 2929 is to enhance NYU Steinhardt’s the manner in which university leaders, school leaders, teaching ProgramsPrograms in Higher in Higher and Postsecondary and Postsec Educationondary position as one of the preeminent faculty and program practitioners are prepared to successfully ...... Education ...... 26 26 research universities, leveraging lead schools, post-secondary institutions, nonprofit agencies, Courses ...... 28 T Courses ...... 28 an innovative, experiential, and technological and organiza- tions supporting the education sector. The approach to transform the manner in which department’s programs lead to master’s and doctoral degrees university leaders, school leaders, teaching and advanced study. Courses of study address the needs of the For information about the mission increasinglyfaculty and diverse progr clienteleam pr servedactitioners by urban arinstitutions.e prepar ed and student learning outcomes for Studentsto suc cacquireessfully knowledge lead schools, and expertise pos tot-sec be effectiveondary each of our programs, please see the leadersinstitutions, in a variety nonpr of educationalofit agencies, settings. Theyand thinkorganiza critically- department website. abouttions how supporting organi- zations the function educa andtion learn sect to identifyor. The the needsdepartment of the individuals’s progr theyams will leadserve. tTheyo mas developter’s and technologicaldoctoral degr competenceees and and adv appropriateanced researchstudy. Candourses In the Steinardt School of Culture, Educa- evaluationof study skills addr to espromotes the equitable, needs of humane, the incr andeasingly effective tion, and Human Development, full-time educationaldiverse client practiceele in theirserv chosened by fields.urban institutions. study is defined by 12 credits per term Students acquire knowledge and expertise to unless otherwise defined by a specific be effective leaders in a variety of educational academic program. settings. They think critically about how organi- zations function and learn to identify the needs of the individuals they will serve. They develop Notice: The programs, requirements, technological competence and appropriate and schedules listed herein are subject research and evaluation skills to promote to change without notice. A directory equitable, humane, and effective educational of classes is published each term with a practice in their chosen fields. current schedule. For the most up-to-date schedule changes, please consult Albert, NYU’s student information website.

20 DEPARTMENT OF ADMINISTRATION, LEADERSHIP, AND TECHNOLOGY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Faculty

Gary L. Anderson, Professor. BA 1971, Ann Marcus, Professor. BA 1965, Affiliated Faculty University of Iowa; MA 1981, Colum- Brandeis University; MSc 1966, London bia University; PhD 1988, Ohio State School of Economics; EdD 1989, Colum- Catharine R. Stimpson, Professor. BA University. bia University. 1958, Bryn Mawr; BA 1960, MA 1966, Cambridge University; PhD 1967, Colum-

NoelNoel Scott Sc ottAnderson, Anderson, Department Department Chair, Clinical Chair , Camillia F. Matuk, Assistant Professor. bia University. Professor.Clinical PrBAof 1993,essor Brooklyn. BA 199 College;3, Br MSEooklyn 1994, BSc 2002, University of Windsor; MSc UniversityCollege; of MSE Pennsylvania; 1994, Univ PhDersity 2002, New of P Yorkenn - 2004, University of Toronto; PhD 2010, Ricki Goldman, Professor Emerita of University.sylvania; PhD 2002, New York University. Northwestern University. Educational Communication and Tech- nology. BA 1969, University of British Terry A. Astuto, Professor Emerita of Teboho Moja, Clinical Professor. BA 1977, Columbia; MA 1984, Hebrew University; Educational Leadership. BA 1967, Cardi- BEd 1979, University of the North (South PhD 1990, Massachusetts Institute of nal Stritch College; MS 1974, University Africa); MEd 1982, Witwatersrand (South Technology. of Wisconsin (Milwaukee); EdD 1984, Africa); PhD 1985, University of Wiscon- Indiana University. sin (Madison). Bridget N. O’Connor, Professor Emeritus of Higher and Postsecondary Education. Yoav Bergner, Assistant Professor. BA W. Russell Neuman, Professor. BA 1967, BA 1973, University of Evansville; MS 1997, Harvard University; PhD 2003, Cornell University; MA 1969, PhD 1975, 1978, PhD 1983, Indiana University. Massachusetts Institute of Technology. University of California, Berkeley.

Maaike Bouwmeester, Clinical Assis- Lisette Nieves, Clinical Professor. MA tant Professor. BA 1992, University of 2001, Princeton University; EdD 2016, Michigan; MA 1999, PhD 2011, New York University of Pennsylvania. University. Xavier Ochoa, Assistant Professor, MS Kayla Desportes, Assistant Professor. 2002, Vrije Universiteit Brussel (VUB), BS, Cornell University; PhD 2018, Belgium; PhD 2008, Katholike Universit- Georgia Institute of Technology. eit Leuven (KUL), Belgium

Stella M Flores, Associate Professor. Jan L. Plass, Professor, Paulette God- BA 1996, Rice University, Universidad dard Chair in Digital Media and Learning De Chile; MPAff 1998, University of Science. MA 1990, PhD 1994, University Texas; EdM 2002, EdD 2007, Harvard of Erfurt (Germany). University. Luis Rodriguez, Assistant Professor, BA Michael Sean Funk, Clinical Assistant 2009, Swarthmore College; PhD 2018, Professor. BA 1993, Edinboro Univer- Vanderbilt University, Peabody College. sity; MA 2000, New York University; EdD 2012, University of Massachusetts, Frances King Stage, Professor. BS Amherst. 1972, Miami University; MS 1973, Drexel University; PhD 1986, Arizona State Christopher Hoadley, Associate Profes- University. sor. BS 1991, Massachusetts Institute of Technology; MS 1998, PhD 1999, Univer- Alyssa Wise, Associate Professor. BS sity of California, Berkeley. 1999, Yale University; MA 2004 Indiana University; PhD 2007 Indiana University. Colleen L. Larson, Associate Professor. BA 1976; MS 1979; PhD 1984, University Liang Zhang, Associate Professor. PhD of Wisconsin. in Higher Education 2003, University of Arizona; PhD in Economics 2005, Cornell.

Number of Adjunct Faculty: 23

21 DEPARTMENT OF ADMINISTRATION, LEADERSHIP, AND TECHNOLOGY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Educational Leadership

DIRECTOR TheThe Program Progr amin Educational in Educa Leadershiptional Leader- Our commitment is to support the to accommodate full-time or part-time Lisette Nieves preparesship pr eparstudentses forstudents leadership for leadership work of leaders who care about enhanc- study; coursework typically starts each positions in education and policy at the ing opportunities for children and youth September (but students can also start Pless Hall community, school, district, state, and through programs that are relevant, semester or summer session), and 82 Washington Square national levels. The demands of effective engaging, challenging, and authentically full-time students can complete the East and responsive professional practice in linked to both the daily and enduring program in three 12-credit semesters, or Suite 700, Office 775 education are increasingly complex. The challenges of professional practice. Our two semesters and two summers. Each TELEPHONE: curriculum addresses those complexities graduate students participate in critical course examines multiple theoretical 212-998-5253 by including a solid grounding in examinations of the conceptual, organi- perspectives, themes of equity and FAX: 212-995-4041 understanding multiple perspectives in zational, political, social, interpersonal, social justice, a focus on the needs and a multicultural environment. Students and technical dimensions of schools and experiences of low-income children

DEGREES critically examine the conceptual, orga- the communities they serve. and youth, and implications for leader- MA, EdD, PhD nizational, political, social, managerial, ship within and outside of educational interpersonal, and technical dimensions CAREER OPPORTUNITIES settings. Twenty-four of the 36 credits

FACULTY of leading schools as well as the social Graduates of the Educational Leadership represent required courses focusing G. Anderson, and educational support organizations program assume key leadership roles in on content requirements: Advocacy N. Anderson, Nieves, that are vital to increasing educational education, nationally and internation- and Education EDLED-GE 2205, In- Larson, Rodriguez opportunity for children and youth liv- ally. Among them are superintendents, ternship in Educational Leadership, ing in urban communities. The research principals, directors, and supervisors Politics, and Advocacy EDLED-GE

ADJUNCT FACULTY agendas of the faculty and students of various programs, school business 2160, Organizational Theory I AMLT- Ebenstein Hamilton, center on the nexus between theory administrators, assistant principals, GE 2053, Education Policy Analysis Feijoo, Harris, Gutierrez, and practice and explore critical issues university professors, policy researchers, EDLED-GE 2355, Participatory Action Mehrotra, Phifer, facing educational leaders and policy- policy analysts, community organizers, Research RESCH-GE 2143, Demographic Sanchez, Treschan makers today. Collaborations between and advocates. Analysis and School/Community Plan- and among faculty and students and ning EDLED-GE 2367, Leadership for linkages with practicing educational The Master of Arts Degree in Educational Change EDLED-GE 2305, leaders are important components of Educational Leadership, Politics, and Data–Driven Decision-Making and the program. and Advocacy Leadership EDLED-GE 2343. Educational Leadership program This program prepares students who All students participate in an intern- accepts applications for doctoral studies want to work toward social and educa- ship in community-based advocacy every other year for the on-campus tion equity through leadership, politics organizations, schools, or research program. Prospective applicants will and policy, and advocacy positions. centers. Placements take into consider- need to apply during the even academic Graduates work in child, youth, and ation each student’s interests. Additional year (i.e., 2020) for fall odd-year community advocacy organizations; field-based opportunities are also matriculation (i.e., 2021). policy and research centers; public, pri- embedded in coursework throughout vate, charter, and independent schools; the program. The remaining 12 cred- OVERVIEW and international and nongovernmental its represent electives. Based on the Our program is grounded in the belief organizations (NGOs). recommendations of faculty advisers, that advanced graduate study relevant The curriculum offers students students pursue each student’s interests. to urban education and leadership considerable flexibility in creating a Additional field-based opportunities requires an inquiry-based orientation to program of study that will best serve are also embedded in coursework professional learning. Our curriculum is each student’s purposes and goals. throughout the program. The remain- rooted in the contemporary context of Students can pursue multiple paths ing 12 credits represent electives. Based educational practice. Students actively toward analyzing and critically assess- on the recommendations of faculty engage in a process that develops ing issues of leadership and policy at advisers, students pursue additional habits of scholarship that are vital to the federal, state, and local levels and study relevant to one of the three major understanding schools and communities; learn to employ multiple approaches to foci of the program: policy analysis and stimulates intellectual growth; and inquiry and research. Students choose evaluation, nonprofit management, or enhances the practical wisdom of good electives from a wide array of options out-of-school youth organizations, or a leaders. Our programs of study cultivate in education public policy, nonprofit self-designed concentration. This pro- a deep understanding of life in schools organizations, child and family services, gram is well-suited for individuals who and their communities and introduces and research. have a sound background in education the best of research to make sense of The program of study consists of 36 as well as for those who have little for- and inform leadership practice. credits of coursework and continuous mal experience but want to study and field-based experience. It is designed work at the nexus of leadership, politics,

22 DEPARTMENT OF ADMINISTRATION, LEADERSHIP, AND TECHNOLOGY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Educational policy, and advocacy within the current master’s degrees or a master’s degree passion, is designed for cross-sector Leadership, continued sociocultural, political, and economic and a certificate of advanced study; leaders who are motivated to create context of education. Strong candi- however, these are not required for change in education and learning. It’s a dates for this program are interested in admission. credits applies to students cohort of leaders who understand that building capacity in and around schools who have earned two master’s degrees by working together, they can affect and universities by creating collabora- or a master’s degree and a certificate of sustainable and scalable change in their tive networks, engaging in research and advanced study; however, these are not organizations. policy analysis, and enhancing com- required for admission. munication among educational systems, Administrative Core (15 credits): ADMISSION APPLICATION human service providers, and the Educational Reform and Leadership Applicants must follow the schoolwide broader public they serve. AMLT-GE 3301, Professional Seminar application requirements for NYU This program does not lead to New in Administration I EDLED-GE 3097, Steinhardt degree programs. All ap- York State Certification as a School Information Strategies for Educational plicants must hold a master’s degree in Building Leader (assistant principal or Policy and Practice EDLED-GE 3015, education of a related field. GRE scores principal). Educational Policy Analysis EDLED-GE are required ony for the PhD program. 3005. Research in the EdD Program Applicants’ personal essay should specify (15 credits): Dissertation Proposal Semi- professional experiences in schools DOCTORAL PROGRAMS nar AMLT-GE 3400, Research Methods and other organizations that work with in Education Leadership and Policy children and youth, including volun- On-Campus Doctor of Education (EdD), Studies EDLED-GE 3001, and 9 credits teer work with nonprofit organizations, and Doctor of Philosphy of research electives. service learning projects, community The Doctor of Education (EdD) degree Research in the PhD Program (21 organizing activities, or any other leader- program in educational leadership is credits): Dissertation Proposal Seminar ship activities in the community and/or designed for individuals who intend EDLED-GE 3013, Research in Education- other relevant or related experiences; to pursue leadership positions in the al Leadership EDLED-GE 3001, and 15 address an interest in and potential for practicing profession. The Doctor of credits of research electives in qualita- educational leadership in their statement Philosophy (PhD) program is designed tive and quantitative studies. of purpose; and provide two letters of for those who wish to pursue careers recommendation written by people who as professors or researchers. Course- Online EdD in Leadership have been responsible for evaluating work emphasizes critical analysis of and Innovation academic or professional work, such as contemporary problems of practice in TheThe EdD EdD in in Leadership Leadership and and Innovation Innovation is a professors and workplace supervisors. collaborative study environments with rigorousis a rigor 24-monthous 24-month online doctoralonline doct program,oral professors, school administrators, and withprogr twoam, immersive with tw oresiden- immersiv cies,e r thatesiden - STEINHARDT FELLOWS cies, that combines the discipline of a colleague doctoral students. The EdD combines the discipline of a top-tier university PROGRAM AND RESEARCH and PhD programs require 42–60 cred- top-tier university with an innovative ASSISTANTSHIPS with an innovative approach to education and its of coursework beyond the master’s approach to education and leadership. See page 197.  leadership. This advanced degree, rooted in a degree. The minimum of 42 credits ap- This advanced degree, rooted in a rigor- plies to students who have earned two rigor-ous academicous academic experienc experiencee and and shar shareded

23 DEPARTMENT OF ADMINISTRATION, LEADERSHIP, AND TECHNOLOGY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Programs in Educational Technology: Games for Learning; Digital Media Design for Learning; Educational Communication and Technology

DIRECTOR The Program in Games for Learning the Laboratory for Design of Learning, based on both coursework and research Maaike Bouwmeester (G4L) awards the Master of Science Collaboration & Experience. CREATE’s milestones, with a continuous research degree. The program focuses on design, goal is to advance the cognitive sci- apprenticeship model. 2 MetroTech Center evaluation, and application of digital ence and sociocultural foundations by Master of Science Brooklyn, NY games for learning outcomes and other conducting empirical research on the Master of Science 8th Floor, Room 866 non-entertainment purposes. educational design and use of advanced The G4L Master of Science is a 36-credit TELEPHONE: The TheProgram Progr inam Digital in Digital Media Media Design Design for digital media for learning, with projects program. Six credits are in the learning 646-997-0734 for Learning (DMDL) awards the Master in areas such as secondary chemistry foundations: Foundations of Cognitive Learning (DMDL) awards the Master of of Arts degree and the Advanced education, medical education, and learn- Science EDCT-GE 2174 and Foundations Arts degree and the Advanced Certificate. DEGREES Certificate. The curriculum focuses on ing through videogames. The dolce lab of the Learning Sciences EDCT-GE 2175. MS, MA, Advanced Thethe curriculum design, use focuses, and e vonalua thetion design, of digital use, houses primarily design-based research Twelve credits are in the design founda- Certificate, PhD andmedia evaluation learning of endigitalvironments. media learning for human empowerment through learn- tions: Games and Play in Education environments.The Progr am in Educational ing, with a special focus on learning EDCT-GE 2500; Designing Simulations

FACULTY Communication and Technology (ECT) for sustainability and global develop- and Games for Learning EDCT-GE 2505; Bergner, Bouwmeester, awards a Doctor of Philosophy. This ment, equity, and non-cognitive learning Narrative, Digital Media, and Learning DesPortes, Hoadley, PhD program focuses on conducting goals. A variety of research projects are EDCT-GE 2510; and Research on Simula- Matuk, Ochoa, qualitative and quantitative empirical ongoing in both labs, providing a range tions and Games for Learning EDCT-GE Neuman, Plass, Wise research and evaluation of the effective- of research opportunities for doctoral, 2520. Twelve electives are chosen from ness and learning outcomes of such master’s, and advanced undergradu- either design electives and professional

ADJUNCT FACULTY resources and environments. ate students at NYU. Faculty from our applications or from games-related Biles, Blinder, Britez, The graduateThe gradua programste progr in educationalams in educa tional programs also play a leadership role in courses in other NYU graduate pro- Harber, Maddox, technologytechnology at NYU at NYU connect connect cutting-edge cutting-edge the Games for Learning Institute (G4LI), grams. The final 6 credits are the Master Majzlin, McAlpin, researchresear fromch fr theom cognitivethe cognitiv ande learn-and learn ing - a multi-institutional, cross-disciplinary of Science capstone or thesis project, Nagarian, Reardon. ing sciences with practice in designing initiative to study the design of effective Research in Educational Communica- sciences with practice in designing digital Tonks digital learning tools for varied contexts games for learning. tions and Technology EDCT-GE 2095. learning tools for varied contexts — K–12 — K–12 schools, universities, workplaces, The Learning Analytics Research schools,museums, universities, nonprofits, workplaces, and int ernamuseums,tional Network (LEARN) combines advanced Master of Arts nonprofits,development. and international Our progr development.ams are unique Our data science methods with the careful The DMDL Master of Arts is a 36-credit programsin their are focus unique acros ins their broad focus learning across c on- design and implementation of novel program. Six credits are in the learning broadtexts learning and in con- the textslinkage and betw in theeen linkage design learning approaches in order to research foundations: Foundations of Cognitive betweenand r eseardesignch and (including research our (including studio-based our how new advances in technology can Science EDCT-GE 2174 and Foundations learning approach). promote equitable and effective educa- of the Learning Sciences EDCT-GE studio-based learning approach). Our master’s Our master’s in Digital Media Design tion. The primary thrust of initial work 2175. Six credits are in the design in Digital Media Design for Learning and Advanced Certificate focuses on developing analytics that foundations category: Design Process in Digital Media Design for Learning support instructors and students at NYU for Learning Experiences EDCT-GE 2158 prepare students to create, use, and to maximize the success of their teach- and User Experience Design EDCT-GE evaluate media and technology for ing and learning activities. Through 2015. Twelve credits are selected from learning, from software and websites, to research-practice partnerships and ca- the design elective category, games games, video and mobile phone applica- pacity-building activities, LEARN works foundation category and/or the profes- tions. The master’s degree in Games for with students, instructors and designers sional applications category; 6 credits Learning prepares students to create, to better understand how technology of electives are chosen from other NYU use, and evaluate serious games for can support teaching and learning. The graduate programs; and 6 credits are learning and social change. The PhD in ultimate goal is for NYU to become the Master of Arts capstone or thesis Educational Communication and Tech- a leader in research on technology- project, Research in Educational Com- nology prepares world-class scholars enhanced education, with a culture of munications and Technology, EDCT-GE to theorize and study the relationship cutting-edge pedagogical experimenta- 2095. Students who take three of the between design, media, technology, and tion as a “living learning lab.” four foundations of games for learning learning in a variety of paradigms: from courses may declare a formal concentra- social science, to de- sign, to humanistic DEGREE REQUIREMENTS tion in games for learning to be notated and cultural studies. TheThe master’s master’s and and advanced advanced certificate certifica te on the transcript. The educational technology pro- educationaleducational technology technology programs programs are ar e grams house three research primarilyprimarily course-based, course-based, with with a final a final cap- cap - Advanced Certificate laboratories and one institute. The two stone (thesis) requirement for The DMDL Advanced Certificate is a stone (thesis) requirement for master’s labs are CREATE, the Consortium for master’s degrees. Internships provide an 30-credit program. Twelve credits are in degrees. Internships provide an important Research and Evaluation of Advanced important optional component of these the foundation courses: Design Process Technologies in Education; and dolcelab, optionaldegrees component as well. The of thesedoctor degreesal degr eeas is for Learning Experiences EDCT-GE 2158, well. The doctoral degree is

24 DEPARTMENT OF ADMINISTRATION, LEADERSHIP, AND TECHNOLOGY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Programs in Foundations of Cognitive Science EDCT- may be provided. In some cases, works you find most powerful and useful Educational GE 2174, and User Experience Design applicants may be required to attend to support your position. 7) Describe Technology, EDCT-GE 2015. Twelve credits are an admissions interview either face one or more significant academic or continued selected as specialization courses and to face or online. professional situation(s) in which you 6 credits of electives are chosen from have encountered the problem of im- other NYU graduate programs. Advanced Certificate Program proving learning or instruction. How did In addition, students in the Advanced In addition to the standard Steinhardt you identify and analyze the problem, Certificate Program must complete application form, the certificate program and how did you or would you have and write a report about three years requires a supplemental application solved it? 8) What technology skills of professional work experience in the requirement — a set of half-page essay do you have, e.g., skills in digital media field of educational media and technol- responses to the following five ques- design, social network services, video ogy; this three-year requirement may tions: 1) What are your professional game design, or productivity tools; be completed before, during, or after goals in the field of educational commu- in videography or editing? 9) What completion of coursework. There is no nication and technology? 2) What areas research skills and experiences do you thesis requirement of knowledge and skills do you expect have? Describe any previous research to develop while in the certificate activities in which you participated, with Doctor of Philosophy program? 3) What professional work a focus on the overall goal and your par- The ECT doctorate is a 57-credit program. experiences in education and technol- ticular contributions toward achieving Doctoral students are required to take ogy have you had, and how will this this goal. Applicants may also submit seven specialization courses, 21 credits certificate program contribute to your samples of previous academic or profes- in total. This includes two courses in professional development? 4) In your sional work in the field and shortlisted the foundations of educational com- view, what are several of the strengths of applicants must attend an admissions munication and technology category: media and technology when designed interview. Foundations of Cognitive Science EDCT- and used for educational purposes? 5) GE 2174 and Foundations of the Learning What technology skills do you have, e.g., SPECIAL OPPORTUNITIES Sciences EDCT-GE 2175. One course is skills in computer-based multimedia, Our programs offer an excellent array a doctoral seminar, Advanced Seminar website creation, or productivity tools; of educational media field internships in Research and Practice in Educational in videography or editing? Applicants in more than 100 institutions in the Technology EDCT-GE 3076. The remain- may also submit samples of previous greater metropolitan area. Students ing four courses are ECT electives. academic or professional work in the assist faculty in research, design, and An additional requirement of 36 field and shortlisted applicants must at- production projects in all media with credits, in categories established by NYU tend an admissions interview. which the program is concerned; these Steinhardt, include six courses on re- may be externally funded media proj- search design and methods; two courses Doctoral Program ects, projects produced for departments in educational foundations; the ECT con- In addition to the standard Steinhardt within the University, or media pro- tent seminar, Content Seminar: Research application form, the ECT doctoral grams developed for schools and other in Instructional Technology EDCT-GE program requires a supplemental community organizations. In addition, 3311; the dissertation proposal seminar; application requirement — a set of half- students may participate in ongoing and two cognate (elective) courses. page essay responses to the following research projects. The program hosts ECT doctoral students must meet and questions: 1) What are your professional guest speakers of faculty and other stu- successfully pass the candidacy require- goals? 2) What areas of knowledge and dents. Prospective doctoral students are ment, a scholarly literature review and skills do you expect to develop while strongly encouraged to contact faculty research proposal related to dissertation in the doctoral program, and how will members they are interested in working research planned; prepare and present these be useful to your professional with in advance. Prospective master’s an approved dissertation proposal; and plans and goals? 3) What academic, and advanced certificate students are conduct and document dissertation personal, or professional experiences strongly encouraged to attend program research and present it successfully in an have led to your interest in pursuing a information sessions or webinars; one- oral defense. To provide a venue for con- doctorate in educational communication on-one preadmissions meetings are not tinuous research mentorship, all doctoral and technology? What considerations routinely scheduled for master’s-level students in the program must maintain led to your decision? 4) Summarize applicants. All admitted full-time PhD continuous registration in the doctoral the area of knowledge, set of issues or students are awarded a full funding colloquium, and are expected to partici- problems, and body of literature in the package and are assigned to a faculty pate in research activities in collaboration field of educational communication and mentor. There is no special application with faculty. Depending on how long it technology or related fields with which for this funding program. Part-time takes to complete the program, this may you are most conversant. In what areas doctoral and all master’s or advanced entail more than 57 credits. do you have an interest in research and certificate students should not expect to theory? 5) In what content areas or for receive teaching or research assistant- SUPPLEMENTARY which audiences do you have an interest ships; see the Steinhardt financial aid APPLICATION REQUIREMENTS in designing digital media programs for webpage for more information. learning? What experiences led to these Master of Arts/Master of Science interests? 6) Describe your position on STEINHARDT FELLOWS While neither GRE scores nor a portfolio what is effective instruction, the relation PROGRAM AND RESEARCH of prior professional work in learning of media and technology to instruction, ASSISTANTSHIPS media or technology is required, either and the theoretical or conceptual frame- See page 197.  See page 197.

25 DEPARTMENT OF ADMINISTRATION, LEADERSHIP, AND TECHNOLOGY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Programs in Higher and Postsecondary Education

DIRECTOR The Program in Higher and Postsec- directors, and assistant directors of Doctoral Programs Teboho Moja ondary Education prepares individuals offices and programs in a broad spec- PhD Program in Higher and for leadership and professional roles trum of positions in student affairs and Postsecondary Education Pless Hall, in a variety of postsecondary settings. services. The PhD curriculum embraces issues 82 Washington Square The Master of Arts program focuses on of access and equity, state and federal East, Suite 700, entry- and mid-level positions in student DEGREE REQUIREMENTS policy, student development, and institu- Office 778 activities, enrollment management, tional development and assessment. The TELEPHONE: financial aid, housing and residence life, Master of Arts strength of the PhD program stems from 212-998-5005 student life, career services, and similar The MA Program in Higher Education the range of interests and expertise FAX: 212-995-4041 opportunities in student affairs. Doc- and Student Affairs blends academic of faculty in research, policy develop- toral programs help individuals develop study with practice through intensive ment, and institutional leadership. The

DEGREES competencies in such areas as urban internships at NYU and throughout the curriculum includes an extensive and MA, PhD, EdD college leadership, policy analysis, stu- New York City metropolitan area. Part- rigorous sequence of research courses dent affairs, institutional research, fiscal time students combine academic study that prepare students for the disserta-

FACULTY management, and international higher with their practice in current higher tion, which requires combined research Flores, Funk, Marcus, education. Students benefit from strong education positions. in literature and empirical investigation. Moja, Stage, Zhang links with two- and four-year institutions The MA program allows students to The curriculum offers significant flexibil- in the New York metropolitan area as select a program of study from a wide ity to ensure that students can construct

AFFILIATED FACULTY well as the frequent and close interac- range of interdisciplinary courses. The an individualized program to support Stimpson tion among students, faculty, and NYU 36-credit program includes 21 required their research interests. To be admitted administrators. credits in higher education and 15 credits to PhD candidacy, students prepare and

ADJUNCT FACULTY New York University’s Program in in electives, some of which may be taken defend a candidacy paper, an analytical Allen, Baier, Bailey, Higher and Postsecondary Education outside the program. Students also have synthesis of the research and related Bordoloi-Pazich, offers two doctoral programs: the PhD the option of selecting an unofficial scholarly literature on a researchable Ellett, Goldfarb, program in higher and postsecond- area of study in order to design a problem of significant interest to higher Julius, Klein, Lendof, ary education and the EdD program course plan around one of the following and postsecondary education. PhD stu- Madhani, Marques- in higher and postsecondary educa- areas: student affairs, administration dents submit a dissertation, an empirical Santana, Nolan, Ripkey, tion. Both programs emphasize broad and academic affairs, international study that contributes new knowledge Shapses-Wertheim, knowledge of the field, including an education, and social justice. to their fields of study. Smith, Stinson, international dimension; issues of access Academic coursework is applied to To be considered for the PhD Vassallo and equity; state and federal policy; practice through a two-year internship program, applicants plan to study student learning and development; and taken in the first years of study unless either full-time or part-time. Applicants institutional development and assess- the individual is currently working in are evaluated based on a number of ment. While the programs share some the field. During the final semester factors, including their prior academic commonalities, the goals and objectives of study, students must complete history, GRE scores, statements of are quite different. The PhD program a capstone project that integrates interest, academic and professional is a research degree designed for stu- student experiences in the program recommendations, writing sample, and dents who aspire to conduct research into a portfolio that communicates their an interview with program faculty. throughout their careers in roles such developing areas of interest. Full-time The PhD requires approximately as faculty, researchers, government em- students generally complete the master’s 60 credits beyond the master’s ployees, policy scholars, or institutional degree in two years or fewer. degree, including 18–24 credits of researchers. The EdD program, on the higher education specialization, and a other hand, is designed for current prac- Required Courses in Higher Education dissertation. Full-time students generally titioners who aspire to senior leadership (21 credits): College Student Learning complete a doctoral degree in three to positions in colleges, universities, and and Development HPSE-GE 2069, Foun- five years. The time required for part- other public and private organizations dations of Higher Education HPSE-GE time students depends on the time they and who may occasionally participate in 2090, Internship in Higher Educa- are able to devote to their studies. designing research studies but will more tion HPSE-GE 2141, Diversity in Higher Course plans are designed according frequently use their knowledge gained Education HPSE-GE 2161, Leadership in to PhD Program Guidelines: Doctoral in the program to interpret the research Higher Education HPSE-GE 2097, Inter- Seminar in Higher Education HPSE-GE of others for their own institution. nationalism and Study Abroad HPSE-GE 3009; Higher Education Specialization 2045, International Perspectives on (18–24 credits), including required CAREER OPPORTUNITIES Educational Reforms AMLT-GE 2072, courses (6 credits): Doctoral Colloquium Graduates of the MA Program in Higher Research Approaches and Techniques in Higher Education HPSE-GE 3001 Education and Student Affairs are in Postsecondary Education HPSE-GE and Theoretical Research Perspectives employed in entry-level and middle- 2088, and electives (15 credits) by on College Students HPSE-GE 3120. management positions in colleges and advisement. Foundations of Education (6 credits by universities throughout the country. advisement). Research (18 credits of They hold positions as assistant deans, quantitative and qualitative research

26 DEPARTMENT OF ADMINISTRATION, LEADERSHIP, AND TECHNOLOGY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Programs in Higher courses by advisement. Cross- SUPPLEMENTAL APPLICATION and Postsecondary disciplinary preparation/cognate REQUIREMENTS Education, continued electives (6 credits by advisement). Individuals may apply to study on a The TPhDhe PhDProgram Progr inam Higher in Higher and and full- or part-time basis for the master’s PostsecondaryPostsecondary Education Education accepts accepts and doctoral programs. Admission to all applicationsapplications every every other other year. year . degree programs is very competitive. Prospective applicants will need to Three letters of recommendation are Prospective applicants will need to apply apply in December 2019 for fall 2020 required for both master’s and doctoral in December 2019 for fall 2020 matriculation. applicants. matriculation. While candidates for part-time EdD Program in Higher and study in the master’s degree program Postsecondary Education in higher education and student affairs The EdD program is a part-time cohort may apply for fall or spring admission, program that focuses on issues of candidates for full-time study may how research can be used to inform apply only for the fall semester. The professional practice and centers on deadline for applying to the master’s an extensive program of coursework in degree program in higher education and higher and postsecondary education. student affairs for the fall semester is It requires 51 credits beyond the MA January 6. This deadline is mandatory degree. Required courses for EdD study: due to the extensive time requirements Doctoral Seminar HPSE-GE 3009, Doc- needed in the internship interview toral Colloquium in Higher Education process. After preliminary admission, HPSE-GE 3001, Theoretical Research selected students who seek internships Perspectives on College Students HPSE- visit campus in order to meet with GE 3120, and two summer workshops prospective internship supervisors. (one each taken in consecutive sum- Applicants for full-time study must have mers). Electives can include the history an internship in order to qualify for of higher education, organizational admission. theory, globalization, finance and gov- Doctoral applicants should arrange ernance, adult and workplace learning, for an interview with a program faculty and organizational studies. member to determine the congruence The culminating experience is a of their professional aspirations and the portfolio that includes both a research program’s purposes and directions. report and another product that may take the form of a policy brief, article, SPECIAL OPPORTUNITIES book chapter, workshop design, The Department of Administration, professional presentation, or curriculum Leadership, and Technology also project. conducts programs in other countries To be considered for the EdD such as Ghana, Abu-Dhabi, and India program, applicants should have in Conjunction with the University of substantial work experience in a college Pretoria in South Africa, and offers an or university or serving an educational intensive 6-credit summer study-abroad leadership role in a private or public program that focuses on education organization, a current administrative reforms that have been implemented position of significant scope, several following major social reforms in South years of sequentially more responsible Africa. The course is relevant for people administrative experience, and the with broad interests in education ability to commit to a three-year course reform issues including educational of study. Prior academic history, GRE administrators, teachers, researchers, scores, academic and professional policy analysis, and anyone interested in references, and an interview with learning about other cultures and other program faculty are important elements educational systems. of the application process.

27 DEPARTMENT OF ADMINISTRATION, LEADERSHIP, AND TECHNOLOGY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses

NOTES TO COURSES DEPARTMENTAL COURSES/ Independent Study Master Speaker Series AMLT-GE EDLED-GE 2300* 45 hours per credit: EDLED-GE 3198 20 hours: 2 credits. * Registration closed 1–3 credits; hours to be arranged. to students in specific Courses established by the department Management and Ethics of Data circumstances. to be used by one or more programs as Leadership for Educational Change EDLED-GE 3208 30 hours: 3 credits. elective or required offerings. EDLED-GE 2305 30 hours: 3 credits. Qualitative Methods in Educational Organizational Theory I Politics of Education Leadership AMLT-GE 2053 30 hours: 3 credits. EDLED-GE 2341 30 hours: 3 credits. EDLED-GE 3215 20 hours: 2 credits.

Organizational Theory II The Politics of Multicultural School Organizational Change and Innovation AMLT-GE 2054 30 hours: 3 credits. Communities EDLED-GE 3216 30 hours: 3 credits. EDLED-GE 2342 30 hours: 3 credits. International Perspectives on Quantitative Methods in Educational Educational Reforms Data-Driven Decision Making Leadership AMLT-GE 2072 30 hours: 3 credits. and Leadership EDLED-GE 3219 20 hours: 2 credits. Educational Reform and Leadership EDLED-GE 2343 30 hours: 3 credits. AMLT-GE 3301 30 hours: 3 credits. Management of Resources Educational Policy Analysis EDLED-GE 3321 30 hours: 3 credits. Dissertation Proposal Seminar EDLED-GE 2355 30 hours: 3 credits. AMLT-GE 3400 45 hours: 3 credits. Educational Policy Analysis Demographic Analysis/School Planning EDLED-GE 2355 30 hours: 3 credits. EDLED-GE 2367 30 hours: 3 credits. EDUCATIONAL LEADERSHIP/ Demographic Analysis School/ EDLED-GE Research Methods in Educational Community Planning Administration EDLED-GE 2367 30 hours: 3 credits. Professional Seminar in Educational EDLED-GE 3001 30 hours: 3 credits. Leadership Research Methods in Education EDLED-GE 2005 30 hours: 3 credits. Introduction to Doctoral Studies Leadership and Policy Studies EDLED-GE 3006 20 hours: 2 credits. EDLED-GE 3001 30 hours: 3 credits. Fundraising for Education Equity and Social Justice Dissertation Proposal Seminar in Educational Policy Analysis EDLED-GE 2010 30 hours: 3 credits. Administration I EDLED-GE 3005 30 hours: 3 credits. EDLED-GE 3013 30 hours: 3 credits. School Finance, Budget Management, Professional Seminar in Educational and Facilities How Do We Learn and Why Does Leadership Studies I and II EDLED-GE 2012 30 hours:3 credits. It Matter? EDLED-GE 3097*, 3098* 30 hours: EDLED-GE 3016 30 hours: 3 credits. 3 credits. Supporting Teachers and Teaching EDLED-GE 2085 30 hours: 3 credits. Leadership I EDLED-GE 3032 30 hours: 3 credits. EDUCATIONAL Internship: Educational Leadership, COMMUNICATION AND Politics, and Advocacy Leadership II TECHNOLOGY/EDCT-GE EDLED-GE 2160 3 credits. EDLED-GE 3033 30 hours: 3 credits. FOUNDATIONS OF DIGITAL MEDIA Advocacy and Education Partnerships for Leveraging Impact DESIGN FOR LEARNING (MA) EDLED-GE 2205 30 hours: 3 credits. EDLED-GE 3096 30 hours: 3 credits. User Experience Design Youth Organizations and Prevention/ Capstone I EDCT-GE 2015 30 hours: 3 credits. Intervention Strategies EDLED-GE 3195 20 hours: 2 credits. EDLED-GE 2206 30 hours: 3 credits. Design Process for Learning Capstone II Experiences Transforming Urban High Schools EDLED-GE 3196 20 hours: 2 credits. EDCT-GE 2158 30 hours: 3 credits. EDLED-GE 2240 30 hours: 3 credits. Capstone III EDLED-GE 3197 45 hours: 4 credits.

28 DEPARTMENT OF ADMINISTRATION, LEADERSHIP, AND TECHNOLOGY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Foundations of Cognitive Science Developing Mobile Apps for iOS HIGHER AND POSTSECONDARY EDCT-GE 2174 30 hours: 3 credits. EDCT-GE 2310 30 hours: 3 credits. EDUCATION/HPSE-GE

Foundations of the Learning Science Designing On-Line Learning in Undergraduate Advising EDCT-GE 2175 30 hours: 3 credits. Higher Education HPSE-GE 2005 10 hours: 1 credit. EDCT-GE 2350 30 hours: 3 credits. FOUNDATIONS OF GAMES FOR Budgeting in Higher Education LEARNING (MS) PROFESSIONAL APPLICATIONS HPSE-GE 2007 10 hours: 1 credit. ELECTIVES Foundations of Cognitive Science Informal Learning in Organizations EDCT-GE 2174 30 hours: 3 credits. Integrating Media and Technology in HPSE-GE 2010 30 hours: 3 credits. the K–12 Curriculum Foundations of the Learning Science EDCT-GE 2018 10 hours: 1 credit. How Colleges Work EDCT-GE 2175 30 hours: 3 credits. HPSE-GE 2011 30 hours: 3 credits. EdTech Entrepreneurship Games and Play in Education EDCT-GE 2116 30 hours: 3 credits. Social Justice on The College Campus EDCT-GE 2500 30 hours: 3 credits. Includes fieldwork and seminar on HPSE-GE 2016 30 hours: 3 credits. campus. Permission of the instructor is Designing Simulations/ required. Inequality in the Pathway to American Games for Learning Higher Education EDCT-GE 2505 30 hours: 3 credits. Media Practicum: Field Internships HPSE-GE 2017 30 hours: 3 credits. EDCT-GE 2197 180 hours: 3 credits. Narrative, Digital Media, and Learning Includes fieldwork and seminar on Colloquium in Workplace Education EDCT-GE 2510 30 hours: 3 credits. campus. May be taken a maximum of HPSE-GE 2020 30 hours: 3 credits. two times. Research on Simulations and Internationalism and Study Abroad Games for Learning Professional Applications of HPSE-GE 2045 30 hours: 3 credits. EDCT-GE 2520 30 hours: 3 credits. Educational Media and Technology EDCT-GE 2211 30 hours: 3 credits. Curriculum Development MEDIA DESIGN ELECTIVES HPSE-GE 2046 30 hours: 3 credits. MASTER OF ARTS/MASTER OF Social Media in Learning Environments SCIENCE CAPSTONE (THESIS) The Community College (SMILES) PROJECT HPSE-GE 2057 30 hours: 3 credits. EDCT-GE 2040 30 hours: 3 credits. Research in Educational High School to College Transition Future of Learning Communications and Technology HPSE-GE 2061 30 hours: 3 credits. EDCT-GE 2159 30 hours: 3 credits. EDCT-GE 2095 3 credits. Restricted to DMDL and G4L majors. Permission of Campus Community and Student Introduction to Video Editing the program coordinator is required. Subcultures EDCT-GE 2180 10 hours: 1 credit. HPSE-GE 2067 30 hours: 3 credits. RESEARCH AND DOCTORAL Introduction to Graphic Design SEMINARS The Impact of College on Student EDCT-GE 2181 10 hours: 1 credit. Success Advanced Seminar in Research and HPSE-GE 2068 30 hours: 3 credits. Introduction to Interactive Coding Practice in Educational Technology EDCT-GE 2182 10 hours: 1 credit. EDCT-GE 2076 30 hours: 3 credits. College Student Learning and Prerequisite: EDCT-GE 3311. Development Media for Museums and Public Spaces HPSE-GE 2069 30 hours: 3 credits. EDCT-GE 2200 30 hours: 3 credits. Content Seminar in Research in Instructional Technology Enrollment Management/Retention Education Design for the EDCT-GE 3311 30 hours: 3 credits. Programs in Higher Education World Wide Web HPSE-GE 2070 30 hours: 3 credits. EDCT-GE 2251 30 hours: 3 credits. INDEPENDENT STUDY Designing and Managing Learning Analytics and Data Independent Study Organizational Learning Programs Science in Education EDCT-GE 2300 45 hours per credit: 1–6 HPSE-GE 2081 30 hours: 3 credits. EDCT-GE 2252 30–40 hours: 2–4 credits. credits; hours to be arranged. See page 193.

29 DEPARTMENT OF ADMINISTRATION, LEADERSHIP, AND TECHNOLOGY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Experiential Learning Practices in Internship in Higher Education Higher Education HPSE-GE 2141 135 hours: 3 credits. HPSE-GE 2084 30 hours: 3 credits. Diversity in Higher Education Building and Maintaining HPSE-GE 2161 30 hours:3 credits. Institutional Quality HPSE-GE 2087 10 hours: 1 credit. Independent Study HPSE-GE 2300 45 hours per credit: 1–3 Research Approaches and Techniques credits; hours to be arranged. HPSE-GE 2088 30 hours: 3 credits. Higher Education and Student Affairs Foundations of Higher Education Capstone Workshop HPSE-GE 2090 30 hours: 3 credits. HPSE-GE 2310 not for credit.

Professional Seminar in Higher Doctoral Colloquium in Higher Education Education HPSE-GE 2093 30 hours: 3 credits. HPSE-GE 3001 30 hours: 1–3 credits.

Leadership in Higher Education Doctoral Seminar in Higher Education HPSE-GE 2097 30 hours: 3 credits. HPSE-GE 3009 30 hours: 3 credits; hours to be arranged. Internship in College Teaching HPSE-GE 2101 30–60 hours; 3-6 credits. Foundational Readings in Higher Education Higher Education and the Law HPSE-GE 3090 30 hours: 3 credits. HPSE-GE 2115 30 hours: 3 credits. Globalization and Higher Education Higher Education Studies, Reforms Administrative Work and Field HPSE-GE 3109 30 hours: 3 credits. Experiences HPSE-GE 2121 135 hours: 3 credits. Economics and Finance of Higher Permission of instructor required. Education HPSE-GE 3110 30 hours: 3 credits. Theories of Learning in Colleges and the Workplace Theoretical Research Perspectives on HPSE-GE 2122 30 hours: 3 credits. College Students HPSE-GE 3120 30 hours: 3 credits. Higher Education and the Engaged Imagination: Representations of STUDY-ABROAD COURSES College and Universities HPSE-GE 2130 30 hours: 3 credits. Field-Based Projects on South Africa’s Reforms Higher Education and Contemporary AMLT-GE 2063 30 hours: 3 credits. Society HPSE-GE 2131 30 hours: 3 credits. Global Perspectives in Higher Education (Ghana/India) The Politics of Higher Education HPSE-GE 2157 30 hours: 3 credits; HPSE-GE 2135 30 hours: 3 credits. J-term/break.

Higher Education Finance and International Perspectives: Education Public Policy and Social Reform in South Africa HPSE-GE 2136 30 hours: 3 credits. AMLT-GE 2073 30 hours: 3 credits.

Professional Competencies in Student Affairs HPSE-GE 2137 10 hours: 1 credit.

30 DEPARTMENT OF ADMINISTRATION, LEADERSHIP, AND TECHNOLOGY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 DEPARTMENT OF A pplied Psychology

DEPARTMENT CHAIR: LA RUE ALLEN DEGREESDEGREES KIMBALL HALL, 246 GREENE STREET, NEW YORK, NY 10003–6674 MA,MA, PhD, PhD Advanced, Advanced CertificateCertificate TELEPHONE: 212-998-5555 | FAX: 212-995-3654 | WEBSITE:steinhardt.nyu.edu/appsych steinhardt.nyu.edu/appsych

The Department of Applied Psychology includes

CONTENTS both theoreticalhe and Department applied courses of Applied in the Ps fieldsychol- of DepartmentalDepartmental faculty have faculty ongoing ha researchve ongoing projects r esearin manych Faculty...... 32 psychology andogy counseling, includes bothas well theor as coursesetical and in areas,projects including in man cognition,y areas, language, including social andcognition, emotional lan- guage, social and emotional development, health Special Departmental Features ...... 33 research methodsapplied and c measurement.ourses in the fieldsAt the doctoralof development, health and human development, applied Counseling and Guidance, and Counseling psychology and counseling, as well measurementand human and de researchvelopment, methods, applied working measur people’sement lives, level, students study to become scientific for Mental Health and as courses in research methods spirituality,and resear multiculturalch methods, assessment, working group people’ and organizationals lives, practitioners, researchers, and scholars. At the T dynamics,spirituality psychopathology, multicultur andal personality,assessment, sexual gr andoup gender and Wellness (MA, Cert.) ...... 35 and measurement. At the doctoral level, stu- Counseling Psychology (PhD) ...... 37 master’sdents s tudylevel, t ostudents become are scientific offered opportunities practitioners, to identities,organiza traumational and dynamics, resilience, self-regulation psychopathology and academic and Human Development and pursueresear chers,professional and scholars. preparation At the and/or mas studiester’s le vel, achievement,personality intervention, sexual andand socialgender change, identities, schools and trauma Social Intervention (MA) ...... 38 foundationalstudents ar eto off furtherered graduateopportunities work. tAso pursue part of prano - communities,and resilienc ande cultural, self-r contextsegulation and immigration.and academic LGBT Health, Education, and urbanfessional university, prepar theation department and/or s tudiesis concerned founda withtional achievement, intervention and social change, Social Services (Cert.) ...... 39 theto multiethnic,further gradua multiculturalte work. Asissues, part andof an problems urban schools and communities, and cultural contexts Developmental Psychology (PhD) ...... 41 university, the department is concerned with the and immigration. that characterize New York City and other urban Psychology and Social Intervention multiethnic, multicultural issues, and problems The counselingThe counseling psychology ps doctoralychology program doct providesoral pr theogr am environments. As a department in the Steinhardt (PhD) ...... 42 that characterize New York City and other urban opportunityprovides for the graduates opportunity to sit for thefor New gradua York tStatees t o sit for Courses ...... 43 Schoolenvironments. of Culture, As Education, a department and Humanin the S tein- Psychologythe New LicensingYork Sta Examination,te Psychology provided Lic theyensing also meet Exami- the experiential requirements, some of which are postdoctoral. Development,hardt School facultyof Cultur ande, studentsEducation, are and actively Human nation, provided they also meet the experiential involvedDevelopment, in research faculty and and community students outreach, are activ withely requirements, some of which are postdoctoral. For information about the mission and particularinvolved emphasis in research on and promoting community positive outr humaneach, The PhD degree in Counseling Psychology is student learning outcomes for each of with particular emphasis on promoting positive fully accredited by the American Psychological development. our programs, please see the department human development. Association. website. The Tdepartmenthe department houses houses doctoral, doct certificate,oral, certifica andt e, The MA program in Counseling for Mental and master’s programs in several areas of applied Health and Wellness provides the credentials master’s programs in several areas of applied psychology, including counseling and guidance; required for graduates to sit for the New York psychology, including counseling and guidance; In the Steinhardt School of Culture, mental health and wellness; human development State Examination as a Licensed Mental Health mental health and wellness; human development and Education, and Human Development, full- and social intervention; lesbian, gay, bisexual, Counselor. time graduate study is defined as socialand tr intervention;ansgender health,lesbian, educa gay, bisexual,tion, and andsocial The MA program in School Counseling leads 12 credits per term unless otherwise transgenderservices; counseling health, education, psychology; and socialdevelopmental services; to New York State Certification. defined by a specific academic program. counselingpsychology; psychology; and psychology developmental and social psychology; interven- andtion. psychology Innovativ eand joint social offerings intervention. across Innovativeprogram areas, collaborative research, and curricular joint offerings across program areas, collaborative Notice: The programs, requirements, and offerings reflect the current needs of the field. research, and curricular offerings reflect the current schedules listed herein are subject to needs of the field. change without notice. A directory of classes is published each term with a current schedule. For the most up-to-date schedule changes, please consult Albert, NYU’s student information website.

31 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Faculty

J. Lawrence Aber, Willner Family Profes- Anil Chacko, Associate Professor of Gigliana Melzi, Associate Professor of sor in Psychology and Public Policy Counseling Psychology. BA 1997, Stony Applied Psychology. BA 1989, Clark at the Steinhardt School of Culture, Brook University, State University of New University; MA 1992, PhD 1998, Boston Education, and Human Development; York; MA 2003, PhD 2006, University University. University Professor, New York University. at Buffalo, State University of New York. BA 1973, Harvard University; PhD 1982, Frandelia Moore, Visiting Assistant Yale University. Kesia Constantine, Associate Director Professor of Applied Psychology. BA of Clinical Training; Clinical Associate 1994, College of Old Westbury, State Alisha Ali, Associate Professor of Ap- Professor of Applied Psychology. BA University of New York; MA 2001, Adelphi plied Psychology. BSc 1992, MSc 1996, 1996, Swarthmore College; EdM 1997, University; MA 2008, PsyD 2001, The PhD 1998, University of Toronto. Harvard; PhD 2006, New York University. Wright Institute.

LaRue Allen, Raymond and Rosalee Carol Gilligan, University Professor of Pamela A. Morris, Professor of Applied Weiss Professor of Applied Psychology; Applied Psychology and the Humanities. Psychology. B.A. 1990, Columbia Department Chair. BA 1972, Radcliffe Col- BA 1958, Swarthmore College; MA 1961, University; MA 1996, PhD 1998, Cornell lege; MS 1977, PhD 1980, Yale University. Radcliffe College; PhD 1964, Harvard University. University. Judith L. Alpert, Professor of Applied Sumie Okazaki, Professor of Applied Psychology. BA 1966, Tufts University; Erin Brooke Godfrey, Assistant Professor Psychology. BS 1988, University of MA 1969, PhD 1973, . of Applied Psychology. BA 1997, Oberlin Michigan; MA 1990, PhD 1994, University College; PhD 2010, New York. of California (Los Angeles). Joshua Aronson, Associate Professor of Applied Psychology. BA 1986, University Linnie Green, Visiting Assistant Profes- C. Cybele Raver, Professor of Applied of California (Santa Cruz); PhD 1992, sor of Applied Psychology. BA 1999, Psychology. BA 1986, Harvard University; Princeton University. Spelman College; MA 2000, Columbia PhD 1994, Yale University. University; MA 2005, PhD 2010, New Jennifer Astuto, Clinical Assistant Profes- York University. Mary Sue Richardson, Professor of sor of Applied Psychology. BA 1994, Applied Psychology. BA 1967, Marquette MA 1998, New York University; PhD Arnold H. Grossman, Professor of University; PhD 1972, Columbia 2006, City University of New York. Applied Psychology. BS 1963, City University. College (CUNY); MSW. 1965, PhD 1970, Rezarta Bilali, Assistant Professor of New York University; LMSW, ACSW. Edward Seidman, Professor of Applied Applied Psychology. BA 2001, Bogazici Psychology. BS 1963, Pennsylvania State University; MA 2004, Sabanci University; Diane Hughes, Professor of Applied Psy- MA 1965, Temple University; PhD 1969, PhD 2009, University of Massachusetts chology. BA 1979, Williams College; MS University of Kentucky. at Amherst. 1983, PhD 1988, University of Michigan. Selçuk R. Sirin, Professor of Applied Clancy Blair, Professor of Applied Shabnam Javdani, Assistant Professor Psychology. BS 1991, Middle East Tech- Psychology. BA 1984, McGill University; of Applied Psychology. BA 2004, nical (Ankara, Turkey); MS 1998, State MA 1993, MPH 1996, PhD 1996, University University of California, Berkeley. MA University of New York (Albany); PhD of Alabama (Birmingham). 2008, University of Illinois Urbana- 2003, Boston College. Champaign. PhD 2012, University of Mary M. Brabeck, Professor of Applied Illinois Urbana- Champaign. Lisa Suzuki, Associate Professor of Psychology; Dean Emerita. BA 1967, Applied Psychology. BA 1983, Whitman Minnesota; MS 1970, St. Cloud; PhD 1980, Robert Landy, Professor of Educational College; MEd 1985, University of University of Minnesota. Theatre and Applied Psychology. Hawaii (Manoa); PhD 1992, University BA 1966, Lafayette; MS 1970, Hofstra of Nebraska (Lincoln). Natalie Brito, Assistant Professor of University; PhD 1975, University of Applied Psychology. BA 2005, Univer- California (Santa Barbara) Catherine Tamis-LeMonda, Professor of sity of Virginia; PhD. 2013, Georgetown Applied Psychology. BA 1983, PhD 1987, University. Sandee McClowry, Professor of Applied New York University. Psychology and Teaching and Learning. Elise Cappella, Associate Professor BS 1980, MS 1981, Northern Illinois William Tsai, Assistant Professor of of Applied Psychology. BA 1993, Uni- versity, PhD 1988, University of Applied Psychology. BA 2010 University Yale University; MA 2000, PhD 2004, California (San Francisco); 1999 postdoc- of Michigan; MA 2011, University University of California (Berkeley). toral fellow, Yale University. of California Los Angeles; PhD 2016 University of California Los Angeles.

32 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Faculty, continued Niobe Way, Professor of Applied Psy- Hirokazu Yoshikawa, Courtney Sale Ross Internship Coordinator chology. BA 1985, University of California University Professor of Globalization Erika Jackson, BA 1997, New Jersey (Berkeley); EdD 1994, Harvard University. and Education at Steinhardt. BA 1997, City University; MA 2017, New York Yale University; MM 1989. Juilliard School; University. Norissa Williams, Visiting Assistant MA 1992, PhD 1998, New York University. Professor of Psychology. BS 2001, Saint Alyssa Nittolo, BA 2009, Fordham John’s University; MSW 2003 Stony A. Jordan Wright, Clinical Assistant University; MA 2012, Montclair State Brook University, State University of Professor of Counseling Psychology. University. New York; PhD 2014, Fordham University. BA ; MA Columbia University; PhD Columbia University. Number of Adjunct Faculty: 170 A. Jordan Wright, Clinical Assistant Professor of Counseling Psychology. BA Boston University; MA Columbia University; PhD Columbia University.

Special Departmental Features

STUDY ABROAD Foundation, and others have supported promotingpromoting children’s children’ sschool school readiness, readines s, The Department of Applied Psychol- numerous studies and projects on such successful academic engagement and The Department of Applied Psychology successful academic engagement and ogy offers a range of study-abroad topics as: performance, and positive social and offers a range of study-abroad performance, and positive social and opportunities during winter sessions, emotional development. Findings are opportunities during winter sessions, intersessions, and summers. Further • The language experiences and emotionalshared with development. parents, childr Findingsen, educa are tors, intersessions,information is and pro summers.vided through Further the development of infants and toddlers sharedpractitioners with parents, and other children, key s takeducators,ehold- OfficeinformationOffice of of Global Global is provided Affairs, Affairs, through www.steinhardt.nyu.edu/global/www .stheteinhardt. from diverse cultural and linguistic practitionersers in local c andom munities,other key nastakeholderstionally, and nyu.edu/global/. backgrounds, including dual-language inint localerna communities,tionally with global nationally, partners. and learners internationally with global partners. THE CENTER FOR • Infant, pre-schoolers, and adolescents’ THE CHILD AND FAMILY RESEARCHON CULTURE, cognitive and social-emotional POLICY CENTER DEVELOPMENT, AND development TheT hechief chief mission mission of the of theChild Child and andFamily EDUCATION • Children and adolescents’ academic Family Policy Center is to bring state- Policy Center is to bring state-of-the-field The Center for Research on Culture performance, family relations, peer of-the-field knowledge about how The Center for Research on Culture knowledge about how to promote healthy Development, and Education (CRCDE) relations, and concepts of self and to promote healthy childhood de- Development, and Education (CRCDE) advances research on the learning and ethnic and gender identities childhoodvel- opment development and school and suc schoolcess success to the advances research on the learning and development of infants, children,and • TheThe influences influenc of esmicro-level of micr (parents,o-level family, (par ents, to theforefr forefrontont of policof policymakingymaking and and pr programogram developmentadolescents of fr infants,om cultur children,andally diverse peers,family schools), peers, and schools macro-level) and (social macr and o- implementation.implementation. The T centerhe cent con-ductser con-ducts adolescentsbackgrounds. from Its culturally work focuses diverse on the economiclevel (social policies, and stereotypes) economic contexts policies, on the appliedapplied research resear chthat tha cant can inform inform efforts eff ortsto development of children and adolescents. backgrounds.intersection Itsbetw workeen focuses cultur eon and the cogni- stereotypes) contexts on the develop- developto de veffectiveelop eff ectivprogramse progr andams policies and for tive, social, and emotional domains. ment of children and adolescents. policies for young children and families. intersection between culture and cognitive, young children and families. Through CRCDE is a research and training site for Through conferences, technical assis- social, and emotional domains. CRCDE is conferences, technical assistance activities, faculty, staff, students, and postdoctoral Research teams conduct their studies tance activities, partnership proj- ects, a research and training site for faculty, Research teams conduct their studies and fellows, as well as a venue for hosting and outreach efforts in partnerships with partnershipand publica projects,tions, theand c publications,enter also com the- staff, students, and postdoctoral fellows, as outreach efforts in partnerships with colloquia and workshops on culture and hospitals, school systems, and commu- centermunica alsotes communicates important kno importantwledge about hospitals, school systems, and community wellde vaselopment. a venue forIts hostingaim is t colloquiao examine and the nity agencies throughout New York City knowledgechildren aboutand families children to and polic familiesy- mak toers, agencies throughout New York City and workshopsdevelopment on culture and learning and development. of children Its and internationally, with ongoing projects policy-makers,leaders in the leaders nonpr ofitin the sect nonprofitor, practitio - internationally, with ongoing projects in aimfrom is to div examineerse cultur the aldevelopment communities and in the in Nanjing, China; Hong Kong; and Seoul, sector,ners, practitioners, the media, and the other media, stak andeholders. other contexts of home and school. Nanjing,South K orChina;ea. T heHong Cent Kong;er is seekingand Seoul, The Child and Family Policy Center learning of children from diverse cultural stakeholders.The Child and Family Policy Center is The Center’s activities are organized grants to advance new research in such is uniquely positioned to stimulate and communitiesThe Center’s inactivities the contexts are organized of home and South Korea. The Center is seeking grants uniquely positioned to stimulate and support around two large, complementary sets areas as infants’ and toddlers’ learning support new initiatives that will benefit school.around two large, complementary sets of to advance new research in such areas as new initiatives that will benefit children in of projects: studies on early childhood through play, the early development of children in New York City and New York projects: studies on early childhood from infants’ and toddlers’ learning through from infancy through age 6 years and math cognition, the language experi- NewSta tYorke. The City cent ander ’News dir ectYorkor ,State. Department The play, the early development of math infancystudies through on middle age 6childhood years and and studies adoles on- ences and development of dual-language center’sChair LaRue director, Allen, Department is a leading Chair child LaRue middlecence childhood from middle and schooladolescence through from high cognition,learners, adolescthe languageents’ ethnic experiences and gender and Allen,development is a leading scholar child developmentwho currently scholar middleschool. school Grants through from thehigh Na school.tional Grants Scienc e developmentidentity, mothers’ of dual-language socialization learners, of gender whodir ectscurrently a num-ber directs of a numberprojects of in projectsvolving fromFounda the Nationaltion, WT Science Grant F Foundation,oundation, WT adolescents’and race, and ethnic the influenc and genderes of identity, gen- involvingUniversity University–community–community partnerships. Administration for Children and Families, der and racial socialization on social, The center also draws on expertise Grant Foundation, Administration for mothers’ socialization of gender and race, partnerships. The center also draws on National Institute of Child Health and emotional, and cognitive development. from other sectors of the University Children and Families, National Institute of and the influences of gender and racial expertise Human Development, the Robin Hood Research findings lay the groundwork for and the Steinhardt School. New York Child Health and Human Development, the socialization on social, emotional, and Robin Hood cognitive development. Research findings lay the groundwork for

33 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Special Departmental University’sUniversity’s Steinhardt Steinhardt School School of of Culture, Culture , THE INFANT STUDIES health,health, andand policy policy sciences sciences in in performing perform- Features, continued Education, and Human Development OF LANGUAGE AND ing cutting edge research to study how Education, and Human Development cutting edge research to study how brings togeth- er the disciplines of ap- NEUROCOGNITIVE complex social forces such as globaliza- brings together the disciplines of applied complex social forces such as plied psychology, education studies (e.g., DEVELOPMENT (ISLAND) LAB, tion, technology, and immigration affect psychology, education studies (e.g., early globalization, technology, and immigration early childhood, special education), and directeddirected by b Dr.y Dr Natalie. Natalie Brito, Brit examineso, examines the human development. childhood,health progr specialams. education), and health the role of early life experiences and affectThe human IHDSC development. is a joint initiative of the role of early life experiences and children’s The IHDSC is a joint initiative of the programs. children’s language, memory, and brain Steinhardt School of Culture, Education, language, memory, and brain Steinhardt School of Culture, Education, GLOBAL TIES FOR CHILDREN development (with a focus on the first and Human Development; the Wagner development (with a focus on the first and Human Development; the Wagner WithWith funding funding from from NYU NYU Abu Abu Dhabi Dhabi and and three years of life). We are particularly School of Public Service; the Faculty three years of life). We are particularly School of Public Service; the Faculty of Arts NYUNYU NewNew York, York, University University Professors Professors interested in the ways in which the of Arts and Sciences; and the Office Larry Aber and Hiro Yoshikawa have interestedhome en virin theonment ways and in which parent-child the home and Sciences;of the Pro vandost. the W ithOffice a total of the portf Provost.o- Larry Aber and Hiro Yoshikawa have recently established a new interna- environmentinteractions and impact parent-child early-de interactionsvelopment Withlio of a mortotale portfolio than $40 of millionmore than in activ $40 e recently established a new international tional research center, Global TIES for impactwith the early-development goal of understanding with the hogoalw tofo millionfeder allyin active and priv federallyately fundedand privately resear ch researchChildren: center, Transf Globalorming TIES Interv forention Children: create better learning environments and training grants, IHDSC is the largest understanding how to create better funded research and training grants, IHDSC TransformingEffectivenes sIntervention and Scale. EffectivenessThis center for families and their young children. interdisciplinary research center on the learning environments for families and is the largest interdisciplinary research andaims Scale. to gener Thisa tcentere high-quality aims to generate research Our lab uses behavioral assessments, NYU Washington Square campus. The their young children. Our lab uses center on the NYU Washington Square high-qualityin order to researchcontribut ine tordero the to design, contribute eye-tracking and measures of brain Institute’s governing committee includes campus. The Institute’s governing implementation, evaluation, and scale- behavioralactivity t oassessments, investigate these eye-tracking ques- and Professor Lawrence Aber; to the design, implementation, evaluation, up of effective programs and policies to measurestions. Our of curr brainent activity studies to einvestigatexplore ho w committeeProfes includessor Chris Professortopher Flinn, Lawrence Depart - and scale- up of effective programs and promote children’s holistic development theseindividual questions. differ Ourenc escurrent within studies the home- Aber;ment Professor of Economics, Christopher FAS; Pr Flinn,ofes sor policies to promote children’s holistic in low-income and conflict-affected explorelanguage how en individualvironment, differences stress, and within the DepartmentCathie Tamis-L of Economics,emonda, Department FAS; Professor of developmentcountries ar oundin low-income the world. and To do so, an microbiome-influence brain-behavior Applied Psychology; Paul Horn, Senior the home-language environment, stress, Cathie Tamis-Lemonda, Department of conflict-affectedinterdisciplinary countries team of aroundscientis thets fr om associations. Vice Provost; C. Cybele Raver, Vice Pro- and the microbiome-influence Applied Psychology; Paul Horn, Senior Vice world.acros sTo the do Global so, an Netwinterdisciplinaryork University team vost for Academic, Faculty, and Research brain-behavior associations. Provost; C. Cybele Raver, Vice Provost for ofwill scientists leverage from the across interdisciplinary the Global sci- INSTITUTE FOR HUMAN Affairs; and Professor Larry Wu, Depart- Academic, Faculty, and Research Affairs; ences of social settings and human DEVELOPMENT AND ment of Sociology, FAS, who also serves Network University will leverage the development to generate evidence as to SOCIAL CHANGE andas theProfessor Deputy Larry Direct Wu,or Department of the Institut of e. interdisciplinary sciences of social settings how programs and policies to promote Global forces are dramatically chang- Sociology, FAS, who also serves as the and human development to generate Global forces are dramatically changing the children’s development work, for whom, ing the environments of children, youth, Deputy Director of the Institute. environments of children, youth, and adults evidenceand in wha ast to c onthowe xts.programs Specifically and policies, TIES and adults both in the United States and both in the United States and throughout the tofor promote Children children’s proposes development to work with work, throughout the world. First- and sec- forint whom,ernationally and in r ecwhatogniz contexts.ed stra tegic world.ond-gener First- andation second-generation immigrant childr en are Specifically,partner organiza TIES tionsfor Children to: proposes to immigranton their childrenway to bec areoming on their a waymajority to in the United States, bringing linguistic and work with internationally recognized becoming a majority in the United States, • Generate actionable evidence by cultural diversity to the institutions with strategic partner organizations to: bringing linguistic and cultural diversity to using state-of-the-art advanced which they come into contact. Techno- the institutions with which they come into research methodologies to conduct logical developments will proceed at contact. Techno- logical developments will and evaluate powerful settings-based a pace that may outstrip the capac- proceed at a pace that may outstrip the strategies to promote child and youth ity of school systems to adequately development, particularly in the capacityprepar eof childr schoolen. systems Families to willadequately increas - Middle East/ North Africa and sub- prepareingly be children. concentr Familiesated in will mega-cities increasingly Saharan Africa beof concentrated unprecedent ined mega-cities size and pot of entially • CommunicateCommunicat eactionable actionable evidence evidenc bye unprecedentedunprecedent edsize po andverty potentially. by engaging diverse stakehold- How doesHow human does development human de unfoldvelopment in the context engaging diverse stakeholders across unprecedented poverty. ers across sectors and regions and ofunf theseold rapidly in the changing conte xtsocial of theseforces? rTheapidly Institute sectors and regions and disseminating a disseminating a rigorous evidence forchanging Human Development social for andces Social? The Change Institut (IHDSC)e rigorous evidence base upon which to base upon which to base program atf orNew Human York University Development addresses and these Social urgent base program and policy decisions for and policy decisions for children and societalChange questions. (IHDSC) The a institutet New aims York to Univbreakersity new childrenyouth in and low youth- and in middle-inc low- and ome and intellectualaddresses ground these through urgent its support societal for ques- middle-incomeconflict-affect anded cconflict-affectedountries interdisciplinarytions. The ins researchtitute aimsand training to br acrosseak ne a wrange of disciplines. IHDSC has fostered a network of more • countriesBuild institutional and organizational intellectual ground through its support than 40 faculty affiliates from the social, behavioral, capacity for a robust global science for interdisciplinary research and training health, and policy sciences in performing cutting edge through the provision of communica- across a range of disciplines. IHDSC has research to study how complex social forces such as tion, professional development, and fostered a network of more than 40 fac- globalization, technology, and immigration affect training activities ulty affiliates from the social, behavioral, human development.

34 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Counseling and Guidance: School Counseling or Bilingual School Counseling Counseling for Mental Health and Wellness

DIRECTOR The counseling programs in the program in Counseling for Mental Health (600 hours) internship (APSY-GE 2667 Lisa Suzuki Department of Applied Psychology are and Wellness will be well-placed to seek and 2668) in a school that is selected committed to generating, advancing, careers in both public and private agen- by the student in consultation with the Kimball Hall and disseminating knowledge related to cies, including community mental health Director of Internships TELEPHONE: research and practice in counseling and programs, university counseling centers, Students can elect to take the on 212-998-5555 guidance. The principles informing hospitals, HIV and AIDS outreach pro- campus option or the online option. their work include understanding people grams, and substance abuse treatment

DEGREE across the life span in cultural contexts, centers. Completion of New York State Be advised that fieldwork placement MA, Dual MA promoting equity and social justice, and licensure requirements allows one facilities that provide training required for Advanced Certificate helping all people craft lives of wellness, to engage in private psychotherapy prac- your program degree, and agencies that health, and meaning. tice. Some graduates go on to pursue issue licenses for practice in your field of

FACULTY Students wishing to pursue master’s- advanced degrees, including doctoral study, each may require you to undergo Ali, Alpert, Chacko, level graduate study in counseling may study. general and criminal background checks, Constantine, Green, choose one of two programs: the results of which the facility or agency Grossman, Javdani, nCounseling Counseling and and Guidance: Guidance: School School DEGREE REQUIREMENTS must find acceptable before it will allow Moore, Okazaki, you to train at its facility or issue you a CounselingCounseling or or Bilingual Bilingual School School Coun- Richardson, Suzuki, seling, which trains students interested Master of Arts in Counseling and license. You should inform yourself of Counseling, which trains students Tsai, Williams in working as school counselors in Guidance: School Counseling or offenses or other facts that may prevent interested in working as school counselors grades K–12. Graduates are eligible for Bilingual School Counseling obtaining a license to practice in your

AFFILIATED FACULTY inNe gradesw York K–12. Stat Graduatese certification are aseligible school for Students in this program complete field of study. NYU Steinhardt will not be Landy Newcounselors York State and certification additionally as eligible school 48 credits of coursework. All students responsible if you are unable to complete counselorsto take the and Na additionallytional Certified eligible School to take are required to take 36 credits in program requirements or cannot obtain DIRECTOR OF INTERNSHIP theCounselor National ExCertifiedam to becSchoolome Counselor national the following courses: Professional a license to practice in your field be- Jackson, NIttolo certified school counselors. Orientation and Ethical Issues in School cause of the results of such background Exam to become national certified school n Counseling for Mental Health and Counseling APSY-GE 2650, Foundations checks. Some fieldwork placement Counselingcounselors. for Mental Health and which prepares graduates of School Counseling , facilities in your field of study may not be Wellness,Wellness, which prepares graduates as APSY-GE 2662 as mental health counselors working Counseling: Theory and Process APSY- available to you in some states due to mental health counselors working with with both individuals and groups in a GE 2657, Research and Evaluation local legal prohibitions. both individuals and groups in a broad broad spectrum of settings, including in Behavioral Sciences APSY-GE 2070, spectrumcommunity of settings, agencies, including university community coun- Individual Counseling Practice Lab I Master of Arts in Counseling for agencies,seling pr universityograms, mental counseling health programs, centers, APSY-GE 2658, Practicum in School Mental Health and Wellness mentalhospitals, health HIV centers, and AID hospitals,S outreach HIV pr ando- Counseling APSY-GE 2648, Cross- Students in Counseling for Mental AIDSgrams, outreach and subs pro-grams,tance abuse and substancetreatment Cultural Counseling APSY-GE 2682, Health and Wellness must complete centers. Graduates of the program are Human Growth and Development 60 credits of coursework. All students abuse treatment centers. Graduates of the eligible for New York State licensure APSY-GE 2138, Group Dynamics are required to take 39 credits in the program are eligible for New York State as a mental health counselor and addi- APSY-GE 2620, Career Counseling following courses: Professional Orienta- licensure as a mental health counselor tionally are eligible to take the National APSY-GE 2135, Program Development tion and Ethical Issues in Counseling for andCounselors additionally Ex amare teligibleo become to take a na thetional and Evaluation APSY-GE 2663, Mental Health and Wellness APSY-GE Nationalcertified Counselors ounselorc .Exam to become a and Assessment of Children and 2651, Foundations of Counseling for national certified counselor. Adolescents APSY-GE 2673, TCHL-GE Mental Health and Wellness APSY-GE 2999 Drug, Alcohol Education/School 2661, Counseling: Theory and Process CAREER OPPORTUNITIES Violence Prevention/Child Abuse APSY-GE 2657, Individual Counseling A degree in counseling can open the Recognition, and 6 credits in applied Practice: Lab I APSY-GE 2658, Practicum door to a range of professional content courses or APSY-GE 2055 The in Counseling for Mental Health and opportunities. Graduates of the school Bilingual Exceptional Child and APSY-GE Wellness APSY-GE 2812, Cross-Cultural counseling or bilingual school counsel- 2527 Bilingual Multicultural Education: Counseling APSY-GE 2682, Research ing program move on to positions in Theory/Practice. and Evaluation in Behavioral Sciences elementary, middle, and high schools, In addition to the basic curriculum, working with students on counseling and students in the school counseling guidance-related issues. Graduates of the program complete a year-long, 6-credit

35 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Counseling and APSY-GEAPSY-GE 2070, 2070 Human, Human Growth Growth and Applied Content Area To fulfll their requirements for applied Guidance and Developmentand Development APSY- APSGE 2138,Y- GE Abnormal2138, To fulfill their requirements for applied Counseling for Mental Abnormal Psychology APSY-GE 2038, content area credits, students may Psychology APSY-GE 2038, Group content area credits, students may Health and Wellness, Group Dynamics: Theory and Practice choose courses from offerings in the Dynamics: Theory and Practice choose courses from offerings in the continued APSY-GE.2620, Dynamics of Vocational program, department, and school that APSY-GE.2620, Dynamics of Vocational Development APSY-GE 2634, Program program,enable them department, to pursue and specializ school edthat Development APSY-GE 2634, Program Development and Evaluation APSY-GE enableinteres ts.them Students to pursue ma specializedy also elect Development2663, and Int anderpr Evaluationetation and APSY-GE Use of interests.to take applied Students course may walsoork electin other to take 2663,Tests and in CInterpretationounseling A dultsand Use APS ofY -Tests GE in appliedschools coursework within the Univin otherersity schools. Applied In addition to the curriculum content areas may include grief and Counseling2672. Adults APSY- GE 2672. In within the University. Applied content specified above, students also complete bereavement counseling; career addition to the curriculum specified above, areas may include grief and bereavement a year-long (600 hours) supervised counseling; women and mental health; students also complete a year-long (600 counseling; career counseling; women internship. The internship experience gay, lesbian, bisexual, and transgender hours) supervised internship. The internship is chosen by the student in consulta- andstudies; mental drama health; ther gay,apy lesbian,, art ther bisexual,apy, or experiencetion with theis chosen direct orby ofthe int studenternships. in andmusic transgender therapy; and studies; marriage drama and therapy, family . consultationStudents ha withve the directoroption ofof cinternships.ompleting artStudents therapy, in orthe music Progr therapy;am in C andounseling Studentsthis degr haveee on the campus option ofor completing online. this marriagefor Mental and Health family. and Students Wellnes ins theshould Coursework for this sequence consult with an adviser to develop degreeCoursework on campus for this or sequence online. Coursework includes Program in Counseling for Mental Health includes Internship in Counseling for this applied content area sequence. forInternship this sequence in Counseling for Mental Health and Wellness should consult with an Mental Health and Wellness I APSY-GE and Wellness I APSY-GE 2655 (3 credits) adviser to develop this applied content 2655 (3 credits) and Internship in Coun- Comprehensive Exams and Internship in Counseling for Mental seling for Mental Health and Wellness II areaAll s tudentssequence. in the MA Programs in HealthAPSY -GEand 2656Wellness (3 cr IIedits APSY-GE). 2656 (3 Counseling must pass the Counselor credits).Students must also take 15 credits in Preparation Comprehensive Examination applied content areas. (CPCE) for satisfaction of the Students can elect to take the on terminal experience requirement. This campus option or the online option. exam is produced by the Center for Credentialing and Education (CCE), BeBe advisedadvised that tha tfieldwork fieldwork placement placement an affiliate of the National Board for facilities that provide training required Certified Counselors (NBCC). The exam facilities that provide training required for for your program degree, and agencies is held in the spring and fall semesters, your program degree, and agencies that that issue licenses for practice in your and students can take the exam up issuefield licensesof study ,for each practice may rinequir youre fieldyou of to two times. If they are unsuccessful study,to under eachgo may gener requireal and you criminal to undergo back- in their initial attempt, they must also generalground andcheck criminals, the back-results ground of which checks, the complete a designated project. thefacility results or agencof whichy mus the tfacility fInd ac orc epagencytable mustbefor finde it acceptablewill allow y beforeou to tr itain will a allowt its ADMISSION REQUIREMENTS facility or issue you a license. You should Applications are reviewed for fall en- you to train at its facility or issue you a inform yourself of offenses or other trance only. license. You should inform yourself of facts that may prevent obtaining a This isThis a full-time is a full-time master’s mas programter’s progr witham offenseslicense t oro pr otheractic factse in ythatour may field prevent of study . with strict course sequencing and a strict course sequencing and a research obtainingNYU Steinhar a licensedt will to nopracticet be responsible in your field research requirement that is best com- requirement that is best completed on a ofif study.you ar eNYU unable Steinhardt to complet will note pr beogr am pleted on a full-time basis. Part-time full-time basis. Part-time matriculation will responsiblerequirements if you or cannoare unablet obtain to complete a license matriculation will only be considered only be considered on an exceptional, programto practic requirementse in your field or cannot because obtain of a on an exceptional, case-by-case basis. the results of such background checks. case-by-case basis. license to practice in your field because of Some fieldwork placement facilities in ACCREDITATION the results of such background checks. your field of study may not be available TheThe MA MA in in School School Counseling Counseling and and the MA Some fieldwork placement facilities in your to you in some states due to local legal inthe Mental MA in Health Mental and Health Wellness and WProgramsellness fieldprohibitions. of study may not be available to you Programs are accredited by the Masters are accredited by the Masters in in some states due to local legal in Psychology and Counseling Accredi- Psychology and Counseling Accreditation prohibitions. tation Council (MPCAC) for the period Councilof January (MPCAC) 2015 thrforough the period January of 2025. January 2015 through January 2025.

36 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Counseling Psychology DIRECTOR The PhD Program in Counseling StudentsStudents also also must mus take ta takcounselinge a counseling psychology APSY-GE 2001, Historical Perspectives Anil Chacko Psychology is fully accredited by the specialtypsychology elective specialty (3 credits); electivand statisticse (3 andcred - of Psychological Theory APSY-GE 3103, American Psychological Association researchits); and design statis electivestics and (9 credits). research design Emotional Development: Organization, Kimball Hall (APA). Counseling psychologists are electives (9 credits). Cognition and Neurobiology APSY-GE TELEPHONE: defined as those who enter into profes- StudentsStudents also must also completemust complet departmentale de- 2261, Dissertation Proposal Seminar 212-998-5555 sional relationships with individuals and andpartmental state licensure and s tacoursete lic ensurrequirementse course APSY-GE 3001, and Internship APSY-GE groups and bring to those relationships coveringrequirements measurement, covering history measur andement, systems, 3016. DEGREE knowledge of psychology as a science, history and systems, cognitive and cognitive and affective bases of behavior, PhD knowledge of counseling theory and re- affective bases of behavior, personal- Be advised that fieldwork placement personality, developmental psychology, search, a personally integrated theory of ity, developmental psychology, social facilities that provide training required social psychology, and the biological basis of FACULTY counseling, and an ethical responsibility. psychology, and the biological basis for your program degree, and agencies Ali, Chacko, The majorThe majorprinciples principles underlying underlying the Program the behaviorof beha (21vior credits). (21 credits In addition). In addition to course to that issue licenses for practice in your Constantine, in CounselingProgram in PsychologyCounseling arePsy achology focus on ar ae a requirements,course requir studentsements, must students pass musa t field of study, each may require you Grossman, , Javdani, focus on a developmental understand- pass a comprehensive examination to to undergo general and criminal back- developmental understanding of clients; comprehensive examination to be admitted Okazaki, Richardson, ing of clients; commitment to a health be admitted to candidacy, complete a ground checks, the results of which the commitment to a health model of to candidacy, complete a full-year full-time Suzuki, Tsai, Wright model of intervention; and appreciation full-year full-time internship, have an facility or agency must find acceptable intervention; and appreciation of the internship, have an approved dissertation of the gendered, cultural, and insti- approved dissertation proposal and before it will allow you to train at its proposal and dissertation, and pass a final gendered,tutional cultural,contexts and of people’institutionals liv es,contexts as dissertation, and pass a final oral exami- facility or issue you a license. You should oral examination of the dissertation. of thesepeople’s cont lives,exts as aff theseect both contexts clients affect and nation of the dissertation. inform yourself of offenses or other bothcounselors. clients and T hecounselors. program Thefollo programws the Some courses may be waived, facts that may prevent obtaining a followsscientis thet-pr scientist-practitioneractitioner model ofmodel training of exempted or passed by examination. license to practice in your field of study. and is organized in three areas: general A minimum of 54 credits must be NYU Steinhardt will not be responsible training and is organized in three areas: psychology, including statistics and completed at New York University for if you are unable to complete program general psychology, including statistics and research methodology; counseling and students admitted with a bachelor’s requirements or cannot obtain a license research methodology; counseling and vocational psychology; and patterns degree (36 credits for students admit- to practice in your field because of vocationalof learning psychology; experienc andes designedpatterns of t o ted with a master’s degree). the results of such background checks. learningmeet theexperiences professional designed goals to of meet progr theam RequiredRequir coursesed courses include: include: Cross Cr Culturaloss Some fieldwork placement facilities in matriculants. Cultural Counseling APSY-GE 2682, your field of study may not be available professional goals of program matriculants. Counseling APSY-GE 2682, Group Group Dynamics APSY-GE 2620, to you in some states due to local legal Dynamics APSY-GE 2620, Individual CAREER OPPORTUNITIES Individual Counseling: Practice I and prohibitions. Counseling: Practice I and II APSY-GE GraduatesGraduates of of the the program program are ar eligiblee eligible to sit II APSY-GE 2658 and 2659, Advanced 2658 and 2659, Advanced Practicum forto thesit fNewor the York Ne Statew York psychology State psy chology Practicum APSY-GE 3607 and 3608, ADMISSION REQUIREMENTS licensing examination and are prepared APSY-GEPracticum 3607 in C ounselorand 3608, T Practicumraining in Applicants to the Program in Counsel- licensing examination and are prepared to Applicants to the Program in Counseling to practice in diverse settings such as CounselorAPSY-GE Training3629, Forum APSY-GE in Counseling 3629, ing Psychology must follow both the practice in diverse settings such as Psychology must follow both the colleges, clinics, hospitals, and commu- Psychology APSY-GE 3620, Counseling Steinhardt School’s and the program’s Forum in Counseling Psychology Steinhardt School’s and the program’s colleges,nity agencies, clinics, as hospitals, well as pursueand community careers Theory and Process APSY-GE 2657, admission procedures and deadlines. APSY-GE 3620, Counseling Theory and agencies,in resear chas andwell taseaching. pursue careers in Seminar in Counseling Theory and admissionAll admissions procedures materials and mus deadlines.t be All Process APSY-GE 2657, Seminar in research and teaching. Research APSY-GE 3633, Seminar in admissionsreceived b ymaterials December must 1. T behe received GRE mus t DEGREE REQUIREMENTS CounselingVocational Theory Development and Research APSY-GE bybe Decembertaken in time 1. The to alloGREw mustthe r equirbe takened ForF orcompletion completion of the of thedoctorate, doctor 79ate credits, 79 APSY-GE3657, Departmental 3633, Seminar Seminar: in Vocational Theories infiv timee weeks to allow for sctheor requiredes to arriv fivee weeksby beyondcredits the be bachelor’syond the bachelordegree are’s degree Developmentof Change APS APSY-GEY-GE 3009 3657,, C ounseling forDec scoresember to 1. arrivePsychology by December GRE sc 1.or es are required. Additionally as part of un- Psychology Program Seminar APSY-GE are not required. Applicants must also required. Additionally as part of Departmental Seminar: Theories of Psychology GRE scores are not dergraduate or other graduate work, 18 3611, Psychological Measurement APSY- submit an autobiographical statement, undergraduate or other graduate work, 18 Change APSY-GE 3009, Counseling required. Applicants must also submit an credits in psychology are prerequisites GE 2524, Interpretation and Use of Tests following a program outline, and three Psychology Program Seminar APSY-GE creditsto the in PhD psychology program. are In prerequisites the Counseling to APSY-GE 2672, Clinical Assessment 1 autobiographicalletters of recommenda statement,tion. following Contact a 3611, Psychological Measurement APSY- thePs PhDychology program. requir In theed curriculumCounseling (46 and II APSY-GE 3665 and 3666, and programthe progr outline,am dir ectlyand three for full letters details of on Psychologycredits), s requiredtudents ccurriculumomplete w (46ork in GESta 2524,tistics Interpretation for the Beha viorand alUse and of Social Tests recommendation.program admission Contact criteria. the program credits),counseling students theory complete and pr workoces ins, cross- APSY-GESciences II2672, PST AClinical-GE 200 Assessment2, Research 1 directly for full details on program Design and Methodology in the Behav- counselingcultural c theoryounseling, and process,group counseling, cross- and II APSY-GE 3665 and 3666, and admissionSTEINHARD criteria.T FELLOWS abnormal psychology, program seminar, ioral Sciences I APSY-GE 2073, Theories PROGRAM AND RESEARCH cultural counseling, group counseling, Statistics for the Behavioral and Social seminars in vocational development of Personality APSY-GE 2039, Abnor- ASSISTANTSHIPS abnormal psychology, program seminar, Sciences II PSTA-GE 2002, Research and counseling theory, clinical assess- mal Psychology APSY-GE 2038, Social See page 199.  Design and Methodology in the Behavioral See page 199. seminarsment, s tain tisvocationaltics and developmentresearch design, and Psychology APSY-GE 2003, Survey of Sciences I APSY-GE 2073, Theories of counselingand practica theory, in individual clinical assessment, counseling Developmental Psychology APSY-GE statisticsand counselor and research training design, and supervision.and Personality2271, Neur opsAPSY-GEychology 2039, of BehaAbnormalvior practica in individual counseling and Psychology APSY-GE 2038, Social counselor training and supervision. Psychology APSY-GE 2003, Survey of Developmental Psychology APSY-GE 2271, Neuropsychology of Behavior

37 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Human Development and Social Intervention

PROGRAM DIRECTOR Note: This program expects to admit sociopoliticalsociopolitical factors fact orsthat tha shapet shape physical physi- of study: developmental psychology, Jennifer Astuto its next class for Fall 2021. cal and mental health outcomes for health, or methodology. and mental health outcomes for individuals, families, and communities. ResearchResear Requirement:ch Requir Forement: the re- search For the re- individuals, families, and communities. Kimball Hall TheThe MA MA in in Human Human Development Development and Methodology:n Methodology: Students Students will will gain gain expertise exper- requirement,search requir studentsement, participate students on a research participa teamt e TELEPHONE: and Social Intervention (HDSI) offers tise in research design and in the use foron 10–12 a resear hours cha week team each for semester. 10–12 hours During thea Social Intervention (HDSI) offers a offers a in research design and in the use of 212-998-5555 a offers a distinct curriculum that of various methods of quantitative and summerweek betweeneach semes the firstt erand. During second year the if summer full-time, distinct curriculum that emphasizes the various methods of quantitative and emphasizes the practical skills of qualitative reasoning and analysis of data. orbetw duringeen the finalthe semesterfirst and if studyingsecond part-time, year if practical skills of research design and qualitative reasoning and analysis of data. DEGREE research design and methods, grant studentsfull-time complete, or during an externship the final for a minimumsemester of if MA, Dual MA/ methods,writing and grant management, writing and management, and program Dual degree option in LGBT Health, 120studying hours at apart-time research site, s offtudents campus c inomplet order toe Advanced Certificate anddev programelopment development and evalua tionand frevaluationom a Education, and Social Services strengthenan externship and broaden for atheir minimum skills. Students of 120 have an opportunity each spring to participate in the fromcommunity a community psychology psychology perspectiv perspective.e. The See page 140. hours at a research site off campus in department’s annual research conference for MA FACULTY Thecurriculum curriculum is firmly is firmly root rooteded in inthe the tr adi- order to strengthen and broaden their students. Second year HDSI students are required to Aber, Allen, tions and lexicon of community, social, CAREER OPPORTUNITIES skills. Students have an opportunity traditions and lexicon of community, social, submit an application for this conference. Astuto,Blair, Cappella, personality, and developmental psychol- TheThe program progr amprepares prepar studentses students to pursue t careerso pursue as each spring to participate in the depart- personality, and developmental Ganimian, Hughes, ogy. Students will learn how issues such researchcareers project as resear directors,ch pr researchoject dir coordinators,ectors, ment’s annual research conference psychology. Students will learn how issues Melzi, Morris, Seidman, as poverty, race, gender, and culture grantresear writers,ch c oorresearchdina scientists,tors, grant and writ programers, for MA students. Second year HDSI Sirin, Tamis-LeMonda, suchinfluenc as poverty,e the daily race, liv esgender, of individuals. and culture evaluatorsresearch in scientis university-basedts, and researchprogram centers, evalua- students are required to submit an Yoshikawa influenceHands-on the resear dailych lives and of gr individuals.ant writing will nonprofittors in univagencies,ersity hospitals,-based school resear systems,ch cent anders, application for this conference. aid students in efforts to apply social privatenonpr industry,ofit agencies, including evaluationhospitals, research school firms. Terminal Experience: All students Hands-on research and grant writing will complete a thesis or capstone project as their interventions to these issues. Insy addition,stems, theand program priva tpreparese indus studentstry, including to pursue complete a thesis or capstone proj- aid students in efforts to apply social culminating experience. The capstone project The program is designed for recent doctoralevalua tionstudy rinesear the socialch frms. sciences, In addition, such as human the ect as their culminating experience. Theinterventions program isto designed these issues. for recent college development, public policy, or social and community allows students to apply the knowledge and graduatescollege gr withadua backgroundstes with back in grtheounds social program prepares students to pursue The capstone project allows students to in the social sciences, including psychology.doctoral study in the social sciences, such researchapply the skills kno acquiredwledge and in the resear HDSIch program skills to sciences, including psychology; social psychology; social work; sociology; an- as human development, public policy, or resolveacquir edan inagency the HD problemSI progr oram to tdevelopo resolv ea new work; sociology; anthropology; and race, thropology; and race, gender, or ethnic social and community psychology. agencyan agenc initiative.y problem Students or to mustdevelop declare a ne wtheir gender, or ethnic studies, as well as those studies, as well as those who have work selectionagency initiaof thetiv thesise. Students or capstone must declarprojecte during whoor v haveolunt workeer e orxperienc volunteeres inexperiences nonprofit in DEGREE REQUIREMENTS their selection of the thesis or capstone the spring semester of their first year. Students nonprofitorganiza organizations,tions, schools, schools, health fhealthacilities, Academic prerequisites: Prior to project during the spring semester of enroll in APSY- GE 2335 HDSI Integrative facilities,and community and community centers centers and seek and t oseek matriculation in the graduate program, their first year. Students enroll in APSY- Seminar for 0 credits during the spring semester tofurther further or or changechange thethe dirdirectionection of of their their students must have completed a basic GE 2335 HDSI Integrative Seminar for 0 careers. All students in this program will statistics course (with content similar ofcr theiredits second during or the final spring year. semes This courseter of their follows careers. All students in this program will receive training in the following: to Basic Statistics I APSTA-GE 2085) a secworkshopond or formatfinal year and. T ishis designed course f olloto supportws receive training in the following: within the past three years. Students studentsa workshop at an f ormaadvancedt and stageis designed of their t othesis or n Theories of human development also must have completed five courses capstonesupport project.students Although at an adv theyanc doed notstage register of n Theories and techniques of preventive in psychology prior to matriculation in their thesis or capstone project. Although for this course until the second/ final year, and promotive interventions the graduate program. they do not register for this course until students are expected to have made significant n Theories and concepts of the influence The HDSI program requires 42 the second/ final year, students are ex- of culture and context in various credits for completion. The curriculum progresspected twitho ha theirve made thesis significant or capstone progr projectess settings includes the following: priorwith to their taking thesis this orcourse. capstone project prior

n Conceptualization and analysis of RequiredRequir Coreed Courses Core (15 Courses credits): (15Grant cr Writingedits): and to taking this course. individual and social change GrantGrant Management Writing andfor the Gr Socialant ManagementSciences APSY-GE for

n Research methodology including 2077;the DevelopmentSocial Scienc andes Prevention APSY-GE Science 2077 APSY-GE; Devel- Be advised that fieldwork placement program management and evaluation 2094;opment Culture, and Context, Prev entionand Psychology Scienc APSY-GEe APSY-GE facilities that provide training required

n Grant preparation and grant 2105;2094 Survey; Cultur of Developmentale, Context, andPsychology Psychology APSY-GE for your program degree, and agencies management 2271;APS RiskY-GE and 2105 Resilience; Surv APSY-GEey of De 2279;velopmental HDSI that issue licenses for practice in your IntegrativePsychology Seminar APS APSY-GEY-GE 22 233571; (0Risk units); and Re- field of study, each may require you to In addition to a core of research silience APSY-GE 2279; HDSI Integrative undergo general and criminal back- methodology and psychology courses, Seminar APSY-GE 2335 (0 units); ground checks, the results of which the students will also pursue one of RequiredRequir Coursesed Courses in Statistics in Sta andtistics facility or agency must find acceptable the following three areas of study: Researchand Resear Methodsch Methods (15 credits): (15 cr Basicedits ): before it will allow you to train at its Basic Statistics II APSTA-GE 2086, facility or issue you a license. You should Statistics II APSTA-GE 2086, Evaluation n De velopmental Psychology: : Students Evaluation Methodology in Behavioral inform yourself of offenses or other facts Developmental Psychology: : Students Methodology in Behavioral Science will examine classical as well as con- Science APSY-GE 2173, APSTA-GE 2086; that may prevent obtaining a license will examine classical as well as con- temporary literature on developmental APSY-GEIntermedia 2173,te Quantita APSTA-GEtive 2086; Methods to practice in your field of study. NYU temporary literature on changes in changes in emotional, social, and cog- IntermediateAPSTA-GE Quantitative 2003, Measur Methodsement: Classi- Steinhardt will not be responsible if you emotional,nitive areas, social, with and specific nitive areas, attention with t o APSTA-GEcal Test T 2003,heory Measurement:APSY-GE 2140 Classical, Project are unable to complete program require- specificthe roles attention of cultur to thee and roles cont of eculturext (e.g., TestResear Theorych SeminarAPSY-GE I APS2140,Y-GE Project 283 7, Proj- ments because of the results of such andfamily context, school, (e.g., c family,ommunity) school, in these Researchect Resear Seminarch Seminar I APSY-GE II APS 2837,Y-GE 2838 background checks. Some fieldwork processes. Electives (12 credits): Under advise- placement facilities in your field of study community) in these processes. ElectivesProject Research (12 credits): Seminar Under II advisement,APSY-GE n Health: Students will examine the ment, students choose four courses may not be available to you in some students2838 Electives choose (12 four credits): courses Under for advise- individual level, socioecological, and for specialization in one of three areas states due to local legal prohibitions. specialization in one of three areas

38 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Lesbian, Gay, Bisexual, and Transgender Health, Education, and Social Services

DIRECTOR The LGBT Health, Education, and ThisT ishis an is idealan ideal additional additional credential creden for- Electives (6 credits) Lisa Suzuki Social Services advanced certificate tial for anyone who is providing direct Students may take two courses to anyone who is providing direct services to program is for individuals who want to services to or would like to work with a be selected from the following: or would like to work with a variety of Kimball Hall work with lesbian, gay, bisexual, and variety of individuals, including LGBT in- TELEPHONE: transgender individuals and/or to work individuals,dividuals, t oincluding conduct LGBT resear individuals,ch on LGB toT Contemporary Gay, Lesbian, Bisexual 212-998-5655 on LGBT issues in educational, health, conductissues, t researcho engage on in LGBTpolicy issues, analysis to and and Transgender Issues MSWEL-GS research, counseling, and community- engagereform, inor policy to mor analysise effectiv andely reform, man- orage to 2095 (3 credits) or HIV/AIDS Public DEGREES based settings. Through required and moreor dir effectivelyect organiza man-tions age and or directagencies Health Promotion GPH-GU 2343 Advanced Certificate elective coursework students will gain organizationsthat serve the and LGB agenciesT community that serve. the (3 credits) greater knowledge about this specific The Advanced Certificate is a joint LGBT community. The Advanced AFFILIATED FACULTY population and develop skills to provide initiative of three NYU schools that have Women and Mental Health APSY-GE Certificate is a joint initiative of three NYU Ali, Cahill, Grossman, more effective services to LGBT long studied and served LGBT popula- 2041 (3 credits) Guilamo-Ramos, people and organizations serving this schoolstions and that individuals: have long studied and served Martin population. LGBT• NYU populations Steinhar anddt Schoolindividuals: of Sexual Decision-Making & Risk Taking in ThisThis 12-credit 12-credit advanced advanced ccertificateertificate is Culture, Education, and Human Adolescence APSY-GE 2008 (3 credits) isdesigned designed for prforof professionalsessionals who alr whoeady Development Department of hold a master’s degree in: Applied Psychology Developing Targeted Community Level already• social hold work a master’s degree in: • Silver School of Social Work HIV/AIDS Prevention Interventions: • counseling • Robert F. Wagner Graduate Domestic & Global Perspectives • psychology School of Public Service MSWEL-GS 2139 (3 credits) • public health • public policy and management Advanced Certificate in LGBT Health, Students may take the course they • health policy and management Education, and Social Services did not take to satisfy the core above • teacher education Total Credits Required: 12 • educational leadership or a APSY-GE 2895 (3 credits) or APSY-GE related field of study Required Core Courses (6 credits) 2896 (3 credits) The time to completion of the LGBT Health Issues GPH-GU 2357, degree program will vary based on (3 credits) LGBT Issues in Public Policy the students’ status (full-time versus Counseling Gay, Lesbian, Bisexual, PADM-GP 2444 (3 credits) part-time) and the number of credits and Transgender Youth APSY-GE 2895 registered for each semester. Students (3 credits) or have up to 6 years to complete the Counseling Gay, Lesbian, Bisexual, and degree program. Transgender Adults and Older Adults APSY-GE 2896 (3 credits)

Dual Degree Program with Human Development and Social Intervention

Note: This dual degree program expects as internal transfers (spring deadline: to admit its next class for Fall 2021. November 1; fall deadline: March 1). To apply as an internal transfer, a Students who pursue the Advanced student must have a cumulative GPA Certificate in LGBT Health, Education, of at least 3.0 in HDSI coursework and and Social Sciences may count 6 credits submit a statement of interest no longer from the curriculum towards the elective than 1,200 words. component of their HDSI curriculum. Applications shall be reviewed by The totalThe amount total amount of credits of crrequirededits r equirfor theed program faculty. Decisions shall be for the HDSI MA degree with the certifi- made no later than December 15th and HDSI MA degree with the certificate is 48. cate is 48. New applicants to the HDSI April 15th in order to allow students New applicants to the HDSI program will be program will be able to designate their ample time to plan for and register for able to designate their interest in enrolling in interest in enrolling in the certificate courses. After each admissions cycle, thepr certificateogram when program they when apply they to the apply MA to the the names of those admitted to the MApr program.ogram. certificate will be communicated to the Matriculated HDSI students are eligi- appropriate staff at NYU Steinhardt. ble to apply to the advanced certificate

39 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 LGBT Health, Education, and Dual Degree Program with Counseling for Mental Health and Wellness Social Services, continued Students who pursue the Advanced Admissions Information and DecisionsDecisions shall shall be made be made no later no lathanter than Certificate in LGBT Health, Education, Requirements: December 15th and April 15th in order December 15th and April 15th in order to and Social Sciences may count 6 credits New applicants to the CMHW program to allow students ample time to plan allow students ample time to plan for and from the curriculum towards the elective will be able to designate their interest for and register for courses. After each component of their Counseling with in enrolling in the certificate program registeradmissions for courses. cycle, the After names each of admissions those Mental Health and Wellness (CMHW) when they apply to the MA program. cycle,admitt theed namesto the cofertifica those tadmittede will be tocom the- curriculum. The total amount of credits certificatemunicated will to be the communicated appropriate stotaff the a t required for the CMHW MA degree with MatriculatedMatriculated CMHW CMHW students students are ar eligiblee eligi- appropriateNYU Steinhar staffdt. at NYU Steinhardt. the certificate is 66 credits. ble to apply to the advanced certificate to apply to the advanced certificate as as internal transfers (spring deadline: internal transfers (spring deadline: Admissions Information and November 1; fall deadline: March 1). To Requirements: Novemberapply as an 1; int fallernal deadline: transf Marcher, a s tudent1). To New applicants to the CMHW program applymust asha vane ainternal cumula transfer,tive GP Aa studentof at leas t will be able to designate their interest must3.0 in have MPH a c cumulativeoursework GPA and submitof at least a in enrolling in the certificate program 3.0sta tinement MPH ofcoursework interest no and longer submit than a when they apply to the MA program.. statement1200 wor dsof interest no longer than 1200 words

Dual Degree Program with School Counseling

Students who pursue the Advanced Admissions Information and To apply as an internal transfer, a Certificate in LGBT Health, Education, Requirements: student must have a cumulative GPA of and Social Sciences may count 6 credits NewNew applicants applicants to t theo the School School Counseling Counsel- at least 3.0 in Counseling and Guidance: from the curriculum towards the elective programing progr willam be will able be to able designate to designa theirt e School of Counseling coursework and component of their School Counseling interesttheir int iner enrollingest in enr inolling the certificate in the certifi - submit a statement of interest no longer curriculum. The total amount of credits programcate progr whenam they when apply the yto apply the MA to the than 1,200 words. required for the School Counseling MA program. Decisions shall be made no later program. MA degree with the certificate is 54 Matriculated School Counseling than December 15 and April 15 in order credits; 60 credits for students who students are eligible to apply to the to allow students ample time to plan pursue the bilingual school counseling advanced certificate as internal transfers for and register for courses. After each concentration. (spring deadline: November 1; fall admissions cycle, the names of those . deadline: March 1). admitted to the certificate will be communicated to the appropriate staff at NYU Steinhardt.

40 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Developmental Psychology

DIRECTOR The mission of the PhD Program in n A strong foundation in the core areas CAREER OPPORTUNITIES Catherine Developmental Psychology of developmental psychology with Graduates are prepared for careers Tamis-LeMonda Developmental Developmental Psychology Psychology is tois tprovideo pro- a focus on how research methods and as professors in academic settings; vide students with a strong foundation theories can be applied to current researchers in academic and govern- students with a strong foundation in Kimball Hall in developmental theories and cutting issues in human development mental agencies; human service developmental theories and cutting edge TELEPHONE: edgeedge research research tools tools and and methods methods for f or n The ability to think critically and professionals in hospitals, schools, and 212-998-5555 researchstudying tools development and methods in c ontfor studyingext. creatively about how basic research community settings; directors and studying development in context. The developmentThe Developmental in context. Psychology can advance knowledge of human evaluators of mental health and health- Developmental Psychology program DEGREES pro-gram emphasizes intersections development promotion programs; as well as primary emphasizes intersections among biology, PhD among biology, culture and context n The ability to use mixed methods, prevention programs. culturein dev elop-mentaland context in pr develop-mentalocesses across including longitudinal, survey research, FACULTY processesareas of social, across c ognitivareas ofe ,social, language and experimental, quasi-experimental, DEGREE REQUIREMENTS Aronson, Blair, cognitive,emotional language development. and emotional Students apply observational, ethnographic, narrative, StudentsStudents take tak e72 7 2credits. credits. Academic Academic of- Brabeck, Brito, a variety of methods (e.g., experimental, and case study methods ferings and requirements include development. Students apply a variety of offerings and requirements include the Gilligan, Melzi, Raver, quasi- experimental, survey, observa- n The skills to identify the influences the following: methods (e.g., experimental, quasi- following: Sirin, Tamis-LeMonda, tional, semi-structured interviews) to of family members, peers, schools, n Courses in the foundational areas experimental, survey, observational, Way the study of individual and environ- neighborhoods and communities on of psychology (e.g., developmental, semi-structuredmental influ-enc interviews)es on the tode thevelopment study of the development of individuals, as social, personality, cognitive,

AFFILIATED FACULTY individualof infants,pr andeschoolers, environmental childr influencesen, and on well as how individuals shape their learning, experimental, historical, Aber, Allen theadolesc developmentents at multipleof infants,preschoolers,, nested levels. own experiences neuropsychology) children,Students and ar eadolescents required to at tak multiple,e classes Ann An understanding understanding of how of ho aspectsw aspects of n of n Courses in developmental in developmental content areas and ethnicity, race, sexuality, social class, psychology (e.g., cognitive, emotional, nested levels. Students are required to ethnicity, race, sexuality, social class, analytic methods and research, and ad- and gender influence human devel- social, language, perceptual) take classes in developmental content and gender influence human vanced seminars on theories of change opment within and across national n Advanced content seminars in areas and analytic methods and research, development within and across national and theories of culture. Students engage boundaries human development and advanced seminars on theories of boundaries in community and/or laboratory-based nThe The ability ability to t generateo genera tande and disseminate dissemi- n Sequences in research designs, changeresearch and for theories the entir ofe culture. length Studentsof their nate scientific knowledge to scholarly methods, and statistics scientific knowledge to scholarly and engagestudies in under community the supervision and/or of primary and community audiences and to be n Active research involvement and community audiences and to be a laboratory-basedand secondary fresearchaculty ment for ors.the entireOur a productive member of a community attendance at weekly research productive member of a community of research is conducted in laboratories of scholars colloquia length of their studies under the at New York University and the homes, nscholars The development of professional n Completion of a data-based supervision of primary and secondary daycares, schools, hospitals, neighbor- values, knowledge and commitment dissertation facultyhoods, mentors. and community Our research settings is of the to professional and research ethics, conductedmulti-ethnic in laboratories and richly div at erseNew cityYork of and habits of mind of a developmental ADMISSION REQUIREMENTS UniversityNew York. and Additionally the homes,, intdaycares,ernational re- psychology scholar Admission to this program requires a

schools,search ishospitals, a corners neighborhoods,tone of the pr ograndam, n The intersections of biology, culture, bachelor’s or a master’s degree communitywith faculty settings and s tudentsof the multi-ethnic engaged inand context, and human development in psychology or a related field, GRE studying developmental processes and n Individual, family, school and com- scores (verbal and quantitative), richly diverse city of New York. contextual influences across countries munity influences on development three letters of recommendation, prior Additionally, international research is a such as China, India, South Africa, Korea n Cognitive, language, emotional and research experience, and a personal cornerstoneand Peru. W ofe thework program, closely with with faculty our af - social development in infants, young interview with the program faculty. andfilia studentsted global engaged faculty ina tstudying NYU Shanghai children, and adolescents, including See general admission section, developmentaland NYU Abu processesDhabi campuses. and contextual research on at-risk and international page 187. ThroughinfluencesThr oughtheir across coursework their countries course andw suchork research and as China, populations experiences,India,resear Southch e xperienc studentsAfrica, Korea es,in thestudents and PhD Peru. Program in theWe in n The cascading influences of develop- STEINHARDT FELLOWS PhD Program in Developmental Psychol- mental skills across domains and time PROGRAM AND RESEARCH Developmentalwork closely with Psychology our affiliated gain global expertise in ogy gain expertise in the following: n Children’s learning, academic achieve- ASSISTANTSHIPS thefaculty following: at NYU Shanghai and NYU Abu ment, and attitudes toward school See page 197.  Dhabi campuses. See page 197. n Identity development among children adolescents from diverse cultural communities

41 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015 Psychology and Social Intervention

DIRECTOR TheThe mission mission of of the the Doctoral Doctor Trainingal Training Our faculty also conducts research Edward Seidman Program in Psychology and Social on how cultural factors and identities Program in Psychology and Social Intervention at the Steinhardt School infuence and interact with experiences Intervention at the Steinhardt School of Kimball Hall of Culture, Education, and Human of these ecologies and interventions. TELEPHONE: Culture,Development Education, (Department and Human of Applied Our New York City location provides an 212-998-5555 DevelopmentPsychology) (Departmentat New York of Univ Appliedersity is ideal urban setting for studying many Psychology)to train action at Newscientis Yorkts Universityprepared isto to kinds of communities, combined with DEGREE trainwork action in a v scientistsariety of settingsprepared in to or workder in a gateways to the world at large. PhD varietyto unders of settingstand, tr inansf orderorm to and understand, improve StudentsStudents work w collaborativelyork collabora tivwithely faculty with the contexts and systems in which faculty mentors on a range of activities transform and improve the contexts and mentors on a range of activities in these FACULTY humans develop across the life span. in these research areas, including study systems in which humans develop across research areas, including study design, data Aber, Allen, Bilali, The program places a strong empha- design, data collection and analysis, Cappella, Ganimian, thesis lifeon 1)span. unders Thetanding program and places asses a singstrong collectionmanuscript and pr analysis,eparations, manuscript conferenc e Godfrey, Hughes, empha-social settings, sis on 1) s understandingystems, and policies; and preparations,presentations, conference policy briefs, presentations, and Morris, Seidman, assessing2) creating/impr social settings,oving, implementing systems, and policyevalua briefs,tion activities. and evaluation Progr activities.am faculty Yoshikawa policies;and evalua 2) creating/improving,ting prevention and interven- Programcollabor facultyate closely collaborate with one closely another with, one tion programs; and 3) understanding as well as with other social, behavioral, implementing and evaluating prevention another, as well as with other social, various forms of diversity and structural health and policy scientists at NYU, and intervention programs; and 3) behavioral, health and policy scientists at inequality among individuals, institu- other universities, and service, commu- understanding various forms of diversity NYU, other universities, and service, tions, communities, and societies. Ours nity, and policy organizations. andis a structuralresearch-int inequalityensive amongprogram with a community,Program and faculty policy also organizations. direct or co- individuals,strong quantita institutions,tive training communities, component. and direct affiliated institutes and centers at Programsocieties.Progr faculty amOurs faculty studiesis a research-intensive studies a wide a range wide ofrange NYU, including the Institute for Human ecologiesprogramof ecologies with(e.g., a( e families,strong.g., families, quantitative schools, schools, training Development and Social Change; Global neighborhoods, policy contexts, TIES for Children; the Center for Health, neighborhoods,component. policy contexts, programs) programs) and preventive and policy Identity, Behavior, and Prevention Stud- and preventive and policy interventions interventions (e.g., psychological, social, ies; the Child and Family Policy Center; (e.g.,educa psychological,tional and health social, pr educationalograms), lo and- and the Center for Research on Culture, healthcally ,programs), nationally, lo-and cally, interna nationally,tionally and. Development, and Education. internationally.

42 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses

The courses listed Social Psychology Research Design and Methodology in Early Childhood: herein are to be APSY-GE 2003 30 hours: 3 credits. the Behavioral Sciences I The Development of Self-Regulation offered in 2019–2021 Prerequisite: a course in general or APSY-GE 2073* 45 hours: 3 credits. APSY-GE 2265 30 hours: 3 credits. educational psychology. Required of doctoral students in the Prerequisite: Introductory graduate-level Department of Applied Psychology. course in statistics and developmental NOTES TO COURSES Experimental Psychology Open by permission of instructor. psychology. APSY-GE 2005 45 hours: 3 credits. * Registration closed Prerequisite: one year of statistics Grant Writing and Grant Management Intervention/Prevention in Early to special students. or measurement, or permission of for the Social Sciences Childhood Contexts instructor. APSY-GE 2077 30 hours: 3 credits. APSY-GE 2270 30 hours: 3 credits. †Pass/fail basis. Prerequisites: APSY-GE 2271 and Prerequisite: Introductory graduate-level Sexual Decision Making and APSY-GE 2105. course in developmental psychology or 30 hours: 3 credits Risk Taking in Adolescence permission of instructor. APSY-GE 2008 30 hours: 3 credits. Development and Prevention Science Prerequisite:Prerequisit ae: course a course in APSY-GE 2094 30 hours: 3 credits. Survey of Developmental Psychology: psychologyin psychology or educational or edu - Psychology of Women Advanced psychologycational psychology APSY-GE 2014 30 hours: 3 credits. Social Development of Children APSY-GE 2271 30 hours: 3 credits. Prerequisites: a course in general and Adolescents Prerequisite: an introductory course in psychology or equivalent. APSY-GE 2097 30 hours: 3 credits. psychology or educational psychology.

Cognitive Behavior Therapy: Culture, Context, and Psychology Adolescent Development: Theory and Applications APSY-GE 2105 30 hours: 3 credits. Theory and Research APSY-GE 2025 30 hours: 3 credits. APSY-GE 2272 30 hours: 3 credits. Psychological Research in Infancy Prerequisites: a course in developmental Abnormal Psychology APSY-GE 2115 30 hours: 3 credits. psychology and a course in sociology, APSY-GE 2038 30 hours: 3 credits. Prerequisite: a course in developmental social psychology, or the study of Prerequisite: APSY-GE 2039 or or educational psychology. cultures. equivalent. Human Growth and Development Risk and Resilience Theories of Personality APSY-GE 2138 30 hours: 3 credits. APSY-GE.2279 30 hours: 3 credits. APSY-GE 2039 30 hours: 3 credits. Prerequisite: a graduate-level course in Prerequisite: a graduate course in Evaluation Methodology in the developmental psychology or work general, developmental, or educational Behavioral Sciences experience in the area of developmental psychology. APSY-GE 2173 45 hours: 3 credits. psychology.

Women and Mental Health Child and Adolescent Psychopathology Independent Study APSY-GE 2041 30 hours: 3 credits. APSY-GE 2181 30 hours: 3 credits. APSY-GE 2300* 45 hours per: 1–6 Prerequisite: a course in general credits. Hours to be arranged. psychology or equivalent. Cognitive Development APSY-GE 2198 30 hours: 3 credits. HDSI: Integrative Seminar Child Language Development APSY-GE 2335 30 hours: 3 credits. Open APSY-GE 2055* 45 hours: 3 credits. Confict Analysis and Resolution only to master’s candidates in applied Prerequisite: a course in developmental APSY-GE 2205 30 hours: 3 credits. psychology. psychology or linguistic. Cross-Cultural Research Methods Academic Achievement Gaps: Legal Psychology APSY-GE 2222 30 hours: 3 credits. Socio-psychological Dynamics APSY-GE 2056 30 hours: 3 credits. APSY-GE 2345 45 hours: 3 credits. Emotional Development: Prerequisite: a course in educational or Issues in Counseling People with A Cognitive Perspective developmental psychology, or permis- Disabilities APSY-GE 2261 30 hours: 3 credits. sion of instructor. APSY-GE 2068 30 hours: 3 credits. Prerequisite: Introductory graduate-level course in statistics and developmental Externship in Human Development Research and Evaluation in the psychology. and Social Intervention Behavioral Sciences APSY-GE 2354: 0 credits. APSY-GE 2070 45 hours: 3 credits.

43 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Trauma: Theoretical and Clinical Foundations of Counseling for Advanced Seminar in Psychology Perspectives Mental Health and Wellness and Social Intervention APSY-GE 2500 30 hours: 3 credits. Pre- APSY-GE 2661* 30 hours: 3 credits. APSY-GE 2830* 30 hours: 3 credits. requisite: a course in general psychology Only open to doctoral students in NOTES TO COURSES or equivalent. Foundations of School Counseling psychology and social intervention, APSY-GE 2662* 30 hours: 3 credits. or permission of instructor. * Registration closed Case Seminar in Trauma Studies: to special students. Transdisciplinary Perspectives of Program Development and Evaluation Families and Schools Clinical Work in Counseling APSY-GE 2831 30 hours: 3 credits. †Pass/fail basis. APSY-GE 2505 30 hours: 3 credits. Pre- APSY-GE 2663* 30 hours: 3 credits. requisite: APSY-GE 2500 or permission Hours arranged. Child Development and Social Policy 30 hours: 3 credits of instructor. APSY-GE 2832 30 hours: 3 credits Internship in School Counseling I and II Prerequisite: graduate course in devel- Prerequisite:Prerequisit ae: course a course in Psychological Measurement APSY-GE 2667*, APSY-GE 2668* opmental psychology or equivalent. psychologyin psychology or educational or edu - APSY-GE 2524: 30 hours: 3 credits. 45 hours: 3 credits. Hours arranged. psychologycational psychology APSY-GE.2667 is a prerequisite for Research: Using Mixed Methods Social Psychology, Intervention, APSY-GE 2668. APSY-GE 2835 30 hours: 3 credits and Social Change Prerequisite: A graduate course in basic APSY-GE 2605 30 hours: 3 credits. Interpretation and Use of Tests in research methodology. Counseling Adults Brief Psychodynamic Therapy APSY-GE 2672* 45 hours: 3 credits. Pre- Project Research Seminar I APSY-GE 2611 30 hours: 3 credits. requisite: APSY-GE.2657 or equivalent. APSY-GE 2837 30 hours: 0 credits. Only open to master’s students in hu- Group Dynamics: Theory and Practice Assessment of Children and man development and social APSY-GE 2620* 45 hours: 3 credits. Adolescents intervention. APSY-GE 2673* 45 hours: 3 credits. Pre- Dynamics of Vocational Development requisite: APSY-GE.2657 or equivalent. Project Research Seminar II APSY-GE 2634 30 hours: 3 credits. APSY-GE 2838 30 hours: 3 credits. Cross-Cultural Counseling Prerequisite: APSY-GE 2837. Only open Career Counseling APSY-GE 2682 30 hours: 3 credits. to master’s students in human develop- APSY-GE 2635 30 hours: 3 credits. ment and social intervention. Grief and Bereavement Counseling Practicum in School Counseling APSY-GE 2683 30 hours: 3 credits. Project Research Seminar: PSI APSY-GE 2648*† 50 hours: 3 credits. APSY-GE 2839 30 hours: 3 credits. Marriage, Couple, and Family Professional Orientation and Ethics Counseling Play and Drama Therapy with for School Counseling APSY-GE 2684 30 hours: 3 credits. Pre- Children and Adolescents APSY-GE 2650* 30 hours: 3 credits. requisite: APSY-GE 2657 or equivalent. APSY-GE 2840 30 hours: 3 credits.

Professional Orientation and Substance-related & Addictive Positive Psychological Development: Ethics in Counseling for Mental Disorders Innovations in Theory, Research, Health and Wellness APSY-GE 2691 30 hours: 3 credits. and Practice APSY-GE 2651* 30 hours: 3 credits. APSY-GE 2870 30 hours: 3 credits. Internship in Counseling for Practicum in Counseling for Mental Health and Wellness I and II Mental Health and Wellness Counseling Lesbian, Gay, Bisexual, APSY-GE 2655*, 2656* 45 hours: APSY-GE 2812*† 50 hours: 3 credits. and Transgender Youth 3 credits per term. Hours arranged. APSY-GE 2895 30 hours: 3 credits. APSY-GE 2655 is prerequisite for Understanding and Measuring the APSY-GE 2656. Social Contexts for Development Counseling Lesbian, Gay, Bisexual, APSY-GE 2825 (formerly Organizational and Transgender and Older Adults Individual Counseling: and Community Processes, G89 2290) APSY-GE 2896 330 hours: 3 credits Theory and Process 30 hours: 3 credits. APSY-GE 2657 45 hours: 3 credits. Departmental Seminar: Theories of Intervention and Social Change Change in Applied Psychology Individual Counseling: Practice I APSY-GE 2826 30 hours: 3 credits. APSY-GE 3009* 30 hours: 3 credits APSY-GE 2658*† 50 hours: 3 credits. Open to doctoral candidates in applied Running Field Experiments in Education Practicum in Intervention Research psychology. APSY-GE 2604 30 hours: 3 credits. or Policy Research I and II APSY-GE 2827*, APSY-GE 2828* 45 hours: 3 credits.

44 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Internship in Counseling Psychology Supervised Advanced Counseling APSY-GE 3016 Prerequisites: Doctoral Practicum: Individual and Group I, II candidacy and approved doctoral APSY-GE 3607, 3608*† 2 credits each dissertation proposal. term Prerequisite: doctoral matricula- NOTES TO COURSES tion Required of all doctoral students in Practicum in Clinical Intake Diagnosis counseling psychology during the first * Registration closed APSY-GE 3031* 20 hours: 2 credits. or second year in the program. to special students. Open to doctoral students in counseling psychology. Forum in Counseling Psychology †Pass/fail basis. APSY-GE 3620 30 hours: Research Practicum in Developmental 30 hours: 3 credits Psychology Practicum in Counselor Training APSY-GE 3020 30 hours: 1-3 credits. APSY-GE.3629*† 45 hours: 3 credits Prerequisite:Prerequisit ae: course a course in Prerequisite: permission of instructor psychologyin psychology or educational or edu - Seminar: Current Issues in psychologycational psychology Developmental Psychology Seminar in Counseling Theory APSY-GE 3021* 30 hours: 3 credits. Pre- and Research requisite: open only to doctoral students APSY-GE 3633* 30 hours: 3 credits. in developmental psychology; other Open to advanced doctoral students doctoral students by permission in counseling psychology. of instructor. Clinical Assessment in Counseling The Developmental Psychology Psychology I and II Seminar: Current Topics in APSY-GE 3665, 3666* 45 hours: Developmental Science 3 credits each term. Prerequisites: APSY-GE 3023 30 hours: 3 credits. graduate courses in test interpretation, abnormal psychology, and personality Historical Perspectives of theory. Psychological Theory APSY-GE 3103 30 hours: 3 credits. IES-Predoctoral Interdisciplinary Training Seminar on Causal Interference I and II APSY-GE 3901, 3902 30 hours: 0-1 credits each term.

45 DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2019–2021 DEPARTMENT OF Applied Statistics, Social Science, and Humanities

DEPARTMENT CHAIR: JAMES W. FRASER DEGREES KIMBALL HALL | 246 GREENE STREET, 3RD FLOOR | NEW YORK, NY 10003–6677 MA, MS, PhD, Advanced Certificate TELEPHONE: 212-998-9457 | FAX: 212-995-4832 WEBSITE: steinhardt.nyu.edu/humsocscisteinhardt.nyu.edu/humsocsci

CONTENTS The Departmenthe ofDepartment Applied Statistics, of Applied Social Sta Science,tistics, n Int erdisciplinary Studies — The department’s FacultyFaculty ...... 47 47 Social Science, and Humanities is specialized interdisciplinary programs — and Humanities is primarily devoted to the AppliedApplied Statistics Statis fortics Social for Science Social Research Scienc e primarily devoted to the discipline- education and social policy, international discipline-based study of education and other ...... 48Research ...... 48 based study of education and other education, and education and Jewish studies EducationEducation and and Jewish Jewish Studies Studies ...... 49 ...... 49 institutions, processes,institutions, and pr policies.ocesses, The and bulk policies. of the — prepare majors to assume professional Education and Social Policy...... 50 facultyT — including economists, historians, Education and Social Policy...... 50 The bulk of the faculty — including econo- positions both nationally and internationally HistoryHistory of Educationof Educa ...... tion ...... 51 51 philosophers,mists, historians, political philosophers, scientists, and political sociologists scientis —ts, as well as provide courses for nonmajors InternationalInternational Education Educa ...... tion ...... 52 52 investigateand sociologis urgentts social— inv estrendstigat eand ur gentquestions social in the with specialized interests. InterdepartmentalInterdepartmental Research Resear Studiesch ...... Studies 53 ...... 53 Unitedtrends States and ques and tionsthroughout in the theUnit world.ed Sta Thetes and SociologySociology of Education of Educa ...... 54tion ...... 54 throughout the world. The department’s dual department’s dual academic purpose is to provide CoursesCourses ...... 55 55 academic purpose is to provide disciplinary and disciplinary and research coursework for students in research coursework for students in other parts otherof the parts school of the while school also while preparing also preparing students For information about the mission and studentswithin the within department the department for positions for positions leading leading to re - student learning outcomes for each of tosear re-searchch and andteaching teaching in c inolleges colleges and and univ ersities, our programs, please see the department universities,in government, in government, and in other and servic in othere or serviceganiza - website. organizations,tions, both na bothtionally nationally and int anderna internationally.tionally. The following identifies the department’s pro- grams, grouped according to three broad areas. In the Steinhardt School of Culture,

Education, and Human Development, n Social-Cultur al Disciplinary Studies of full-time graduate study is defined as Education — Programs in two disciplines, 12 credits per term unless otherwise the sociology of education and the history defined by a specific academic program. of education, offer cognate and foundational course work for students across the school as well as prepare educational researchers Notice: The programs, requirements, within each program. and schedules listed herein are subject nInterdepartmental Int erdepartmental Research Resear Studiesch Studies and andApplied to change without notice. A directory StatisticsApplied — S taThetis ticsdepartment — The department offers a wide pr arrayogram of classes is published each term with a offers a wide array of qualitative and quantita- of qualitative and quantitative research courses current schedule. For the most up-to-date tive research courses for graduate students in for graduate students in all programs across the schedule changes, please consult Albert, all programs across the school and also offers schoola mas andters also in applied offers as tamasterstistics finor applied social science statisticsresearch. for social research.

46 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Faculty

Mike Amezcua, Assistant Professor. BA Bethamie Horowitz, Research Assistant Anne Washington, Assistant Professor. 2004, University of California, Los Ange- Professor. AB 1977, Harvard College; BA 1987, Brown University; MLIS 2001, les; MA 2005, PhD 2011 Yale University. PhD 1987, Graduate Center of the City Rutgers University; PhD 2011 George University of New York. Washington University. René V. Arcilla, Professor. BA 1977, PhD 1990, Yale University. Elisabeth King, Associate Professor. BA Sharon Weinberg, Professor. BA 1968, 2001, University of Western Ontario; MA PhD 1971, Cornell University. Yoav Bergner, Assistant Professor. BA, 2002, PhD 2008, University of Toronto. PhD 2003, Massachusetts Institute of Meryle Weinstein, Research Assistant Technology. R. L’Heureux Lewis-McCoy, Associate Professor. BA 1983, State University of Professor. BA 2000, Morehouse Col- New York at Binghamton; MA 1992, San Dana Burde, Associate Professor. BA lege; MA 2003, PhD 2008, University of Francisco State University; MPhil 2004, 1988, Oberlin College; EdM 1993, Michigan, Ann Arbor. PhD 2008, Robert F. Wagner Gradu- Harvard University; PhD 2001, Columbia ate School of Public Service, New York University. Ying Lu, Assistant Professor. BS 1994, University. PhD in Public Policy and Demography Hua-Yu Sebastian Cherng, Assistant 2005, Princeton University; PhD in Sta- Kathleen M. Ziol-Guest, Research As- Professor. BA 2005, Massachusetts Insti- tistics 2009, University of North Carolina sociate Professor. BA 1996, MPA 1998, tute of Technology; MA 2011, PhD 2014, at Chapel Hill. Indiana University-Bloomington; PhD University of Pennsylvania. 2005, University of Chicago. Todor Mijanovich, Research Associate Joseph Robinson Cimpian, Associate Professor. BA 1977, Reed College; PhD Number of Adjunct Faculty: 36 Professor. BS 2000, Cornell University; 2008, New York University. MA 2005, MA 2009, PhD 2009, . Elizabeth M. Norman, Professor. BS Affiliated Faculty 1973, Rutgers University; MA 1977, PhD Robert Cohen, Professor (joint appoint- 1986, New York University. Robert Chazan, Professor, Skirball De- ment with the Department of Teaching partment of Hebrew and Judaic Studies, and Learning). BA 1976, EdM 1978, State Marc Scott, Professor. BA 1986, Cornell; Faculty of Arts and Science. University of New York at Buffalo. MA MA 1993, Hunter College; PhD 1998, New 1980, PhD 1987, University of California, York University. Berkeley. Faculty Emeriti Carol Anne M. Spreen, Associate Profes- Sean Drake, Provost’s Postdoctoral sor. BA 1989, American University; MEd Floyd Hammack, Sociology of Education Fellow. BA 2000, Cornell University; MA 1992, University of Illinois; MPhil 1998, Donald Johnson, Global Education 2009, PhD 2009, Stanford University. PhD 2001, Teachers College, Columbia Berenice Fisher, Philosophy of Education University. Joy Gould Boyum, Arts and Humanities James W. Fraser, Professor (joint Gabriel Moran, Religious Education appointment with the Department of Leanna Stiefel, Professor (joint Jonathan Zimmerman, History of Teaching and Learning) and Department appointment with the Robert F. Wagner Education Chair. BA 1966, University of California, Graduate School of Public Service). BA Santa Barbara; MDiv 1970, Union 1967, University of Michigan; PhD 1972, Theological Seminary; PhD 1975, University of Wisconsin-Madison; Adv. Columbia University. Prof.Cert. 1984, New York University.

Daphna Harel, Assistant Professor. BSc Lisa M. Stulberg, Associate Professor. 2010, PhD 2014, McGill University. BA 1992, Harvard University; MSocSci 1994, University of Birmingham (UK); Jennifer Hill, Professor. BA 1991, MA 1996, PhD 2001, University of Swarthmore College; MA 1995, Rutgers California, Berkeley. University; MS 1997, PhD 2000, Harvard University.

47 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Applied Statistics for Social Science Research (A3SR)

CODIRECTORS TheThe Master Master of of Science Scienc ein in Applied Applied Statistics DEGREE REQUIREMENTS trainingtraining and and preparation preparation for f ortheir their career career or Jennifer Hill Statistics for Social Science Research This variable-credit program (34–44 or future research. Data Science for for Social Science Research (A3SR) This variable-credit program (34–44 future research. Data Science for Social Kimball Hall, 2nd Floor (A3SR) provides students with rigorous credits) offers an accelerated option for Social Impact prepares students to build provides students with rigorous training in credits) offers an accelerated option for Impact prepares students to build TELEPHONE: training in applied statistics research students entering with prior statistical research-practice partnerships, become students entering with prior statistical 212-992-7677 appliedtechniques statistics and researchstrategies techniques that can and training. The program consists of theo- research-practiceknowledgeable of partnerships, ethical conc becomeerns strategiesbe applied that to cancont beempor appliedary tosocial, training.retical fTheounda programtions, sconsiststatistical of inf erence knowledgeablesurrounding da ofta, ethical and c concernsommunica te Marc Scott contemporarybehavioral, and social, health behavioral, science randesear ch. theoreticaland gener foundations,alized linear statistical models, causalinference surroundingeffectively rdata,esear andch findings communicate and their Kimball Hall, 2nd Floor healthThis MS science progr research.am is a good This choic MS programe for andinfer generalizedence, surv elineary resear models,ch methods, causal effectivelyimplications. research Computa findingstional and Methods their TELEPHONE: iss tudentsa good choicewho w forant students to gain grwhoea twanter to inference,multilevel survey modeling, research applied methods, statis tics implications.provides mor Computationale rigorous training Methods in meth - 212-992-9407 knowledge of statistics and its applica- electives, and unrestricted electives. A odological theory and development, and gain greater knowledge of statistics and its multilevel modeling, applied statistics provides more rigorous training in tion to everyday problems and policies, statistical consulting research seminar is particularly appropriate for students application to everyday problems and electives, and unrestricted electives. A methodological theory and development, DEGREES and to sharpen their data-analysis and and internship provide practical learning who wish to progress to PhD pro- statistical consulting research seminar and MS policies,problem-solving and to sharpen skills. their data-analysis experiences. andgrams. is particularly General Applied appropriate Statis fortics students offers and problem-solving skills. internship provide practical learning who wish to progress to PhD pro- grams. The TA3SRhe A3SR curriculum curriculum provides provides students PracticalPractical considerations considera aroundtions ar designingound maximal flexibility, allowing students to FACULTY students with a firm foundation in experiences.designing and implementing empirical Generalcustomiz Appliede their Statisticsprograms offers of study maximal by with a firm foundation in statistical modeling and implementing empirical research studies Harel, Hill, Lu, statistical modeling tools and theoretical research studies will be addressed in flexibility,selecting allowing from a brstudentsoad set to of customize statistics tools and theoretical perspectives common will be addressed in Data Science for Social Mijanovich, Scott, perspectives common within the social, Data Science for Social Impact APSTA- and related courses. Two applied sta- within the social, behavioral, and health their programs of study by selecting from a Shroff, Washington, behavioral, and health sciences, while ImpactGE 233 APSTA-1. Students GE 2331. are intr Studentsoduced are to tistics electives must be taken, selected broad set of statistics and related courses. Weinberg sciences,allowing whilethe opportunity allowing the t oopportunity pursue their to introducedregression to apprregressionoaches approaches in Intermedia in te from among the topics offered in the Two applied statistics electives must be pursueown int theireres ownts and interests develop and specializ developed IntermediateQuantitativ Quantitativee Methods APS MethodsTA-GE 2003 program or from a curated, approved taken, selected from among the topics AFFILIATED FACULTY specializedskills. It pr eparskills.es It s preparestudents t studentso become to APSTA-GEor Regres sion2003 and or Regression Multivariat ande Da ta list. Finally, a small number of unre- offered in the program or from a curated, Bergner, Benners, becomeapplied applied statisticians statisticians and da andta scientis data ts MultivariateAnalysis S DataTAT-GB Analysis 2301 . STAT-GBFoundational 2301. stricted electives may be taken from Cimpian, Simonoff in the public or private sector, as well skills in Probability and Statistical Com- approveddepartments list. Finally,across athe small entir numbere university of . scientists in the public or private sector, as Foundational skills in Probability and (Stern/IOMS), Wu as for further academic study in fields puting are addressed in APSTA-GE 2351 unrestricted electives may be taken from well as for further academic study in fields Statistical Computing are addressed in (FAS/Soc.) that rely on quantitative research. The and APSTA-GE 2352. More advanced departmentsADMISSION across REQUIREMENT the entire university.S that rely on quantitative research. The APSTA-GE 2351 and APSTA-GE 2352. concentrations and electives can be techniques and causal inference meth- n T wo letters of recommendation concentrations and electives can be tailored tailored to students’ substantive and Moreods advancedare cover edtechniques in Advanc anded causal Modeling I: n Prior math (see NOTES)

tomethodological students’ substantive interes andts. A3SRmethodological faculty inferenceTopics inmethods Multivaria aret ecovered Analysis in APSAdvancedTA-GE n GRE test scores interests.have particular A3SR faculty strengths have in particular causal inf er- Modeling2004, Causal I: Topics Inf erin encMultivariatee APSTA Analysis-GE 2012 , n P ersonal Statement that describes all ence, demography, missing data, model and Generalized Linear and Multilevel strengths in causal inference, demography, APSTA-GE 2004, Causal Inference prior coursework (and any practical selection, multivariate analysis, multi- Growth Curve Models APSTA-GE 2040 experience) in math, programming, missing data, model selection, multivariate APSTA-GE 2012, and Generalized Linear level modeling, networks, and surveys or 2042. Students pursuing an acceler- statistics, and data analysis. analysis, multi- level modeling, networks, and Multilevel Growth Curve Models and sampling. They also have expertise ated program will have already taken and surveys and sampling. They also have on methods at the intersection between APSTA-GEthe equiv alent2040 ofor APS2042.TA Students-GE 200 pursuing3 and NOTES expertisemachine onlearning methods and at s thetatis intersectiontics. Stu- anAPS acceler-TA-GE ated 2004 program. will have already Admission to the program requires a between machine learning and statistics. dents are encouraged to work closely StudentstakenS thetudents learnequivalent learntheoretical oftheor APSTA-GE andetical practical and 2003 and strong undergraduate academic record Stu-with dents faculty are on encouraged research tha to workt ranges closely practical issues in survey methodol- and demonstration of math proficiency issuesAPSTA-GE in survey 2004. methodology Students learn are theoreticalcovered in withfrom faculty applied on sresearchtatistical that analy rangessis to from the ogy are covered in Survey Research I through linear algebra and calculus. Surveyand Research I APSTA-GE 2139 or development of customized statistical or Experimental and applied statistical analysis to the APSTA-GE 2139 Previous experience with statistics models. ExperimentalQuasi-Experimental and Quasi-Experimental Design APSTA -GE or programming, or work experience development of customized statistical The program is an initiative of the Design2134. AllAPSTA-GE students 2134. must Allcomplet studentse the must using these skills is considered during models. Center for Practice and Research at the completestatistical the c statisticalonsulting consultingresearch seminar research the admissions process. The personal Intersection of Information, Society, and seminarand int andernship internship,, APST AAPSTA-GE-GE 2401 and 2401 statement should describe all prior Methodology (PRIISM) and is an integral andAPS APSTA-GETA-GE 2310 2310.. coursework (and any practical experi- part of the larger university-wide initia- All studentsAll students must musselectt select one of one three of three ence) in math, programming, statistics, tive in data science, in which several concentrations: General Applied Statis- concentrations: General Applied Statistics, and data analysis. GRE scores will be master’s degrees are offered. See tics, Computational Methods, or Data used to assess both mathematical rea- Computational Methods, or Data Science datascience.nyu.edu/academics/datascience.nyu.edu/academics/ for Science for Social Impact. The concen- soning and written communication skills. for Social Impact. The concentrations allow some discussion of each program’s trations allow students to tailor their focus. studentsstudies toand tailor focus their mor studiese specifically and focus on more specifically on

48 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Education and Jewish Studies

Applications are suspended for Fall 2019. Please check the program website steinhardt.nyu.edu/ash/jewish/doctoral for information on Fall 2020 admissions at a later date.

in a field other than education, Jewish DIRECTOR EDUCATION AND JEWISH DEGREE REQUIREMENTS studies, or Jewish education may be Robert Chazan STUDIES exempted from up to two courses of This program prepares teachers, Doctor of Philosophy practitioners, researchers, and aspiring equivalent and relevant coursework, 53 Washington Square practitioners, researchers, and aspir- TheThe PhD PhD program program is is conceptualized conceptualized in administrators for leadership positions in a reducing the total degree to 72 credits. South, 2nd Floor ing administrators for leadership termsin terms of three of thr setsee setsof academic of academic TELEPHONE: widepositions range in of a Jewish wide r angeeducational of Jewish settings, Experiences: 1) courses at the Steinhardt Experiences: 1) courses at the Steinhardt 212-998-8976 sucheduca astional schools, settings, informal such education as schools, School of Culture, Education, and ADMISSION REQUIREMENTS School of Culture, Education, and Human programs,informal educa communitytion pr organizationsograms, commu and - Human Development (42 credits), which PhD applicants should exhibit outstand- PhD applicants should exhibit outstanding Development (42 credits), which include a DEGREES othernity ornonprofitganizations organizations, and other curriculum nonprofit include a combination of foundational ing personal qualities and excellent personal qualities and excellent academic combination of foundational courses, PhD agencies,organiza tions,museums, curriculum foundations, agencies, and courses, research courses, specialization academic training. A minimum of training. A minimum of two years’ museums, foundations, and colleges and researchcourses, courses, and cogna specializationte courses courses, two years’ employment experience in colleges and universities. Students benefit employment experience in education, FACULTY universities. Students benefit from the andappr cognateopriate courses to the individualappropriate student to the ’s education, Jewish education, or Jewish from the rich resources and course Jewish education, or Jewish communal Chazan, Horowitz rich resources and course offerings of individualparticular student’s career int particularerests and career needs communal service is required. Students offerings of the Steinhardt School of the Steinhardt School of Culture, Educa- (see Career Opportunities, above); servicespecializing is required. in adminis Studentstration specializing or teach- interests and needs (see Career Culture, Education, and Human tion, and Human Development and the 2) courses in the Skirball Department of ining administration must have a or minimum teaching ofmust two have years a Opportunities, above); 2) courses in the DevelopmentSkirball Department and the Skirballof Hebr eDepartmentw and Hebrew and Judaic Studies (24 credits), of full-time classroom teaching experi- minimum of two years of full-time Skirball Department of Hebrew and Judaic ofJudaic Hebrew Studies and Judaic in the StudiesGradua tine theSchool of including core courses in Judaic studies ence in addition to or as part of this classroom teaching experience in addition Studies (24 credits), including core courses GraduateArts and SchoolScienc eof. While Arts and pro Science.viding a core and specialization electives covering a employment experience. An MA degree to or as part of this employment of academic research, Jewish educa- inwide Judaic range studies of Je andwish specialization history and in either education or Jewish studies is While providing a core of academic experience. An MA degree in either tion, and Hebrew and Judaic studies, the electivestradition covering (Students a wide are alsorange requir of Jewished useful, but not required. research, Jewish education, and Hebrew education or Jewish studies is useful, but program is also tailored to its students’ historyto demons and traditiontrate adv (Studentsanced Hebr are ealsow The completedThe complet educationed educa andtion Jewish and Je w- and Judaic studies, the program is also individual needs and interests. Faculty language competence in an exam notish required.studies PhD admissions application required to demonstrate advanced Hebrew studies PhD admissions application tailoredfrom the to Sitsteinhar students’dt School individual and needs the administered by the department.); and package must include the Steinhardt language competence in an exam package must include the Steinhardt andSkirball interests. Department Faculty fromprovide the closeSteinhardt and 3) the education and Jewish studies School admissions application form, a administered by the department.); and 3) School admissions application form, a Schoolpersonaliz and edthe ment Skirballoring, Department as do expert component of the program (12 credits), curriculum vitae, official GRE score the education and Jewish studies curriculum vitae, official GRE score providepractitioners close and in the personalized field of Je wishmentoring, which involves a two-year doctoral report, official transcript(s), a personal education working in the New York City componentseminar focused of the program on issues (12 in credits),Jewish report,statement, official a transcript(s), research focus a personal essay, and as do expert practitioners in the field of area. whicheduca involvestion, EJS a Ttwo-year-GE 2010 doctoral, 2011, 20 seminar12, statement,three lett aers research of recommenda focus essay,tion. and Ap - Jewish education working in the New York and . Students entering with a plicants to the PhD program should focused20 13on issues in Jewish education, three letters of recommendation. CityCAREER area. OPPORTUNITIES bachelor’s degree must complete specify in their admissions essays EJST-GE 2010, 2011, 2012, and 2013. Applicants to the PhD program should TheThe graduategraduate program program prepares prepares students the entire 78 credits of coursework. their intended area of specialization Students entering with a bachelor’s degree specify in their admissions essays their forstudents leadership for leadershipin Jewish educational in Jewish edu - Graduate study in education, Judaic in education: administration, teaching intended area of specialization in cational settings. Job prospects include muststudies, complete Jewish the educa entiretion, 78 creditsor allied of and learning, or humanities and social settings. Job prospects include administrator or teacher at a Jewish day coursework.subjects, complet Graduateed astudyt an acin creducation,edited education:sciences administration,or applied psy chologyteaching. andAll ap - administrator or teacher at a Jewish day or or supplementary school; official at a Judaicinstitution, studies, ma Jewishy be pr education,esented for or allied learning,plicant orfinalis humanitiests are int andervie socialwed by the supplementary school; official at a bureau bureau of Jewish education or a national subjects,consider completedation of e xatemption an accredited from sciencesprogram or f appliedaculty. psychology. All ofor Jewish local Je educationwish educa or tionala national organiza or local- certain coursework. This may reduce institution, may be presented for applicant finalists are interviewed by the Jewishtion; pr educationalofessor of Je organization;wish educa tionprofessor at the total number of credits required FINANCIAL AID consideration of exemption from certain program faculty. ofa seminaryJewish education, college at of a Je seminary,wish stud college- for the degree, as follows: Students SteinhardtSteinhardt provides provides a avariety variety of ofways wa ytos coursework. This may reduce the total ies, or university; researcher in Jewish entering with an MA in education may to help master’s students finance their of Jewish studies, or university; researcher help master’s students finance their education at a foundation or communal numberbe exempt of creditsed from required up to fortw othe courses degree, graduate education, including scholar- in Jewish education at a foundation or graduate education, including scholarships, service organization; director of a Jew- asin follows:education, Students reducing entering the twithotal andegr MAee in ships, fellowships, work-study, and loans. communal service organization; director of fellowships, work-study, and loans. All ish informal education program; director educationto 72 credits. may beStudents exempted ent eringfrom upwith to twoan All applicants for full-time doctoral a Jewish informal education program; applicants for full-time doctoral study are of a Jewish adult education program; coursesMA in Je inwish education, studies reducing may be the exempt total ed study are considered for the Steinhardt directoradminis oftr aat orJewish of a Hilleladult oreducation other or - from up to 21 credits of Judaic studies consideredFellowship for. This the f elloSteinhardtwship prFellowship.ovides up degree to 72 credits. Students entering program;ganization administrator that reaches of outa Hillel to corollege other coursework, reducing the total degree Thisto four fellowship years of provides full-time up tuition to four support years of with an MA in Jewish studies may be organizationstudents; museum that reaches educa outtor; to curriculum college to 57 credits. Students entering with full-timeand a living tuition stipend. support All and fello a livingwships stipend. developer, designer of instructional exemptedan MA in fromJewish up educato 21 creditstion ma ofy Judaicbe support the preparation of the next students; museum educator; curriculum All fellowships support the preparation of materials, and/or author of textbooks for studiesexempt coursework,ed from up reducing to two c theourses total in generation of leaders and scholars in developer, designer of instructional the next generation of leaders and scholars Jewish educational settings; staff devel- degreeeduca tionto 57 and credits. four Studentscourses inentering Judaic education and Jewish studies. materials, and/or author of textbooks for in education and Jewish studies. oper; and educational consultant. withstudies, an MA reducing in Jewish the education total degr mayee beto 60 Jewish educational settings; staff exemptedcredits. S fromtudents up toent twoering courses with anin MA developer; and educational consultant. education and four courses in Judaic studies, reducing the total degree to 60 credits. Students entering with an MA

49 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Education and Social Policy

DIRECTOR TheThe MA MA Program Program in in Education Education and and Social ResearchResearch Opportunities Opportunities and and Fellowships Fellowships DEGREE REQUIREMENTS Leanna Stiefel Social Policy aims to prepare students All incoming students receive consider- The 38-credit curriculum includes Policy aims to prepare students to use All incoming students receive consideration The 38-credit curriculum includes to use theories and concepts from the ation for the Education and Social Policy foundation courses, research methods theories and concepts from the fields of for the Education and Social Policy Fellows foundation courses, research methods Institute for Education fields of economics and sociology in Fellows program, which offers five courses, specialized issues courses by courses, specialized issues courses by and Social Policy economicsconjunction and with sociology quantita in tivconjunctione statisti- program,promising which students offers a five $5, promising000 stipend to advisement, and a capstone-practicum Kimball Hall, withcal skillsquantitative to analy statisticalze and eskillsvalua tote analyze the studentsparticipa at e$5,000 in faculty stipend-led toresear participatech teams in advisement,course. Cor eand courses a capstone-practicum include An Intro- 3rd Floor East andeffectiv evaluateenes thes of effectiveness education pr ofogr ams faculty-ledat the Ins titutresearche for Eteamsduca tionat the and Institute Social course.duction Core to Sociology courses include of Educa Antion TELEPHONE: educationand policies. programs Students and obtainpolicies. specific Students forPolic Educationy. and Social Policy. An Intro-ductionSOED-GE 200 to 2Sociology, Microec ofonomics Education for 212-998-5758 obtainknowledge specific of knowledge education ofis sues,education guided alternateAn alt Capstone-Practicumernate Capstone-Pr experienceacticum SOED-GEPublic Management 2002, Microeconomics Planning and for P olicy by advisement, including pre-K/child- experience is offered in conjunction Analysis CORE-GP 1018, Education and issues, guided by advisement, including is offered in conjunction with the Center for Public Management Planning and Policy DEGREE hood education, K–12 education, or with the Center for Public Research Social Policy, EDPLY-GE 2030, and Eco- pre-K/childhood education, K–12 Public Research and Leadership (CPRL), Analysis CORE-GP 1018, Education and MA higher/comparative education. and Leadership (CPRL), which brings nomics of Education EDPLY-GE 2025. Social Policy, EDPLY-GE 2030, and education,The degree or ishigher/comparative distinguished from other whichtogether brings upper-le togethervel upper-level graduate s graduatetudents Research methods courses include

FACULTY education.master’s degr The eesdegree in educa is distinguishedtion policy by studentsin educa intion, education, policy, businespolicy, business,s, and EconomicsStatistics f ofor EducationBehavioral EDPLY-GE and Social 2025. Sci- Cimpian, Stiefel, fromits s trotherong master’semphasis degrees on using in educationquantita- andlaw lawfrom from NYU NYU,, Columbia, Columbia, Dartmouth, Dartmouth, Researchences I APS methodsTA-GE courses 2001, R includeegression and Washington, policytive methods by its strong to asc emphasisertain causal on using eff ects Harvard,Harvard, Michigan, Michigan, Stanford, Stanford, and and other other StatisticsIntroduction for Behavioral to Econometrics and Social PADM-GP Sci- Weinstein quantitativeof programs methods and policies. to ascertain Building causal on universities.universities. Education Education and and social social policy polic y ences2902 , IAppr APSTA-GEoaches 2001,to Qualita Regressiontive Inquiry and a first course in statistics, students students may apply for this interdis- RESCH-GE 2140 or Survey Research effects of programs and policies. Building students may apply for this interdisciplinary Introduction to Econometrics PADM-GP progress through more rigorous analyti- ciplinary fellowship in the fall of their Methods APSTA-GE 2139, and Applied on a first course in statistics, students fellowship in the fall of their second year. 2902, Approaches to Qualitative Inquiry cal courses, including regression and second year. James Liebman, Columbia Statistics: Using Large Databases in RESCH-GE 2140 or Survey Research progresseconometrics, through t omore a final rigorous direct edanalytical team Jameslaw pr ofLiebman,essor and Columbia former lawsenior professor of- Education APSTA-GE 2110. Specialized courses,research including project inregression which the andy pr oduce andficial former at the senior New Yofficialork City at the Department New York Methodsissues c onsisAPSTA-GEt of Elementary 2139, and and Applied econometrics,a professional to s tudya final of directed an educa teamtional Cityof E Departmentducation, leads of Education, the course leads and the Statistics:Secondary Using Educa Largetion Databases Issues; Higher in researchintervention project or inpolic whichy. S theytudents produce gain a courseconducts and its conducts intensiv itse academicintensive seminar EducationEducation APSTA-GE Issues; Early 2110. Childhood Specialized and professionalexperience studyin working of an educationalwith large, longi- academicin the ins titutionalseminar in and the prinstitutionalogramma andtic issuesPreschool consist Issues; of Elementary Special E ducaand tion tudinal education databases; with using design. Experienced education research- Issues; Race, Class, and Education intervention or policy. Students gain programmatic design. Experienced Secondary Education Issues; Higher economic and sociological principles ers, former K–12 educators and leaders, Issues; and International Education experience in working with large, education researchers, former K–12 Education Issues; Early Childhood and to analyze K–16 education; and with or consultants help guide the projects. Issues. Issues courses, of which students Preschool Issues; Special Education longitudinalprinciples ofeducation policymaking databases; in the with public educatorsSpecial scholarships and leaders, a vorailable consultants. For mor helpe must complete 9 credits, include such usingand nonpreconomicofit andsect ors,sociological which dr principlesaw on guideinforma thetion projects. and ho Specialw to apply scholarships, visit Issues;courses Race, as His Class,tory of and Higher Education Educa tion tothe analyze expertise K–16 of education; faculty in andNYU’ withs R obert available.steinhardt.nyu.edu/ash/policysteinhardt.n Foryu. moreedu/ informationash/policy and. how to Issues;HSED-GE and 206 International7, Social InequityEducation and Issues. Edu- principlesF. Wagner of Grpolicymakingaduate School in the of public Public and apply, visit Issuescation courses, SOED-GE of 23which71, and students Transf mustorming nonprofitService. sectors,The progr whicham placdrawes on str theong CAREER OPPORTUNITIES completeUrban High 9 credits, Schools include EDLED-GE such courses 2240. emphasis on understanding the context, The national concern with the quality All students must complete expertise of faculty in NYU’s Robert F. The national concern with the quality of as History of Higher Education HSED-GE purpose, unintended effects, and, finally, of public education has led to a large Capstone: Applied Research in Wagner Graduate School of Public public education has led to a large 2067, Social Inequity and Education the actual impact of alternative educa- demand by local, state, and federal Education Policy EDPLY-GE 2050. demand by local, state, and federal Service.tion policies The program and progr placesams. strongStudents, education agencies, think tanks, and SOED-GE 2371, and Transforming Urban emphasisthrough closeon understanding advisement, the use context, electiv e educationnonprofit agencies, organiza tionsthink ftanks,or prof andession - High Schools EDLED-GE 2240. All purpose,choices unintendedto gain kno effects,wledge and,of polic finally,y nonprofitals who canorganizations use up-to-da for professionalste methods, students must complete Capstone: Applied theissues. actual impact of alternative education whodata, can and use resear up-to-datech results methods, to formula data,t e, Research in Education Policy EDPLY-GE policies and programs. Students, through andimplement, research and results evalua to formulate,te new educa - 2050. ADMISSION REQUIREMENTS tion policies; but these organizations close advisement, use elective choices to implement, and evaluate new education Admission to the program requires a struggle to find individuals to fill their gain knowledge of policy issues. policies; but these organizations struggle strong undergraduate academic record positions with professionals of the qual- to find individuals to fill their positions with and demonstration of math proficiency ity they seek. professionals of the quality they seek. through Algebra II. Math Proficiency Graduates Gradua aretes prepared are prepar to worked to in w aork wide in a may be demonstrated through GRE or varietywide vofariety organizations of organiza thattions have tha a rolet ha vine GMAT scores as through recent college- a role in policymaking and implementa- policymaking and implementation in the level math coursework with grades tion in the education area, including education area, including local, state, and B+ or better. GRE or GMAT scores are local, state, and federal education de- not required but may be submitted federalpartments, education founda departments,tions, think foundations, tanks, and to demonstrate math proficiency. thinkconsulting, tanks, and grant-giving, consulting, andgrant-giving, public rela - Two letters of recommendation and andtions public departments relations departments in selected privin selectedate a personal statement describing why privateorganiza organizations.tions. The culmina The culminatingting experi - the applicant wants to be an education ence is an applied research project. experience is an applied research project. policy analyst are also required.

50 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 History of Education

DIRECTOR Study in the history of education DEGREE REQUIREMENTS James Fraser prepares scholars for research and teaching careers, mainly at schools Master of Arts Kimball Hall, 3rd Floor of education. Graduate students work The MA program requires 36 credits TELEPHONE: closely with their advisers to plan that can be completed in two years of 212-998-5413 a program that suits their interests full-time study. Students take 18 credits FAX: 212-995-4832 and aspirations. They may focus their in courses in the history of education, studies on the history of schools and 12 credits in courses in other disci-

DEGREES colleges or other institutions and media plines, and 6 credits working on a final MA, PhD of education, including the family, the integrating paper that emerges from press, and political or social movements. this program of study. Required courses

FACULTY Often studies link the history of educa- include: Foundations of Education: Amezcua, Cohen, tion and current issues of public policy. History of Education HSED-GE 2400, Fraser Course work usually includes studies History of American Education HSED-GE in philosophy as well as in the history 2009, History of American Education

AFFILIATED FACULTY of education; much of it is done in the and Society HSED-GE 2173, What Are Norman, Stimpson, form of supervised independent study. Schools For? HSED-GE 2175, Twentieth Stulberg, Turk Students are encouraged to enroll in Century Educational Thought HSED-GE courses throughout the University and 2235, Intellectual Roots of American

EMERITUS FACULTY to take advantage of New York City’s Education HSED-GE 2902. Zimmerman abundant cultural resources. Doctor of Philosophy CAREER OPPORTUNITIES The PhD program requires 76 credits be- Most graduates from the PhD program yond the baccalaureate for completion. secure teaching positions at colleges Students may complete the program in and universities, most commonly at three years of full-time study. In addi- education schools. They publish books tion to 18 credits in history of education and articles on a wide range of historical courses, students take 16 credits in his- subjects, ranging from family life and tory courses from the Graduate School mass media to formal educational of Arts and Science, 12 credits in philos- institutions. ophy of education, 6 credits in cognate studies, 6 credits in foundations courses, and 6 credits in research courses, as well as 12 credits in content and dissertation proposal seminars, including Depart- ment Seminar I HMSS-GE 3011

ADMISSION REQUIREMENTS In addition to the general requirements, specific requirements for admission to these programs include a bachelor’s degree in history or the equivalent. See general admission section, page 189.

51 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 International Education

DIRECTOR TheThe InternationalInternational Education Education Program Program Advanced Certificate ADMISSION REQUIREMENTS Dana Burde prepares educators for careers in The International Education Program No specific undergraduate major is prepares educators for careers in The International Education Program offers No specific undergraduate major is multinational and international settings. offers a one-year advanced certificate for required to gain admission to the MA multinational and international settings. a one-year advanced certificate for required to gain admission to the MA Kimball Hall, 3rd Floor Guided by career interest, profes- teachers and practitioners in the field of program, but an applicant should have teachers and practitioners in the field of program, but an applicant should have TELEPHONE: Guidedsional ebyxperienc career einterest,, and educa professionaltional international education who already have some course work in the social sciences international education who already have 212-995-5052 experience,background, and students educational select background, from one the MA degree. The advanced certificate someand be course able tworko demons in the trsocialate aptitude sciences f or studentsof three selectareas fromof specializa one of threetion: areasglobal of theis designed MA degree. for Theexperienc advanceded t eacherscertificate in is andanalytical be able w toork demonstrate on a range aptitudeof issues for in DEGREES specialization:education, int globalernational education, development designedschools and for experiencededucational teachersagencies inc om- analyticaleducation. work on a range of issues in MA, PhD, Advanced internationaleducation, or development cross-cultur education,al exchange or schoolsmitted tando global educational education, agencies as w ell as for education.Applicants Applicants to the toPhD the pr PhDogr amprogram Certificate and training. The program has a multi- mid-career consultants and international should have an MA degree in an area of cross-cultural exchange and training. The committed to global education, as well as should have an MA degree in an area of disciplinary faculty of anthropologists, education specialists in corporate, public, the humanities, social sciences, or edu- program has a multi- disciplinary faculty for mid-career consultants and the humanities, social sciences, or FACULTY economists, historians, philosophers, and nonprofit sectors, including field cation related to international education, international education specialists in education related to international Arcilla, Burde, Cherng, ofpolitical anthropologists, scientists, economists, and sociologis historians,ts, coordinators, planners, evaluators, ad- and they must take the Graduate Record corporate, public, and nonprofit sectors, King, Spreen philosophers,who apply the political theor etical,scientists, conc andeptual, ministrators, and program managers. The education,Examination. and they must take the sociologists,and methodological who apply adv theanc theoretical,es in the includingadvanced field certifica coordinators,te requir planners,es a minimum Graduate Record Examination. ADJUNCT FACULTY conceptual,humanities andand methodologicalthe social scienc advanceses to evaluators,of 30 credits. administrators, Required courses and program include: STEINHARDT FELLOWS Halpern, Monaghan, inthe the analy humanitiessis of int anderna thetional social educa sciencestional managers.Foundations The of advanced International certificate Educa tion PROGRAM AND RESEARCH Moran, Zegelbone policies and institutions. INTE-GE 2803, Socio-Anthropological ASSISTANTSHIPS to the analysis of international educational requires a minimum of 30 credits. Required Approaches to International Education SeeSee page page 197. 197.  policies and institutions. courses include: Foundations of AFFILIATED FACULTY CAREER OPPORTUNITIES INTE-GE 2023, and Political Issues in International Education INTE-GE 2803, Ampka, Berenson, The program develops educational International Education INTE-GE 2025. SPECIAL OPPORTUNITIES Socio-Anthropological Approaches to Castañeda, Denoon, experts who can design, implement, TheThe InternationalInternational EducationEducation ProgramProgram Hosay, Kapchan, manage, and evaluate international InternationalDoctor of Philosoph Educationy INTE-GE 2023, supports a number of research and train- supports a number of research and training Ludden, Lukose, education programs in schools, colleges, andThe PoliticalPhD degr Issuesee requir in Internationales the comple - ing projects through the Multinational The PhD degree requires the completion projects through the Multinational Institute Nolan, Rajagopal, foundations, multinational corporations, Educationtion of a minimum INTE-GE of2025. 54 credits and Institute of American Studies, a center for of a minimum of 54 credits and a Satyanath, Schain, and public and private educational and a dissertation: departmental doctoral ofpublic American diplomac Studies,y tha at offcenterers noncrfor publicedit dissertation: departmental doctoral Smoke, Yoshikawa cultural agencies. As part of the MA and seminar (3 credits: Department Seminar I diplomacyprograms thatin American offers noncredit culture , programspolitics, in seminar (3 credits: Department Seminar I PhD programs, students participate in ASH-GE 3011), core courses in interna- Americanand society culture, to for politics,eign scholars, and society diploma to ts, ASH-GE 3011), core courses in EMERITUS FACULTY a job-related internship that provides tional education (12 credits: Foundations foreignand journalis scholars,ts. A diplomats, student-led and or journalists.ganiza- Johnson professional work experience and internationalof International education Educa tion(12 credits:INTE-GE 2803, Ation, student-led the Interna organization,tional Educa thetion Student reinforces academic skills. Internships Socio-Anthropological Approaches to Board sponsors lectures and meetings on Foundations of International Education International Education Student Board may be arranged in the United States International Education INTE-GE 2023. topics of current interest. The program INTE-GE 2803, Socio-Anthropological sponsors lectures and meetings on topics or abroad through such organizations Political Issues in International Educa- also cosponsors several summer study- Approaches to International Education as the United Nations, the Institute for tion INTE-GE 2025), specialization in ofabr currentoad pr interest.ograms Thein cooper programation also with INTE-GE 2023. Political Issues in International Education, Metro Interna- international education (8–12 credits), cosponsorsother progr severalams acr summeross the Univ study-ersity abroad. tional, the US Department of State, the Internationalarea studies Education(8–12 credits INTE-GE), resear 2025),ch programs in cooperation with other Hudson Institute, and the Asia Society. specializationcourses (12 cr inedits international), international education programs across the University. (8–12educa credits),tion doct areaoral studiesseminars (8–12 (12 crcredits),edits: DEGREE REQUIREMENTS researchContent coursesSeminar (12in Int credits),ernational international Educa- educationtion I INTE-GE doctoral 309 seminars7 or 3098 (12, R esearcredits:ch Master of Arts in International Education I INTE-GE Content Seminar in International The MA program requires a minimum of 3801 or 3802), readings and dissertation The MA program requires a minimum of 40 Education I INTE-GE 3097 or 3098, 40 credits: Foundations in International proposal seminars (0-12 credits: Doctoral credits: Foundations in International Education (12 credits: Foundations of ResearchSeminar I inand International II ASH-GE Education3002 and I300 3. Education (12 credits: Foundations of International Education INTE-GE 2803, INTE-GE 3801 or 3802), readings and International Education INTE-GE 2803, Socio-Anthropological Approaches to dissertation proposal seminars (0-12 Socio-anthropologicalInternational Education Approaches INTE-GE 20to 23, credits: Doctoral Seminar I and II ASH-GE InternationalPolitical Issues Education in Interna INTE-GEtional E 2023,duca- 3002 and 3003. Politicaltion INTE-GE Issues 20 in 25International), Area Studies Education and INTE-GESpecializa 2025),tion in Area Interna Studiestional and Educa - tion (16–17 credits), Research Methods Specialization in International Education (8 credits: Qualitative Methods in (16–17 credits), Research Methods (8 International Education INTE-GE 2007, credits:Quantita Qualitativetive Methods Methods in Int inerna Internationaltional EducationEducation INTE-GE INTE-GE 2007, 2008 Quantitative), Internship Methods(3–4 credits: in International Professional Education Development in INTE-GEInternational 2008), Educa Internshiption INTE-GE (3–4 credits: 2802 ). Professional Development in International Education INTE-GE 2802).

52 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Interdepartmental Research Studies

CODIRECTORS Taught by faculty from across the GE 2002 in their first year. For Survey Modeling: Nested and Longitudinal Marc Scott, school, Interdepartmental Research Research Studies, APSTA-GE 2139 may Data APSTA-GE 2042, Confirmatory Quantitative Studies (IDRS) offers a wide array of then be taken. More advanced course Factor Analysis and Structural Equation Methodology courses that provide training in research work requires APSTA-GE 2003, 2004 Modeling APSTA-GE 2094, Biostatistics Kimball Hall, 2nd Floor methodology. (intermediate and multivariate models). I APSTA-GE 2995, Biostatistics II APSTA- TELEPHONE: Because the combinations of Additional courses in specialized GE 2996, and Advanced Data Analysis 212-992-9407 research courses required by various topics include analysis of complex in Health and Policy Research APSTA-GE programs differ, students are urged to surveys, classification and clustering, 2997. Lisa M. Stulberg, register for these research courses only casual inference, categorical data, factor For updates to the applied statistics Qualitative after consultation with their advisers analysis and latent variables, missing offerings, visit the website of the Center Methodology and, if needed, in consultation with one data, sampling, spatial data analysis, and for the Promotion of Research Involving Kimball Hall, 3rd Floor of the co-directors of IDRS. survival analysis. Innovative Statistical Methodology

TELEPHONE: For doctoral students interested in Specialized courses in multilevel (PRIISM) at steinhardt.nyu.edu/priismsteinhardt.nyu.edu/priism. 212-992-9373 doing qualitative dissertations involving modeling, including practicums in such interviews or fieldwork, ethnography, models, as well as an applied course in

FACULTY or observations, IDRS suggests that the use of large databases in education Anderson, Drake, students begin by taking Principles of research are also available. Specific Harel, Hill, Larson, Lu, Empirical Research RESCH-GE 2132, courses include Large Databases in Mijanovich, Norman, then Approaches to Qualitative Inquiry Applied Research APSTA-GE 2110, Scott, Shroff, Stulberg, RESCH-GE 2140. Students should Supervised and Unsupervised Machine Washington, Weinberg then pursue one or more of the more Learning APSTA-GE 2011, Causal specialized qualitative research courses Inference APSTA- GE 2012, Missing that are described below. Data APSTA-GE 2013, Psychometric Doctoral students interested in Theory and Applications APSTA-GE doing quantitative dissertations should 2093, Multilevel Modeling Growth Curve take Principles of Empirical Research APSTA-GE 2040, Practicum in Multilevel RESCH-GE 2132, or its equivalent, and Modeling APSTA-GE 2041, Multilevel Statistics APSTA-GE 2001 and APSTA-

53 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Sociology of Education

DIRECTOR Founded in the 1920s, the Program in DEGREE REQUIREMENTS Doctor of Philosophy Lisa M. Stulberg Sociology of Education at New York The PhD program trains students to ana- University is one of the nation’s oldest Master of Arts lyze educational problems and issues Kimball Hall, 3rd Floor professional programs applying sociol- This 36-credit program consists of core using the theoretical tools and research TELEPHONE: ogy to the study of education. It remains courses, research methods courses, methods of sociology. Students are 212-992-9475 focused on helping educators and specialized courses according to the expected to become thoroughly familiar others to better understand the social strand the student selects, and a thesis with the primary sociological perspec-

DEGREES aspects of educational problems. seminar. Core courses include Sociology tives and question theories, and then MA, PhD The program provides students with of Education SOED-GE 2002, Principles they are required to develop substantial a solid foundation in sociology as it of Empirical Research RESCH-GE 2132, awareness of the problems investigated FACULTY applies to education and related fields Classical Social Theory SOED-GE 3030 by sociologists and the major em- Arcilla, Drake, Lewis- and enhances their ability to address the or Education and Social Policy EDPLY- pirical findings in these problem areas. McCoy, Stulberg challenges that education faces. Course GE 2030, and Learning of Culture Candidacy, dissertation proposal, and opportunities draw on the resources of SOED-GE 2325. Methods courses dissertation are required. The Sociology

ADJUNCT FACULTY the Steinhardt School of Culture, Educa- include Statistics for Behavioral and of Education PhD program is 48 credits Hammack, Nelson tion, and Human Development as well Social Sciences I APSTA-GE 2001 for students who matriculate with an as the Department of Sociology in the and a second course of their choos- MA and 65 credits for students who

ADJUNCT FACULTY Graduate School of Arts and Science ing, usually Approaches to Qualitative matriculate with a BA only. Required Cherng, Fish, Flores, and the Robert F. Wagner Graduate Inquiry RESCH-GE 2140 or Statistics courses include: The Learning of Culture Kirkland, Miller School of Public Service. Students inter- for Behavioral and Social Sciences II SOED-GE 2325, Classical Social Theory ested in the development and analysis APSTA-GE 2002. SOED-GE 3030, Sociology of Education of educational policy and its effects will Students select elective courses SOED-GE 2002, Principles of Empirical find this program particularly useful. to create an area of specialization. Research RESCH-GE 2132, and Depart- Students may select from the follow- ment Research Seminar ASH-GE 3011. CAREER OPPORTUNITIES ing suggested areas, or build their own Graduates of the master’s program are in consultation with their academic ADMISSION REQUIREMENTS well-equipped to pursue careers in re- adviser: Education and Social Inequal- Admission to the Master of Arts search and evaluation, education policy, ity, Education and Social Organization, program requires two letters of rec- government agencies, and youth and Education and Social Change, Qualita- ommendation and a writing sample. community service organizations. Many tive Research Methods, Statistics and Applicants to the doctoral program are also well-equipped to pursue and Quantitative Methods, Policy Analysis must submit two academic letters of succeed in doctoral-level work in the and Program Evaluation. recommendation, along with evidence sociology of education or a related field. Students have considerable flexibility of potential, including other graduate Graduates of the doctoral program in designing and carrying out their own course work and prior written or pub- are prepared to work in schools and research; all students complete a semes- lished papers. A personal or telephone colleges of education or for universities ter-long, fully supervised research thesis interview is also recommended. with specializations in the area of sociol- that provides an invaluable experience See general admission section, ogy as it applies to education. They of working closely with a faculty mentor page 187. might also conduct basic and applied and of developing research skills es- research in various public and private sential to both professional practice and STEINHARDT FELLOWS institutions in order to advance both the advanced scholarship. Thesis Seminar I PROGRAM AND RESEARCH practice of education and the study of SOED-GE 2510 is required. ASSISTANTSHIPS sociology. The program offers a global See page 197.  sequence for those who want to experi- ence study abroad in their graduate studies. .

54 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses APPLIED STATISTICS/APSTA-GE

The courses listed APPLIED STATISTICS/APSTA-GE Multilevel Models: Growth Curves Applied Statistical Modeling and herein are to be APSTA-GE 2040 20 hours: 2 credits; fall. Inference: Frequentist offered in 2019–2021. Note: Most classes in MS in Applied Sta- APSTA-GE 2122 20 hours: 2 credits; tistics for Social Science Research, listed Practicum in Multilevel Models in the next section can be taken by APSTA-GE 2041 10 hours: 1 credit; fall. Applied Statistical Modeling and NOTES TO COURSES qualified masters and doctoral students Inference: Bayesian in other quantitative programs. Nested-data Models and APSTA-GE 2123 20 hours: 2 credits; †Pass/fail basis. Longitudinal Data spring. Usually runs for half-term, Statistics for Behavioral and APSTA-GE 2042 20 hours: 2 credits; sharing a time slot with 2122. Social Science I and II spring. APSTA-GE 2001, 2002 45 hours: 3 Experimental and Quasi-Experimental credits; fall. APSTA-GE 2002 20 hours: Advanced Practicum in Multilevel Design and Analysis 3 credits; spring. APSTA-GE 2001 is Models APSTA-GE 2134 45 hours: 3 credits. prerequisite to GE 2002. APSTA-GE 2043 10 hours: 1 credit; fall. May be offered alternate years. (Formerly APSTA-GE 2997.) Intermediate Quantitative Methods: Survey Research Methods The General Linear Model Generalized Linear Models and APSTA-GE 2139 45 hours: 3 credits, fall. APSTA-GE 2003 45 hours: 3 credits; fall. Extensions Prerequisites: APSTA-GE 2001, 2002 or APSTA-GE 2044 20 hours: 2 credits; Independent Study equivalent. spring. APSTA-GE 2300 15 hours per credit: 1–6 credits; fall, spring, summer; Topics in Multivariate Analysis Messy Data and Machine Learning hours to be arranged. See page 193 APSTA-GE 2004 30 hours: 2 credits; APSTA-GE 2047 45 hours: 3 credits, fall. Data Science for Social Impact spring. Usually runs for half-term, shar- APSTA-GE 2331 45 hours: 3 credits; fall. ing a time slot with a complementary Ethics of Data Science APSTA-GE “Advanced Topics.” APSTA-GE 2067 45 hours: 3 credits, fall. Practicum in Applied Probability Psychometric Theory and Applications APSTA-GE 2351 45 hours: Supervised and Unsupervised APSTA-GE 2093 45 hours: 3 credits, fall. 3 credits, fall. Machine Learning Not offered every year. Co-requisite: APSTA-GE 2003 or APSTA-GE 2011 30 hours: 2 credits; equivalent. spring. Not offered every year. Prereq- Basic Statistics I uisites: APSTA-GE 2003, 2004 or the APSTA-GE 2085 45 hours: 3 credits; fall, Practicum in Statistical Computing equivalent as approved by the instructor. spring. May not be taken concurrently APSTA-GE 2351 15 hours per credit: with APSTA-GE 2086. 1–2 credits. Causal Inference Does not serve as prerequisite for more APSTA-GE 2012 30 hours: 3 credits; advanced statistics courses. Applied Data Analytics for fall, spring. Public Policy Prerequisites: APSTA-GE 2003, 2004 Basic Statistics II APSTA-GE 2354 40 hours: 3 credits; or the equivalent as approved by the APSTA-GE 2086 45 hours: 3 credits; spring. Cross-listed with PADM-GP 2505. instructor. fall, spring. Prerequisites: a course in algebra and APSTA-GE 2085. Applied Data Analytics for Missing Data May not be taken concurrently with Public Policy APSTA-GE 2013 20 hours: 2 credits. APSTA-GE 2085. APSTA-GE 2354 40 hours: 3 credits; May be offered alternate years. Does not serve as prerequisite for spring. Cross-listed with PADM-GP 2505. more advanced statistics courses. Statistical Analysis of Networks Data Science Translation APSTA-GE 2014 30 hours: 3 credits. Confirmatory Factor Analysis and APSTA-GE 2355 45 hours: 3 credits; Not offered every year. Structural Equation Modeling APSTA-GE spring. 2094 30 hours: 3 credits. May be offered Applied Spatial Statistics alternate years. Statistical Consulting Research Seminar APSTA-GE 2015 20 hours: 2 credits. APSTA-GE 2401 15 hours per credit: May be offered alternate years. Applied Statistics: Using Large 1–3 credits. Databases in Education Research Educational Data Science Practicum APSTA-GE 2110 45 hours: 4 credits. APSTA-GE 2017 20 hours: 2 credits; spring. Usually runs for half-term, shar- spring. Not offered every year. ing a time slot with 2123.

55 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued DEPARTMENTAL SEMINARS EDUCATION AND Philosophy of Scientific Inquiry SOCIAL POLICY/EDPLY-GE HSED-GE 2089 30 hours: 3 credits. Comparative Perspectives: Belonging and Estrangement Financing Schools History of American Education ASH-GE 2701 3 credits; fall. EDPLY-GE 2020 3 credits. and Society: Education and the Culture Wars Doctoral Seminar I Economics of Education HSED-GE 2173 30 hours: 3 credits. ASH-GE 3002 3 credits. EDPLY-GE 2025 30 hours: 3 credits; May be repeated for a total of 12 credits; spring. Not offered every year. History of American Education and fall, spring. Arranged with program Society: Race and Ethnicity director. Required of all students prior to Education and Social Policy HSED-GE 2174 Wechsler. 30 hours: candidacy. EDPLY-GE 2030 3 credits; fall. 3 credits.

Doctoral Seminar II Capstone: Applied Research in What Are Schools For? ASH-GE 3003 3 credits. May be Education Policy Historical Perspectives repeated for a total of 12 credits; fall, EDPLY-GE 2050 40 hours: 4 credits; fall. HSED-GE 2175 30 hours: 3 credits. spring. Required of all students after candidacy, before the dissertation Internship What’s Worth Knowing? proposal is approved. EDPLY-GE 2055† 45 hours per credit: Historical Perspectives 1–6 credits; fall, spring. HSED-GE 2176 30 hours: 3 credits. Doctoral Seminar III ASH-GE 3004 1 credit; fall, spring. May Independent Study What Are Teachers For? be repeated by advisement in lieu of EDPLY-GE 2300 1–6 credits; fall, spring. Historical Perspectives doctoral advisement fee. Does not HSED-GE 2177 30 hours: 3 credits. count toward the degree. Required every semester of all students whose HISTORY OF EDUCATION/ 20th-Century Educational Thought dissertation proposal has been HSED-GE HSED-GE 2235 30 hours: 3 credits. approved. All 2000-level courses in history of Readings in the History of Department Seminar I education fulfill the doctoral foundations Western Thought ASH-GE 3011 3 credits; fall. requirements for doctoral students HSED-GE 2240 30 hours: 3 credits. in all departments of the Steinhardt Department Seminar II School of Culture, Education, and Independent Study ASH-GE 3012 3 credits; spring. Human Development. HSED-GE 2300 45 hours per credit: 1–6 credits. History of American Education HSED-GE 2009 45 hours: 4 credits. The American School: A History HSED-GE 2400 30 hours: 3 credits. History of American Higher Education HSED-GE 2067 Staff. 30 hours: 3 credits; Intellectual Roots of American fall. Education HSED-GE 2902 30 hours: 3 credits. Public Problems: Education and Social Policy Doctoral Seminar: HSED-GE 2070 30 hours: 3 credits. History of Education I HSED-GE 3006 30 hours: 3 credits. Education and the City: History of the Helping Professions Doctoral Seminar: HSED-GE 2071 30 hours: 3 credits. History of Education II HSED-GE 3007 30 hours: 3 credits. The Rise and fall of Progressive . Education (John Dewey and His Contemporaries) HSED-GE 2079 30 hours: 3 credits.

56 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued INTERDEPARTMENTAL INTERNATIONAL EDUCATION/ International Ethics: Rights, RESEARCH STUDIES/RESCH-GE INTE-GE Responsibilities, Obligations INTE-GE 2819 30 hours: 3 credits; fall. RESEARCH DESIGN: METHODS CORE COURSES AND PRINCIPLES International Development Education Qualitative Analysis in International INTE-GE 2862 30 hours: 3 credits; Principles of Empirical Research Education spring. RESCH-GE 2132 30 hours: 3 credits; fall. INTE-GE 2007 40 hours: 4 credits; fall. United Nations at Work Writing Empirical Research: Education, Qualitative Analysis in International INTE-GE 2878 30 hours: 3 credits. Behavioral, Health, Humanities, and Education Social Science Professions INTE-GE 2008 40 hours: 4 credits; fall, Immigration and Education in RESCH-GE 2138 45 hours: 3 credits; fall. spring. the World INTE-GE 2545 30 hours: 3 credits, Participatory Action Research The Practice of Study Abroad and spring. RESCH-GE 2143 45 hours: 3 credits; International Student Services fall, spring. INTE-GE 2009 30 hours: 3 credits. Contemporary International Relations: Peace and Security Education Aesthetic Inquiry Socio-Anthropological Approaches INTE-GE 2173 30 hours: 3 credits; spring. RESCH-GE 2137 30 hours: 3 credits. May to International Education be offered alternate years. INTE-GE 2023 40 hours: 4 credits; fall. INDEPENDENT STUDY AND FIELD STUDY Approaches to Qualitative Inquiry Political Issues in International RESCH-GE 2140 45 hours: 3 credits; fall, Education Independent Study spring. INTE-GE 2025 40 hours: 4 credits; INTE-GE 2300 45 hours per credit: 1–6 spring. credits; fall, spring; hours to Case Study and Ethnographic Inquiry be arranged. RESCH-GE 2141 45 hours: 3 credits; International Perspectives on spring. Prerequisite: RESCH-GE 2140. Gender and Education Professional Development in Open to fully matriculated doctoral INTE-GE 2027 30 hours: 3 credits. International Education students only. INTE-GE 2802† 3 hours per credit: Comparative Politics, Education, 4 credits; fall, spring; hours to be Interview and Observation and Conflict arranged. RESCH-GE 2142 30 hours: INTE-GE 2028 30 hours: 3 credits; 3 credits; fall, spring. Prerequisite: spring. Content Seminar in International RESCH-GE 2140. Education I and II Foundations of International Education INTE-GE 3097, 3098 30 hours: Advanced Seminar in INTE-GE 2803 40 hours: 4 credits; fall. 3 credits each term. Qualitative Methods RESCH-GE 2145 45 hours: 3 credits. International Educational and Prerequisite: at least one doctoral-level Cultural Relations course in qualitative research methods. INTE-GE 2804 30 hours: 3 credits; fall.

Fieldwork: Data Collection Globalization and Education RESCH-GE 2147 30 hours: 3 credits; fall. INTE-GE 2805 30 hours: 3 credits; Prerequisite: RESCH-GE 2140. spring.

Fieldwork: Data Analysis The Practice of International Education RESCH-GE 2148 30 hours: 3 credits; INTE-GE 2806 30 hours: 3 credits; fall. spring. Access by permission from instructor only. International Studies in Human Rights Education Dissertation Proposal Seminar INTE-GE 2809 30 hours: 3 credits; fall. RESCH-GE 3001 30 hours: 3 credits each term; spring. Teaching Toward International Prerequisite: a course in general or Understanding: The Global Curriculum historical research INTE-GE 2811 30 hours: 3 credits; spring. RESCH-GE 2135 30 hours: 3 credits; spring. Cross-Cultural Education for the Global Economy INTE-GE 2812 30 hours: 3 credits; spring.

57 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued PHILOSOPHY OF EDUCATION/ SOCIOLOGY OF EDUCATION/ PHED-GE SOED-GE

Philosophy of Education: An Introduction to the Sociology of Theories and Methods Education PHED-GE 2003 30 hours: 3 credits. SOED-GE 2002 45 hours: 3 credits; fall.

Philosophy of Education: Planned Change in Organizational Social Foundations Settings PHED-GE 2011 30 hours: 3 credits. SOED-GE 2090 30 hours: 3 credits; spring. Values, Morals, and School: What Ought I Do? Latinos in Urban Schools PHED-GE 2013 30 hours 3 credits. SOED-GE 2097 30 hours: 3 credits; fall.

Professional Ethics Sociology of Higher Education PHED-GE 2015 30 hours 3 credits. SOED-GE 2163 30 hours: 3 credits; spring. Religion and Public Education: A Global Perspective Schools, Neighborhoods, and PHED-GE 2016 45 hours 4 credits. Educational Achievement in the U.S SOED-GE 2175 30 hours: 3 credits; Philosophy of Progressivism spring. PHED-GE 2055 30 hours 3 credits. Independent Study Frontiers of Knowledge: Integrating SOED-GE 2300 45 hours per credit: Concepts in Science, Religion, Art, 1–6 credits; fall, spring, summer; Education and Philosophy hours to be arranged. PHED-GE 2083 30 hours 3 credits. The Learning of Culture Philosophy Perspectives-20th Century SOED-GE 2325 30 hours: 3 credits; fall. PHED-GE 2155 30 hours 3 credits. Social Inequality and Education Independent Study SOED-GE 2371 30 hours: 3 credits; fall. PHED-GE 2300 45 hours per credit: 1–6 credits; fall, spring, summer; Gender and Inequality: hours to be arranged. The Role of Schools SOED-GE 2373 3 credits, summer. Foundations of Education: Philosophy of Education Thesis Seminar I and II PHED-GE 2400 30 hour 3 credits. SOED-GE 2510, 2511 30 hours: 3 credits; fall.

Classical Social Theory SOED-GE 3030 30 hours: 3 credits; fall. Offered every other year.

58 DEPARTMENT OF APPLIED STATISTICS, SOCIAL SCIENCE, AND HUMANITIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 DEPARTMENT OF A rt and Art Professions

DEPARTMENT CHAIR: JESSE BRANSFORD DEGREES BARNEY BUILDING, SUITE 300 | 34 STUYVESANT STREET | NEW YORK, NY 10003–7599 MA, MFA TELEPHONE: 212-998-5700 | FAX: 212-995-4320 | WEBSITE: steinhardt.nyu.edu/art

Located in New York’s legendary East Village, NYU CONTENTS Steinhardt’s Departmentocated in Ne ofw Art Y ork’ands Art legendary Professions Eas tis and persuasive advocates for the arts in schools Faculty...... 61 closely tied toV theillage international, NYU Steinhar art worlddt’s Departmentin all its and society. Studio Art dimensions. Theof Art department’s and Art Pr interdisciplinaryofessions is closely The MAThe Program MA Progr in amArt inTherapy Art Ther offersapy an off in-ers depth an in- Painting and Drawing ...... 62 tied to the international art world in depth psychological and yet strongly art-based approach to art, with its commitment to autonomy and psychological and yet strongly art-based curriculum, Sculpture...... 63 all its dimensions. The department’s curriculum, including rigorous academic course- experimentation,L as well as research, collaboration, including rigorous academic course- work and an Sculpture: Craft Media ...... 63 interdisciplinary approach to art, with its work and an extensive internship practicum extensive internship practicum (1,000 hours) at a Printmaking ...... 63 andcommitment community practice,to autonom underscoresy and experimenta the centraltion, role (1,000 hours) at a wide range of placements and wide range of placements and populations in the Digital Art ...... 69 of asvisual well art as withinresear contemporarych, collabora tion,culture. and Downtown community populations in the metropolitan area. Photography...... 69 Newpractic Yorke has, undersc long beenores athe magnet centr alfor r olethe ofworld’s visual metropolitanThe progr area.am Thealso program offers a alsounique offers cros a s-culturunique - Video ...... 69 mostart innovativewithin cont artists.empor Withinary cultur this ecosmopolitan. Downtown cross-culturalal internship internship experienc experiencee in non-W ines non-Westerntern countries Environmental Art Activism ...... 69 environment,New York has NYU long creates been a a home magnet for visualfor the artists countriessuch as suchTanzania, as Tanzania, Peru, South Peru, A Southfrica, andAfrica, Mo and- Art Education ...... 65 world’s most innovative artists. Within this rocco. The program, established by Edith Kramer, and art professionals who work side by side with Morocco. The program, established by Edith Kramer, Teaching Teaching Art (initial) Art ...... (initial) ...... 65 65 cosmopolitan environment, NYU creates a home a pioneer and prominent figure in the field, is one acclaimed artists, writers, critics, performers, a pioneer and prominent figure in the field, is one of Teaching Teaching Art (prof.) Art (pr...... of.)...... 65 65 for visual artists and art professionals who work of the first training programs accredited by the the first training programs accredited by the Art,Art, Education, Educa andtion, Community and Community scientists,side by sidetheorists, with acandclaimed philosophers artists, to writ exploreers, the American Art Therapy Association American Art Therapy Association Practice...... Practice...... 65 65 frontierscritics, of perf creativeormers, practice. scientists, theorists, and The MAThe Program MA Progr in amCostume in Cos Studiestume S tudiesfocuses focuses on the Visual Arts Administration...... 67 philosophers to explore the frontiers of creative historyon the of hiscostumetory of and cos textilestume and in itste xtilesbroad- in est its broad- Costume Studies ...... 69 practice. aestheticest aes theticand cultural and cultur contextal c andonte wasxt and the w firstas theprogram first Dual MA in Library Science...... 69 program in the United States to offer a specialized in the United States to offer a specialized curriculum on Art Therapy ...... 70 DEGREE PROGRAMS IN STUDIO ART curriculum on the history and role of dress in the history and role of dress in culture. Students work Doctoral Studies ...... 71 The MFA Program in Studio Art is an intimate culture. Students work with faculty who are full-time program that combines art and critical with faculty who are specialists in the field as well as Courses ...... 72 full-time program that combines art and criti- specialists in the field as well as professionals from theory with a focused studio practice. The cal theory with a focused studio practice. The professionalsimportant Ne fromw Y importantork institutions New York such institutions as the Met - admissionsadmissions process proces sis is highly highly competitive. competitiv Facultye. suchropolitan as the MetropolitanMuseum of Art, Museum the Museum of Art, theof theMuseum City For information about the mission membersFaculty members meet regularly meet with regularly students with individually students of ofthe Ne Cityw Yofork, New and York, the andBrooklyn the Brooklyn Museum. Museum. A dual- A and student learning outcomes for andindividually in intensive and group in int critiquesensive gr andoup seminars. critiques dual-degr degreeee option option in librin libraryary scienc sciencee is isalso also av available.ailable. each of our programs, please see the Weeklyand seminars. visiting artistWeekly lectures visiting enhance artist lecturthe es The TheMA ProgramMA Progr inam Visual in V Artsisual Administration Arts Adminis - department website. program’senhance theconnection program’ tos the connection greater art to world. the promotestration pr a omotthoroughes a understandingthorough unders of thetanding cultural greater art world. Facilities and faculty expertise of the cultural forces affecting the visual arts Facilities and faculty expertise include painting, forces affecting the visual arts for professionals include painting, drawing, installation, sculpture, for professionals managing arts organizations. drawing, installation, sculpture, photography, digital managing arts organizations. Students develop keen In the Steinhardt School of Culture, photography, digital art, video, printmaking, Students develop keen management, marketing, Education, and Human Development, art,perf video,ormanc printmaking,e, ceramics, performance, and metals. ceramics, and management,and financial marketing, skills, and and work financial with both skills, for-pr andofit full-time graduate study is defined metals. workand withnonpr bothofit for-profit organiza andtions. nonprofit In addition organizations. to taking as 12 credits per term unless otherwise DEGREE PROGRAMS IN THE Inc ourseadditionwork to takingin the courseworkdepartment, in s thetudents department, enroll defined by a specific academic program. ARTS PROFESSIONS studentsin classes enroll at the in classes Stern School at the Sternof Busines Schools and of TheThe MA MA Programs Programs in in Art Art + +Education Education aspire aspir toe to Businessthe Robert and F the. W Robertagner Gr F.adua Wagnerte School Graduate of P ublic transform the landscape of the field through a Service. Through consideration of conceptual transform the landscape of the field through a School of Public Service. Through consideration of Notice: The programs, requirements, radical approach to visual arts education. With a and practical issues, students are prepared for radical approach to visual arts education. With a conceptual and practical issues, students are and schedules listed herein are subject special focus on contemporary art and its social the increasingly specialized opportunities in this special focus on contemporary art and its social to change without notice. A directory context, the programs position the artist-teacher preparedimportant for and the increasinglyexciting field. specialized The progr am also context, the programs position the artist-teacher of classes is published each term with a as cultural producer, intellectual, and activist, opportunitiesoffers study in abr thisoad important in the Netherlands, and exciting Berlin,field. The current schedule. For the most up-to-date asable cultural to w producer,ork in schools, intellectual, museums, and cactivist,ommunity able- programand London. also offers In these study int abroadernational in the seminars, Netherlands, stu- schedule changes, please consult Albert, tobased work prin ogrschools,ams, altmuseums,ernative community-educational basedsites, Berlin,dents and explor London.e curr Inent these cultur internationalal and social seminars, issues affecting international arts practices. Working NYU’s student information website. programs,and in the alternative public realm. educational Our progr sites,ams and also in the students explore current cultural and social issues prepare students to be innovative researchers professionals gain fresh insights into managing public realm. Our programs also prepare students affecting international arts practices. Working to be innovative researchers professionals gain fresh insights into managing

59 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 arts organizations while acquiring an ships include the Metropolitan Museum SpecialSpecial Departmental Departmental Features Featur esThe T he overview of European cultural policies. of Art; MoMA/PS 1; NYC Department of Visiting Artist Lecture Series is a vibrant Visiting Artist Lecture Series is a vibrant Cultural Affairs; Artists Space; Creative public program that includes lectures, public program that includes lectures, Global Study NYU offers a range of Time; Christies; prominent commercial performances, panels and screenings. summer and winter session courses galleries such as Lehmann Maupin and performances,Visiting artists panels include and Ellen screenings. Berkenblit, abroad. Classes and workshops taught Gagosian; artists such as Matthew VisitingCecily Brartistsown, include Keith E Ellendmier Berkenblit,, Roe by NYU faculty and local artists, Barney and Diana Al-Hadid; and creative CecilyEthridge Brown,, Lia GKeithangitano Edmier,, Kurt Roe K auperEthridge,, scholars, and professionals introduce companies, including Viacom, Condé LiaWa Gangitano,yne Koestenbaum, Kurt Kauper, Matthe Waynew Da y students to the local art scene and Nast Publications, Anthropologie, and Koestenbaum,Jackson, Leigh Matthew Ledare ,Day Nick Jackson, Mauss, explore the differences in global cultures Armani. Rick Moody, Rebecca Morris, Laurel Leigh Ledare, Nick Mauss, Rick Moody, that are influencing contemporary Nakadate, Jack Pierson, John Pilson, Rebecca Morris, Laurel Nakadate, Jack art. The University is also expanding FacilitiesFacilities All All of of the the art art department’s department ’s stu- Andrea Scott, Richard Tuttle, Erin its new campus in Abu Dhabi in the dios, shops, labs, classrooms, exhibition Pierson,Shirreff, JohnSue WPilson,illiams, Andrea B Wurtz, Scott, R.H. studios, shops, labs, classrooms, coming years. spaces, and faculty offices are housed RichardQuaytman, Tuttle, and Erin Martha Shirreff, Sch Suewendener Williams,. exhibition spaces, and faculty offices are in the six-story Beaux Arts building. BT heWurtz, Department R.H. Quaytman, of Art and and Art Martha housed in the six-story Beaux Arts Faculty The close relationship between Facilities include studio classrooms and Schwendener.Professions pr Theovides Department exceptional of Art and building. Facilities include studio the faculty and students is at the heart workshops for sculpture, printmaking, Artopportunities Professions f providesor cross-disciplinary exceptional of each of the department’s programs. classroomspainting, dr andawing, workshops ceramics, for metalsmith sculpture, - discourse and experimentation. New opportunities for cross-disciplinary The studio faculty include some of the printmaking,ing, sewing, painting,photogr aphdrawing,y, comput ceramics,er York City’s galleries, museums, schools, discourse and experimentation. New York highest profile figures in the contem- metalsmithing,and digital printing, sewing, 3D photography, fabrication, and studios, and performance spaces from porary art world and represent broadly video. The MFA studios are spacious City’sChelsea galleries, to Brooklyn museums, and theschools, Low er computer and digital printing, 3D diverse approaches to media, content, and private, with windows on New York studios,East Side and ar performancee an integral spacespart of fromNYU’ s fabrication, and video. The MFA studios and critical theory. The Art Professions City’s East Village. Students have many Chelseaextended to campus,Brooklyn asand ar thee the Lower Univ Eastersity’ s are spacious and private, with windows on Programs — led by Dipti Desai in Art exhibition opportunities throughout Sidevast areintellectual an integral and part academic of NYU’s New York City’s East Village. Students Education, Sandra Lang in Art Adminis- the department and can participate as extendedresources. campus, as are the University’s tration, Ikuko Acosta in Art Therapy, and havecura tmanyors and exhibition exhibit orsopportunities in the Rosenber g New York University is one of the vast intellectual and academic resources. Nancy Deihl in Costume Studies — are throughoutGallery and the the department Commons, and which can also nation’s leading research universities, intensely involved in arts policy, educa- participateserve as v enuesas curators for int anderdisciplinary exhibitors in c ol- with 51,000 students enrolled in 14 tion, and community engagement in the laborations, performances, receptions, schools and colleges. With students the Rosenberg Gallery and the Commons, visual arts. Issues such as globalization workshops, meetings, and public events. from all over the world, the multination- which also serve as venues for and the display of culture in a large The department’s 2,800-square-foot al, multiethnic makeup of the student spectrum of cultural institutions and interdisciplinary80 Washington collaborations, Square East G alleries body presents myriad perspectives, alternative sites are core features across performances,(80WSE) provide receptions, exceptional workshops, exhibition energetic exchanges, and fresh insights. the curriculum. meetings,space in the and heart public of events. the campus. The The department’sgalleries are a2,800-square-foot vital interface with 80 the InternshipsInternships in in Art Art New Ne Yorkw York City City provides Washingtonlarger community Square and East hos Galleriest exhibitions provides a wide range of internship set- of graduating MFA students, as well as a wide range of internship settings that (80WSE) provide exceptional exhibition tings that help students make essential reviewed exhibitions curated by faculty, help students make essential connections space in the heart of the campus. The connections and acquire professional alumni, students, and guests. Broadway andexperienc acquiree professionalin fields rela experienceted to their in galleriesWindow ares and a vitalWashingt interfaceon Squarwith thee Wlargerin- fieldsstudies related that towill their serv studiese them that well will int o communitydows serv eand as shosttreet-side exhibitions galleries of for servethe futur theme. wellAn int intoernship the future. coor Andina tor graduatingexhibitions MFA of s tudentstudents, work as welland ascur ated internshipworks closely coordinator with students works closely to ensur withe reviewedprojects. exhibitions curated by faculty, studentssuccessful to ensureexperienc successfules. Recent intern alumni, students, and guests. Broadway experiences. Recent intern Windows and Washington Square Windows serve as street-side galleries for exhibitions of student work and curated projects.

60 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Faculty

Ikuko Acosta, Clinical Associate Profes- Sue deBeer, Associate Professor. BFA Sandra Lang, Clinical Associate sor. BA 1966, Rutgers University; MA 1995, Parsons School of Design; MFA Professor. BA 1972, Middlebury College; 1981, PhD 2002, New York University. 1998, Columbia University. MBP 1983, Columbia University. ATR-BC, LCAT. Nancy Deihl, Clinical Assistant Professor. Marlene McCarty, Clinical Associate Noel W. Anderson, Clinical Assistant BA 1981, Douglass College, Rutgers Uni- Professor. Honorary Doctorate, Professor. BFA 2003 Ohio Wesleyan versity; MA 2002, New York University. Massachusetts College of Art. University; MFA 2007 Indiana University; MFA 2010 Yale University. Dipti Desai, Associate Professor. Kevin McCoy, Associate Professor. BA Diploma (Textile Design) 1981, National 1989, Whitman College; MFA 1994, Nancy Barton, Clinical Associate Pro- Institute of Design (India); MA 1984, Rensselaer Polytechnic Institute. fessor. BFA 1982, MFA 1984, California University of Wisconsin (Madison); EdM Institute of the Arts. 1986, Columbia University; PhD 1995, Gerald Pryor, Associate Professor; University of Wisconsin (Madison). Artist-in-Residence. BA 1968, Trinity Marygrace Berberian, Clinical Assistant College; MA 1976, Hunter College. Professor. BS 1994, MA 1994. MSW Trisha Donnelly, Clinical Associate 2002, New York University. Professor. BFA 1995, University of Andrew Weiner, Assistant Profes- California, (Los Angeles); MFA 2000, sor. BA 1997, Wesleyan University; MA Jonathan Berger, Clinical Assistant Yale University. 2004, PhD 201, University of California, Professor. BFA 2002, California Institute Berkeley. of the Arts; MFA 2006, New York Uni- Maureen Gallace, Clinical Associate versity. Professor. BFA 1981, University of Amy Whitaker, Assistant Professor. BA Hartford; MFA 1983, Rutgers University. 1996, Williams College; MBA 2001, Ross Bleckner, Clinical Associate Profes- Yale University; MFA 2004, Slade School sor. BS 1971, New York University; MFA Rose Lee Goldberg, Clinical Associ- of Fine Art. 1973, California Institute of the Arts. ate Professor. 1970 Courtland Institute, London. Jesse Bransford, Department Chair, Number of Adjunct Faculty Clinical Associate Professor. BA 1996, Jessica Hamlin, Clinical Assistant Pro- New School for Social Research; BFA fessor of Arts Education. BA 1995, Pitzer Studio Art: 45 1996, Parsons School of Design; MFA College; MA 2001, New York University. Art Education: 6 2000, Columbia University. Visual Arts Administration: 14 Lyle Ashton Harris, Associate Profes- Costume Studies: 7 Melissa Rachleff Burtt, Clinical Associ- sor. BA 1988, Wesleyan University; MFA Art Therapy: 13 ate Professor. BS 1985, Drexel University; 1990, California Institute of the Arts. MA 1993, New York University. Natalie Jeremijenko, Associate Profes- David Darts, Associate Professor. BA sor. BS 1993, Griffith University; BFA 1992, BEd 1995, MEd 2002, PhD 2004, (hon.) 1992, Royal Melbourne Institute British Columbia University. of Technology; PhD 2007, Queensland University.

61 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Studio Art

MFA IN STUDIO ART DEGREE PROGRAMS Recent visiting artists and curators Additional course requirements include

PROGRAM DIRECTOR include Ellen Berkenblit, Alex Da Corte, art theory/criticism, MFA seminars, Maureen Gallace MFA in Studio Art Keith Edmier, Lia Gangitano, Matthew and studio electives. [email protected] 60 credits Day Jackson, Alex Jovanovich, Mat- The NYU Steinhardt MFA Program in thew Day Jackson, Jennifer Krasinski, ADMISSION REQUIREMENTS Studio Art offers students the opportu- Leigh Ledare, Nick Mauss, Rick Moody, Applicants must have a solid GPA nity to work with accomplished artists Rebecca Morris, Laurel Nakadate, Jack and a strong studio art and art history and scholars in a truly interdisciplinary Pierson, Andrea Scott, Martha Schwen- background. International students setting. The two-year program provides dener, Joel Shapiro, Billy Sullivan, Sue must have a minimum TOEFL score of private studios and access to facilities Williams, and B Wurtz. 100 IBT to apply to the program. The in painting, printmaking, ceramics, application, transcripts, artist statement, photography, digital media, and CAREER OPPORTUNITIES and curriculum vitae must be submit- sculpture. During the course of study, Alumni of the program in studio art ted directly to the Office of Graduate students engage in team-taught critique are represented by galleries, featured Admissions along with three letters classes, as well as one full afternoon in contemporary museums and bien- of recommendation, preferably from a week of individual studio meetings nials, and recipients of prestigious both academic and professional with visiting artists. fellowships and artist residencies. Many sources (steinhardt.nyu.edu/graduate_ hold positions as teachers, designers, admissions). VISITING ARTIST LECTURE and curators. The portfolio, along with a copy of SERIES AND STUDIO VISITS the artist statement, curriculum vitae, The weekly visiting artist lecture series DEGREE REQUIREMENTS and the names of the three recom- is an important part of the MFA Studio Students must complete 60 credits menders must be submitted directly to Art Program. Each week, students meet and are required to take four semesters SlideRoom (http://steinhardt.nyu.edu/ individually with selected visiting artists, of ART-GE 2990 Graduate Studio and graduate_admissions/guide/arsa/mfa). followed by a lecture. With the Univer- ART-GE 2993 Visiting Artist Critiques. Once applications have been reviewed, sity’s location in the center of New York, In the last and final semester students a select number of applicants will be these lectures regularly bring innova- also must take the Thesis Project course contacted for an interview. tive artists, writers, and critics into the ART-GE 2997 as well as participate in department. the MFA Exhibition at 80WSE Galleries.

Painting and Drawing Area Director:

The making of shapes, marks, colors, complexity of our contemporary global and textures on a two-dimensional culture. Of course we support skill plane, that can express three- and four- development, but most emphatically en- dimensional ideas, requires a particularly courage experimentation and expansion complex level of abstract thinking. Our of ideas toward an inspired, expressive, program confronts the challenges of and personalized life-affirming process. painting with a community of faculty, The painting and drawing faculty in- students, and other experienced prac- cludes Ross Bleckner, Jesse Bransford, titioners. Maureen Gallace, and Marlene McCarty Peer-to-peer discourse and camaraderie as well as many acclaimed adjunct and is our most important educational com- visiting faculty, including Ellen Berken- ponent. These artists represent a rich blit, Cecily Brown, Erika Ranee, David diversity of points of view reflecting the Salle, Jason Tomme, and Sue Williams.

62 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Studio Art, continued Sculpture Area Director: Sue deBeer [email protected]

SculptureSculpture courses courses allow allow artists artis tsand and floor of the Barney Building and is Sue deBeer, who recently received the students to explore their ideas in media divided into a wood and metal shop, a Guggenheim Fellowship, Trisha Donnelly, students to explore their ideas in media as as varied as video, ceramics, architec- critique room, a plaster and moldmaking Keither Edmier, Lea Cetera, Chris Bogia, varied as video, ceramics, architecture, ture, 3-D printing, fabric, drawing, text, studio with a walk-in spray booth, and Luis Gispert, Rico Gatson, Curtis Mitch- 3-Dand printing, performanc fabric,e, drawing,as well as text, clas andsic skills a studio housing a state-of-the-art CNC ell, and Dave Hardy, along with other performance,such as woodw as orking,well as classicwelding, skills and such router. Shop technicians are available innovative practitioners. Courses range asmoldmaking. woodworking, welding, and for information and oversight of the from theory-driven to technical classes. moldmaking.The sculptur Thee sculpture facility c ofacilityvers a covers full studio. The sculpture faculty includes a full

Sculpture: Craft Media

AA vibrant vibrant cross-disciplinary cross-disciplinary movement mo in ve- dynamicnamic w workingorking en environmentvironment in the heart als that is vital to craft scholarship and ment in contemporary art has created of Manhattan. Students can expand contemporary art engaging artists, de- contemporary art has created renewed connections of Manhattan. Students can expand their betweenrenew edfine carts,onnections design, and betw craft media.een fine Courses in their creative vocabulary in glass as well, signers, artisans, and historians. Faculty, creative vocabulary in glass as well, ceramics,arts, design, moldmaking, and cr mixed-mediaaft media. sculpture, Courses through a unique liaison with Urban including Matt Nolen, Beverly Semmes, metalsmithing,in ceramics, jewelry, moldmaking, and sewn fabrics mixed-media allow artists throughGlass, the a unique larges tliaison facility with in theUrban Unit Glass,ed Claudia Alvarez, Kathy Butterly, Klaus tosculptur expand theire, metalsmithing, ideas and practices je throughwelry ,a andwide theSta largesttes dedica facilityted in to the glas Uniteds as an States art Burgel, Shida Kuo, Sayumi Yokouchi, rangesewn of fmaterialsabrics allo and wskills artis in thets tarto edepartment’sxpand dedicatedform. The to mix glassed media as an artstudio form. supports The and Ann Mulford, discuss work within an studiotheir facilities. ideas and In ceramics, practic thees fully thr equipped,ough a mixeda variety media of estudioxperimenta supportstion a invariety soft of historical, contemporary, and theoretical naturally lit studio housing electric, down, and up- wide range of materials and skills in experimentationsculpture, metal in cr softaft, sculpture,As well, critical metal framework designed to foster technical, draftthe gasart kilns, department wheels and’s hand studio building facilities. areas In theory classes focus on the intersection literary, and critical skills. Both the artist craft, As well, critical theory classes focus provideceramics, an ideal the facility fully for equipped, a naturally lit of new and old media. As a space that and the artist/teacher are prepared to on the intersection of new and old media. studio housing electric, down, and up- crosses artistic and aesthetic borders, meet professional standards for a global draft gas kilns, wheels and hand building Asthese a space studios that ar crossese an important artistic and ref ection career. areas provide an ideal facility for a dy- aestheticof the int borders,erdisciplinary these usestudios of ma areteri an- important refection of the interdisciplinary use of materi-

Printmaking Area Director: Noel W. Anderson [email protected]

Print provides contemporary artists The print studio, with 14-foot high study of print, which includes numerous with an extensive array of possibilities ceilings and northern light, is equipped special print exhibitions, vast museum and working methods, from photocopy to realize ideas in multiple techniques, collections, the annual New York City to etching to digital 3-D printing, from including silkscreen, etching, relief print, Print Week, and a vibrant DIY, zine, and unique to multiple to installation. The book arts and letterpress, digital imag- street art scene. The print area faculty NYU Print Studio is dedicated to creat- ing/printing, as well as departmental include Noel Anderson, Kiki Smith, ing an environment where this range is facilities for laser cutting, 3-D printing Valerie Hammond, Mark Johnson, and encouraged in conjunction with experi- and CNC machining. New York City at Martha Tuttle. mentation and personal exploration. large provides a unique context for the

63 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Studio Art, continued Digital Art Area Director: Kevin McCoy [email protected]

AsAs we we look look toward towar dthe the future futur ofe of technol- studio,studio ,which which includes includes a alaptop laptop lounge; lounge; design, free-ware, web-based art, laser ogy, the role of artists in realizing the an iMac classroom with a full range cutting, and 3-D printing, as well as technology, the role of artists in realizing an iMac classroom with a full range of potential, as well as the potential diffi- of software for Photoshop, drawing, seminar courses in post-postmodern the potential, as well as the potential software for Photoshop, drawing, design, culties, inherent in rapid cultural change design, video, 3-D, sound, web, and theory. The Digital Printing Studio, difficulties,is more centr inherental no win thanrapid a culturalt any time video,open-sour 3-D, csound,e projects; web, andand equipment with its large-scale Epson printers, changesince the is moreBauhaus. central The now vision than of at artis anyts open-sourcefor video pr ojection,projects; scanning,and equipment small- for has brought all of the department’s timein humanizing since the Bauhaus. technology The, allovisionwing of videoscale projection,prints, and scanning, drawing tables,small- scale has programs together for workshops artistsindividuals in humanizing to respond technology, to mass media,allowing is prints,enabled and the drawing art department tables, has t oenabled explor e and exhibitions. Faculty include Kevin individualsa unique f ormto respond of resis totanc masse as media, well as is aa thenew art media department on a v asto tlyexplore expanded new media scale . McCoy, Sheiva Rezvani, and Karsten source of creative energy. The computer New courses have been developed in Karjcarek. unique form of resistance as well as a on a vastly expanded scale. New source of creative energy. The computer courses have been developed in

Photography Area Director: Gerald Pryor [email protected]

PhotographyPhotograph ystills stills life lif ande and reveals reveals the the group black-and-white and color labs, professional strobe lights. Introductory, artist’s self. An active exchange between and eight individual darkrooms. The intermediate, and advanced classesare artist’s self. An active exchange between the photographer and outside world digital facilities housed in three separate offered in black-and-white, color, digital, the photographer and outside world occurs occurs when an image is made. Present areas include computer video editing, video, performance, installation, and whentime isan c imageonsider ised made. through Present pas ttime memory is LED and projected viewing, and digital photographic theory along with the consideredand future throughdesire. Photpast ogrmemoryaphy andextends printing with two large digital Epson techniques of lighting and use of large- futureinto other desire. art Photography forms such extendsas video into, printers, including the Epson 9900. The format cameras. otherdigital art art, forms perf suchormanc as video,e, and digitalinstalla art,tion. classrooms, which can be converted Photographic artists and thinkers performance,Images are c entrand alinstallation. to art in the Images 21st careen - into shooting studios, are equipped share faculty duties in this innovative tury as the aesthetical truth and political with iMacs, all computer programs, area, led by Gerald Pryor. Outstanding central to art in the 21st century as the place of photography predominates. video and slide projectors, scanners, faculty members include Lyle Ashton aesthetical truth and political place of The Art Department maintains state- and digital photo printers. There is a Harris, Nancy Barton, Hiroshi Suna- photographyof-the-art phot predominates.o analogue and digital large selection of equipment for loan iri, Tommy Hartung, Rita Barros, Kim facilities. The analogue studio includes including 35mm, digital, 4 x 5, and video Hoeckele, and Farah al-Qasimi. a 24-inch color processor, separate cameras, light meters, tripods, and

Video Area Director: Gerald Pryor [email protected]

Video has been a major force in the both the public impact of mediated and video equipment checkout. An art world since the 1970s; with new imagery and the personal resonance of advanced video suite contains two advances in technology, video will soon increasingly convenient technologies. additional editing stations and a 24p become a dominant force in commercial The department computer studio camera. The video faculty include Trisha film industries as well. Artists working for video and new media houses 16 Donnelly, Alex McQuilkin, and Priyanka in video have been at the forefront of innovative iMac workstations, a laptop Dasgupta. these new developments, exploring lounge, viewing areas, projection,

Environmental Art Activism Area Director: Natalie Jeremijenko [email protected]

Natalie Jeremijenko, one of the most environmental ills and create solutions has established a cross-disciplinary visible and dynamic artists working for a greener future. Working with team of artists and researchers who at the intersection of art, technology, designers, farmers, and computer contribute to a slate of poetic, political, engineering, and environmental studies, scientists aka “doctors without and spectacular projects that engage has established the Environmental disciplinary borders” Jeremijenko, who diverse participants in measurably Health Clinic, a laboratory to diagnose is herself an engineer as well as an artist, improving shared environmental health.

64 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Art Education

DIRECTOR The MA Programs in Art and Education MA program. Representation ARTED-GE 2015; Criti- Dipti Desai aspire to transform the landscape of Required courses include: Inquiries cal Pedagogy, Artists, and the Public [email protected] the field through a radical approach into Teaching and Learning TCHL-GE Sphere ARTED-GE 2070; Colloquium to visual arts education and artistic 2010; School Arts I: Issues in Pedagogy in Art Education ARTED-GE 2000 and

DEGREE practice. With a special focus on con- and Curriculum (Elementary) ARTED-GE 2301; Art Education in Alternative Set- MA temporary art and its social context, the 2271; School Arts II: Issues in Pedagogy tings ARTED-GE 2276; Teaching Art in programs position the artist-teacher and Curriculum (Secondary) ARTED-GE a Digital Age: Visual Culture and Media as cultural producer, intellectual, and 2272; Race, Education, and the Politics Literacy ARTED-GE 2277; Interdisciplin- activist able to work in schools, mu- of Visual Representation ARTED-GE ary Grad Projects — Art in Dialogue seums, community-based programs, 2015; Drug and Alcohol Ed/Child ART-GE 2972; Research in Art Educa- alternative educational sites, and in the Abuse Identification/Violence Preven- tion ARTED-GE 2299; and Final Project public realm. Our programs also prepare tion TCHL-GE 2999; Colloquium in Art ARTED-GE 2301. students to be innovative researchers Education ARTED-GE 2000; Student and persuasive advocates for the arts Teaching: Elementary School ARTED- MA in Art, Education, and in schools and society. There are three GE 2901; Special Education: Disabilities Community Practice master’s degrees offered: Studies and Contemporary Art ARTED- This interdisciplinary program combines GE 2081; Student Teaching in Art coursework in contemporary artistic

n MA Teaching Art, All Grades, leading Education: Secondary ARTED-GE 2902; practice, educational theory, and social to initial certification Teaching Art in a Digital Age: Visual activism to prepare artists, educators,

n MA Teaching Art, All Grades, leading Culture and Media Literacy ARTED-GE designers, community organizers, and to professional certification 2277; Interdisciplinary Grad Projects — other publicly situated activists to

n MA in Art, Education, and Community Art in Dialogue ART-GE 2972; Research work within community-based settings, Practice in Art Education ARTED-GE 2299; and museums, nongovernmental organiza- Final Project ARTED-GE 2301. tions (NGOs), or broader public and MA Teaching Art, All Grades civic contexts to initiate social change (Initial — 33 credits) MA Teaching Art, All Grades through the arts. Coursework in the initial certification (Professional — 30 credits) Grounded in the work of critical edu- program is designed for students who The coursework in the professional cational theorists including Paulo Freire wish to pursue graduate-level profes- certification program is designed for and bell hooks, this program supports sional training leading to an initial (and students who already have an initial artists and other publicly situated activ- provisional) certification as artist- teaching art certificate and wish to ists to connect visual strategies with the teachers in primarily public and private pursue graduate training that positions needs of a community. Students learn schools both nationally and internation- the artist-teacher as cultural producer, from artists who do socially engaged ally. The program combines a strong intellectual, and activist. Grounded in work, Art Education, examining how art foundation in critical pedagogy with a contemporary art and critical pedagogy and design can open dialogue about a solid grounding in practice, including that fosters social transformation, stu- community’s history, culture, and social experience teaching in NYU Visionary dents explore the making and teaching needs. Drawing on community organiz- Studio classes for high school students of art as a social act, and consider its ing strategies and artistic activism, and two student teaching placements philosophical, historical, political, eco- students are directly involved in putting in elementary and secondary schools. nomic, and sociological contexts. The ideas generated with the community Through a sequence of core courses 30-credit program is tailored to student into practice. This hands-on approach grounded in a progressive social justice interests, allowing them to take courses leads to student’s capstone project, approach, students examine the mak- in the various schools and programs which provides an opportunity to design ing and teaching of art as a social act, at New York University. Special part- and implement a community-based art and consider its philosophical, histori- nerships with museums, nonprofit art project that allows for social transforma- cal, political, and sociological contexts. organizations, and educational initiatives tion. In this program students assume Students develop a pedagogical founda- provide students with a wide range major roles in changing the social, cul- tion through courses in education, art of opportunities to gain practical and tural, political, and economic landscape education, and research methodologies professional experience in the field. through their artistic practice. while continuing their work as artists in The 30-credit MA program meets the This program does not lead to certifi- graduate-level studio courses. academic requirements for New York cation for teaching. For students who have an under- State professional certification. To fulfil Students take foundational courses graduate BA or BFA degree in studio art the total requirements for professional in the three core program modules: Con- and wish to acquire teacher certification, certification, a candidate must addi- temporary Artistic Practice, Educational the MA Program in Teaching Art, All tionally complete two years of school Theory, and Social Activism, as well as Grades, offers a curriculum that satisfies experience as a full-time paid teacher. complete a final project. In addition, stu- the academic requirements for New This requirement can be fulfilled while dents can choose elective courses from York State teacher certification. To fulfill taking courses toward the master’s across the university to customize their New York State teacher certification degree. degree focus and experiences. requirements for initial certification, the Required courses include: Race, Required courses include: Graduate candidate must enroll in the 33-credit Education, and the Politics of Visual Studio Critique ART-GE 2880; Art and

65 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Art Education, Ideas: Redefinition of ArtAR TCR-GE ADMISSION REQUIREMENTS n Describe your previous experiences continued 2451; Critical Pedagogy, Artists, and the InIn order order to tbeo be considered consider edfor fadmissionor admis- to teaching art or in other related fields. Public Sphere ARTED-GE 2070; Praxis thission program, to this pryouogr mustam, haveyou musa bachelor’st have a n Wh y is it important to teach art in in Contemporary Art and Community bachelor’s degree from an accredited schools? degree from an accredited four-year college Museum Partnerships, ARVA-GE 2121; four-year college or university. n Wha t is the role of art and the artist in or university. Research in Art Education ARTED-GE As regulated by the New York State society today?

2299; Internship in Studio Art ART-GE Education Department, you must have n Wh y are you applying to the NYU 2010; and Final Project ARTED-GE 2301. the following credits prior to enrollment: program in Art Education and how will

n 36 semester hours in studio art and art the program support your personal CAREER OPPORTUNITIES history (a maximum of 12 hours can be and professional goals? The three programs in art education that in art history)

lead to initial and professional certifica- n 3 semester hours of a language other ACCREDITATION tion prepare teachers and curriculum than English (American Sign Language TheThe NewNew York York University University Teacher Teacher Edu- specialists in visual art for positions in is acceptable) cation Program, which is designed to Education Program, which is designed to elementary, middle, and high schools For international applicants, a prepare students to meet the challenges prepare students to meet the challenges of nationally and internationally. Our minimum TOEFL score of 100 IBT is of teaching and leadership in today’s graduates also work as educators in required. Applicants to these programs teachingdemanding and educaleadershiptional in en today’svironment, is museums, community-based programs, must submit official scores from the demandinggranted ac educationalcreditation benvironment,y the Council is for and arts organizations, and some pursue GRE or Miller Analogies Test (MAT) by grantedthe Accr accreditationeditation of byEduca the Counciltor Prepar for a- doctoral study in art education, curricu- the application deadline. thetion Accreditation (CAEP) for aof period Educator of sePreparationven years, lum, and instruction. In order to be considered for admis- (CAEP)from Oct forober a period 2015 ofto seven December years, 20 from22. The Art, Education, and Community sion to the MA in Art, Education, and This accreditation certifies that the fore- October 2015 to December 2022. This Practice program serves individuals in- Community Practice (30–34 credits), named professional education program accreditation certifies that the fore- named terested in socially engaged art and who applicants must have a minimum GPA has provided evidence that the program want to work outside or in collaboration of 3.0 and a bachelor’s degree in studio professionaladheres to CAEPeducation’s quality program principles. has with traditional avenues (museum, gal- art, art history, design, architecture, or provided evidence that the program lery arena, and classrooms). Graduates other related visual field of study or BeadheresBe advisedadvised to CAEP’sthat tha tfieldwork fieldw qualityork placement principles. placement may also serve as artists and organiz- can demonstrate significant experience facilities that provide training required facilities that provide training required for ers working as educators, curators, and and background as a practicing artist/ for your program degree, and agencies your program degree, and agencies that artists in museums, community-based designer. For international applicants, that issue licenses for practice in your issue licenses for practice in your field of organizations, and NGOs. a minimum TOEFL score of 100 IBT is field of study, each may require you to required. study,under goeach gener mayal require and criminal you to undergoback- DEGREE REQUIREMENTS FormalFormal interviews, intervie asw parts, as of part the ofad- the ad- generalground andcheck criminals, the back-results ground of which checks, the MA candidates in Initial Certification missionsmissions process, process, are ar eby b yinvitation invitation only. only For. thefacility results or agencof whichy mus the tfacility find oracc epagencyt- (33 credits) take the following courses: For those who live outside the metro- able before it will allow you to train at those who live outside the metropolitan must find acceptable before it will allow Pedagogical Foundations (12 credits); politan area, a Skype or phone interview its facility or issue you a license. You area, a Skype or phone interview will be you to train at its facility or issue you a Studies in Critical Theory in Art Educa- will be arranged. should inform yourself of offenses or arranged. license. You should inform yourself of tion (6 credits); Advanced Studio in In orderIn or toder be tconsideredo be consider for edadmission for admis to - other facts that may prevent obtaining a offenses or other facts that may prevent Art (6 credits); Student Teaching in Art thesion MA t oTeaching the MA TArteaching and Social Art andStudies Social license to practice in your field of study. obtaining a license to practice in your field Education (6 credits); The Social Respon- dual-certificationStudies dual-c ertificaapplicantstion must applicants have a NYU Steinhardt will not be responsible sibilities of Teachers: Drug and Alcohol must have a minimum GPA of 3.0 and ofif ystudy.ou ar eNYU unable Steinhardt to complet will note pr beogr am minimum GPA of 3.0 and completed at Education/Child Abuse Identification/ completed at least 30 credits in studio responsiblerequirements if you or cannoare unablet obtain to complete a license least 30 credits in studio art and art history Violence Prevention (0 credits); and art and art history courses, in addition programto practic requirementse in your field or cannotbecause obtain of the a Research in Art Education and Final courses,to at leas in taddition 15 credits to at in least history 15 and/creditsor in results of such background checks. license to practice in your field because of Project (3 credits). historygeogr and/oraphy, 3geography, credits in 3politics, credits 3in cr edits Some fieldwork placement facilities in the results of such background checks. politics,in economics, 3 credits 3 in additional economics, cr edits3 additional in your field of study may not be available Some fieldwork placement facilities in your MAMA candidates candida int esProfessional in Profes Certificationsional C ertifi(30 - creditsanother in another area of areasocial of ssocialtudies, studies, and a se- to you in some states due to local legal mester of study of language other than field of study may not be available to you credits)cation ) take(30 the cr editsfollowing) ) courses:take the Studies follo inwing and a semester of study of language other prohibitions. Criticalcourses: Theory Studies in Art and in CriticalArt Education Theory (15 credits); in Art English. For international applicants, in some states due to local legal than English. For international applicants, a Guidedand Art Elective Educa (3 credits);tion (15 Advanced credits );Studio Guided in Art a minimum TOEFL score of 100 IBT is prohibitions. minimum TOEFL score of 100 IBT is (9Electiv credits);e and(3 crResearchedits); inA Artdv ancEducationed S tudioand Final required. Applicants to these programs Projectin Art (3 (9 credits). credits); and Research in Art required.must submit Applicants official to thesescores programs from the Education and Final Project (3 credits). mustGRE submit or Miller official Analogies scores Tfromest (MAthe GRET) by orthe Miller applica Analogiestion deadline Test (MAT). by the MA candidates in Art, Education and applicationIn additionIn addition todeadline. the tgeneralo the gener requirements,al require - Community Practices (30–34 credits) applicantsments, applicants must submit mus 20t submitexamples 20 (in take courses in the following areas: Con- examples (in digital form) that reflect digital form) that reflect the strongest temporary Artistic Practice (4 credits); the strongest selections of their artistic selections of their artistic practice and a Educational Theory (3 credits); Social practice and a 500-word statement Activism (3 credits); Guided Electives 500-worddescribing statement their int describingerests, experienc their e (12–16 credits); Terminal Capstone Project interests,and the experiencedirection the andy wishthe direction to pursue they in (9 credits). wishthe tofield. pursue We inenc theour field.age We applicants encourage to applicantsaddress theto address following the in following their sta intement: their statement:

66 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Visual Arts Administration

(Nonprofit and Established in 1971, the MA Program ism and mobility, cultural identity, and DEGREE REQUIREMENTS For-Profit in Visual Arts Administration was the diversity, among other issues. I. Core Courses (9 credits) Concentration) first in the nation to focus specifically Faculty expertise, internships in the Law and the Visual Arts ARVA-GE on management careers in the visual field, alumni experience and success, 2028 (3 credits), The Environment DIRECTOR arts, in both traditional and alternative and a strong international applicant pool of the Visual Arts ARVA-GE 2030 Sandra Lang contexts. Taking into account the ensure that students are provided with (3 credits), Digital Technologies and [email protected] cultural and economic impact of the the optimal resources of an advanced the Art Organization ARVA-GE 2109 visual arts, nationally and internationally, professional program set in the context (3 credits)

DEGREE as well as the challenges facing the arts of a major urban cultural center. MA today, the program prepares students to II. Primary Areas of Study (Select become leaders in a broad range of arts CAREER OPPORTUNITIES either area; 9 credits required) organizations. BothBoth the the internship internship program program and and the the The Visual Arts Administration MA master’smaster’s thesis thesis provide provide critical critical opportu- Arts Management Program addresses the whole art ecol- nities for graduate students to develop Show and Tell: Interpreting Exhibi- opportunities for graduate students to ogy, including the cultural environment relationships with art organizations in tions ARVA-GE 2027 (3 credits); develop relationships with art in which art and arts organizations New York, nationally, and internationally. Development for the Visual Arts operate, the role of the artist in society; organizationsThe program inincludes New York, a series nationally, of super and- ARVA-GE 2032 (3 credits); Strategy, how artwork is documented, presented internationally.vised internships. The Sprogramtudents includeshave gained a Planning, and Governance ARVA-GE and interpreted, the structure and seriesplacement of super- in museums, vised internships. alternativ e 2133 (3 credits) management of organizations that Studentsspaces, public have gained art agencies, placement galleries, in display artwork — both nonprofit and auction houses, and consultancies, and Arts Market museums, alternative spaces, public art for-profit — and the role of art theorists, work with program advisers and the Art Collecting ARVA-GE 2016 (3 agencies, galleries, auction houses, and critics, curators, and collectors. The department’s internship coordinator in credits), Visual Arts Markets ARVA-GE consultancies, and work with program program curriculum also considers how planning this important component of 2076 (3 credits), Appraisal and Valua- education in arts organizations expands adviserstheir educa andtional the department’s experience. internshipOrganiza - tion of Art ARVA-GE 2171 (3 credits) knowledge and builds audiences, the coordinatortions providing in planning internship this importantand resear ch increasing role of art in urban devel- componentopportunities of their locally educational have included the III. Busines s Courses (9 credits required) opment and public spaces, and new experience.Museum of Organiza-Modern Art, tions Metr providingopolitan Leonard N. Stern School of Business approaches and tools for encourag- Museum of Art, Solomon R. Guggenheim or Robert F. Wagner Graduate internship and research opportunities ing access and participation. Students Museum, New York City Department of School of Public Service: Leadership locally have included the Museum of acquire the theoretical and practical Cultural Affairs, JPMorgan Chase Bank in Organizations COR1-GB 1302 Modern Art, Metropolitan Museum of Art, tools for fundraising, financial manage- Collection, Jewish Museum, Asia Society, (3 credits); Financial Accounting ment, marketing, and knowledge of new SolomonSotheby’ R.s, ChrisGuggenheimtie’s, Whitne Museum,y Mu- New COR1-GB 1306 (3 credits); Marketing media and technology in the visual arts. Yorkseum City of AmericanDepartment Art, of CCulturalooper-He Affairs,witt Concepts and Strategies COR1-GB The program offers primary areas of JPMorganNational Design Chase Museum,Bank Collection, and Pac Jewishe- 2310 (3 credits) study in nonprofit (arts management) Museum,Wildenst einAsia G Society,allery. A Sotheby’s,more complet e and for-profit (arts markets); students listing of the organizations where gradu- IV. Int ernships (3 credits required) Christie’s, Whitney Museum of American are required to choose one track or the ate students have secured national and Internship in Art ARVA-GE 2302 Art, Cooper-Hewitt National Design other in their first semester. Secondary international internships may be found (variable 0–3 credits/semester) Museum, and Pace- Wildenstein Gallery. areas of study include a wide range of on the program’s webpage, steinhardt. electives pertaining to a variety of issues An yu.moreedu/ completeart/admin listing of the V.V .Thesis Thesis (3 credits(3 credits required) required) Research in the visual arts arena. Inorganizations addition,In addition, the whereprogram the pr graduateogr servesam serv studentsas anes as an Researchin Visual in VisualArts A Artsdminis Administrationtration ARVA - Since its beginnings, the program has active information center for advocacy GE 2299 (2 credits), Final Project Since its beginnings, the program has had an activehave informationsecured national center and for internationaladvocacy ARVA- GE 2299 (2 credits), Final had an extensive international outlook. issues and for career opportunities. The ARVA-GE 2301 (1 credit) extensive international outlook. The curriculum issuesinternships and for may career be found opportunities. on the program’s The Project ARVA-GE 2301 (1 credit) The curriculum fosters a global perspec- program works closely with its visual fosters a global perspective within course webpage, steinhardt.nyu.edu/art/admin tive within course syllabi, readings and programarts adminis workstr closelyation alumni with its t ovisual provide arts SECONDARY AREAS OF STUDY syllabi, readings and discussions, and through discussions, and through several study- administrationspecial events alumni and ttoo fprovideacilitat especial mentor - Students may choose one from the severalabr oadstudy- options. abroad In options. London, In sLondon,tudents eventsing and and car toeer facilitate opportunities. mentoring Gr andadua tes following suggested areas of study, or studentsanaly analyzeze the e thexhibition exhibition and and displa displayy of artof careerhold positionsopportunities. in a brGraduatesoad cros holds section create their own area of study — art inin material material culture cultur throughe through a dynamic a dynamic positionsof museums, in a broad cultur crossal ins sectiontitutions, of 9 credits required. curriculum that blends classroom ses- foundations, galleries, auction houses, curriculum that blends classroom sessions and museums, cultural institutions, foundations, sions and site visits. In the Netherlands and advisory services throughout North VI. Curatorial Studies site visits. In the Netherlands and Berlin, galleries, auction houses, and advisory and Berlin, Performing Arts Adminis- America, Europe, and Asia. Exhibition Design ARVA-GE 2019 (3 Performing Arts Administration and Visual Arts tration and Visual Arts Administration services throughout North America, credits), Collections and Exhibition Administration students compare and contrast students compare and contrast the Europe, and Asia. Management ARVA-GE 2198 (3 cred- the managementmanagement of of cultural cultur alinstitutions institutions in thein its), Graduate Projects: Curatorial Unitedthe States United and Sta Europe,tes and withEur opean emphasis, with an on Practice ARVA-GE 2911 (3 credits). culturalemphasis policy, oncultural cultur diplomacy,al policy, culturfundingal mechanisms,diplomac global-y, funding mechanisms, global-

67 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Visual Arts VII. Arts Advocacy/Art Education ADMISSION REQUIREMENTS COUNCIL ON ARTS Administration, Education in Art Museums ARVA- steinhardt.nyu.edu/graduate_admissionssteinhardt.nyu.edu/graduate_admissions MANAGEMENT PROGRAMS continued GE 2021 (3 credits), Arts Advocacy The Council on Arts Management ARVA-GE 2035 (3 credits), Urban In order to be considered for admission Programs is a faculty group in NYU Development and Visual Arts ARVA- to the program, applicants must have a Steinhardt that represents the GE 2112 (3 credits) solid GPA and a strong art history back- fields of music business, performing ground, as well as appropriate internship arts administration, and visual arts VIII.VIII. Electives Electives bbyy advisementadvisement are and/or work experience. Application, administration. The council’s mission sare selectedselected from, from, but but not not limited limited to, ttheo, transcripts, a personal statement, and is to ensure a vital future for the the following as well as courses other necessary material should be arts by educating highly qualified following as well as courses offered offered throughout the University sent directly to the Steinhardt Office of professionals to shape, influence, and throughout the University (9 credits): (9 credits): Function and Struc- Graduate Admissions, along with three lead arts organizations, institutions, and Functionture and of Museums Struc- ture AR ofV MuseumsA-GE 2015 (3 letters of recommendation, preferably businesses and to serve the present ARVA-GEcredits 2015); Sho (3 wcredits); and Tell: Show Interpr andet Tell:- from both academic and professional and future needs of artists. The goals Interpretinging Exhibitions Exhibitions AR ARVA-GEVA-GE 20 27.095 sources, and a current résumé. Once of the council are to lead public events 2027.095(London), (London), The TheArtis Artist’st’s Car Careereer applications have been reviewed, quali- highlighting important developments ARVA-GEARVA 2060-GE 2060(3 credits); (3 cr editsBusiness); Busines and s fied applicants under consideration will in the fields of art and business and and the Visual Arts ARVA-GE 2118 be contacted for a personal interview, incorporate results into learning the Visual Arts ARVA-GE 2118 (3 credits); (3 credits); Cultural Branding in or, if this is not possible, a telephone outcomes; to generate innovations in Cultural Branding in Arts Organizations Arts Organizations ARVA-GE 2134 interview will be arranged. curricula through active interchange ARVA-GE 2134 (3 credits); Corporate (3 credits); Corporate Sponsor- InternationalInternational students students must havemust a ha ve a among programs and dissemination Sponsor- ship in the Arts ARVA-GE 2212 ship in the Arts ARVA-GE 2212 (1.5 minimumminimum TOEFL TOEFL score scor ofe of100 100 IBT IB toT tapplyo ap- of new knowledge and research; and (1.5 credits);credits); Introduction Introduction to Galleriesto Galleries and ply to the program. to examine and integrate national and to the program. Museumsand MuseumsARVA-GE AR 2002VA -GE(3 credits); 2002 (3 international developments affecting the Issuescr andedits Practice); Issues in and Arts Pr Administration:actice in STUDY ABROAD arts in their cultural, social, economic, Arts Administration: The European An international study-abroad seminar and political contexts. For further The European Context ARVA-GE 2215 (3 Context ARVA-GE 2215 (3 credits) provides graduate students, alumni information, visit steinhardt.nyu.edu/ credits) (Netherlands and Berlin); History of (Netherlands and Berlin); History of arts administration programs, and commissions/arts_management Tasteof 1850–present Taste 1850–pr ARTCR-esent AR GET CR-2141 (3 arts management professionals with a credits);GE History2141 (3 ofcr editsContemporary); History Artof and unique opportunity to observe exciting New MediaContempor ARTCR-GEary Art 2235 and Ne(3 credits);w Media changes in the visual and performing Art andAR IdeasTCR-GE ARTCR-GE 2235 (3 cr2450;edits Art); Art Theory and arts in a broad range of European ven- and CriticismIdeas AR I TARTCR-GECR-GE 2450 2801; Art (3 T heory ues. Students explore current cultural and Criticism I ARTCR-GE 2801 (3 and social issues affecting international credits); Art Theory and Criticism II credits); Art Theory and Criticism II arts practices in both nonprofit and ARTCR-GE 2802 (3 credits); Critical ARTCR-GE 2802 (3 credits); Critical for-profit institutions. For further infor- Pedagogy,Pedagogy Artists,, Artis andts, the and Public the PSphereublic mation, please consult the website for ARTED-GESphere 2070 ARTED-GE (3 credits); 207 Cultural0 (3 credits ); the Global Affairs office at http://stein- TourismCultur MPAPA-GEal Tourism 2225 MP AP(1.5A -GEcredits); 2225 hardt.nyu.edu/global/. Graduate(1.5 crProjects:edits); Gr Artadua Markette Pr Analysisojects: Art and Market Analysis and Investment The Visual Arts Administration pro- Investment ARVA-GE 2915 (1.5 credits); ARVA-GE 2915 (1.5 credits); Gradu- gram sponsors several student-run Gradu- ate Projects: High-Impact Media ate Projects: High-Impact Media clubs which hold events and seminars ARVA-GE 2919 (1.5 credits); Economics of ARVA-GE 2919 (1.5 credits); Eco- throughout the year: ACE – Advocates the Visualnomics Arts of ARVA- the Visual GE 2024Arts AR(3 credits);VA- GE for Cultural Engagement, The Curato- Graduate2024 Projects (3 credits in Visual); Gradua Artste Projects rial Collective, and The Art and Finance Administration:in Visual Arts Glo-balism: Adminis Contemporarytration: Glo- Society. Art Withoutbalism: Borders Contempor ARVA-GEary Art 2917 Without (3 Borders ARVA-GE 2917 (3 credits); credits); Contemporary Art and Community Contemporary Art and Community Partnerships ARVA-GE 2120 (3 credits); Partnerships ARVA-GE 2120 (3 Aspectscredits of the); AspectsArt World of ARVA-GE the Art W 2912orld (2 credits)ARVA-GE 2912 (2 credits)

Program Total: 51 credits

For program information, please consult the website: steinhardt.nyu.edu/art/ admin.

68 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Costume Studies

DIRECTOR The field of costume studies is stud- and Information Science to offer a dual- collectively discuss students’ current in- Nancy Deihl ies is one of the most exciting areas degree program in Costume Studies and ternship experiences and one individual [email protected] of current visual arts research. Since Library Science. In addition to an MA in meeting each semester with the Dual 1979 the MA program in Costume Costume Studies (ARCS), students can Degree Program Coordinator

DEGREE Studies has focused on the history earn an MS in Library and Information • Professional Development A MA in Costume of costume and textiles in its broad- Science (MSLIS), which is accredited by module to prepare students in the areas Studies est aesthetic and cultural contexts. It the American Library Association. The of job search, cover letter and resume was the first curriculum in the United program combines the rigorous study writing, and interviewing Dual MA in Costume States to educate specialists in this of costume studies with professional Studies and field. An additional dual-degree option qualification to give graduates a com- Program Tracks MS in Library and between the Department of Art and Art petitive edge in the evolving fields of The Dual Degree Mentorship Track Information Sciences Professions and Long Island University information science, digital humanities, The mentorship track includes a 160- Post’s Palmer School of Library and curatorial studies, and data archiving. hour mentoring arrangement in which Information Science bridges theory and The 61-credit MA/MS program pre- subject specialists from NYU libraries practice, so that students benefit from pares students for highly sought-after work with candidates to introduce the programs’ complementary strengths positions as subject specialists/scholar- them to the requirements of the field, in teaching information science and librarians in academic and research offering the opportunity for hands-on costume studies. institutions or as archivists in libraries, experience within a theoretical frame- The programs offer courses that museums, publishing houses, fashion work. The program’s core is a series emphasize the relation of costume companies, and other institutions. Dual of required modules, which include studies to material culture and the fine degree students take 17 fewer credits reference/ instruction, collection and decorative arts. The 36-credit MA than would be required if they pursued development, digital scholarship, and curriculum includes core courses as well each master’s degree separately. professional development. as electives in exhibition and museum topics, art theory and criticism, and Courses and Location The Dual Degree Internship Track the decorative arts. The 61-credit dual All Costume Studies and Library Science The internship track is designed for MA and MS offers many of the same courses are taught at the NYU Washing- those students who are not focused core course with the additional unique ton Square campus. All MSLIS courses on careers as subject librarians in combination of courses that address meet at NYU’s Bobst Library. All MSLIS research libraries. Their interests may costume studies, and library and infor- weekday courses are offered after 4:30 lie in activities connected to archives, mation science. p.m. ARCS courses are offered during media entities, museums, or similar Faculty in the programs, some of the day as well as after 4:30 p.m. institutions. This track includes a series whom are associated with museums and Students can access Palmer’s online of internships totaling 160 hours in galleries in New York, teach courses in course system to view MSLIS courses. which students work with trained library costume and textile history, decorative Simply select the term, the department professionals in libraries or institutions arts, and conservation. Students are (Library and Information Science), and in the New York metropolitan area that exposed to collections of costumes, ac- course level (graduate) to view a list of reflect their future career goals. cessories, and related objects at leading current course offerings. institutions, including the Costume Insti- How to Apply tute at the Metropolitan Museum of Art, Program of Study Prospective students interested in the Cooper-Hewitt National Design Museum, Students transfer 9 NYU credits to dual-degree program at NYU and LIU the Museum of the City of New York, Palmer LIU and 8 Palmer credits to NYU must apply separately for admission to and the New York Historical Society. The to complete the required credits for the each school. internship component of the program two degrees. See curriculum details. enables students to gain firsthand The dual-degree program provides CAREER OPPORTUNITIES work experience and make valuable unique opportunities for orientation, The costume studies program is suitable professional contacts. Students in the mentorship, and professional training. for those seeking careers as curators, dual-degree program are mentored The program structure includes: museum administrators, collection and advised by subject specialists from • Boot Camp Four half-days of intro- managers, and exhibition consultants; local New York City libraries. A 160- duction to research library functions and as specialists at auction houses and hour mentoring arrangement provides discussions with librarians or informa- galleries; as archivists and historical students the opportunity for hands-on tion professionals in various special researchers; and as educators, writers, experiences. libraries including museums, archives, journalists, and critics. The dual degree and media combines subject expertise and training Dual Degree Program MA in • Internships A minimum of two in library and information science. In Costume Studies and MS in Library (maximum of four) internships of addition to positions in costume studies- and Information Science 35 hours per semester in relevant related fields, students are prepared The Department of Art and Art Profes- institutions for positions as subject specialist or sions has partnered with Long Island • Assessment Meetings Meetings scholar-librarian in academic and re- University’s Palmer School of Library One group meeting each semester to search institutions.

69 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Costume Studies, DEGREE REQUIREMENTS Final Project (3 credits): Research Valuation of Art ARVA-GE 2171, continued in Costume Studies ARCS-GE 2022 Independent Study ARCS-GE 2300 MA in Costume Studies (2 credits), Final Project ARCS-GE 2301 Internship (0 credits): Internship in Core Courses (15 credits): Literature (1 credit) Costume Studies ARCS-GE 2302 and Methodology of Costume Studies Final Project (3 credits): Research in ARCS-GE 2012; History of Costume: DEGREE REQUIREMENTS Costume Studies ARCS-GE 2022 Prehisory-1800 ARCS-GE 2061; History (2 credits), Final Project ARCS-GE 2301 of Costume: The 19th Century ARCS-GE Dual Degree MA in Costume Studies/ (1 credit) 2062; History of Costume: The 20th Cen- MS in Library and Information Science CoreCor eCourses Courses (12 (12 credits): credits Introduction): Introduction to tury ; History of Costume: Core Courses (15 credits): Literature to Library and Information Science ARCS-GE 2063 Library and Information Science LIS- 510, Contemporary Dress ARCS-GE 2064 and Methodology of Costume Studies LIS- 510, Information Sources and Information Sources and Services LIS-511, Specialization Courses (12–18 credits): ARCS- GE 2012, History of Costume: Services LIS-511, Introduction to Knowl- Introduction to Knowledge Organization Costume Conservation and Display Prehisory-1800 ARCS-GE 2061, History edge Organization LIS-512, Introduction ARCS-GE 2069 History of Textiles: of Costume: The 19th Century ARCS- LIS-512,to Resear Introductionch in Libr aryto Research and Informa in Librarytion Ancient World to 1800 ARCS-GE 2077; GE 2062, History of Costume: The 20th andScienc Informatione LIS-514 Science LIS-514 Mentoring History of Textiles: The Modern Era Century ARCS-GE 2063, History of (3Ment credits)oring Graduate (3 credits Intern-) Graduate Intern- ARCS-GE 2078; Design and Culture: The Costume: Contemporary Dress ARCS-GE ship LIS-690 20th Century ARCS-GE 2102; Graduate 2064 Electives (12 credits) from Library and Projects: Exhibition Praxis ARCS-GE ElectivesElectives (9 (9credits): credits Costume): Costume Con- Information Science (LIS) offerings 2910; History of Fashion Photography servation and Display ARCS-GE 2069, Conservation and Display ARCS-GE 2069, ARCS-GE 2911; Contemporary Design History of Textiles: Ancient World to ADMISSION REQUIREMENTS History of Textiles: Ancient World to 1800 Culture ARCS-GE 2912; Dress and Tex- 1800 ARCS-GE 2077, History of Textiles: Applicants to the program must hold ARCS-GE 2077, History of Textiles: The tiles in World Culture ARCS-GE 2913 The Modern Era ARCS-GE 2078, Design an undergraduate degree in a major Modern Era ARCS-GE 2078, Design and ElectivesElectiv (9es credits): (9 credits students): students choose choose from and Culture: The 20th Century ARCS- field such as history, art history, theatre, from among many offerings such as Ex- Culture: The, Gr 20thadua Centuryte Projects: ARCS- Exhibition GE anthropology, or sociology. Applicants among many offerings such as Exhibition GE 2102 hibition Design ARVA-GE 2019, History 2102,Praxis Graduate ARCS-GE Projects: 2910, His Exhibitiontory of FPraxisashion with other majors and strong liberal arts Design ARVA-GE 2019, History of Taste: of Taste: 1850-Present ARTCR-GE 2141, ARCS-GEPhotograph 2910,y AR HistoryCS-GE of 2911 Fashion, Cont em- backgrounds, appropriate internships, 1850-Present ARTCR-GE 2141, Appraisal Appraisal and Valuation of Art ARVA-GE porary Design Culture ARCS-GE 2912, and/or work experience will be con- Photography ARCS-GE 2911, and217 Valuation1, Independent of Art ARVA-GE Study AR 2171,CS-GE 2300 ARCS-GE 2913, Exhibition Design ARVA- sidered. Reading ability in one foreign Contemporary Design Culture ARCS-GE IndependentInternship Study (0 cr editsARCS-GE): Internship 2300 GE 2019, ARTCR-GE 2141, Appraisal and language is recommended. in Costume Studies ARCS-GE 2302 2912, ARCS-GE 2913, Exhibition Design ARVA- GE 2019, ARTCR-GE 2141, Appraisal and

Art Therapy

DIRECTOR NewNew York York University University has has been been identified identified unique to specific cultural contexts, such ods to the team. Students are required Ikuko Acosta with the training of art therapists since as in Tanzania, Peru, South Africa, Brazil, and encouraged to study a wide range with the training of art therapists since the [email protected] the 1950s, when Margaret Naumburg, an India, Ghana, and Bolivia. of psychological frameworks. In the 1950s, when Margaret Naumburg, an eminent pioneer in the field, began to The Tprogramhe progr strivesam striv to createes to cr aea balancete a bal - course of a variety of classes, students eminent pioneer in the field, began to DEGREE teach here. This tradition was continued betweenance betw theeen therapeutic the ther apeuticpotential pot of theential become familiar with a range of theo- teach here. This tradition was continued MA when Edith Kramer came to the Univer- creativeof the cr processeative pritselfoc esands itself the informed and the use retical approaches. whensity in Edith 1973. Kramer By 197 came6, the toMas theter University of Arts informed use of psychological under- The 60-credit master’s program of- of psychological under- standing in the The 60-credit master's program offers unique inin 1973. Art T herBy ap1976,y Pr theogr Masteram had of obtained Arts in Art standing in the treatment of patients. fers unique opportunities to graduate treatment of patients. Students learn to opportunities to graduate students in art Therapyapproval Program from the had Ne obtainedw York S approvaltate Students learn to modify and adapt students in art therapy. The program Education Department, and in 1979 New modifythe tw ando disciplines adapt the oftwo visual disciplines arts and of therapy.is staff edThe b programy 12 highly is staffedqualified by 12and highly from the New York State Education York University’s Graduate Art Therapy visualpsychother arts andap psychotherapyy in order to aff inect order the to qualifieddiverse and adjunct diverse faculty adjunct who faculty provide who an Department, and in 1979 New York Program was one of five programs to affectsynthesis the synthesis of art ther of aparty therapy.. Students Students learn provideexcellent an excellent education education and training and trainingfor stu - University’s Graduate Art Therapy receive approval and accreditation from learnto use to useart ma artt materialserials and and the thecrea creativetive fordents. students. Students Students rec eivreceivee an MAan MA degr degreeee Program was one of five programs to the American Art Therapy Association processproces saccording according to ttheo the physical physical and and in inart art therapy therap upony upon the the completion completion of of receive(AATA). approval Over the and y ears,accreditation the progr fromam psychological needs of clients. coursework that includes an internship psychological needs of clients. coursework that includes an internship thehas American gained a Artreputa Therapytion fAssociationor excellenc e In the diagnosis, planning, and practicum and final project thesis. practicum and final project thesis. (AATA).and soundnes Over thes in years, clinical the tr programaining tha hast is treatment of individuals and groups, borne out by the number of internation- the art therapist functions typically as CAREER OPPORTUNITIES gained a reputation for excellence and al applicants as well as the success of its a member of a multidisciplinary team. ArtArt therapy therap isy ais rapidly a rapidly growing growing field field that soundness in clinical training that is borne graduates. Every summer, the program Professional skills include a working hadtha itst had beginnings its beginnings in the treatment in the tr eaoft - outoff ersby thestudents number a uniqueof international opportunity to knowledge of the concepts and meth- ment of severely emotionally disturbed severely emotionally disturbed children and applicantsexperienc ase int wellernships as the abrsuccessoad and of its pr ac- ods of art therapy, as well as the ability children and adults through the use of adults through the use of art. In recent graduates.tice clinical Every applica summer,tions of the art program therap y to communicate its approach and meth- art. In recent years, it has expanded to years, it has expanded to offers students a unique opportunity to experience internships abroad and practice clinical applications of art therapy 70 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Art Therapy, reach a broad range of populations, Prerequisite psychology courses in- Groups ARTT-GE 2032, Art Therapy with continued such as substance abusers, the home- clude Abnormal Psychology, Theories of Adolescents ARTT-GE 2034, Theory and less, survivors of trauma, and elderly Personality, and Developmental Psychol- Practice of Art Therapy ARTT-GE 2145, with Alzheimer’s disease and dementia. ogy. Deficiencies in course credits may Diverse Populations in Art Therapy: Art therapists frequently work in such be fulfilled prior to admission or during Trauma ARTT-GE 2222, Cultural Diversity settings as hospitals, community mental the first year that courses are available. in Art Therapy ARTT-GE 2224, Research health centers, Child Life programs, Follow the instructions outlined in Art Therapy ARTT-GE 2280, Final shelters, prisons, nursing homes, and by the Steinhardt School of Culture, Project in Art Therapy ARTT-GE 2301, schools. Education, and Human Development Art Therapy with Families ARTT-GE FacultyF acultyand graduates and gradua of thetes pro- of the gram pr ohave- Office of Graduate Admissions for filing 2036, Adaptations for Specialized heldgr executiveam have heldpositions executiv in regionale positions and an application. Completed applications, Populations ARTT-GE 2171, Clinical Inter- in regional and national art therapy transcripts, and portfolio should be ventions for Specialized Populations national art therapy associations (AATA, associations (AATA, NYATA) and regu- sent directly to the Office of Graduate ARTT-GE 2170, Ethical Issues in Art NYATA) and regularly present papers at larly present papers at conferences. Admissions, along with three letters Therapy ARTT-GE 2149 conferences. of recommendation (academic and Internship (12 credits): Internship PROFESSIONAL REGISTRATION professional), a current résumé, and a in Art Therapy ARTT-GE 2302 (1,000 AND DEVELOPMENT 500-word statement of purpose. hours) New York University’s MA degree in Applicants must have a minimum Psychology (9 credits): Elective psy- art therapy meets the educational GPA of 3.0 and are required to submit chology courses to be selected through requirements for registration (ATR) by a digital portfolio of 15 examples of art- advisement from the wide selection of the American Art Therapy Association work (drawing, painting, and sculpture, psychology courses offered by both the and for New York State Creative Art including figurative work). In addition, Steinhardt School of Culture, Educa- Therapy License (LCAT). New York personal interviews and attendance at tion, and Human Development and the University is also concerned with the the art workshop are required (by invita- Graduate School of Arts and Science. continued growth and development of tion only with special arrangements Since both schools have a number of re- art therapists. The art therapy program made for international applicants). nowned programs at both the master’s has instituted post-master’s courses International students must submit and doctoral levels, course offerings of interest to working professionals, scores from one of the following exams: each semester are rich and challenging. such as Supervision Techniques in Art • TOEFL – Scores are valid for two Therapy ARTT-GE 2221. In addition, years from the date taken. Candidates Be advised that fieldwork placement it offers a lecture series and symposia are recommended to have a score of facilities that provide training required featuring speakers from the fields 100 on the Internet based exam or 600 for your program degree, and agencies of art, art history, psychoanalysis, on the paper-based exam. that issue licenses for practice in psychiatry, and psychology. These • IELTS – Scores are valid for three your field of study, each may require special programs allow art therapists years from the date taken. Candidates you to undergo general and criminal and related professionals to expand are recommended to have a band score background checks, the results of their knowledge and experience. of 7 or 7.5 depending on the program. which the facility or agency must find • PTE Academic (Pearson Test of acceptable before it will allow you ADMISSION REQUIREMENTS Academic English)—Official scores are to train at its facility or issue you a Applications are for fall admission only. valid for two years from the date taken. license. You should inform yourself of Matriculation requires a bachelor’s Candidates are recommended to have a offenses or other facts that may prevent degree from an accredited college or score of a 68 to 70. obtaining a license to practice in your university. Prerequisite courses required field of study. NYU Steinhardt will not include a minimum of 18 credits in DEGREE REQUIREMENTS be responsible if you are unable to studio art, 12 credits in psychology (in (60 CREDITS) complete program requirements or addition to Introduction to Psychology), Art Therapy (39 credits): Art Therapy cannot obtain a license to practice in and 30 credits in the behavioral or social with Children ARTT-GE 2033, Art for Art your field because of the results of such sciences and/or liberal arts disciplines. Therapists ARTT-GE 2160, Art Therapy background checks. Some fieldwork Applicants are expected to show profi- with Adults ARTT-GE 2037, Pictorial placement facilities in your field of study ciency in the basic areas of visual arts: Analysis for Assessment and Diagnosis may not be available to you in some drawing, painting, and clay modeling. ARTT-GE 2040, Art Therapy with states due to local legal prohibitions.

Doctoral Studies

NYU Steinhardt offers a PhD in Reha- bilitation Sciences for students with a background in art therapy. See more information on this PhD and find out how to apply at: http://steinhardt.nyu. edu/rehabilitation_sciences/

71 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses

The courses listed DEPARTMENTAL COURSES Advanced Projects in Sculpture Advanced Projects in Digital Art herein are to be of- ART-GE 2290 60 hours: 3 credits ART-GE 2391 60 hours: 3 credits. fered in 2019–2021 MFA STUDIO ART CORE COURSES/ ART-GE SCULPTURE: CRAFT MEDIA VIDEOVIDEO

NOTES TO COURSES Graduate Studio Craft Arts I: Glass Video Methods and Materials ART-GE 2990 60 hours: 4 credits. ART-GE 2514 60 hours: 3 credits. ART-GE 2360 60 hours: 4 credits. * Registration closed to special students. Visiting Artist, Curator, and Faculty Craft Arts II: Metalsmithing Projects in Video Art Critiques ART-GE 2515 60 hours: 3 credits. ART-GE 2382 60 hours: 3 credits. ART-GE 2993 60 hours: 4 credits. Be advised that Corequisite: ART-GE 2990. Ceramics I Advanced Projects in Video Art fieldwork placement ART-GE 2517 60 hours: 3 credits. ART-GE 2392 60 hours: 3 credits. facilities that provide training required for STUDIO ART Ceramics II Projects in Art and Media your program degree, ART-GE 2518 60 hours: 3 credits. ART-GE 2393 60 hours: 3 credits. and agencies that DRAWING issue licenses for Craft Arts Methods and Materials ENVIRONMENTAL ART ACTIVISM practice in your field Drawing Methods and Materials ART-GE 2520 60 hours: 4 credits. of study, each may ART-GE 2120 60 hours: 4 credits. Interdisciplinary Graduate Projects in require you to undergo Ceramics Methods and Materials Studio Art: Environmental Art Activism general and criminal Projects in Drawing ART-GE 2540 60 hours: 4 credits. ART-GE 2983 10–20 hours per credit: background checks, ART-GE 2180 60 hours: 3 credits. 1–3 credits. the results of which Projects in Metalsmithing the facility or agency Advanced Projects in Drawing ART-GE 2581 60 hours: 3 credits. ART THEORY AND CRITICAL must find acceptable ART-GE 2190 60 hours: 3 credits. STUDIES/ARTCR-GE before it will allow you Projects in Glass to train at its facility or PAINTING ART-GE 2582 60 hours: 3 credits. Modern Art Seminar: Andy Warhol issue you a license. You ARTCR-GE 2050 30 hours: 3 credits. should inform yourself Painting Methods and Materials Projects in Ceramics of offenses or other ART-GE 2140 60 hours: 4 credits. ART-GE 2584 60 hours: 3 credits. Introduction to Critical Theory facts that may prevent ARTCR-GE 2060 30 hours: 3 credits. obtaining a license Projects in Painting Advanced Projects in Craft Arts to practice in your ART-GE 2181 60 hours: 3 credits. ART-GE 2590 60 hours: 3 credits. The History of Taste: 1850 to field of study. NYU the Present Steinhardt will not be Advanced Projects in Painting Advanced Projects in Ceramics ARTCR-GE 2141 30 hours: 3 credits. responsible if you are ART-GE 2191 60 hours: 3 credits. ART-GE 2594 60 hours: 3 credits. unable to complete History of Contemporary Art and program requirements PRINTMAKING PHOTOGRAPHY New Media or cannot obtain a ARTCR-GE 2235 30 hours: 3 credits. license to practice in Printmaking Methods and Materials Photography Methods and Materials your field because of ART-GE 2162 60 hours: 4 credits. ART-GE 2320 60 hours: 4 credits. Dynamics of 20th-Century Art Theories the results of such ARTCR-GE 2252 30 hours: 3 credits. background checks. Projects in Printmaking Projects in Photography Some fieldwork ART-GE 2182 60 hours: 3 credits. ART-GE 2380 60 hours: 3 credits. Art and Ideas placement facilities in ARTCR-GE 2450 45 hours: 3 credits. your field of study may Advanced Projects in Printmaking Advanced Projects in Photography not be available to you ART-GE 2192 60 hours: 3 credits. ART-GE 2390 60 hours: 3 credits. Art Theory and Criticism I in some states due to ARTCR-GE 2801 30 hours: 3 credits. local legal prohibitions. SCULPTURE DIGITAL Art Theory and Criticism II Sculpture Methods and Materials Digital Art Methods and Materials ARTCR-GE 2802 30 hours: 3 credits. ART-GE 2230 60 hours: 4 credits. ART-GE 2340 60 hours: 3 credits. Art Criticism I Projects in Sculpture Projects in Digital Art ARTCR-GE 2803 30 hours: 3 credits. ART-GE 2280 60 hours: 3 credits. ART-GE 2381, 2653 60 hours: 3 credits.

72 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Advanced Critical Theory The Function and Structure of Museums Research in Visual Arts Administration ARTCR-GE 2869 30 hours: 3 credits. ARVA-GE 2015 30 hours: 3 credits. ARVA-GE 2299 20 hours: 2 credits.

ART EDUCATION/ARTED-GE Art Collecting Final Project in Visual Arts ARVA-GE 2016 30 hours: 3 credits. Administration Race, Education and the Politics of ARVA-GE 2301 10 hours: 1 credit. Visual Representation Exhibition Design ARTED-GE 2015 45 hours: 3 credits. ARVA-GE 2019 30 hours: 3 credits. Graduate Projects in Visual Arts Administration: Curatorial Practice Critical Pedagogy, Artists, and the Art Education in Museums ARVA-GE 2911 10 hours per credit; Public Sphere ARVA-GE 2021 30 hours: 3 credits. 1–4 credits. ARTED-GE 2070 30 hours: 3 credits. Show and Tell: Interpreting Exhibitions Graduate Projects in Visual Arts School Art: Issues in Pedagogy and ARVA-GE 2027 30 hours: 3 credits. Administration: Performa Intensive: Curriculum I Contemporary Art in the Era of the ARTED-GE 2271 60 hours (45 hours The Law and the Visual Arts Biennial fieldwork): 3 credits. ARVA-GE 2028 30 hours: 3 credits. ARVA-GE 2913 10 hours per credit; 1–4 credits. School Art: Issues in Pedagogy and The Environment of Visual Arts Curriculum II Administration Graduate Projects in Visual Arts ARTED-GE 2272 60 hours (45 hours ARVA-GE 2030 30 hours: 3 credits. Administration: Art Market Analysis fieldwork): 3 credits. and Investment Development for the Visual Arts ARVA-GE 2915 10 hours per credit; Art Education in Alternative Settings: ARVA-GE 2032 30 hours: 3 credits. 1–4 credits. Museums, Community-Based Organizations, and Experimental The Artist’s Career Graduate Projects in Visual Arts Spaces ARVA-GE 2060 30 hours: 3 credits. Administration: Art Market Analysis ARTED-GE 2276 45 hours (30 hours and Investment fieldwork): 3 credits. Visual Arts Markets ARVA-GE 2915 1.5 credits. ARVA-GE 2076 30 hours: 3 credits. Teaching Art in a Digital Age: Graduate Projects in Visual Arts Visual Culture and Media Literacy Digital Technologies and the Administration: Video and Beyond ARTED-GE 2277 45 hours: 3 credits. Art Organization ARVA-GE 2918 10 hours per credit, 1–4 ARVA-GE 2109 30 hours: 3 credits. credits. Research in Art Education ARTED-GE 2299 30 hours: 2 credits. Urban Development and the Visual Arts Graduate Projects in Visual Arts ARVA-GE 2112 30 hours: 3 credits. Administration: High Impact Media Final Project ARVA-GE 2919 1.5 credits. ARTED-GE 2301 45 hours per credit: Business and the Visual Arts 1 credit. ARVA-GE 2118 45 hours: 3 credits. Graduate Projects in Visual Arts Administration: Strategic Student Teaching in Art Education: Strategic Planning and Governance for Communications: Introduction Elementary School the Visual Arts ARVA-GE 2921 1.5 credits. ARTED-GE 2901 150 hours fieldwork: 3 ARVA-GE 2133 30 hours: 3 credits. credits fall, spring. Graduate Projects in Visual Arts Contemporary Art and Community Administration: Art World Ethics Student Teaching in Art Education: Partnerships ARVA-GE 2922 1.5 credits. Secondary School ARVA-GE 2120 30 hours: 3 credits. ARTED-GE 2902 150 hours fieldwork: 3 Graduate Projects in Visual Arts credits. Cultural Branding in Arts Organizations Administration: Creative Placemaking ARVA-GE 2134 30 hours: 3 credits. ARVA-GE 2923 1.5 credits. VISUAL ARTS Prerequisite: B01.2310 or P11.2119. ADMINISTRATION/ARVA-GE Graduate Projects in Visual Arts Appraisal and Valuation of Art Administration: Entrepreneurial (Note: Additional coursework for arts ARVA-GE 2171 30 hours: 3 credits. Projects in the Arts administration majors is taken at the ARVA-GE 2924 1.5 credits. Leonard N. Stern School of Business and Collections and Exhibition Management the Robert F. Wagner Graduate School ARVA-GE 2198 30 hours: 3 credits. Graduate Projects in Visual Arts of Public Service.) Administration: Market Histories Corporate Sponsorship in the Arts ARVA-GE 2925 1.5 credits. Introduction to Galleries and ARVA-GE 2212 15 hours: 1.5 credits. Museums of New York ART-GE 2002 45 hours: 3 credits.

73 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued COSTUME STUDIES/ARCS-GE History of Fashion Photography Art Therapy with Families ARCS-GE 2911 30 hours: 3 credits. ARTT-GE 2036 20 hours: 2 credits. Literature and Methodology of Costume Studies Final Project in Costume Studies Cultural Diversity in Art Therapy ARCS-GE 2012 30 hours: 3 credits. ARCS-GE 2301 45 hours per credit: ARTT-GE 2224 10 hours: 2 credits. 1 credit. Research in Costume Studies Final Project in Art Therapy ARCS-GE 2022 20 hours: 2 credits. Graduate Projects in Costume Studies: ARTT-GE 2301 10 hours: 1 credit. Contemporary Design Culture History of Costume: Prehisory-1800 ARCS-GE 2912 30 hours 3 credits. Internship Supervision Seminar ARCS-GE 2061 30 hours: 3 credits. ARTT-GE 2302 22.5 hours: 4 credits. ART THERAPY/ARTT-GE History of Costume: The 19th Century Ethical Issues in Art Therapy ARCS-GE 2062 30 hours: 3 credits. Theory and Practice of Art Therapy ARTT-GE 2149 20 hours: 2 credits. ARTT-GE 2145 45 hours: 3 credits. History of Costume: The 20th Century Adaptations for Specialized ARCS-GE 2063 30 hours: 3 credits. Art for Art Therapists Populations ARTT-GE 2160 45 hours: 3 credits. ARTT-GE 2171 45 hours: 3 credits. History of Costume: Contemporary Prerequisite: ART-GE 1156. Dress Clinical Interventions for Specialized ARCS-GE 2064 30 hours: 3 credits. Pictorial Analysis for Assessment Populations and Diagnosis ARTT-GE 2170 45 hours: 3 credits. Costume Conservation and Display ARTT-GE 2040 45 hours: 3 credits. ARCS-GE 2069 30 hours: 3 credits. Introduction to Art Therapy* Art Therapy with Children ARTT-GE 2010 45 hours: 3 credits. History of Textiles: Ancient World ARTT-GE 2033 45 hours: 3 credits. to 1800 Supervision Techniques in Art Therapy* ARCS-GE 2077 30 hours: 3 credits. Art Therapy with Adolescents ARTT-GE 2150 10 hours: 1 credit. ARTT-GE 2034 45 hours: 3 credits. Design and Culture: The 18th Century ARCS-GE 2100 30 hours: 3 credits. Art Therapy with Groups ARTT-GE 2032 45 hours: 3 credits. History of Textiles: The Modern Era ARCS-GE 2078 30 hours: 3 credits. Research in Art Therapy ARTT-GE 2280 30 hours: 3 credits. Design and Culture: The 19th Century ARCS-GE 2101 30 hours: 3 credits. Diverse Populations in Art Therapy: Trauma Design and Culture: The 20th Century ARTT-GE 2222 10 hours: 2 credit. ARCS-GE 2102 30 hours: 3 credits. Art Therapy with Adults Contemporary Design Culture ARTT-GE 2037 45 hours: 3 credits. ARCS-GE 2912 30 hours: 3 credits.

74 DEPARTMENT OF ART AND ART PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 DEPARTMENT OF Communicative Sciences and Disorders

DEPARTMENT CHAIR: CHRISTINA REUTERSKIÖLD DEGREES 665 BROADWAY, 9TH FLOOR | NEW YORK, NY 10012–2330 MS, PhD TELEPHONE: 212-998-5230 | FAX: 212-995-4356 | WEBSITE: steinhardt.nyu.edu/csd

New York University was one of the first universities CONTENTS ew York University was one of The Tprogramhe progr leadingam leading to the t oDoctor the Doct of Philosophyor of Phi- to offer advanced degree programs in communicative FacultyFaculty ...... 76 76 the first universities to offer losophy degree in Communicative Sciences and degree in Communicative Sciences and Disorders MasterMas ofter Science of Scienc ...... e ...... 77 77 sciences and disorders.advanc edThe degr programee pr ogrleadingams toin the Disorders has as its goal the development of has as its goal the development of outstanding DoctoralDoctor Program...... al Program...... 79 79 Master of Sciencecommunica degree is availabletive scienc fores college and outstanding scholars, trained as strong indepen- scholars, trained as strong independent Speech-Language-HearingSpeech-Language-Hearing Clinic Clinic ...... 7979 graduates seekingdisor theders. Certificate The pr ofogr Clinicalam leading dent researchers and effective teachers. As such, Courses ...... 80 N researchersthis program and is designedeffective teachers. for students As such, seeking this Courses ...... 80 Competenceto the Mast iner Speech-Languageof Science degree Pathology is available from the for college graduates seeking the Certificate programadvanced is designedknowledge for and students resear seekingch skills advanced in American Speech-Language-Hearing Association of Clinical Competence in Speech-Language knowledgespeech and and language research for skills both in typicalspeech and and atypi- (ASHA) and New York State licensure as For information about the mission and Pathology from the American Speech-Language- languagecal popula fortions. both Stypicaltudents and ha atypicalve the opportunitypopulations. student learning outcomes for each of speech-languageHearing Associa pathologists.tion (ASHA) The and master’s New York program State to develop research experience with members Students have the opportunity to develop research our programs, please see the department prepareslicensur studentse as speech-language to remediate communication pathologists. Tandhe of the faculty of the department and university experience with members of the faculty of the website. swallowingmaster’s prdisorders.ogram pr In-depthepares scourseworktudents to andremedia te as appropriate to the student’s program of study. department and university as appropriate to the practicumscommunica aretion designed and sw toallo givewing students disorders. expertise in It is expected that students will engage in schol- student’s program of study. It is expected that a In-depthrange of areas,course suchwork as and adult practicums language ardisorders,e arly, publishable research endeavors throughout In the Steinhardt School of Culture, designed to give students expertise in a range studentstheir course will engage of study in ascholarly,t New York publishable University . voice disorders, craniofacial anomalies, motor speech Education, and Human Development, of areas, such as adult language disorders, voice researchEach doct endeavorsoral student throughout goes thr theirough course a rigor ofous disorders, stuttering, phonology, audiology, and full-time graduate study is defined as disorders, craniofacial anomalies, motor speech studyment oringat New pr Yorkoces University.s involving Each the primary doctoral adviser student 12 credits per term unless otherwise geriatricdisorders, and schildtuttering, language phonology disorders,, audiology as well as, and and other faculty members. goes through a rigorous mentoring process defined by a specif academic program. dysphagia.geriatric andThe childmany language nationally disor renownedders, ashospitals, well involving the primary adviser and other faculty clinics,as dy sphagia.and schools The in man they New nationally York City reno areawned provide members. studentshospitals, with clinics, exceptional and schools opportunities in the Nefor wclinical York Notice: The programs, requirements, experienceCity area underprovide the s tudentssupervision with of e licensedxceptional and and schedules listed herein are subject opportunities for clinical experience under the certified speech-language pathologists. The program to change without notice. A directory supervision of licensed and certified speech- meets New York State Education Department’s of classes is published each term with a language pathologists. The program meets New current schedule. For the most up-to-date requirementsYork State Eleadingducation to certificationDepartment in’s teaching requirements schedule changes, please consult Albert, studentsleading with to c speechertifica tionand inlanguage teaching disabilities. students with NYU’s student information website. speech and language disabilities.

75 DEPARTMENT OF COMMUNICATIVE SCIENCES AND DISORDERS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Faculty

Jenna Battipaglia, Clinical Assistant Maria Grigos, Associate Professor. Clinical Staff Professor. BA 2007, MS 2010, New York Director, Master’s Program. BS 1991, University; CCC-SLP/TSSLD. New York University; MS 1993, PhD 2002, Olivia Blake, Enrollment and Field Columbia University; CCC-SLP. Placement Administrator. BS 2011, MS Kelly A. Bridges, Clinical Assistant 2013, Northeastern University; CCC-SLP. Professor. BA 2006, Loyola University; Susannah Levi, Associate Professor. BA MS 2008, Florida Atlantic University; 1996, Washington University (St. Louis); Erasmia Ioannou Benakis, Director of PhD 2014, New York University; MA 2000, PhD 2004, Washington Field Placements, Associate Director, CCC-SLP. University. Master’s Program. BA 1995, Queens College; MA 1997, New York University; Adam Buchwald, Associate Professor. Tara McAllister Byun, Assistant Profes- CCC-SLP. BA 1997, Reed College; MA 2003, sor. AB/AM 2003 Harvard University; PhD 2005, Johns Hopkins University. MS 2007, Boston University; PhD 2009, Iris Fishman, Director, Speech-Lan- Massachusetts Institute of Technology; guage-Hearing Disorders Clinic. BS 1973, George Castle, Clinical Assistant Profes- CCC-SLP. New York University; MA 1978, MPhil sor, Undergraduate Program Adviser. 2014, Graduate Center, City University BS 2003, State University of New York, Sonja Molfenter, Assistant Professor. of New York; CCC-SLP. Oneonta; MS 2006, Columbia Teachers Hon BA 2005, MHSc 2007, PhD 2013, College; PhD Candidate, anticipated University of Toronto; CCC-SLP. Jacquelline Mezzacappa, Clinic Manager. 2017, Vanderbilt University; CCC-SLP. Christina Reuterskiöld, Department Darlene Monda, Master Clinician. BA Zara DeLuca, Visiting Assistant Profes- Chair and Associate Professor. BS 1986, 1976, State University of New York; sor. BS 2009, Emerson College; MS 2011, Lund University (Sweden); MS 1988, MS 1983, William Paterson University; MGH Institute of Health Professions; Boston University; DrMedSc (PhD) 1999, CCC-SLP. PhD 2015, Graduate Center of the City Lund University; CCC-SLP. of New York; CCC-SLP. Alicia M. Morrison, Master Clinician. Diana Sidtis, Professor. BA 1962, Univer- BS 1996, State University of New York Erin Embry, Director, Online Program. sity of Wisconsin; MA 1965, University Plattsburgh; MA 1999 New York BS 1995, Western Kentucky University; of Chicago; PhD 1975, Brown University; University; CCC-SLP. MS 2001, College of Saint Rose; MPA NIH postdoctoral fellowship, 1977–80, 2016, New York University; CCC-SLP. Northwestern University; CCC-SLP. AdjunctAdjunct Faculty Faculty 25 25 Celia F. Stewart, Associate Professor. BS 1973, Colorado State; MS 1976, Phillips University; PhD 1993, New York Univer- sity; CCC-SLP.

76 DEPARTMENT OF COMMUNICATIVE SCIENCES AND DISORDERS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Master of Science

ASSOCIATE DIRECTOR Accredited by the American Speech- students begin the CSD program, CSCD-GE 2008 Language Development Maria Grigos Language-Hearing Association, this they may not take courses at another and Disorders in Children — 2 units program is a component leading to university for transfer credit into the CSCD-GE 2009 Speech Development 665 Broadway, the Certificate of Clinical Competence program at NYU Steinhardt. and Disorders — 2 units 8th Floor from the American Speech-Language- TELEPHONE: Hearing Association (ASHA) and NYU Steinhardt’s graduate program will Total required foundational/ 212-998-5228 licensure as a speech-language certify to ASHA that the requirements prerequisite units: 14 pathologist in New York State. The for clinical certification have been met.

DEGREE program provides a broad-based Thus, the faculty must be convinced that Unless otherwise indicated, all of the MS and comprehensive education in both the courses taken elsewhere are equiva- above prerequisite courses are neces- the theoretical and practical aspects lent in breadth, depth, and rigor to sary for ASHA certification and state of communicative sciences and courses at NYU Steinhardt. In addition, licensure. In addition to the 35 credits disorders. Coursework and practicums students must demonstrate that they of prerequisites, students must have are designed to achieve the integration have mastered the information in the transcript credit for each of the follow- of academic and clinical experiences. required prerequisite courses by earning ing areas: biological sciences, physics/ Graduates of the program are capable of a grade of B or higher in all foundation chemistry, behavioral sciences, social making informed diagnostic judgments courses taken at another university or sciences, and statistics for a total of at as well as planning and executing a they will be required to take the course least 12 credits for ASHA certification program of therapeutic management again at NYU Steinhardt. Students must and for the MS degree. Students must for persons with communication earn a C or better in each foundation also complete 3 prerequisite credits in a impairments. course taken at NYU Steinhardt or they language other than English. Prerequi- will be required to take the course again. site courses do not carry graduate credit CAREER OPPORTUNITIES Students are required to submit for the MS degree. Graduates of the program have the appropriate documentation to their found employment opportunities academic adviser to ensure that the DEGREE REQUIREMENTS as speech-language pathologists in content of their completed course work Students must complete 48 graduate hospitals, clinics, schools, rehabilitation is sufficient in terms of breadth and credits beyond a recognized bachelor’s centers, and private practice and as depth. This includes a thorough review degree in speech-language pathology administrators of clinical facilities. The of the course syllabus. Students may or the equivalent preparation (see current need for well-prepared speech- also be asked to provide information previous section). Individual needs for language pathologists is extensive and pertaining to the course texts, exams, ASHA certification or New York State is expected to increase in the future. notes, and at times to have a one-on- licensure may require additional credits. one discussion with either the academic Students require a minimum of five full ACADEMIC PREREQUISITES adviser or course instructor(s) to semesters to complete MS requirements. Students who enter the MS program demonstrate working knowledge of the All coursework must be approved by the must have completed a bachelor’s information in a foundation course in graduate adviser. degree, with a major in communica- order to determine course equivalency. tive sciences and disorders or another Courses for which equivalence cannot Nondisorder courses (14 credits): subject area. Students are required to be established must be taken as part of Principles of Intervention CSCD-GE master introductory knowledge and to the graduate program. 2075, Critical Evaluation of Research complete specific foundation courses Students must complete all foun- in Speech and Hearing Sciences and prior to beginning graduate-level dational course work prior to entering Disorders CSCD-GE 2109, Speech Sci- courses. Additional core courses are the practicum sequence. Student may ence: Instrumentation CSCD-GE 2125, also required to fulfill equirr ements for take foundational courses concurrently Multicultural Issues in CSD CSCD-GE ASHA certification and New York State with approved graduate-level courses. 2141, and Professional Issues in CSD licensure. These courses do not carry These will be determined by your adviser CSCD-GE 2142. graduate credit for the MS degree. and indicated on your course plan. Disorders courses (27 credits mini- There are two ways to meet the founda- CSCD-GE 2002 Anatomy & Physiology mum): The disorder areas of language, tional requirements for courses specific of the Speech and Swallow Mechanisms voice, articulation, fluency, dysphagia, to the MS degree: — 2 units and hearing must be covered with a 1. The foundational courses may be CSCD-GE 2003 Neurological Bases of complete course in each area. Samples taken at another university before Cognition, Behavior, and Communica- of disorders courses include Adult the student begins the program at tion — 2 units Language Disorders CSCD-GE 2021, NYU Steinhardt. All courses must be CSCD-GE 2004 Introduction to Fluency Disorders CSCD-GE 2028, Voice completed within five years prior to Audiology and Aural Rehabilitation — Disorders CSCD-GE 2037, Language the first day of the fall term. 2 units Disorders in Children CSCD-GE 2039, 2. The foundational courses may be CSCD-GE 2006 Phonetics — 2 units Language Development and Disorders taken at Speech@NYU (distance CSCD-GE 2007 Science of Language — in School-Aged Children CSD-GE 2035, education program) once the stu- 2 units Motor Speech Disorders CSCD-GE 2016, dent begins the MS program. Once

77 DEPARTMENT OF COMMUNICATIVE SCIENCES AND DISORDERS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Master of Science, Speech an Swallowing Management in Following the successful completion of ADMISSION PREREQUISITES continued the Medically Complex Child CSCD-GE the on-campus practicum, students are Students in all graduate programs are 2067, Dysphagia in Adults and Children placed off campus for two semesters. admitted in the summer and the fall. CSCD-GE 2060, Additional elective Typically, the first clinical field placement GRE scores are required. coursework is offered in Augmenta- is in a pediatric setting, and the second tive and Alternative Communication is in an adult care setting. If students SPECIAL OPPORTUNITIES CSCD-GE 2015, Speech Sound Disorders have not completed the necessary clock Summer Abroad in Lund, Sweden: The in Children CSCD-GE 2108. A course in hours following the five clinical educa- Department of Communicative Sciences aural rehabilitation is required; if this tion placements indicated above, a sixth and Disorders offers a 6-credit, five- requirement has been satisfied at the placement is required. All students are week summer study-abroad program in undergraduate level, students may required to complete a minimum of 400 Lund, Sweden, for post-baccalaureate substitute two additional elective credits supervised clinical hours. Twenty-five and master’s-level students in speech- in its place. Students who demonstrate hours are spent in clinical observation, language pathology and post-master’s completion of equivalent graduate- and at least 350 clinic clock hours are speech-language pathologists. Students level courses within a previous five-year completed during the graduate program. may also earn 60 New York State period and have earned at least a B may Prior to placement in a practicum, all continuing education credits. Swe- make substitutions for advanced-level students must be evaluated for speech den is known for its state-of-the-art courses by adviser approval. and language performance in accor- approaches to speech science and dance with the policies outlined in the speech-disorder remediation. Housed Practicum courses (8 credits maxi- Department of Communicative Sciences in the Department of Logopedics and mum): A maximum of 8 credits is and Disorders Master of Science Student Phoniatrics of Lund University, the pro- permitted in practicum courses. The Handbook. gram combines lectures with directed clinical practicums provide the clinical All practicums require full-time, enrichment activities and draws on the experiences necessary to integrate daytime attendance at practicum sites. expertise of Lund University speech- theory and practice. In addition to Students are required to earn a grade language pathologists, linguists, and acquiring the clinical hours needed of B or better or they fail the course, are physicians. for ASHA certification and New York required to retake it, and the clinical State licensure, students are exposed to hours earned during that semester will Please be advised that fieldwork place- various aspects of the field such as in- not count toward the ASHA certification ment facilities that provide training service and interdisciplinary conferences, requirement. Practicum students are required for your program degree, and report writing, therapeutic intervention, assigned by the off-campus externship agencies that issue licenses for practice diagnostic evaluations, and contact with coordinator to at least two of the pro- in your field of study, each may require experienced clinicians. gram’s affiliated clinical facilities, which you to undergo general and criminal include a variety of healthcare organiza- background checks, the results of which Academic standards: All master’s tions, schools, and private practices. the facility or agency must find accept- candidates must maintain an average able before it will allow you to train at grade point average of 3.0 or higher Terminal experience: Students may its facility or issue you a license. You throughout the program. Students choose from two options to meet the should inform yourself of offenses or must also pass a written comprehensive comprehensive examination requirement other facts that may prevent obtaining a examination during the final semester of for the Master of Science degree. The license to practice in your field of study. practicum or complete a research proj- first option is to earn a passing score of NYU Steinhardt will not be responsible ect as the terminal experience. A grade 162 or greater on the PRAXIS Examina- if you are unable to complete program below C in any academic course, below tion in Speech-Language Pathology requirements or cannot obtain a license a B in practicum, or a mean GPA of less (0331) offered by ETS and recognized to practice in your field because of the than 3.0 in any given semester places by ASHA. The second way to meet results of such background checks. the student at risk of dismissal from the the terminal experience is for master’s Some fieldwork placement facilities in program in Communicative Sciences students to conduct a research project your field of study may not be available and Disorders. in place of the comprehensive examina- to you in some states due to local legal tion. If a student selects the research prohibitions. Practicum requirements: Students’ option, he or she must also successfully clinical experiences include a variety complete one semester of the research of clinical settings, client populations, colloquium course and one semester of backgrounds, and age groups. Graduate independent study, as a 1-credit elective. students complete a minimum of five During the first semester of the col- semesters of clinical practicum. The first loquium, with the guidance of a faculty three semesters of clinical education member, the student selects a research are completed in the on-campus clinic. topic and submits a written proposal. The first two semesters focus on the The project is to be completed by the clinical diagnostic processes, and the end of the second semester. third semester focuses on treatment.

78 DEPARTMENT OF COMMUNICATIVE SCIENCES AND DISORDERS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Doctoral Program

DIRECTOR The Doctoral Program in Communica- presentations, article writing, and grant aptitude to perform academic research Adam Buchwald tive Sciences and Disorders provides submission in order to prepare them in communicative sciences disorders. students with training as academic academically and professionally for post- This is evaluated on the basis of three 665 Broadway, researchers and scholars. This five-year doctoral work. Students in the program letters of recommendation, a personal 8th Floor full-time program includes several aca- are required to spend a minimum of interview, academic history, and GRE TELEPHONE: demic research milestones and comes one semester working in another lab to scores. Applicants are also encouraged 212-998-5260 with a competitive funding package fulfill the lab rotation component of the to specify a general area of study and to (described below). program. During this semester, students identify professors in the program with

DEGREE will attend lab meetings and become whom they would like to work. PhD CAREER OPPORTUNITIES involved in one of the research projects See general admission section, page Alumni from NYU’s doctoral program in the second lab. Students typically 187. have become prominent professors and enroll in a 1-credit independent study researchers at many leading universities during that semester, and complete a STEINHARDT DOCTORAL in the metropolitan area and across the term paper at the end of the semester. FELLOWS PROGRAM AND country. The precise nature of the experience will RESEARCH ASSISTANTSHIPS be decided upon by the student, the The Steinhardt School offers all full-time DEGREE REQUIREMENTS lab director, and primary advisor. The PhD students a complete funding and In addition to research requirements, coursework for the program will be dif- mentoring program. The Steinhardt doctoral candidates take advanced-level ferent for each student depending on his Fellows program is designed to help courses in the department, school, and or her interests and background. General PhD students undertake full-time study University. To obtain the PhD, can- requirements, including rigorous training and research, to participate in superior didates who hold a master’s degree in research methodology and statistics academic and scholarly experiences, must take doctoral coursework (43 (15 credits) provide students with the and to complete their studies in a timely credits total), complete the candidacy skills to perform independent research. manner. Depending on the student’s pro- research and scholarship requirements, In addition, students are required to gram of study and degree requirements, and develop and defend a disserta- take a course in Seminal Readings in financial support includes four years of tion consisting of original research that Communicative Sciences and Disorders full tuition and fees and a living stipend makes a novel contribution to the field. (3 credits) and are expected to attend of approximately $25,000 through the Incoming students without a master’s the department Doctoral Seminar and completion of the student’s required degree must minimally complete the Research Colloquium. Students are coursework. Selected doctoral students prerequisite courses for an MS degree required to attend these two courses may alternatively be appointed to a re- in this area in addition to the doctoral each semester for their first three years search assistantship. Research assistants requirements (minimum 73 credits). in the program, and must take each of are funded by external grants and work The program is structured around re- these courses three times for 1 credit with a principal investigator on a funded search milestones. Students are required during that span. Students beyond their research project. Unlike Steinhardt to produce two research papers using third year are not required to take these Fellows, research assistants agree to two different methodologies during their courses. The remaining credits consist work 20 hours per week on an ongoing first few years in the department. These of in-depth coursework to support the research project, typically with a team papers may supplement or form the students’ knowledge foundation in their of faculty and other students. Steinhardt basis for the dissertation work. These areas of interest; students are strongly Fellows may become research assistants papers are followed by the dissertation encouraged to take courses outside of when Steinhardt faculty win funding for proposal and ultimately the disserta- the department as appropriate. projects that require research assistance. tion. The research experiences, as well All admitted full-time PhD students as the coursework, are intended to ADMISSION REQUIREMENTS are awarded a full funding package and provide both breadth and depth to the Given the goals of the program, we are assigned to a faculty mentor. There doctoral experience. Mentors will help admit students whose backgrounds is no special application for this funding guide their students through conference can demonstrate a commitment and program. Speech-Language-Hearing Clinic

DIRECTOR The Speech-Language-Hearing Clinic treated at the clinic include develop- ing screenings. \The clinic directory, Iris Fishman is a part of the Department of Com- mental language disorders, stuttering, and faculty and professional supervisors municative Sciences and Disorders voice disorders, articulation delays and provide continuous, ongoing, and direct 665 Broadway and provides services to NYU and the disorders, and impaired speech and/or supervision of the assessment and 9th Floor community at large. The clinic special- language caused by strokes, traumatic intervention activities of the clinic. The TELEPHONE izes in the diagnosis and treatment brain injury or other neurological dis- physical facilities of the clinic and the 212 998 5230 of disorders of speech, language, and orders. Services provided by graduate audiometric suite are located within and 0 hearing in infants, toddlers, children, student clinicians include diagnosis adjacent to the department offices. adolescents, adults and seniors. Types and treatment of speech and language of communication disorders that can be disorders and group sessions and hear-

79 DEPARTMENT OF COMMUNICATIVE SCIENCES AND DISORDERS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses

The courses listed Anatomy and Physiology of the Craniofacial Anomalies Speech Sound Disorders in Children herein are to be Speech and Hearing Mechanism CSCD-GE 2022* 30 hours: 3 credits; CSCD-GE 2108* 30 hours: 3 credits; offered in 2017–19. CSCD-UE 231 45 hours: 4 credits; summer, fall. spring, fall. spring. Neurogenic Speech Disorders in Critical Evaluation of Research in NOTES TO COURSES Neuroanatomy and Physiology of Children Speech and Hearing Sciences and Communication CSCD-GE 2023* 30 hours: 2 credits; Disorders * Registration closed CSCD-UE 241 45 hours: 4 credits; fall. spring. CSCD-GE 2109* 30 hours: 2 credits; fall. to special students.

Phonetics and Phonemics Fluency Disorders Multi-Cultural and Professional Issues in CSCD-UE 201 45 hours: 4 credits; fall. CSCD-GE 2028* 30 hours: 3 credits; Communicative Sciences and Disorders spring. CSCD-GE 2110* 30 hours: 3 credit; Acoustic Phonetics summer, fall. CSCD-UE 1202 45 hours: 4 credits; Language and Communication in spring. Children with Autism Spectrum Multicultural Issues in Communicative Prerequisite: CSCD-UE 201. Disorders (ASD) Sciences and Disorders CSCD-GE 2030 20 hours: 2 credits; CSCD-GE 2141 20 hours: 2 credits: Audiology: Intervention Strategies spring. summer, fall. Across the Lifespan CSD-UE 1222 45 hours: 4 credits; fall. Language Development and Professional Issues in Communicative Disorders in School-Aged Children Sciences and Disorders Introduction to Audiology CSCD-GE 2035 30 hours: 3 credits; CSCD-GE 2142 10 hours: 1 credit: CSCD-UE 221* 45 hours: 4 credits; fall. fall, spring. summer, spring, fall.

Language Development in the Voice Disorders Diagnostic Methods in Speech Preschool Years CSCD-GE 2037* 30 hours: 3 credits; fall. Pathology and Audiology I CSCD-UE 1601* 45 hours: 4 credits; fall. CSCD-GE 2111* 30 hours: 3 credits; Language Disorders in Children fall, spring. Science of Language CSCD-GE 2039* 30 hours: 3 credits; fall. CSCD-UE 110 45 hours: 4 credits; spring. Computerized Analysis of Language Dysphagia in Adults and Children Transcripts Masters Student Seminar CSCD-GE 2060* 30 hours: 3 credits; CSCD-GE 2114 10 hours: 1 credit, spring. CSD-GE 2000 30 hours: 0 credits; fall, fall, spring. spring. Advanced Clinical Practicum in CSD Dysphagia in Infants and Toddlers CSCD-GE 2111, 2115, 2116, 2117, 2118, 2119 Augmentative and Alternative CSCD-GE 2062 15 hours: 1 credit; fall. 45 hours per credit: 1–2 credits; summer, Communication fall, spring. CSCD-GE 2015 10 hours: 1 credit; fall. Speech and Swallowing Management Registration by permission of adviser. for the Medically Complex Child Motor Speech Disorders CSCD-GE 2067 20 hours: 2 credits; Hearing Loss: Rehabilitation CSCD-GE 2016* 30 hours: 3 credits; spring, fall. CSCD-GE 2127* 30 hours: 2 credits; fall. spring. Principles of Intervention with Perception and Production of Speech Therapeutic Approaches to Speech Speech-Language Disorders CSCD-GE 2130 30 hours: 3 credits; Pathology: Voice Disorders CSCD-GE 2075* 30 hours: 2 credits; spring. CSCD-GE 2019 30 hours: 3 credits; fall. fall, spring, summer. Prerequisites: CSCD-GE 2039 and Interdisciplinary Case-Based Therapeutic Approaches to Speech CSCD-GE 2111. Management of Dysphagia Pathology: Aphasia CSCD-GE 2165 10 hours: 1 credit; CSCD-GE 2020 30 hours: 2 credits; Counseling Skills for Communicative intersession. spring. Sciences and Disorders (1) CSCD-GE 2077 10 hours: 1 credit; fall, Interdisciplinary Habilitation of Adult Language Disorders spring. Speaking Voice and Vocal Performance: CSCD-GE 2021* 30 hours: 3 credits; Synergistic Remediation Effect fall, spring. CSCD-GE 2136 20 hours: 2 credits; intersession.

80 DEPARTMENT OF COMMUNICATIVE SCIENCES AND DISORDERS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Independent Study Seminal Readings in Speech-Language CSCD-GE 2300* 45 hours per credit: Pathology and Audiology 1–6 credits; fall, spring, summer; hours CSCD-GE 3001 30 hours: 3 credits; to be arranged. spring.

Research in Natural Language: Advanced Studies in Speech and Methods and Procedures Language CSCD-GE 2402 15 hours: 1 credit; fall. CSCD-GE 3021 30 hours: 3 credits; spring. CSD Colloquium I CSCD-GE 2420 15 hours: 1 credit; fall, Doctoral Seminar in Speech-Language spring. Pathology and Audiology CSCD-GE 3400 10 hours: 1 credit; fall, Honors Research: CSD spring. CSCD-GE 2424 0 credits; fall, spring. Hours to be arranged.

Speech Science: Instrumentation CSCD-GE 2125 20 hours plus 10 hours arranged for lab sessions: 2 credits; fall.

81 DEPARTMENT OF COMMUNICATIVE SCIENCES AND DISORDERS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 DEPARTMENT OF Media, Culture, and Communication

DEPARTMENT CHAIR: RODNEY BENSON DEGREES EAST BUILDING, 8TH FLOOR | 239 GREENE STREET | NEW YORK, NY 10003–6674 MA, MA/MSLIS, PhD TELEPHONE: 212-998-5191 | FAX: 212-995-4046 | WEBSITE: steinhardt.nyu.edu/mcc

The NYU Department of Media, Culture, and CONTENTS Communicationhe (MCC) NYU Department is at the forefront of Media, of Faculty...... 83 innovative scholarshipCulture, and teachingCommunica in thetion study (MC ofC) Media, Culture, and Communication ...... 89 global media andis a tculture, the for digitalefront media of inno andvativ newe Courses ...... 87 scholarship and teaching in the technologies, media history, visual culture, sound study of global media and culture, studies,T media activism, and political communication. digital media and new technologies, media For information about the mission and Inhis thetory rapidly, visual changing culture landscape, sound studies, of digital media media student learning outcomes for each of andactivism, global andcultural political flows, c theommunica study oftion. media, culture, our programs, please see the department and communicationIn the rapidly changing is crucial landscapeto understanding of digital and website. navigatingmedia and an global increasingly cultural connected flows, the world. study MCC’s of facultymedia, aim cultur to equipe, and students communica with ation set is of crucial analytical to understanding and navigating an increasingly and theoretical tools by which they can engage with In the Steinhardt School of Culture, connected world. MCC’s faculty aim to equip ideas in their full complexity. New York City is the Education, and Human Development, students with a set of analytical and theoretical full-time graduate study is defined as University’stools by which lab, andthe yits can horizons engage extend with globally.ideas 12 credits per term unless otherwise MCCin their coursework full comple is designedxity. New so Y orkthat City students is the can defined by a specif academic program. immerseUniversity’ themselvess lab, and in its the horiz vibrantons lifeext ofend the globally city with. opportunitiesMCC course tow orkstudy is designedabroad, if sothey tha sot schoose.tudents can immerse themselves in the vibrant life of the Internships also help master’s students gain a Notice: The programs, requirements, city with opportunities to study abroad, if they so foothold in a diverse range of media industries. and schedules listed herein are subject choose. Internships also help master’s students to change without notice. A directory gain a foothold in a diverse range of media of classes is published each term with a industries. current schedule. For the most up-to-date schedule changes, please consult Albert, NYU’s student information website.

82 DEPARTMENT OF MEDIA, CULTURE, AND COMMUNICATION THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Faculty

Isra Ali, Clinical Assistant Professor. BA Lisa Gitelman, Professor. BA 1983 Arvind Rajagopal, Professor. B.E. 1981, 2000, University of Kansas; MA University of Chicago; MA 1985, PhD University of Madras (India); MA 1984, 2004, New School University; PhD 2014, 1991, Columbia University. University of Kentucky; PhD 1992, Rutgers University. University of California, Berkeley. Radha S. Hegde, Professor. BA 1973, Arjun Appadurai, Goddard Professor. University of Madras (India); MA 1975, Erica Robles-Anderson, Associate BA 1970, Brandeis University; PhD 1976, University of Delhi (India); MA 1977, PhD Professor. BS 2001, PhD 2009, Stanford University of Chicago. 1991, Ohio State University University.

Rodney Benson, Department Chair Ben Kafka, Associate Professor. BA 1998, Martin Scherzinger, Associate Professor. and Professor. BA 1983, Iowa State Brown University; PhD 2004, Stanford BMus 1992, PhD 2001, Columbia University; MIA 1994, Columbia University. University. University; MA 1994, PhD 2000, University of California, Berkeley. Ted Magder, Associate Professor. BA Natasha Schüll, Directorr of 1982, University of Toronto; MA 1983, Undergraduate Studies, and Associate Jamie Skye Bianco, Clinical Associate Carleton University; PhD 1988, York Professor. BA 1993, MA 1995, PhD 2003, Professor. BA 1992, Sarah Lawrence University. University of California, Berkeley. College; MA 2000, Queens College; PhD 2005, City University of New York. Charlton McIlwain, Associate Professor. Nicole Starosielski, Associate Professor. BA 1994, Oklahoma Baptist University; BA 2005, University of Southern Deborah Borisoff, Professor. BA 1970, MHR 1996, PhD 2001, University of California; MA 2008, PhD 2010, MA 1975, PhD 1981, New York University. Oklahoma. University of California, Santa Barbara.

Finn Brunton, Assistant Professor. BA Mark Crispin Miller, Professor. BA 1971, Marita Sturken, Professor. BA 1979, 2002, University of California, Berkeley; Northwestern University; MA 1973, PhD Visual Studies Workshop/Empire MA 2006, Saas-Fee (Switzerland); PhD 1978, Johns Hopkins University. State College; PhD 1992, University of 2009, University of Aberdeen (UK). California, Santa Cruz. Mara Mills, Associate Professor. BA 1996, Paula Chakravartty, Associate Professor. MA 1999, University of California, Santa Helga Tawil-Souri, Associate Professor. BA 1991, McGill University; MS 1995, PhD Cruz; MA 2006, PhD 2008, Harvard BA 1992, McGill University; MA 1994, 1999, University of Wisconsin, Madison. University. University of Southern California; PhD 2005, University of Colorado, Boulder. Lily Chumley, Associate Professor. BA Nicholas Mirzoeff, Professor. BA 1983, 2002, Reed College; PhD 2011, University Oxford University; PhD 1990, University James Wahutu, Assistant Professor. BA of Chicago. of Warwick (UK). 2010, MA 2014, PhD 2018, University of Minnesota. Stephen Duncombe, Associate Kelli Moore, Assistant Professor. BA Professor. BA 1988, State University of 1998, Wellesley College; MA 2009, PhD Aurora Wallace, European Director for New York at Purchase; MPhil 1993, PhD 2013; University of California, San Diego. Media, Culture, and Communication and 1996, City University of New York. Clinical Professor. BA 1992, Carleton Susan Murray, Director of Graduate University; MA 1994, PhD 2000, McGill Allen Fieldman, Professor. BA 1974, MA Studies and Associate Professor. BA University. 1984; PhD 1988, New School for Social 1989, University of Wisconsin, Madison; Research. MA 1994, New School for Social Angela Xiao Wu, Assistant Professor. BA Research; PhD 1999, University of Texas, 2006, Tsinghua University; MPhil 2008, Alexander R. Galloway, Professor. BA Austin. Chinese University of Hong Kong; PhD 1996, Brown University; PhD 2001, 2014, Northwestern University. Duke University. Juan Piñon, Associate Professor. BA 1986, MA 1996, Universidad Number of Adjunct Faculty: 36 Brett Gary, Associate Professor. BA 1982, Iberoamericana (Mexico); PhD 2007, Montana State University; MA 1985, PhD University of Texas, Austin. 1992, University of Pennsylvania.

Number of Adjunct Faculty: 36

83 DEPARTMENT OF MEDIA, CULTURE, AND COMMUNICATION THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Media, Culture, and Communication

DIRECTOR OF GRADUATE Master of Arts Program in Media, PhD Program in Media, Culture, DEGREE REQUIREMENTS STUDIES Culture, and Communication and Communication Susan Murray, PhD The MA in Media, Culture, and Commu- The doctoral program faculty is com- MA Degree Program nication is an interdisciplinary program mitted to interdisciplinary, theoretically The MA degree program requires a

ASSISTANT DIRECTOR designed to expose students to media sophisticated, multi-methodological, minimum of 36 credits. Shima Gorgani, MA and cultural studies. The program is historical, and comparative approaches Program Requirements (7–8 credits): a rigorous engagement with contem- to the study of media and culture. The Core Seminar in Media, Culture, and 239 Greene Street, porary theory and key debates, with program offers five overlapping and Communication MCC-GE 2001 and one 8th Floor particular emphasis in the areas of Glob- interrelated research areas that operate research course. TELEPHONE: al and Transcultural Studies, Technology as guiding frameworks for intellectual Program Electives (12–28 credits, with a 212-992-9493 and Society, Visual Culture and Cultural inquiry and collaborative work across minimum of 12 credits in a specialization Studies, Media Institutions and Politics, the department. Students are encour- area).

DEGREES and Interaction and Social Processes. aged to take advantage of course Electives (0–12 credits): courses outside MA, MA/MSLIS, PhD The curriculum is flexible, allowing offerings across all five areas: Global the department and internship credit. electives by advisement from across and Transcultural Studies, Technology Culminating Experience (0–4 credits): the University. Master’s students are and Society, Visual Culture and Sound MA thesis, comprehensive exam, or encouraged to participate in academic Studies, Media Institutions and Politics, professional writing course. Students conferences, enroll in graduate courses and Critical Theories of Media and must take a minimum of 18 credits at the abroad, and intern at leading media and Communication. 2000 level in residence. cultural institutions. The department has a robust list of internship partners and is CAREER OPPORTUNITIES Dual-Degree Program dedicated to building relationships with Trained to think analytically, Media, Cul- Students in the dual-degree program professional organizations in New York ture, and Communication MA alumni are transfer 9 NYU credits to Palmer LIU City and beyond. well positioned for careers in both the and 8 Palmer credits to NYU in order to public and private sectors, working in complete the required credits for the Dual-Degree Program in Media traditional and new media, research and two degrees. and Library Science policy, at cultural institutions and media In addition, there are two tracks for The department has partnered with start-ups. Many go on to doctoral study. dual-degree students: Mentorship and Long Island University’s Palmer School PhD graduates have assumed full- Internship. to offer a dual-degree program in media time academic positions at American The Mentorship Track includes a 160- and library science. In addition to an MA University of Paris, Carleton University hour mentoring arrangement in which in Media, Culture, and Communication, (Canada), City University of New York, subject specialists from NYU Libraries students can earn an ALA-accredited Drexel University, Fordham University, work with candidates to introduce them Master of Science in Library and University of London(UK), Manhattan to the requirements of the field, offering Information Science (MSLIS). The Marymount, Michigan Technological the opportunity for hands-on experience program combines the rigorous study University, NYU, The New School, North- within a theoretical framework. The of critical theory with professional eastern University, Princeton University, program’s core is a series of required qualification to give graduates a Rutgers University, Stanford University, modules, which include Reference/ competitive edge in the evolving University of California-Los Angeles, Instruction, Collection Development, fields of information science, digital University of Wisconsin-Milwaukee, and Digital Scholarship and Professional humanities, curatorial studies, and data the University of Washington, among Development. archiving. other academic institutions. Recent The Internship Track is designed for This 55–63 credit MA/MSLIS pre- graduates have also taken postdoctoral those students who are not focused on pares students for highly sought-after fellowships at Harvard’s Berkman Center careers as subject librarians in research positions as subject specialists/ scholar– for Internet and Society, Rutgers’ Center libraries. Their interests may lie in librarians in academic and research for Cultural Analysis, Microsoft Research activities connected to archives, media institutions or as archivists in libraries, New England, and Princeton’s Center for entities, museums, or similar institutions. media companies, museums, and Information Technology Policy. This track includes a series of internships other cultural institutions. Dual- degree totaling 160 hours in which students students take 17 fewer credits than work with trained library professionals would be required if they pursued each in libraries or institutions in the New master’s separately. York Metropolitan area that reflect their future career goals.

84 DEPARTMENT OF MEDIA, CULTURE, AND COMMUNICATION THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Media, Culture, and PhD Program PhD Program diversity scholarship combines academ- Communication, The PhD program requires 48 credits Requirements for the doctoral program ic rigor and professional application to continued of coursework for students with include submission of a curriculum vitae; redefine the media and communications a master’s degree; 54 credits are a statement of purpose essay; a master’s industry for the 21st century. It helps required for those admitted only with thesis or other writing sample offering eliminate barriers to graduate educa- a bachelor’s degree. Core courses must evidence of sustained intellectual inquiry tion for historically underrepresented be taken in sequence: Doctoral Core and research; transcripts, GRE scores; applicants, while offering students Seminar I MCC-GE 3100 (4 credits, first and three letters of recommendation. professional pathways to succeed in a year); Doctoral Core Seminar II MCC-GE Final candidates will be interviewed dynamically changing media landscape. 3200 (4 credits, first year); Introduction by the faculty committee before an The NYU at Weber Shandwick Resi- to Communication Research MCC-GE admissions offer is made. dency program offers funded tuition 3101 (3 credits, first or second year); in the NYU MCC MA degree program, Dissertation Proposal Seminar MCC-GE International Graduate Applicants personalized academic mentoring, and 3201 (1 credit, third year). For both MA and PhD applications, a part-time paid position at Weber- Remaining courses are scheduled by international students whose native Shandwick. advisement, including specialized elec- language is not English or who did Students interested in the program tive courses inside the department (8–10 not receive a bachelor’s degree at an must apply for the MCC MA program credits); research and methods electives English-speaking college or university and complete a supplementary applica- inside or outside the department (14–16 must also submit one of the following tion form. credits); and theoretical or disciplinary English language exams to the Office of foundational study outside the depart- Graduate Admissions by the application RESEARCH FUNDING ment (12 credits). A minimum of 12 deadline: Test of English as a Foreign Graduate students may apply for credits from these remaining courses Language (TOEFL), International English department funding to participate in must be taken inside the department. Language Testing System (IELTS), or academic conferences. Below are Students move quickly toward Pearson Test of English (PTE Academic). select opportunities for funding: pursuing their dissertation research in See general admission section, the third year of study, accompanied page 187. LeBoff Research Fund by teaching and research opportunities The Phyllis and Gerald LeBoff Research that will help prepare them for academic FINANCIAL AID Fund provides support to doctoral positions in the fields of media studies, OPPORTUNITIES students for dissertation research. cultural studies, communication, and The Department of Media, Culture, and Students who have successfully related disciplines. Communication offers all admitted defended their dissertation proposals doctoral students a complete funding and have met all department ADMISSION REQUIREMENTS and mentoring program. The Steinhardt benchmarks; funding is available for Fellows program is designed to help travel, supplies, or services. MA Degree Program PhD students undertake full-time study Prospective MA students must submit and research, to participate in superior Mitchell Leaska Scholarship two letters of recommendation, a state- academic and scholarly experiences, for Master’s Students ment of purpose, and scores from the and to complete their studies in a timely This award honors the legacy of Mitchell Graduate Record Examination (GRE) manner. Leaska, a distinguished professor at in addition to meeting the Steinhardt Funding is classified as fellowship NYU Steinhardt for nearly 40 years. School general admissions requirements and is independent of teaching or Media, Culture, and Communication for master’s-level study. research assistantships; students are master’s students are eligible to apply paid additional income for serving as for funds to support the preparation and Dual-Degree Program teaching and research assistants. For presentation of original scholarly work Prospective students interested in the further details, please visit steinhardt. at conferences. Additionally, there are a dual-degree program at NYU and LIU nyu.edu/mcc/doctoral/funding. variety of councils and working groups must apply separately for admission to Students are expected to maintain around the University that hold funding each school. Students already enrolled satisfactory progress toward their competitions. in the Media, Culture, and Communica- degree completion and to achieve a tion MA program must declare their set of benchmarks in their trajectory Michael Rosenberg Scholarship intention to enroll in the dual-degree through the program in order to receive Funding awarded each year to program before completing 12 credits. funding. exceptional MA candidates. All Students already enrolled in the MSLIS See general financial aid section, applicants to the MA program in Media, program at Palmer may apply for the page 199. Culture, and Communication who MCC dual-degree program as long as submit an application for admission they have completed no more than MCC Media Diversity Scholarship are automatically considered for this 6 credits by the time they enter the The NYU at Weber Shandwick Masters funding. No scholarship application is program. Students already enrolled in in Residence program is designed for required. either the Palmer School or NYU should select MA students in the NYU Stein- consult with their adviser before submit- hardt Department of Media, Culture, and ting an application. Communication. This unique-to-the-field

85 DEPARTMENT OF MEDIA, CULTURE, AND COMMUNICATION THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Media, Culture, and SPECIAL OPPORTUNITIES These courses typically examine the Communication, Students attend special events through- social, economic, political, and cultural continued out the year and can apply to present implications of global media and culture their original research at the depart- in relation to the site of study. Courses ment’s annual Neil Postman Graduate integrate lectures, seminars, and site vis- Conference. Internships in a wide array its and deploy a com-parative approach. of media and communication posi- Courses vary year to year. Recent topics tions are available to master’s students have included Race and Media (Lon- through the department’s online intern- don); Migration, Media, and the Global ship database. Students are encouraged City (Berlin); Producing Visual Culture to take advantage of the full academic and the French Culture (Paris); Visual and professional resources of the Uni- Culture of Memory (Buenos Aires). versity and metropolitan area. The University and department offer graduate summer and January interses- sion study-abroad programs to explore globalization, global visual culture, and media and culture in other countries. Locations have included Amsterdam, Beijing, Berlin, Buenos Aires, Hong Kong, London, Paris, Prague, and Shanghai.

86 DEPARTMENT OF MEDIA, CULTURE, AND COMMUNICATION THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2015–2017 Courses MEDIA, CULTURE, AND COMMUNICATION/MCC-GE

The courses listed MEDIA, CULTURE, AND War and Media Theory Communication and Persuasion herein are offered in COMMUNICATION/MCC-GE MCC-GE 2136 40 hours: 4 credits. MCC-GE 2170 40 hours; 4 credits. rotation and may be subject to change. Seminar in Media, Culture, and Politics of Digital Media Screening History: The Construction Communication MCC-GE 2138 40 hours: 4 credits. of American History in Hollywood MCC-GE 2001 40 hours: 4 credits; fall. MCC-GE 2171 40 hours: 4 credits. Video Game Theory The Psychic Life of Media MCC-GE 2139 40 hours; 4 credits. Professional Writing and MCC-GE 2005 40 hours: 4 credits. Research Applications Studies in Organizational MCC-GE 2174 variable credit: 1–4 credits. Censorship in American Culture Communication MCC-GE 2010 40 hours: 4 credits. MCC-GE 2140 40 hours: 4 credits. Political Communication MCC-GE 2175 40 hours: 4 credits. Amateur Media Topics in Digital Media: Hacking in MCC-GE 2024 40 hours: 4 credits. Technology, Politics and Society Communication Processes: Gender, MCC-GE 2141 40 hours; 4 credits. Production of Culture in the Digital Age Race and Media MCC-GE 2184 40 hours: 4 credits. MCC-GE 2025 40 hours: 4 credits. The Cultural Analysis of Design MCC-GE 2143 40 hours; 4 credits. Digital and Computational Media Media and the Environment Workshop MCC-GE 2027 40 hours: 4 credits. Digital Humanities MCC-GE 2199 variable hours: 1–4 credits. MCC-GE 2144 40 hours: 4 credits. Architecture as Media Media Events and Spectacle MCC-GE 2030 40 hours: 4 credits. Methods in Interpreting Popular Culture MCC-GE 2200 40 hours: 4 credits. MCC-GE 2145 40 hours: 4 credits. Seminar in Media Criticism Mediating the Bio-Political Body MCC-GE 2100, 2101 40 hours: 4 credits Reality and Documentary TV MCC-GE 2201 40 hours: 4 credits. each term. MCC-GE 2147 40 hours: 4 credits. Globalization and Gender Politics of the Gaze The Television Business MCC-GE 2210 40 hours: 4 credits. MCC-GE 2112 40 hours: 4 credits. MCC-GE 2148 40 hours: 4 credits. History of Consumer Culture Fame: Social Theories of Charisma, A Cultural History of Television MCC-GE 2215 40 hours: 4 credits. Recognition, and Renown MCC-GE 2149 40 hours: 4 credits. MCC-GE 2113 40 hours: 4 credits. Communication and the Culture Media Activism Industries New Media Research Studio MCC-GE 2153 40 hours: 4 credits. MCC-GE 2220 40 hours: 4 credits. MCC-GE 2129 40 hours: 4 credits. Activist Art and Creative Activism Internship: Communication Studies Topics in Digital Media MCC-GE 2155 40 hours: 4 credits. MCC-GE 2235 40 hours: 1–4 credits. MCC-GE 2130 40 hours: 4 credits. Migration, Media, and The Global South Communication and Persuasion: Topics in Digital Media: Games Studies MCC-GE 2165 40 hours: 4 credits. Sociological Propaganda MCC-GE 2131 40 hours; 4 credits. MCC-GE 2265 40 hours: 4 credits. The Global City and Media Ethnography Topics in Digital Media: Digital Media MCC-GE 2166 40 hours: 4 credits. Communication and Political and Materiality Propaganda MCC-GE 2133 40 hours; 4 credits. Transnational Media Flows MCC-GE 2270 40 hours: 4 credits. MCC-GE 2167 40 hours: 4 credits. Media Archaeology Middle East Media and Cultural Politics MCC-GE 2134 40 hours: 4 credits. Globalization, Memory, and MCC-GE 2275 40 hours: 4 credits. Visual Culture Media, Memory, and History MCC-GE 2169 40 hours: 4 credits. Religion and Media MCC-GE 2135 40 hours: 4 credits. MCC-GE 2284 40 hours: 4 credits.

87 DEPARTMENT OF MEDIA, CULTURE, AND COMMUNICATION THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Interpersonal Communication in a Visual Culture Methods Mapping the Transnational Digital World MCC-GE 2420 40 hours: 4 credits. MCC-GE 3132 40 hours: 4 credits. MCC-GE 2290 40 hours: 4 credits. Research in Visual Culture Postcolonialism and Media Independent Study MCC-GE 2422 40 hours: 4 credits. MCC-GE 3134 40 hours: 4 credits. MCC-GE 2300 variable credit: 1–4 credits. Mediating the Real Ethnography of Technology and Media MCC-GE 2501 40 hours: 4 credits. MCC-GE 3135 40 hours 4 credits. Law, Media, and The New World Order MCC-GE 2304 40 hours: 4 credits. Culture and Media in Urban China Special Topics in Technology Studies MCC-GE 2836 40 hours: 4 credits. MCC-GE 3150 40 hours: 4 credits. Mapping Internet Governance MCC-GE 2305 40 hours: 4 credits. Thesis in Media, Culture, and Science and Technology Studies Communication MCC-GE 3154 40 hours: 4 credits. The Racial Web MCC-GE 2900 variable credit: MCC-GE 2308 40 hours: 4 credits 0–4 credits. Dissertation Proposal Seminar MCC-GE 3201 40 hours: 1 credit. Sound Studies Theoretical Synthesis for Research, MCC-GE 2310 40 hours: 4 credits. Writing, and Teaching MCC-GE 2901, 40 hours, 0–4 credits. Social Life of Paper MCC-GE 2344 40 hours: 4 credits. DOCTORAL COURSES Topics in Globalization MCC-GE 2380 40 hours: 4 credits. These courses are available to MA students by application and to all Global Consumer Culture doctoral students. MCC-GE 2381 40 hours: 4 credits. Special Topics in Critical Theory Media and Cultural Globalization MCC-GE 3010 40 hours: 4 credits. in France MCC-GE 2384 40 hours: 4 credits. Special Topics in Media History MCC-GE 3030 40 hours: 4 credits. Topics in Globalization: Cultural Dimensions Doctoral Seminar in Culture and MCC-GE 2385 40 hours: 4 credits Communication I, II MCC-GE 3100, 3200 47 hours: Topics in Visual Culture and 4 credits each term. Cultural Studies MCC-GE 2400 40 hours: 4 credits. Introduction to Communication Research Visuality and Modernity MCC-GE 3101 40 hours: 4 credits MCC-GE 2401 40 hours: 4 credits. each term.

Visuality and Globalization Semiotics MCC-GE 2403 40 hours: 4 credits. MCC-GE.3103 40 hours: 4 credits.

Topics in Modernity and Climate Special Topics in Cultural and Change Visual Studies MCC-GE 2404 40 hours: 4 credits. MCC-GE 3110 40 hours: 4 credits.

Semiotics of Media, Art, and Special Topics in Globalization Performance MCC-GE 3130 40 hours: 4 credits. MCC-GE 2406 40 hours: 4 credits Transcultural Media Visual Cultures of the Modern and MCC-GE 3131 40 hours: 4 credits. Global City MCC-GE 2407 40 hours: 4 credits.

88 DEPARTMENT OF MEDIA, CULTURE, AND COMMUNICATION THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 DEPARTMENT OF Music and Performing Arts Professions

DEPARTMENT CHAIR: DAVID SCHROEOER; VICE CHAIR: AGNIESZKA ROGINSKA DEGREES 35 WEST FOURTH STREET, SUITE 1077 | NEW YORK, NY 10012–1172 MA, MM, EdD, PhD, TELEPHONE: 212-998-5424 | FAX: 212-995-4043 | WEBSITE: steinhardt.nyu.edu/music Advanced Certificate, Advanced Diploma The Department of Music and Performing Arts Professions offershe Department the finest professional of Music and training The department approaches graduate CONTENTS within a preeminentPerforming and internationally Arts Professions acclaimed offers study out of the recognition that in addition to Faculty...... 90 university. Thethe graduate finest prprogramsofessional are tr unitedaining by within a substantial training in individual specializations, Special Departmental Features ...... 91 a preeminent and internationally today’s performer, composer, educator, therapist, spirit of openness and innovation that encourages Dance Education ...... 92 acclaimed university. The graduate technical specialist, or executive needs multiple students to pursue their specializations in the T skills and broad experiences to pursue a success- Educational Theatre ...... 95 programs are united by a spirit of openness and Music Business ...... 100 performinginnovation arts tha int encthe ourcontextages of students the larger to worldpursue of ful and fulfilling career. Music Education ...... 102 ideas.their specializaWith an outstandingtions in the faculty performing of performers, arts in The school’s location in New York City is Music Performance theorists,the cont andext ofeducators the larger supported world of by ideas. superb W ith a strong advantage. Students immerse them- and Music Composition ...... 104 researchan outs tandingand studio faculty facilities, of perf theormers, department theoris offersts, selves in the excitement and opportunities of the world’s musical and artistic capital. The Univer- Music Technology ...... 106 anand unparalleled educators environment supported b fory superb artistic rchallengeesearch Performing Arts Administration ...... 119 and studio facilities, the department offers an sity’s location enables it to draw on the greatest and growth. Performing Arts Therapies unparalleled environment for artistic challenge artists in the world and allows its students to Drama Therapy ...... 112 and growth. build networks and take advantage of abundant Music Therapy ...... 119 This unique vision takes many forms. At NYU, professional opportunities. The Department of Courses ...... 115 music performers, composers, and technology Music and Performing Arts presents over 300 majors collaborate on special projects and per- performances, frequently reviewed by the New formances through the New Music Ensemble and York media, each year — from solo recitals to For information about the mission and the Interactive Arts Performance Series. ensemble concerts and full opera and music the- student learning outcomes for each of Music educators take courses in music tech- atre productions. Throughout the academic year, our programs, please see the department nology and improvisation. Music therapists work the department presents master classes several website. collaboratively with other creative arts therapists times each week. in drama and visual art to promote a deeper Graduate offerings include programs leading understanding of the interdisciplinary use of the to the Master of Arts and Master of Music In the Steinardt School of Culture, Educa- arts in therapy. Performing arts administrators degrees, the Advanced Certificate, the Advanced tion, and Human Development, full-time and music business professionals explore the Diploma, and the PhD and EdD degrees. The graduate study is defined as 12 credits commonalities of the nonprofit and commercial master’s program in music therapy is accredited per term unless otherwise defined by a sectors. Educational theatre students mount by the American Music Therapy Association specific program. productions for city schoolchildren and develop (AMTA). Teacher certification programs in music community-engaged theatre in numerous sites. education, dance education, and educational Instrumentalists combine traditional study of solo theatre are accredited by the Council for the Notice: The programs, requirements, and chamber literature along with the investi- Accreditation of Educator Preparation (CAEP). and schedules listed herein are subject gation of extended techniques, improvisation, to change without notice. A directory new works by NYU composition majors, and of classes is published each term with a interactions with electronics. Composers have current schedule. For the most up-to-date the opportunity to work with choreographers, schedule changes, please consult Albert, librettists, and filmmakers. NYU’s student information website.

89 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Leila Adu-Gilmore, Assistant Professor. Morwaread Farbood, Assistant Profes- Richard G. Maloney, Clinical Associate Faculty BM 2003, Victoria University of sor. BA 1997, Harvard University; MS Professor. BA 1985, Bates College; BM Wellington; MFA 2016, PhD 2018, 2001, PhD 2006, Massachusetts Institute 1989, Berklee College of Music; GradD Princeton University. of Technology. 1998, Longy School of Music of Bard College; MS 2000, Boston University; Kenneth Aigen, Associate Professor. BA Lawrence Ferrara, Professor. BA 1971, PhD 2010, Northeastern University. 1979, University of Wisconsin University Montclair State University; MM 1973, ; MA 1984, New York; DA 1991, New York. Manhattan School of Music; PhD 1978, Sarah Marlowe, Assistant Professor. New York University. BM 2002, MM 2006, University of Stephanie Baer, Music Assistant Profes- Massachusetts (Amherst); PhD 2013, sor. BM 1998, MM 2000, Mannes College Irwin Fisch, Music Associate Professor. Eastman School of Music. of Music. BS 1979, Syracuse University. Panayotis Mavromatis, Associate Garth Bardsley, Visiting Music Associate Phil Galdston, Master Teacher in Professor. BA 1987, Dipl. Advanced Professor. BA Hons 1987, Cambridge Songwriting; Faculty Songwriter-in- Study in Mathematics 1988, MA 1991, University; MA 1990, Cambridge Univer- Residence. BA 1972, Union College Cambridge University (UK); MA 1995, sity; Fellow Higher Education Academy (Schenectady, NY). Boston University; PhD 2005, Eastman 2016, HEA UK. School of Music. Paul Geluso, Master Teacher. BS 1988, Juan Bello, Associate Professor. BS 1998, New Jersey Institute of Technology; MM Brian McFee, Assistant Professor. BS Simón Bolívar University (Venezuela); 2000, New York University. 2003, University of California, Santa PhD 2003, University of London (UK). Cruz; MS 2008, PhD 2012, University of Jonathan Haas, Professor. BA 1976, California, San Diego. Cyrus Beroukhim, Music Associate Pro- Washington University (St. Louis); MM fessor. BM 1999, Oberlin Conservatory 1979, Juilliard School. Lawrence Miller, Clinical Associate of Music; MM 2001, DMA 2007, Juilliard Professor. BA 1979, Brandeis University; School. Eduardus Halim, Sascha Gorodnitzki MBA 1994, Columbia Business School. Chair in Piano Studies, Music Professor. Michael Breaux, Clinical Assistant BM 1984, MM 1986, Juilliard School. David Montgomery, Clinical Assistant Professor. BME 1981, Louisiana State Professor. BA 1999, Marymount University; MM 1984, Yale University. Dianna Heldman, Music Assistant Pro- Manhattan College; MA 2001, PhD 2007, fessor. BM 1982, State University of New New York University. Meg Bussert, Music Associate Professor. York at Potsdam; MME 1990, North Texas BA 1998, State University of New York University; Artist Dipl. 1991, University of Marilyn Nonken, Associate Professor. at Purchase; MAT 1999, Manhattanville Cincinnati. BM 1992, Eastman School of Music; MA College. 1995, MPhil 1995, PhD 1999, Columbia Barbara Hesser, Associate Professor. University. Carlos Chirinos, Clinical Assistant Pro- BM 1970, DePauw University; BS 1973, fessor. BA/MA 1996 Universidad Central MS 1974, Combs College of Music; CMT Tae Hong Park, Associate Professor. B. de Venezuela (Venezuela); MM 2005, LCAT, FAMI. Eng. 1995, Korea University; MA 2000, SOAS, University of London (UK). Dartmouth College; MFA 2002, PhD Maria Hodermarska, Clinical Assistant 2004, Princeton University. Amy Cordileone, Master Teacher. BA Professor. BFA, MA, 1983, New York 2001, University of California, Irvine; MA University. David Pietro, Music Assistant Professor. 2006, PhD 2010, New York University. BM 1987, North Texas State University; Samuel Howard-Spink, Clinical Assistant MM 2001, New York University. Deborah Damast, Program Director and Professor. BA 1993, University of Bristol Artistic Advisor. Dance Education; BFA (UK); MA 2002, Hunter College; PhD Agnieszka Roginska, Department Vice 1988, State University of New York at 2012, New York University. Chair and Music Associate Professor. Purchase; MA 2002, New York University. BM 1996, McGill University; MM 1998, Susan R. Koff, Clinical Professor. BFA New York University; PhD 2004, Ryan Driscoll, Visiting Assistant Profes- 1977, University of Arizona; Northwestern University. sor. BM 2006, MM 2015, Advanced MA 1982, Teachers College, Columbia Certificate in Vocal Pedagogy 2015, University; EdD 1995, Temple University. Robert Rowe, Professor. BM 1976, New York University. University of Wisconsin; MA 1978, Esther Lamneck, Music Professor. University of Iowa; PhD 1991, Wayne du Maine, Director, Brass Studies, BM 1973, MM 1974, DMA 1980, Juilliard Massachusetts Institute of Technology. and Adjunct Instructor. BM 1989, MM School. 1991, Juilliard School. S. Alex Ruthmann, Associate Professor. Robert J. Landy, Professor. BA 1966, BM 2000, University of Michigan–Ann David J. Elliott, Professor. BM 1971, BEd Lafayette College; MS 1970, Hofstra Arbor; MM 2002, PhD 2006, Oakland 1972, MM 1973, University of Toronto; PhD University; PhD 1975, University of University. 1983, Case Western Reserve University. California, Santa Barbara.

90 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Ronald Sadoff, Associate Professor. BM Ana Flavia Zuim, Music Assistant Jana Sanskrit India theatre troupe, 2011 1976, North Carolina School of the Arts; Professor. BM 2003, State University Tony Graham, 2012 MM 1978, Juilliard School; PhD 1986, of Londrina; MM 2006, Lynn University; New York University. PhD 2012, Florida Atlantic University; Number of Adjunct Faculty Vocology Certification 2015, University (by specialization) Nisha Sajnani, Associate Professor. BA of Utah. Music 1999, Concordia University (Alberta); Bass Clarinet 1 MA 2002, PhD 2010, Concordia University Distinguished Performers Bass: Jazz 3 (Montreal). and Composers-in-Residence Bassoon 3 Milton Babbitt (1987–1989) Cello 4 Joe Salvatore, Clinical Associate Profes- Leo Kraft (1989–1991) Choir 6 sor. BA 1995, University of Delaware; Anatol Vieru (1992–1993) Clarinet 4 MFA 1998, University of Massachusetts George Perle (1993–1994) Double Bass 3 (Amherst). Leonard Rosenman (1994–1995) Ensembles 8 Roger Reynolds (1995–1996) Flute 7 David Schroeder, Department Chair and Robert Craft (1996–1997) French Horn 3 Music Associate Professor. BEd 1983, Morton Subotnick (1996–1997) Harp 1 Northern Iowa University; MM 1986, New Leo Kraft (1997–1998) Jazz Composition 7 England Conservatory of Music; DA 1993, George Crumb (1997–1998) Jazz Guitar 5 New York University. Steven Schick (1997–1998) Jazz Percussion 5 Maya Beyser (1997–1998) Jazz Piano 3 Nancy Smithner, Clinical Associate Sukhi Kang (1998–1999) Jazz Trombone 2 Professor. BA 1976, Antioch College; Violeta Di Nescu (1998–1999) Music Composition 16 PhD 2002, New York University. Morton Subotnick (1998–1999) Music History 4 Brentano Quartet (1995–2003) Music Theatre 10 Elise S. Sobol, Visiting Associate Profes- Lumina String Quartet (2003–2005) Music Theory 6 sor, Program Director, Music Education: “Prizm” Brass Quintet (2003–2005) Oboe 4 BA, 1985, New School for Social Research; Tania León (2004) Percussion 6 MA, 1987, Teachers College Columbia Quintet of the Americas (2004–present) Piano 10 University; EdD 2014, St. John’s University. New Hudson Saxophone Quartet Saxophone: Classical 2 (2004–present) Saxophone: Jazz 8 Matthew Sullivan, Music Assistant JACK Quartet (2011–present) Trombone 3 Professor. BM 1975, University of Miami. Justin Dello Joio (present) Trumpet: Classical 3 Lars Graugaard (2011–present) Trumpet: Jazz 2 Mark Suozzo, Visiting Associate Profes- Ted Sperling (2018–present) Tuba 1 sor. BA 1975, Columbia College; MM John Miller (2018–present) Viola 4 1995, Manhattan School of Music. Violin 14 Distinguished Educational Theatre Philip Taylor, Associate Professor. BEd Scholars and Artists-in-Residence Performing Arts Professions 1980, Rusden State College (Australia); Enda Walsh, 2005 Dance Education 17 MA 1988, PhD 1992, New York University. Dorothy Heathcote, 2006–2007 Drama Therapy 6 Rosa Luisa Márquez, 2006–2010 Educational Theatre 25 Judy Tint, Clinical Assistant Professor. Cecily O’Neill, 2008 Music Business 12 BA 1976, Rutgers University; JD 1979, Johnny Saldaña, 2009 Music Education 27 Columbia Law School. Michael Rohd, 2010 Music Technology 18 Kumagai Yasuhiro, 2010 Music Therapy 18 Julia Wolfe, Assistant Professor. BA 1980, Julian Boal, 2010–2011 Performing Arts Administration 5 University of Michigan; MM 1986, Yale Ross Prior, 2011 University; PhD 2012, Princeton University. Special Departmental Features

ADMISSION REQUIREMENTS SPECIAL DEGREE dates and locations). All master’s FOR MUSIC PROGRAMS REQUIREMENTS FOR programs in music require a final project An interview and, in programs where MUSIC PROGRAMS (Colloquy). See also under individual applicable, an audition and/or composi- All incoming master’s degree students, programs. tion portfolio review are required. See excluding those in the Music Business also individual programs. Program, must take Theory, Ear See general admission section, Training, and Music History placement page 187. examinations prior to their first semester (consult the department for specific

91 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Dance Education

DIRECTOR The mission of the Dance Education and teaching processes with courses Core Courses: Includes, but is not Deborah Damast Program is to provide high-quality pro- in teaching methods, curriculum devel- limited to, Laban Movement Analysis fessional development in the theory and opment, and multicultural practices. MPADE-GE 2044; Applied Methods and 35 West Fourth Street practice of dance education for teachers, The research based inquiry provides Techniques of Teaching Dance MPADE- 10th Floor administrators, performing artists, and theory and methods courses for GE 2075; Research in Dance Education TELEPHONE: research scholars in the fields of dance creating new knowledge in the field MPADE-GE 2403 Inquiries into Teaching 212-998-5400 and education. Our “thinking-centered” of dance education. and Learning III TCHL-GE 2010; approach emphasizes the integration The Program in Dance Education Language and Literacy Acquisition,

DEGREES of the developing mind and body in offers many opportunities to engage in and Development TCHL-GE 2275; MA, Advanced the context of cultural practices through community outreach, performance, and Human Development and Education in Certificate, MFA/MA research, pedagogic, and discipline- research in dance. Close partnerships the Arts MPAIA-GE 2010; The Social Re- based inquiries. Our goal is to facilitate with national, state, and New York City sponsible of Teachers: Durg and Alcohol

FACULTY the growth of your creative and critical performing arts institutions provide Education, Child Abuse Identification, See pages 90-91 for thinking abilities, thereby increasing access to a wealth of information about School Violence Prevention and DASA a complete listing. your knowledge and expertise in dance innovative dance education programs TCHL-GE 2999; Theory and Philosophy and dance education. for exploration and research. Its student of Teaching Dance MPADE-GE 2265; Created in 1932 by the legendary ensemble group, Kaleidoscope Danc- Dance for Children with Special Needs Martha Hill, the Program in Dance Edu- ers, focuses on community outreach, MPADE-GE 2453; Professional Devel- cation is guided by a belief in movement performs with and for New York City opment MPADE-GE 2001; Teaching as central to human development and schoolchildren, and conducts work- Creative Movement MPADE-GE 2452; education. From this perspective, dance shops on learning in, through, and about Open Structure and Guided Discovery and education are viewed as comple- dance. It also provides opportunities in Dance Composition MPADE-GE 2454; mentary domains of knowledge. Dance to learn new repertory from distin- History, Culture, and Pedagogy of Jazz represents an intelligent expression of guished faculty. Its concerts provide Dance MPADE-GE 2272; Supervised human experience and is an important an opportunity for students to develop Student Teaching (Elementary and Sec- source of understanding that con- their choreographic voice. ondary) MPADE-GE 2607, 2608; Seminar tributes to cognitive, emotional, and in Dance Education MPADE-GE 2509; physical growth in multicultural settings. CAREER OPPORTUNITIES Kaleidoscope Dancers I & II MPADE-GE Traditionally, dance is not taught as Graduates of the Program in Dance 2610 & 2611. a domain of understanding; rather, it is Education hold teaching and leadership Guided Electives: Concert Preparation I taught as received knowledge. positions in public and private elemen- & II MPADE-GE 2801 & 2802; West Our approach is to move away from tary and secondary schools, in outreach African Dance MPADE-GE 2022; Hip Hop a knowledge-centered curriculum dance education programs, and as pro- Dance Culture MPADE-GE 2025; Study — the passive mind, active body ideal fessors and researchers in college and Abroad—Dance Education in Uganda — wherein submissive learners “acquire” university programs. MPADE-GE 2520; Afro-Carribean Dance dance content through a dominant MPADE-GE 2202; Jazz Dance Technique pedagogy. Instead, we provide a DEGREE REQUIREMENTS MPADE-GE 2029. curriculum that requires critical and Professional Teacher Certification creative thinking about, and deliberate Master of Arts: Teaching Dance, The in-service curriculum is designed practice with, key concepts in dance, All Grades to provide professional development human development, and sociocultural The need for qualified and ertifiedc for educators holding initial NYS educational settings. dance educators in elementary and sec- certification in dance to gain profes- Dance Education’s three master’s ondary schools has never been greater sional-level certification. A total of 34 (MA) programs are in Teaching Dance than it is today. The master of arts credits and 50 hours of field experience in the Professions, Teaching Dance in program in Teaching Dance, All Grades are required for this master’s program, the Professions with a concentration leads to initial NYS teacher certifica- distributed across, but not limited to, in American Ballet Theatre ballet peda- tion (40 credits) for preservice teachers the Core Courses described above. gogy, and Teaching Dance, All Grades. and professional teacher certification Discipline-based studies and scholarly (34 credits) for certified teachers who Master of Arts: Teaching Dance research increases students’ knowl- already hold an initial NYS teaching in the Professions edge and expertise and transforms the certificate in dance. A minimum of 30 credits is required for way educators understand and teach the Master of Arts Degree Program in dance. For this reason, the programs’ Initial Teacher Certification. The Teaching Dance in the Professions. Stu- distinguished faculty members focus pre-service curriculum is designed to dents may take up to 36 credits if they on creative, pedagogical, and research- prepare dance educators to teach all wish to pursue additional study beyond based inquiries. A creative-based inquiry grades (pre-K through 12). A total of 40 the minimum 30 credits required. allows the dancer to master his or her credits and 100 hours of field experience A culminating project is required. craft with coursework that includes are required for this master’s program, The traditional track (DAPR) is intended choreography, technique, and improvisa- distributed as follows: for those who wish to teach in institu- tion. Pedagogical-based inquiry enables tions of higher education or work as deep understanding of learning educational consultants and directors of

92 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Dance Education, education. Students intending to teach as Dance for Students with Special DEGREE REQUIREMENTS continued in private studios, in conservatories, Needs MPADE-GE 2453; Principles All students must take the following as teaching-artists, and in community of Dance Movement Therapy MPADE- minimum required courses (20 cred- settings may select a concentration GE 2502; Concert Preparation I and II its): Dance for Students with Special in ballet pedagogy, offered in partner- MPADE-GE 2801 and 2802; West African Needs MPADE-GE 2453; Language ship with the American Ballet Theatre Dance MPADE-GE 2022; Hip Hop Dance and Literacy TCHL-GE 2275; Inquiries (DAPR:ABT). Both tracks prepare stu- Culture MPADE-GE 2025; Study Abroad— into Teaching and Learning III TCHL-GE dents to gain the academic experience Dance Education in Uganda MPADE-GE 2010 Fieldwork in Schools and Other necessary to pursue doctoral study. 2520; Afro-Carribean Dance MPADE-GE Educational Settings TCHL-GE 0005; DAPR: Core Courses: Laban Movement 2202; Jazz Dance Technique MPADE-GE Human Development and Education in Analysis MPADE-GE 2044; Research in 2029. the Arts MPAIA-GE 2010; Drug, Alcohol Dance Education MPADE-GE 2403; Ed /Child Abuse Id /School Violence Theory and Philosophy of Dance ADMISSION REQUIREMENTS Prevention TCHL-GE 2999; Student Education MPADE-GE 2265; History, Admission to the dance education Teaching in Dance: Elementary MPADE- Culture, and Pedagogy of Jazz Dance master’s degree program is offered to GE 2607; Student Teaching in Dance: MPADE-GE 2272; Open Structure and applicants who hold a bachelor’s degree Secondary MPADE-GE 2608; Teaching Guided Discovery in Dance Composi- or equivalent international credentials Creative Movement MPADE-GE 2452. tion MPADE-GE 2454; Teaching Creative and who show promise as dance educa- Upon admission, additional courses/ Movement MPADE-GE 2452; Profes- tors. Applicants are judged on the basis credits may be required based upon sional Development I MPADE-GE 2805; of criteria that include academic record individual MA/MFA transcript review in Kaleidoscope Dancers I & II MPADE-GE and performance experience, quality o which case students may be required to 2610 & 2611. personal written statement, individual complete additional courses/credits such DAPR: Specialization (12 credits): Early audition, and interview. (Note: A video as the following: Theory and Philosophy American Modern Dance MPADE-GE audition may be required for certain of Dance Education MPADE-GE 2265; 2040; Applied Methods and Techniques tracks of study.) Laban Movement Analysis MPADE-GE of Teaching Dance MPADE-GE 2075; See general admission section, 2044; Open Structure and Guided Dis- DAPR: Guided Electives: May include page 187. covery in Dance Composition MPADE-GE such courses as Alexander Technique 2454,. Early American Modern Dance MPASS-GE 2371; Dance for Students ACCREDITATION MPADE-GE 2040; Research in Dance with Special Needs MPADE-GE 2453; The New York University Teacher Educa- Education MPADE-GE 2402. Comple- Principles of Dance Movement Therapy tion Program, which is designed to tion of this program leads to eligibility MPADE-GE 2502; West African Dance prepare students to meet the challenges for Initial and Professional New York MPADE-GE 2201; College Student Learn- of teaching and leadership in today’s State Certification in Teaching Dance, All ing and Development HPSE-32 2069; demanding educational environment, is Grades, (Pre-K–12) with reciprocity in Fieldwork in Dance: Higher Education granted accreditation by the Council for numerous states. MPADE-GE 2277; Concert Preparation the Accreditation of Educator Prepara- I & II MPADE-GE 2801 & 2802; Hip Hop tion (CAEP) for a period of seven years, ADMISSION REQUIREMENTS Dance Culture MPADE-GE 2025; Study from October 2015 to December 2022. Specific requirements for the advanced Abroad—Dance Education in Uganda This accreditation certifies that the fore- certificate program in dance include: MPADE-GE 2520; Afro-Carribean Dance named professional education program • Earned Master of Arts or Master of MPADE-GE 2202; Jazz Dance Technique has provided evidence that the program Fine Arts in Dance or Dance Education MPADE-GE 2029. adheres to CAEP’s quality principles. • Strong record of academic achieve- DAPR: ABT Core Courses: Laban ment Movement Analysis MPADE-GE 2044; The Advanced Certificate in • Completed essay expressing interest Research in Dance Education MPADE- Teaching Dance, All Grades in Pre-K–12 education in dance and GE 2403; Theory and Philosophy of The Advanced Certificate in Teaching detailing career goals Dance Education MPADE-GE 2265; Dance, All Grades is designed for pro- • Audition History, Culture, and Pedagogy of spective students who have earned an Jazz Dance MPADE-GE 2272; Teaching MA or MFA in Dance, and who wish to See general admission section, page 186. Creative Movement MPADE-GE 2452, attain initial NYS certification in Teaching Professional Development MPADE-GE Dance, Grades Pre-K–12. Rather than earn Be advised that fieldwork placement 2805; an additional master’s degree, students facilities that provide training required for DAPR: ABT Area of Concentration: in this program would take courses (20 your program degree, and agencies that Theory and Methodology in Ballet credit minimum) that provide the supple- issue licenses for practice in your field of Pedagogy MPADE-GE 2267; Teaching mentary educational theory, pedagogical study, each may require you to undergo Apprenticeship in Ballet Pedagogy development, and instructional practice general and criminal background checks, MPADE-GE 2268; Advanced Analysis necessary to fulfll requirements currently the results of which the facility or agency and Teaching Apprenticeship in Ballet in place for New York State Certification must find acceptable before it will allow Pedagogy MPADE-GE 2269; Environ- in Teaching Dance, All Grades. (Courses you to train at its facility or issue you a ment of Performing Arts Administration that are part of the MA Teaching Dance, license. You should inform yourself of MPAPA-GE 2130 002. All Grades program at NYU’s Steinhardt offenses or other facts that may prevent DAPR: ABT Guided Electives (8 School of Culture, Education, and Human obtaining a license to practice in your credits): May include such courses Development.) field of study. NYU Steinhardt will not be

93 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Dance Education, responsible if you are unable to complete ment must demonstrate a commitment Required culminating project on continued program requirements or cannot obtain to a career in this field, and an under- dance-related research of curriculum a license to practice in your field because standing of the aims and content of the design for elementary, secondary, or of the results of such background. program. postsecondary settings. Particular atten- tion paid to report writing. Dual Degree: Master of Arts in DEGREE REQUIREMENTS Teaching Dance, All Grades (Steinhardt) MFA/MA Dual Degree (76 credits) Tisch Terminal Experience. The final and Master of Fine Arts in Dance year of study culminates in a modeled (Tisch School of the Arts) MFA (47 credits) professional experience in the resident The dual degree allows those admitted Required Core performing ensemble, the Second into the MFA Degree in Dance (through Dance Technique IM DANC-GT 2001; Avenue Dance Company (SADC). In Tisch) to also pursue the MA in Teaching Dance Technique IIM DANC-GT 2003; addition to performing work by guest Dance, All Grades (through Steinhardt). Dance Theory and Composition IM choreographers, students develop their The graduates of the dual degree MFA/ DANC-GT 2009; Dance Theory and own choreography, all of which is show- MA will be prepared to teach in the Composition IM DANC-GT 2010; Dance cased in four concerts throughout their Pre-K–12 setting as a certified dance Theory and Composition IIIM DANC-GT SADC year. educator with the addition of a terminal 2014; Dance Theory and Composition degree in dance artistry.The duration of IIIM DANC-GT 2015; Graduate History of this program is two full-time academic Dance DANC-GT 2102; Graduate History years and one part-time year in which of Dance DANC-GT 2103 (2nd semester); students will take courses from both Music Resources DANC-GT 2042; Music programs simultaneously. The culminat- Resources DANC-GT 2043 Graduate ing project, Seminar in Dance Education, Kinesthetics of Anatomy DANC-GT synthesizes prior course work into a 2026; Graduate Kinesthetics of Anatomy curriculum design in Dance Education. DANC-GT 2027; Graduate Seminar in Additionally, the terminating experience Dance DANC-GT 2024; Graduate Semi- gives students the opportunity to use nar in Dance DANC-GT 2025; Graduate their dance and choreographical skills in Production Crew in Dance DANC-GT the Tisch performing ensemble, the Sec- 2018; Graduate Production Crew in ond Avenue Dance Company. Students Dance DANC-GT 2018. take 76 credits of courses, 29 of which are towards the MA and 47 of which are MA (29 credits) for the MFA. Core Research Courses Laban Movement Analysis MPADE-GE ADMISSION REQUIREMENTS 2044, 2 credits; Research in Dance Applicants must hold a baccalaure- Education MPADE-GE 2403, 3 credits. ate degree in any area and must be Core Pedagogical Courses prepared to demonstrate expertise Theory and Philosophy of Dance Educa- in ballet and modern dance through tion MPADE-GE 2265; Kaleidoscope audition. The candidate must meet the Dancers MPADE-GE 2610; Inquiries application requirements of both the into Teaching and Learning III TCHL-GE Tisch School of the Arts (TSOA) Dance 2010; Human Growth and Development Department and the Steinhardt Dance APSY-GE 2138; Literacy and Language Education Program including two let- Acquisition and Development TCHL-GE ters of recommendation, interview, and 2275; Dance for Students with Special personal statement. The Tisch audition Needs MPADE-GE 2453; The Social Re- includes both ballet and contemporary sponsibilities of Teachers TCHL-GE 2999. technique and a prepared 2–3 min- Content Core Courses ute solo. Up to five students will be Applied Methods and Techniques of admitted annually to this dual-degree Teaching Dance MPADE-GE 2075; Teach- program. Students must apply sepa- ing Creative Movement MPADE-GE 2452; rately to and be accepted by both the Student Teaching in Dance: Elementary TSOA Dance Department and Steinhardt MPADE-GE 2607; Student Teaching in School of Education, Culture, and Hu- Dance: Secondary MPADE-GE 2608. man Development of NYU. Admission to Culminating Experience both programs is required for enrollment Culminating Seminar in Dance Educa- as a dual-degree student. Applicants tion MPADE-GE 2509. Program seminar to the Steinhardt School are evaluated addresses issues confronting dance edu- based on the relevance and quality of cators. Emphasis on integrating theory prior professional work, prior academic and practice and on the generation of achievement, letters of reference, and a new ideas, approaches and perspectives personal statement. The personal state- in dance education.

94 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Educational Theatre

DIRECTOR New York University offers the only Granet, Acting President, ties (EDTC) is a 36–42 credit curriculum David Montgomery academic program in the United States for the Performing Arts; Jonathan that prepares students to explore in educational theatre that leads to Shmidt Chapman, Producer of Family theatre with diverse communities in Pless Annex the MA, EdD, and PhD degrees. The Programming at Lincoln Center; Alexan- unique settings and at the higher educa- Room 23 program emphasizes explorations in der Sarian, Director of Finance and New tion/college level. Graduates of this TELEPHONE: theatre as an art form, drama education, Business at Lincoln Center Education; program hold teaching and administra- 212-998-5868 and applied theatre, with coursework in Sharon Counts, Director of Education tive positions in contexts where teacher school-based drama, teaching artistry, and Community Outreach at New York certification is not required, such as

DEGREES theatre for young audiences, play pro- City Center; Jennifer DiBella, Associate private colleges, arts organizations, MA, EdD, PhD duction, innovative research, new play Education Director at Roundabout galleries and museums, educational out- development, performance, design, and Theatre; Alex Santiago-Jirau, Director reach centers, health education facilities,

FACULTY community arts. It also provides concen- of Education at New housing programs, youth and adult See pages 92-93 for trations in art-based research, dramatic Workshop; Courtney Boddie, Director detainment centers, and more. a complete listing. literature, and aesthetic education. The of Education at New Victory Theatre; This particular track is designed to program has a strong social justice teachers and school administrators empower graduates to design, imple- agenda and produces plays year-round (Jamie Caccio-Price, Tony Award ment, and evaluate theatrical work in a for audiences in an experimental studio Honorable Mention for Excellence in wide range of community contexts, and space (the Black Box Theatre) and in Theatre) Education and the Empire State prepare students who elect to pursue the venerable Provincetown Playhouse. Excellence in Teaching Award at Frank college teaching for innovative research New York City offers opportunities Sinatra High School; Krista Fogle, arts and scholarship in the field. for internships and extensive experience administrator at the Creative Arts Team; Students take courses in the founda- in a variety of professional settings David Kilpatrick, manager for Kennedy tion areas of applied theatre; drama that include private and public schools, Center’s Theatre for Young Audiences); education production, performance, nationally prominent theatres, including college professors (Jennifer Katona direction and design, literary founda- theatres for young and family audiences, and Sobha Kavanakudiyil, City Col- tions; and theatre for young audiences, hospitals, media networks, recreational lege of New York; Dani Snyder-Young, as well as in the applications of these and community centers, and social Illinois Wesleyan University; Kevin Bott, content areas to a variety of community service agencies. Qualified students may Dean for Civic Engagement, Wagner settings. The New York State Learning apply for internships with educational College; Daphnie Sicre, Borough of Standards for Theatre inform these theatre companies across New York City. Manhattan Community College; Jay curriculum pathways. Substitutions, W. Pecora, Chair/Associate Professor, such as study abroad options, can be CAREER OPPORTUNITIES Department of Theatre and Dance at made through one-to-one advisement. Graduates are employed in a variety SUNY Potsdam); authors and evaluators Additional courses not listed below are of educational settings for all ages, in (Russell Granet, founder Arts Education offered each semester. Students discuss communications, community theatres, Resource; the late Dr. Nellie McCaslin, their course selections with the appoint- New York-based and regional theatres, prolific author of widely employed ed academic adviser each semester. children’s and youth theatre compa- texts on drama for children); and numer- Students have the option of complet- nies, and as consultants and specialists. ous applied theatre professionals ing the 36-credit EDTC MA program Institutions from the preschool to the and drama educators (including James over three summers. The curriculum and university level seek trained special- DeVivo, Playwrights Theatre New degree requirements for the three-sum- ists to inaugurate and conduct drama Jersey; Meek, Director of Profes- mer option and the regular academic programs; specialists are also needed sional Development, Creative Aging; year program are identical. Courses are for programs in social service agencies, Dana Edell, founder of Vibe Theatrical offered in New York City, London, and recreation centers, and guidance or Experience; Edmund Chow, Singapore Dublin. Summer courses in New York wellness facilities. Prison Authority). The program now City rotate each year to ensure a variety Notable alumni of the program in- offers master’s degrees in four areas of of course choices. clude playwrights and filmmakers (John specialization: teaching in colleges and Patrick Shanley, winner of the 1988 communities, New York State teacher ADMISSION REQUIREMENTS Academy Award for his script for the certification in Theatre K–12, New York Students are expected to have com- film Moonstruck and the 2005 Pulit- zer State teacher certification in both Eng- pleted the equivalent of two semesters Prize for his Broadway play Doubt; Ra- lish 7–12 and Theatre K–12, and New York of acting or directing and two semes- mon Esquival, featured playwright at the State teacher certification in both Social ters of theatre history and/or dramatic New Plays for Young Audiences Series; Studies 7–12 and Theatre K–12. criticism prior to admission. Students Lowell Swortzell, playwright, children’s who have not taken these prerequisite theatre authority, co-founder of the NYU Master of Arts: Educational courses or their equivalent at the under- Educational Theatre pro- gram; Drew Theatre for Teachers in Colleges graduate level must register for them Peterson, Artistic Director of Trusty and Communities (EDTC) before completing the degree. This may Sidekick Theatre Company); education, The MA Program in Educational Theatre increase the number of credits required outreach, and financial directors (Russell for Teachers in Colleges and Communi- to complete the program of study.

95 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Educational Theatre, DEGREE REQUIREMENTS Culminating Experience (3 credits): Education Populations MPAET-GE 2960; continued Foundations and Research (12 credits): After completing Pathways, students Understanding Diversity / Teaching Plu- Key principles in the teaching and collabo-rate with advisers to identify ralism Through Theatre MPAET-GE 2977; learning of educational theatre. Drama a course or create an individualized Assessment of Student Work in Drama in Education I MPAET-GE 2193; Drama research project representative of MPAET-GE 2988; Supervised Student in Education II MPAET-GE 2194; Theatre the culmination of their studies while Teaching in the Elementary Drama Class- Practices: Leaders in Educational in the program and indicative of their room MPAET-GE 2134; Student Teaching Theatre MPAET-GE 2151. future work. Seminar in Applied Theatre in the Secondary English/Drama Class- Research (3 credits): An introduction to Research MPAET-GE 2400; Human room MPAET-GE 2174. research design. Methods and Materials Development and Education in the of Research in Educational Theatre Arts MPAIA-GE 2010; or the Practicum ADDITIONAL REQUIREMENTS MPAET-GE 2077. MPAET-GE 2031. 1. Students being recommended for Discipline Content Study (12 cred- New York State Teaching Certification its): Discipline courses in production, Master of Arts: Educational Theatre, via the theatre teacher certification performance, criticism, and aesthetics All Grades (EDTA) sequence must have taken at least all of which are informed by the New The goal of this 39-42-credit MA teacher one semester of a foreign language York State Learning Standards for the certification program in educational at the college level (sign language is Arts. Students who have not taken the theatre, all grades (EDTA), is to educate allowed). asterisked courses (*) or their equivalent teachers to provide opportunities for 2. Students must successfully complete at the undergraduate level must take students to explore theatre forms and the New York State Teacher Certifica- them before fulflling the Content Core drama strategies on stage and in the tion examinations. Scores must be requirement, which may result classroom. The curriculum provides submitted to the State Education in a program of study greater than 36 integrated course offerings in drama, Department before it will consider credits. World Drama I and II MPAET-GE dramatic literature, and theatre, which issuing certificates to teach in the 2102,2104; Advanced Directing MPAET- are tied to the New York State Learning public schools of New York State. GE 2097; Styles of Acting and Directing* Standards for the Arts. This course of 3. All students are required to complete MPAET-GE 2099, 1100; Costume Design study enables graduates to be educated a Culminating Experience, which MPAET-GE 2175; Creative Play in the as teaching artists and professionally consists of a curriculum development Arts MPAET-GE 2059; Development of certified in New York State as teachers project informed by the student’s Theatre and Drama I, II* MPAET-GE 2021, of theatre, all grades. experience in the student teaching 2022; Images of Women in the Theatre practicum and the coursework (by MPAET-GE 2023; Dramatic Criticism ADMISSION REQUIREMENTS advisement). MPAET-GE 2091, 2092; Shakespeare’s Students must have earned 30 credits Theatre MPAET-GE 2171, 2172; Theatre of in drama, theatre, dramatic literature, or Master of Arts: Educational Theatre, Brecht and Beckett MPAET-GE 2177. their equivalent. Students with fewer All Grades, with English, 7–12 (ETED) Pathways (9 credits): Students develop than 30 credits in these areas on admis- This 45-credit MA teacher certification an area of specialization in line with their sion will be required to take additional program in educational theatre with career goals. By advisement, they select coursework in educational theatre. English, 7–12 (ETED), responds to the a pathway or create their own. Choices many opportunities available in the New include Applied Theatre, Drama Educa- DEGREE REQUIREMENTS York City area for English teachers at tion, and Theatre for Young Audiences. Content Core Foundation (15-18 cred- the middle and high school levels. The Applied Theatre I and II MPAET-GE its): Drama in Education I MPAET-GE need for modes of artistic expression 2101,2102; Theatre-in-Education Prac- 2193; Educational Theatre Art Form that lead toward literate engagements tices MPAET-GE 2090; Augusto Boal’s Specialization Electives (12-15 credits). with texts has never been greater than Theatre of the Oppressed MPAET-GE Through advisement, students complete it is today. The concern that technolo- 2965; Creating Meaning Through Com- electives in dramatic literature, acting, gies such as film, television, and the munity Drama MPAET-GE 2979; Drama directing, playwriting, design, and com- Internet are replacing basic reading and the Curriculum: Dramatic Activities munity engagement. and writing skills can be addressed by in the Elementary Classroom MPAET- Pedagogical Core (6 credits, includes providing opportunities for students GE 2030; Dramatic Activities in the 100 hours of field experience): Inquiries to explore ideas and concepts in the High School MPAET-GE 2031; Teaching into Teaching and Learning III TCHL-GE novels and plays they read in the English Through Drama: Classroom Strategies 2010; Human Development and Educa- classroom through drama and theatre MPAET-GE 2951; Drama Across the Cur- tion in the Arts MPAIA-GE 2010; The strategies. To respond to these concerns, riculum and Beyond MPAET-GE 2955; Social Responsibilities of Teachers: Drug the department offers certification in Theatre for Young Audiences: Introduc- and Alcohol Education, Child Abuse Educational Theatre K–12 with English, tion to Theatre for Young Audiences Identification, School Violence Preven- 7–12. The curriculum reflects a collabora- MPAET-GE 2005, 2006; Youth Theatre tion, and DASA TCHL-GE 2999. tive integration of coursework offered in Education MPAET-GE 2075, 2076; Specialized Pedagogical Core (12 by current faculty in the Program in Advanced Playwriting MPAET-GE 2106; credits): Dramatic Activities in the Educational Theatre and the Program in Creating Theatre with Young People Elementary School MPAET-GE 2030; English Education in the Department of MPAET-GE 2980, 2981. Dramatic Activities in the High School Teaching and Learning. MPAET-GE 2031; Drama with Special

96 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Educational Theatre, ADMISSION REQUIREMENTS 3. All students are required to complete DEGREE REQUIREMENTS continued Students must have earned 30 credits a Culminating Experience, which AA total total of of 47 4 credits7 credits are ar requirede requir edfor fthisor this in English or dramatic literature or their consists of a research project or essay master’s program, distributed as follows: master’s program, distributed as follows: equivalent and 30 credits of theatre or reflecting on the duality of the degree, educational theatre. Students with fewer informed by the student’s experience Content Core in Educational Theatre than 30 prerequisite credits in these in the student teaching placement (by and Social Studies (12 credits): World areas on admission may be required to advisement). Drama I or II MPAET-GE 2103 or MPAET- take additional coursework as part of GE 2104; Drama in Education I or II their master’s program. Master of Arts: Educational Theatre, MPAET-GE 2193 or MPAET-GE 2194; All Grades, with Social Studies, 7–12 The Social Studies Curriculum: US DEGREE REQUIREMENTS Social studies and theatre have a power- History SOCED-GE 2047; The Social Content Core (18 credits): Drama in ful alliance when learners are provided Studies Curriculum: World History Education I and II MPAET-GE 2193, 2194; with the chance to explore a period of SOCED-GE 2048. ENGED-GE XXXX Reading Content history, historical concepts, and historical General Pedagogical Core in Educa- Elective; ENGED-GE XXXX Language debates through the use of drama-based tional Theatre and Social Studies (13 Content Elective; ENGED-GE XXXX frameworks. This innovative dual-certi- credits): Drama with Special Education Writing Content Elective; MPAET-GE fication program is built on the school’s Populations MPAET-GE 2960 or Educat- XXXX Educational Theatre Content teacher certification programs in Educa- ing Students with Disabilities in Middle Elective by advisement. tional Theatre, All Grades, and Teaching School and Adolescent Settings SPCED- General Pedagogical Core (12 credits): Social Studies, 7–12. Students are pro- GE 2162; Human Development and Curriculum and Research in Literacy vided with opportunities to explore Education in the Arts MPAIA-GE 2010 or and Language Arts ENGED-GE 2120 or key ideas in primary source documents Adolescent Learners in Urban Contexts Methods and Materials of Research in or historical texts through the use of TCHL-GE 2515; The Social Responsibilities Educational Theatre MPAET-GE 2077; interactive dramatic strategies. The dual- of Teachers: Drug and Alcohol Educa- Drama with Special Education Popula- certification program adheres to State tion, Child Abuse Identification, School tions MPAET-GE 2960; Inquiries into Learning Standards for both theatre and Violence Prevention, and DASA TCHL-GE Teaching and Learning III TCHL-GE 2010; social studies, and the curriculum reflects 2999 or DASA Training in Harassment, Adolescent Development APSY-GE 2272; an integration of coursework offered Bullying and Discrimination in Schools and The Social Responsibilities of Teach- by the current faculty in the Program in TCH-GE 2998; Literacy Acquisition and ers: Drug and Alcohol Education, Child Educational Theatre, in collaboration with Development TCHL-GE 2275; Exploring Abuse Identification, School Violence the faculty in the Program in Social Stud- Social Issues Through Drama MPAET- Prevention and DASA TCHL-GE 2999. ies Education. Each of the competencies GE 2976; Inquiries into Teaching and Specialized Pedagogical Core (9 now necessary for teacher certification Learning III TCHL-GE 2010; Integration of credits): Teaching and Learning English programs are met by the coursework, Media and Technology EDCT-GE 2018. Language Arts in Middle or High School fieldwork, and student teaching require- Specialized Pedagogical Core in ENG-GE.2041; Dramatic Activities in ments in both programs, as well as all the Theatre and Social Studies (16 credits): the Elementary Classroom MPAET-GE faculty and institutional requirements. Teaching Social Studies in the Middle 2030; Dramatic Activities in the High and Secondary School SOCED-GE 2042; School MPAET-GE 2031; Storytelling ADMISSION REQUIREMENTS Methods and Materials of Research in MPAET-GE 2042. Students must have earned 24 credits in Educational Theatre MPAET-GE 2077; Student Teaching (6 credits): Student theatre and 24 credits in social studies. For Drama Across the Curriculum and Be- Teaching in the Elementary Drama social studies, students must have com- yond MPAET-GE 2955; Dramatic Activities Classroom MPAET-GE 2134; Student pleted at least 15 semester credits in the in the Elementary Classroom MPAET-GE Teaching English Education: Middle or history and geography of the United States 2030; Dramatic Activities in the High High School Placement ENGED-GE and the world; at least 3 credits in eco- School MPAET-GE 2031; MA Seminar in 2911; Seminar and Field Experience in nomics; at least 3 credits in government Social Studies SOCED-GE 2146. Teaching Elementary Drama and Theatre or political science; and at least 3 credits Student Teaching in Theatre and Social Classrooms MPAET-GE 2134. in one of the social sciences with the Studies (6 credits): Supervised Student exception of psychology and philosophy. Teaching II: Social Studies in the Second- ADDITIONAL REQUIREMENTS For theatre, students must have earned ary School SOCED-GE 2922; Student 1. S tudents being recommended for New 24 credits in drama, theatre, dramatic Teaching Practicum SOCED-GE 2053; Su- York State Teaching Certification via the literature, or their equivalent. Students with pervised Student Teaching Theatre in the English Teacher Certification sequence fewer than 24 credits in these areas on ad- Elementary Classroom MPAET-GE 2134. must have taken at least one semester mission will be required to take additional Terminal Experience (0 credits): Social of a foreign language at the college coursework in educational theatre and/ Studies and History Workshop or culminat- level (sign language is allowed). or social studies. To be recommended for ing research project in educational theatre. 2. Students must successfully complete certification in social studies and theatre, Students must successfully complete the the New York State Teacher Certifica- students will have completed a total of 30 New York State Teacher Certification ex- tion examinations. Scores must be content credits in each area. Six credits are aminations. Scores must be submitted to submitted to the State Education included in the following program of study. the State Education Department before it Department before it will consider See general admission section, will consider issuing certificates to teach issuing certificates to teach in the page 189. in the public schools of New York State. public schools of New York State.

97 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Educational Theatre, Doctor of Education: proposal and approval by doctoral fac- Practical Knowledge (Selected by continued Educational Theatre in Colleges ulty. Three full-time faculty members are Advisement) (12 credits): The practical and Communities (EDTC) required to serve on doctoral students’ knowledge requirement includes grad- The EdD in Educational Theatre is culminating study committee. uate-level courses that are designed to designed for individuals who intend to Student should consult the handbook broaden students’ access to practi- cal pursue leadership positions in the for doctoral study published by the Stein- applications of educational theatre practicing professions, preparing candi- hardt School for the specific requirements methodology. To this end, courses are dates for senior positions as principals, of this degree. Course substitutions for considered practical when they: 1) pro- superintendents, arts administrators, re- any of the general degree requirements vide workshop experiences; 2) strongly searchers, curriculum developers, policy must be approved by the academic rely on current scholarship from theatre analysts, educational consultants, and adviser, the program director, and the as- education; and 3) have wide applicabil- theatre practitioners. Through a broadly sociate dean for academic affairs. ity to common practices in the students’ designed and individualized curricu- specialization and profession. lum, students in the EdD in Educational DEGREE REQUIREMENTS Specialization Course Electives Theatre will develop their artistic praxis A minimum of 42 credits beyond the (Selected by Advisement) (6 credits): and the leadership skills needed to master’s degree (depending on the stu- Electives closely related to and transform today’s learning communities dent’s previous academic background) supportive of the student’s area of in a variety of educational, cultural, and is required for the EdD. specialization: drama in education, vocational contexts. Common Core (9 credits): Methods and applied theatre, or theatre for young In particular, students will develop Materials of Research in Educational audiences and play production. Drama authority in one of three areas of spe- Theatre MPAET-GE.2077; Approaches to in Education: Dramatic Activities in the cialization: Qualitative Inquiry RESCH-GE.2140; and Elementary Classroom MPAET-GE 2030; • Drama in Education (i.e., studies in The Teaching Artist MPAET-GE.2953. Dramatic Activities in the High School drama/theatre curriculum, special Content Knowledge (Selected by Advise- MPAET-GE 2031; Theory of Creative education, integrated arts, assessment ment) (6 credits): Coursework includes Drama MPAET-GE 2065; Methods and evaluation) Drama and Youth: Theoretical Perspec- of Conducting Creative Drama MPAET- • Applied Theatre (i.e., studies in com- tives MPAET-GE 2075; Drama and Youth: GE 2069; Drama across the Curriculum munity-based theatre, theatre of the Practical Implications MPAET-GE 2076; MPAET-GE 2955; Drama with Special oppressed, the teaching artist, diversity Advanced Playwriting MPAET-GE 2106; Populations MPAET-GE 2960; Explor- and inclusion) Applied Theatre Praxis MPAET-GE 2978; ing Shakespeare in the Classroom • Theatre for Young Audiences and Play Directing Youth Theatre Productions MPAET-GE 2970; Teaching Literacy Production (i.e., studies in acting, di- MPAET-GE 2982 Organizational Theory II through Drama MPAET-GE 2971; As- recting, dramaturgy, playwriting, AMLT-GE 2054; Educational Reform and sessment of Student Work in Drama dramatic literature, arts-based research Leadership in the New Economy AMLT-GE MPAET-GE 2988; or The English Teacher methodologies) 3301; Special Topics: Trauma and Creativ- as Reflective Practitioner ENGED-GE Students are encouraged to complete ity ASPP-GT 2006; Imagination and Social 2540; Applied Theatre: Applied Theatre their program in five years. A satisfactorily Change ASPP-GT 2048; Educational I MPAET-GE 2101; Applied Theatre II completed master’s degree is expected Policy Analysis EDLED-GE 3005; Infor- MPAET-GE 2102; Seminar in Applied prior to application. A total of 42 credits mation Strategies for Education Policy Theatre Research MPAET-GE 2400 beyond the master’s degree (depending and Practice EDLED-GE 3015; Culture of Introduction to Boal’s Theatre of the on the student’s previous academic Social Performance: Performance of Ev- Oppressed MPAET-GE 2965; Advanced background) is required for the EdD eryday Life PERF-GT 2313; Topics in Latin Techniques of Theatre of the Oppressed degree. Doctoral students must complete American Performance: Memory, Trauma, MPAET-GE 2966; Exploring Social Issues a minimum of 36 credits in residence and Performance PERF-GT 2407; On Im- through Drama MPAET-GE 2976; Under- beyond the master’s degree. A candidacy provisation PERF-GT 2560; Performance standing Diversity: Teaching Pluralism examination is given to determine if and the Law: Constituting the “Good Life” MPAET-GE 2977; or Creating Meaning students have reached competency. PERF-GT 2602; Tokenism, Fetishism, and through Community Drama MPAET-GE Upon completion of coursework, stu- Idolatry: Fetish in Performance PERF-GT 2979. Theatre for Young Audiences dents must register in a 1-credit collegium 2647; Drama, Theatre, and Performance: and Play Production: Development of in performing arts education research Embodiment and Performance PERF-GT Theatre MPAET-GE 2021; Drama and each semester in order to maintain 2746 ; or Performance Composition: Per- Youth: Theoretical Perspectives MPAET- matriculation (Performing Arts Research formance and Revolution PERF-GT 4206. GE 2075; Drama and Youth: Practical Collegium MPAIA-GE.3400). Methods of Inquiry (Selected by Implications MPAET-GE 2076; Studies As a culminating study, students Advisement) (3 credits): Coursework in Dramatic Theory and Criticism I design and conduct a practitioner- based includes Historical Research RESCH- MPAET-GE 2091; Advanced Playwriting study under the direction of doctoral pro- GE 2135; Case Study and Ethnographic MPAET-GE 2106; Learning through gram faculty, developing a project drawn Inquiry RESCH-GE 2141 Interview and Youth Theatre I MPAET-GE 2107; Learn- from one or more of the program’s spe- Observation RESCH-GE 2142 Participa- ing through Youth Theatre II MPAET-GE cializations (as listed above). This might tory Action Research RESCH-GE 2143; 2108; Theatre Practices: Problems in Play include dramatic work or other arts-based Fieldwork: Data Collection RESCH- Production MPAET-GE 2152; Creating project, action research project, internship, GE 2147; Statistics for the Behavioral Theatre with Young People I MPAET-GE and/or other applied theatre residency in and Social Sciences I APSTA-GE 2001; 2980; Creating Theatre with Young Peo- lieu of a research-based dissertation. The Statistics for the Behavioral and Social ple II MPAET-GE 2981; or Directing Youth culminating study will require a formal Sciences II APSTA-GE 2002. Theatre Productions MPAET-GE 2982.

98 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Educational Theatre, Culminating Study (3 credits): Doctoral in residence beyond the master’s de- Theatre Practices: Leaders in Educa- continued Proposal Seminar MPAET-GE 3005. gree. A candidacy examination is given tional Theatre MPAET-GE 2151; Images approximately halfway through the of Women in the Theatre MPAET-GE PREREQUISITES academic work to determine if students 2023; American Theatre MPAET-GE Prerequisites in theatreform compe- have reached competency. 2087, 2088; Theatre of Brecht and tence are required, especially in theatre Upon completion of coursework, Beckett MPAET-GE 2177; World Drama history, dramatic literature, acting students must register in a 1-credit MPAET-GE 2103, 2104. Cognate Study and directing, and drama criticism. collegium in performing arts educa- (6 credits): Electives closely related to Applicants who have not taken courses tion research each semester in order to and supportive of the student’s area of in these area at the undergraduate or maintain matriculation (Performing Arts specialization. This coursework must be master’s level must take them before Research Collegium MPAIA-GE 3400). taken outside of the student’s program, fulflling the Specialization Course Elec- Both a proposal and a dissertation i.e., not MPAET-GE courses. Departmen- tives requirement, even if it means that are required of all PhD students. PhD tal Content Seminar (3 credits): Drama more than 42 credits are required to students must defend their dissertation in Education MPAET-GE 2193. Doctoral complete this EdD program. Additional during an oral examination. Three full- Proposal Seminar (3 credits): Doctoral courses in theatreform in excess of time faculty members are required to Proposal Seminar MPAET-GE 3005. those required for this degree may be serve on doctoral students’ dissertation selected by advisement. committee. ADMISSION REQUIREMENTS Prerequisite courses include: Student should consult the hand- Specific requirements for the PhD in edu- Development of Theatre I/II MPAET- book for doctoral study published by cational theatre include 1) an acceptable GE 2021/2022; Studies in Dramatic the Steinhardt School for the specific MA thesis and/or other writing samples, Theory and Criticism I MPAET-GE 2091; requirements of this degree. Course 2) the statement of professional goals, Advanced Directing MPAET-GE 2097; substitutions for any of the general and 3) the interest of at least one faculty Styles of Acting and Directing I/II degree requirements must be approved member in the applicant’s stated area of MPAET-GE 2099/2100; Acting: Scene by the academic adviser, the program research and dissertation concept. Study MPAET-GE 2251; and Acting: director, and the associate dean for Character Study MPAET-GE 2252. academic affairs. ACCREDITATION The New York University Teacher Educa- ADMISSION REQUIREMENTS DEGREE REQUIREMENTS tion Program, which is designed to Specific requirements for the EdD in edu- Foundations of Education (12 credits): prepare students to meet the challenges cational theatre includes 1) demonstration An Introduction to the Sociology of of teaching and leadership in today’s of arts-based research credentials, 2) Education SOED-GE 2002; Educational demanding educational environment, is professional arts experience, 3) practitio- Psychology APSY-GE 2114; Foundations granted accreditation by the Council for ner’s portfolio, 4) leadership in the field of Education: Philosophy of Education the Accreditation of Educator Prepara- of educational theatre, 5) the statement PHED-GE 2400; Foundations of Educa- tion (CAEP) for a period of seven years, of professional goals, and 6) the interest tion: History of Education HSED-GE 2400. from October 2015 to December 2022. of at least one faculty member in the Specialized Research Methodology This accreditation certifies that the fore- applicant’s stated area of specialization. Electives (Selected by Advisement; (18 named professional education program credits): Coursework includes Seminar has provided evidence that the program Doctor of Philosophy: in Applied Theatre Research MPAET-GE adheres to CAEP’s quality principles. Educational Theatre in Colleges 2400 and Methods and Materials of Re- and Communities (EDTC) search in Educational Theatre MPAET-GE Be advised that fieldwork placement facili- A strong research focus exists in the 2077. Advanced specialized research ties that provide training required for your Program in Educational Theatre. Appli- courses should be taken after candidacy program degree, and agencies that issue cations for PhD study are accepted from has been received and, preferably, as the licenses for practice in your field of study, candidates with clearly demonstrated dissertation proposal has been shaped each may require you to undergo general interest in research and scholarship. to ensure that selections are relevant to and criminal background checks, the re- Acceptance into doctoral study is the dissertation. For instance, a student sults of which the facility or agency must competitive. Students are encouraged doing qualitative inquiry, which demands find acceptable before it will allow you to to complete their program in five years. extensive interviewing of participants, train at its facility or issue you a license. A satisfactorily completed master’s would register for Research Practicum in You should inform yourself of offenses or degree with a research component is Field Settings CHDED-GE 2372. other facts that may prevent obtaining a expected prior to application. A total Specialization Course Electives license to practice in your field of study. of 54 to 60 credits beyond the master’s (Selected by Advisement); (18–24 NYU Steinhardt will not be responsible if degree (depending on the student’s credits): Drama in Education II MPAET- you are unable to complete program previous academic background) is re- GE 2194; Development of Theatre and requirements or cannot obtain a license to quired for the PhD degree. This includes Drama MPAET-GE 2021, 2022; Dramatic practice in your field because of the results 36 credits in general degree require- Criticism MPAET-GE 2091, 2092; of such background checks. Some field- ments and a minimum of 18 credits in Seminar in Applied Theatre Research work placement facilities in your field of educational theatre to be selected in MPAET- GE 2400; Advanced Directing study may not be available to you in some consultation with a doctoral adviser, ac- MPAET-GE 2097, 2098; Advanced Play- states due to local legal prohibitions. cording to the student’s area of interest writing MPAET-GE 2106; Creative Play and professional goals. PhD students in the Arts MPAET-GE 2059; Theatre in must complete a minimum of 36 credits Education Practices MPAET-GE 2090;

99 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Music Business

DIRECTOR NewNew York York University Univ ersityis one of is the one few ofuniversities the few in DEGREE REQUIREMENTS Students in the Music Technology Larry Miller theuniv countryersities to offer in athe graduate country degree to in off theer music a Concentration take three Music Technol- busi-gradua nesst field.e degr Foundedee in inthe 1993, music the Music busi - Master of Arts in Music Business ogy Core Courses (9 credits). Courses 35 West Fourth Street, Businessness field. Graduate oundedF Program in addresses 1993, the the Music music The program requires 42 credits of include Graduate Seminar in Music Tech- 10th Floor industryBusines ass a Gruniqueadua businesste Progr operatingam addr withines ses coursework and can be completed in nology (by placement exam), Audio for TELEPHONE: corporatethe music and indusentre- preneurialtry as a uniquestructures. busines The skillss two years of full-time study. A part-time Games, Scoring for Film and Multimedia, 212-998-5427 studentsoperating develop within in the c programorpora willte serveand entrtheme- well course of study is also available. Courses and Concert Recording. inpr aeneurial fast-paced s industrytructur thates. needs The skillsthoroughly students trained in music business and music technology personneldevelop who in thecan applyprogr businessam will and serv administratione them are offered through the Steinhardt Accelerated Global Master of Arts theory to problems that have a strong aesthetic and DEGREE well in a fast-paced industry that needs School of Culture, Education, and Hu- in Music Business Option artistic dimension. The Music Business Graduate Pro- MA thoroughly trained personnel who can man Development; courses in business Three Semesters with Global Study gram harnesses the strengths of NYU Steinhardt’s apply business and administration administration are offered through the Requirements Our accelerated global Department of Music and Performing Arts FACULTY theory to problems that have a strong Leonard N. Stern School of Business. master of arts program in Music Busi- Professions and the NYU Stern School of Business See pages 90-91 for aesthetic and artistic dimension. A supervised final project, in which ness offers students the opportunity by requir- ing classes in both schools. In addition to a complete listing. The Music Business Graduate Pro- students are encouraged to do innova- to complete the program’s full degree providing structured courses, the curriculum promotes gram harnesses the strengths of NYU tive research and analysis, is completed requirements in a year and a half student autonomy through an interactive classroom Steinhardt’s Department of Music and through the required Colloquy course. while enhancing their New York-based atmosphere, internships, international opportunities, Performing Arts Professions and the studies with internships and courses and research require- ments. Students are Music Business Core Courses (24 encouragedNYU Stern to participateSchool of in Businesextracurriculars by activities requir- credits): Principles and Practice in the taught abroad. suching asclas theses MUBG in both Student schools. Ambassador In addition Board, the Music Industry MPAMB-GE 2101; These opportunities abroad draw upon NYUto pr Concertoviding Program structur Board,ed and courses, radio station the Law and the Music Industry MPAMB-GE our professors’ international connections WNYU.curriculum promotes student autonomy 2102; Environment of the Music Industry and allow NYU students to network with through an interactive classroom MPAMB-GE 2103; MPAMB-GE 2225 music business professionals in other atmosphere, internships, international Music Publishing: Background Practice; parts of the world, learning how their opportunities, and research require- Data Analysis in the Music Industry practices might be the same or different. ments. Students are encouraged to MPAMB-GE 2211; Colloquy in Music Busi- participate in extracurricular activities ness MPAMB-GE 2401; Emerging Models ADMISSION REQUIREMENTS such as the MUBG Student Ambassador and Markets for Music MPAMB-GE 2203; Students currently in the program in Board, the NYU Concert Program Board, MUBG Professional Development Se- Music Business hold a variety of un- and radio station WNYU. quence MPAMB-GE 2001. dergraduate degrees; business, music, Business Courses (9 credits): Financial and humanities are the most common. CAREER OPPORTUNITIES Accounting and Reporting COR1-GB Applicants must submit at least two The program prepares highly skilled, 1306; Leadership in Organizations letters of recommendation attesting to disciplined, and thoroughly trained COR1-GB 1302; Entertainment Media and their strengths, weaknesses, potential management professionals for the Technology Electives. to succeed in a rigorous academic commercial (for profit) music business Music Business Elective Courses (by program, and potential for management. sector. Graduates serve as managers, advisement, 9 credits): Graduate A&R Applicants for the Music Technol- new product developers, promoters, Seminar MPAMB-GE 2201; Promotions ogy Concentration submit details of record administrators, digital strategists, and Publicity MPAMB-GE 2202; their prior academic and/or profes- music publishers, marketers, distributors, Strategic Marketing in the Music sional technology experience. Some entrepreneurs, data analysts, producers, Industry MPAMB-GE 2206; Concert work experience is preferred (relevant and in many other capacities. Management MPAMB-GE 2105; The internships can qualify). Students are Music Technology Concentration within admitted only in the fall semester of the MA in Music Business is intended for each year. The music business MA students with a background (academic program also participates in the Early and/or professional) in music technol- Decision option. See admission instruc- ogy who wish to exploit that experience tions for details. in the commercial arena. The focus is on Prerequisites to study include a understanding interrelations between course in statistics or quantitative meth- music businesses and consumer tech- ods prior to coming into the program. nologies, audio for games and other Alternatively, the statistics requirements interactive applications, sound design in may be fulfilled while in the program, the digital music space, and emerging and the student will graduate with 45 platforms for the generation and exploi- credits instead of 42. tation of music.

100 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Music Business, COUNCIL ON ARTS importanttant developments developments in the in thefields fields of ofart art continued MANAGEMENT PROGRAMS and business and incorporate results and business and incorporate results into TheT Councilhe Council on Artson Arts Management Management Programs into learning outcomes; to generate learning outcomes; to generate is a Prfacultyograms group is a in faculty NYU Steinhardt group in NYU that innovations in curricula through active Steinhardt that represents the fields of innovationsinterchange in among curricula pr throughograms activeand represents the fields of music business, music business, performing arts admin- interchangedissemination among of ne programsw knowledge and and performing arts admin- istration, and visual istration, and visual arts administration. disseminationresearch; and of to new examine knowledge and int andegr ate arts administration. The council’s mission is The council’s mission is to ensure a research;national andand intto ernaexaminetional and de vintegrateelopments to ensure a vital future for the arts by vital future for the arts by educating nationalaffecting and the international arts in their developments cultural, social, educatinghighly highlyqualified qualified profes professionalssionals to shape to , economic, and political contexts. affecting the arts in their cultural, social, shape,influenc influence,e, and and lead lead arts arts organiza tions, For further information, visit economic, and political contexts. organizations,institutions, institutions, and busines andses businesses and to steinhardt.nyu.edu/commissions/arts_ serve the present and future needs of management. and to serve the present and future needs of artists. The goals of the council are to artists. The goals of the council are to lead lead public events highlighting impor- public events highlighting

101 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Music Education

DIRECTOR The Program in Music Education in New CAREER OPPORTUNITIES music, which includes a minimum of 36 Elise Sobol York University’s Steinhardt School of Cul- The program’s alumni rank among lead- credits of college-level coursework in ture, Education, and Human Development ers throughout the world in public school music. International students may now 35 West Fourth Street seeks to develop students’ awareness of teaching, community music, college and also complete this program, including Suite 1103 the value of the arts and music and the university teaching, performance, and student teaching, and be eligible for TELEPHONE: importance of sharing these values with research. The program meets academic initial teacher certification in New York 212-998-5810 others. Located in one of the most diverse requirements for New York State teacher State. steinhardt.nyu.edu/ urban centers in the world, the program certification with reciprocity in many The All-Grades Master of Arts Pro- music/education offers students a unique opportunity to other states in the country. International gram in Music Education is designed experience a broad spectrum of musical students find career opportunities so that applicants already holding practices and pedagogy. enhanced in their countries through the provisional or initial certification and

DEGREES The Program in Music Education offers professional recognition of graduate who wish to complete the academic MA, PhD, opportunities for teacher certification, degrees from New York University. The requirements for Professional New York Advanced Certificate: music education in our communities, need for teachers in schools, communi- State Certification may do so. Professional Studies in enrichment, and an exploration of vital ties, and arts organizations is at an Music Dual Degree issues confronting the field. A wide range all-time high, and salary scales have been DEGREE REQUIREMENTS of courses in applied music, theory, and substantially increased. Doctoral gradu- Auditions are required. English Pro-

FACULTY pedagogy is enhanced by a curriculum ates compete successfully for positions ficiency is assessed prior to audition See pages 90-91 for that includes specialized approaches in teaching, research, and administration invitation. Placement exams for music a complete listing. to teaching music through technology, at major universities, and increasingly in theory and music history are given accessibility and special needs, culturally industry. Career opportunities are readily prior to registration and first semester relevant practices, community music, and available for education officers and ad- of study. a full certification program in Kodály avail- ministrators at cultural institutions able in summers. Faculty members work — museums, community arts centers, Master of Arts in Music Education closely with teachers, schools, and the conservatories, and musical societies. (MUSE)(36 credits): The curriculum community to spearhead new initiatives. consists of core studies in music edu- As an integral part of the Department PROGRAM OF STUDY cation (15 credits), music and music of Music and Performing Arts Professions, The Department of Music and Per- education electives (19 credits), en- students have opportunities for extensive forming Arts Professions offers semble participation (2 semesters), and collaboration with other arts professionals. graduate-level study in music educa- colloquy, which includes a capstone Course offerings within the department tion for college and school settings. project or thesis requirement (2 credits). enable students to develop expanded Each concentration of study exists as Required courses include: Music Refer- contexts for music and music education. a template of specific components in ence and Research Materials MPAME-GE Students can explore music technology, which requirements are established 2021 and Colloquy in Music Education songwriting, audio production, film scor- through the process of working with a MPAME-GE 2939 ing, performance and composition, music program advisor. In addition to holding To qualify, students must have a therapy, music business, drama therapy, the equivalent of a bachelor’s degree in bachelor’s degree or the equivalent jazz studies, educational theatre, music music, applicants are required to audi- in music. Open also to international theatre, and dance education, among tion for entry into all music education students. others. Performing ensembles, chamber programs. Teaching Music, All Grades (MUSA) groups, and solo recitals further enhance The Master of Arts in Music Education, (41 credits): The curriculum consists of a solid academic program. program is highly flexible and empha- a pedagogical core (9 credits), a music Housed within the department are sizes the preparation of educators and education core (6 credits), music and state-of-the-art recording, computer teaching artists for community arts music education electives (6 credits), a music, and learning studios. The James organizations, education companies, content/ pedagogical core (18 credits), L. Dolan Recording Studios and research colleges, and universities. It is also avail- ensemble participation (2 semesters). lab provides access to cutting-edge facili- able to international students who are Degree completion includes a capstone ties for audio production and research. currently teaching, who have opportuni- professional portfolio for licensure The Music Experience Design Lab offers ties to teach at the college level, or who preparation reflective of elementary and opportunities to research and design may wish to focus on specific aspects secondary student teaching placements. new technologies and experiences for and issues of music education and To qualify, applicants must have complet- music making, learning, and engagement. pedagogy in the United States. ed a bachelor’s degree or the equivalent The Avery Fisher Center for Music and Teaching Music, All Grades. The Master in music that includes a minimum of 30 Media, located in Bobst Library, features of Arts in Music Education, All Grades, credits of college-level coursework in mu- advanced technology for audio and video program is designed for applicants sic. Required courses include: practicum reproduction and one of the finest music with a music background who wish to on teaching in instrumental and choral collections available anywhere. teach music at all levels from preschool settings including Music Reference and With such unique faculty, facilities, tech- through high school and are seeking Research Materials MPAME-GE 2021, nologies, and interdisciplinary areas of study, initial teacher certification in New York Colloquy in Music Education MPAME- NYU prepares music educators for the chal- State. Applicants must have completed GE 2939, Music for Exceptional Children lenges facing us now and in the future. a bachelor’s degree or the equivalent in MPAME-GE 2114.

102 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Contemporary Music Methods in Second- 2146; Music for Children: Kodály Level 2 STEINHARDT FELLOWS Music Education, ary Schools MPAME-GE 2027, Teaching MPAME-GE 2147; and Music for Children: PROGRAM AND RESEARCH continued Music in Elementary Grades MPAME- Kodály Level 3 MPAME-GE 2148. ASSISTANTSHIPS GE 2119, Choral Materials. Techniques See page 180.  and Conducting in Music Education Doctoral Programs MPAME-GE 2108, Instrumental Materials, Doctor of Philosophy program requires ACCREDITATION Techniques and Conducting in Music Edu- a minimum of 45 credits beyond the The New York University Teacher Educa- cation MPAME-GE 2115, and Fundamentals master’s degree; full-time students can tion Program, which is designed to of Conducting MPAME-GE 2102. complete the program in three to four prepare students to meet the challenges Dual Degree (BM plus MA in Music years. Study consists of the following: of teaching and leadership in today’s Education): Dual-degree students take Specialized Research Methodology (3 demanding educational environment, is courses in music education in their junior credits). Advised Research (15 credits): granted accreditation by the Council for and senior years, which enables them to Courses include Music Reference and the Accreditation of Educator Preparation complete the MA in Music Education in Research Materials MPAME-GE 2021; (CAEP) for a period of seven years, from one additional year of study. Upon suc- Research in Music and Music Education October 2015 to December 2022. This cessful completion of the 5-year degree MPAME-GE 2130; Psychology of Music accreditation certifies that the forenamed program continued from their under- MPATC-GE 2042; and other special- professional education program has pro- graduate program, students will hold both ized research courses offered at NYU vided evidence that the program adheres an undergraduate degree in composition Steinhardt. to CAEP’s quality principles. or performance and a master’s degree Guided Electives (24 credits). Selected in music education. Students graduating in consultation with advisor. Dissertation Be advised that fieldwork placement with the MA will have met all academic Proposal Seminar (3 credits): EdD stu- facilities that provide training required requirements for NYS initial Certifica- dents must complete and orally defend an for your program degree, and agen- tion and Professional Certification. Initial applied field research dissertation related cies that issue licenses for practice in Certification requires the appropriate NYS to music education; PhD students must your field of study, each may require Teacher Certification Exams. Professional complete and orally defend a theoreti- you to undergo general and criminal Certification requires three-years full-time cally grounded dissertation also related to background checks, the results of which teaching in certificate area and grade music education. the facility or agency must find accept- range of certificate. able before it will allow you to train at The dual-degree program requires Advanced Certificate its facility or issue you a license. You Concentration in Music Education cours- The Professional Studies in Music Edu- should inform yourself of offenses or es (16 credits) during student’s junior cation Advanced Certificate requires other facts that may prevent obtaining a and senior year and graduate courses 18–24 credits music performance, music license to practice in your field of study. (30 credits) in their fifth year. education, and a terminal experience NYU Steinhardt will not be responsible Colloquy in Music Education (Capstone colloquy class. if you are unable to complete program Requirement): The culminating experi- requirements or cannot obtain a license ence for all students in all concentrations ADMISSION REQUIREMENTS to practice in your field because of the of the Master of Arts Music Education All applicants for the music education results of such background checks. Program is the Colloquy in Music Educa- MA programs are required to audition Some fieldwork placement facilities in tion MPAME-GE 2939, which requires in person or submit a video or internet your field of study may not be available an applied project or written thesis on a link (consisting of two contrasting styles; to you in some states due to local legal topic related to the program concentra- acceptable only if students live a consid- prohibitions. tion and the student’s background and erable distance from New York City) prior professional goals. The thesis can include to acceptance to their degree program. creative components such as the creation Call the department office at 212-998- of a curriculum or compositions and 5424 for in-person audition dates. arrangements for specific educational set- Specific requirements for the doctoral tings, or it can address educational policy, programs in music education include: practices, standards, teaching methods, 1. A master’s degree (or equivalent) from and strategies, issues, and problems. The an accredited institution in music or document is developed in a research con- related field. text in consultation with a thesis sponsor 2 Portfolio showcasing musical depth and is discussed at a public presentation. and breadth of experience (perfor- mances, compositions, songs, etc.) Special Opportunity 3. Examples of Writing: Submit at least The Kodály Summer Institute offers an three examples of written work that intensive program of study for music would best represent your ability to educators each summer. Students ma- conduct scholarly research and writing. triculated in the department’s in-service master’s degree program in music edu- See general admission section, page 189. cation may take a three-course sequence as part of their program of study: Music for Children: Kodály Level 1 MPAME-GE

103 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Music Performance and Music Composition

35 West Fourth Street New York University is one of the few NYU Orchestras, students can partici- Many of our other NYU jazz ensem- 10th Floor institutions in the United States that pate in the NYU Broadway Orchestra bles appear in various jazz clubs and TELEPHONE: offers a PhD degree in music perfor- and NYU Contemporary Music En- concert halls throughout New York City. 212-998-5424 mance and composition. A program semble, which have numerous New York All students in Jazz Studies also of study leading to the Master of City appearances during the season. In study composition. Each student must

DIRECTOR, MUSIC Music is also available as is an advanced addition, students who focus on new present a completed CD project adjudi-

COMPOSITION certificate in vocal pedagogy. music performance are participants in cated by a jazz artist within the field. Julia Wolfe Faculty members are leaders the Interactive Computer Music Series Performance experience in ensemble in research and are internationally and the NYU New Music Ensemble. and improvisation is designed to pre-

DIRECTOR, PIANO acclaimed artists and composers; Students are invited to perform for pare students for the highly competitive Marilyn Nonken many are members of renowned music the Composers’ Forum and to work with demands of a professional career in jazz. organizations, such as the New York student composers as well as to record The department houses over 40 diverse

DIRECTOR, STRINGS Philharmonic and the Metropolitan solo and ensemble CDs by music tech- ensembles providing opportunities to Stephanie Baer Opera Company, while others are drawn nology majors. Students have excellent explore a wide variety of genres and of- from the Broadway community and opportunities to gain experience in as fering composers opportunities to have

DIRECTOR, WOODWINDS prominent jazz ensembles, including many diversified areas of performance their music rehearsed and evaluated. Esther Lamneck the Village Vanguard Orchestra. as possible. Depending on the level of The ongoing NYU Steinhardt Jazz study, each student must present one Interview Series, available online at the

DIRECTOR, BRASS CAREER OPPORTUNITIES or two formal public recitals. NYU Steinhardt Jazz YouTube Channel Wayne du Maine Most students enter the graduate pro- Within Piano Studies, students may defines the jazz program as an impor- grams of study in music performance choose to concentrate on either solo tant center for jazz research and

DIRECTOR, PERCUSSION and composition with the intention of or collaborative performance. Both connect to the leading jazz artists of

STUDIES pursuing a career in performance and/ concentrations offer a comprehensive our time. Jonathan Haas or composition coupled with teaching at sequence involving private lessons, the college or university level. Graduates chamber music, and literature courses Vocal Performance offers concentra-

DIRECTOR, JAZZ of the master’s program have found covering four centuries of music and tions in two areas: Classical Voice David Schroeder that being in New York City during performance practice. Performance Studies includes a comprehensive their graduate study was an important opportunities include solo and chamber sequence of courses in vocal technique

DIRECTOR, VOCAL aspect of their musical education and a recitals, master classes, showcase con- and repertoire for recitals, chamber mu-

PERFORMANCE, significant factor in building a network certs, festivals such as “Tutte le Corde: sic, opera, and music theatre. Courses

INCLUDING MUSIC of contacts that launched their profes- Piano Music After 1950,” and series in opera studies are supported by

THEATRE AND CLASSICAL sional careers as composers, arrangers, focusing on NYU Steinhardt pianists, as Opera Workshop, studio performance

VOICE/OPERA conductors, or instrumentalists and well as performances with the baroque opportunities, and one mainstage opera Ana Flavia Zuim vocalists working as freelance artists, collegium, NYU Symphony Orchestra, production each year. Students have studio musicians, or performers in New Music Ensemble, and Contempo- the opportunity to study with prominent

DEGREES Broadway productions. rary Music Ensemble. Students then artists/teachers from the professional MM, PhD, Advanced Alumni from the program have gone choose music electives to enhance music community, including New York Certificate, Advanced on to significant careers in opera and their areas of specialization, reflecting City Opera and the Metropolitan Opera. Diploma Broadway, with debuts at New York City research and performance interests and Opera, Metropolitan Opera, and numer- professional aspirations. Music Theatre Studies offers a com-

FACULTY ous Broadway shows. Instrumental, prehensive sequence of courses that See pages 90-91 for classical, and jazz performers have solo Jazz Studies emphasizes performance provides training in voice, acting, dance, a complete listing. careers and play with major ensembles. studies covering the full range of today’s repertoire, and analysis. Five fully Composers write for film and music jazz music scene. Private instruction staged musicals — two mainstage and theatre as well as traditional venues. for performers and coursework in three studio — are produced each year Graduates of the doctoral programs composition and theory provide a solid in addition to operas, workshops, and are professors of music in leading institu- foundation. new work development projects. Music tions in the United States and abroad. NYU’s location theatre workshop classes focus on brings students to the center of jazz both preparation of material and its AREAS OF STUDY activities. Landmark jazz venues such as presentation in audition and perfor- the Village Vanguard and the Blue Note mance settings. Students are taught and Music Performance WithinMusic MusicPerformanc Performance,e. Within students Music are within walking distance. At these directed by working professionals from mayPerf ormancspecializee, sintudents one of threemay specializareas: e clubs, students experience jazz luminar- the Broadway community, who provide in one of three areas: ies in performance on a regular basis. practical insight and guidance for the Students also sit in at the numerous student who is about to enter the pro- Applied Instrumental Studies (Strings, open jam sessions around the commu- fessional arena. Woodwinds, Brass, Percussion, and nity. The NYU Jazz Orchestra appears at Vocal Piano). In addition to numerous string, the famous Blue Note Jazz Club, located Vocal Pedagogy. The Advanced Certifi- The Advanced Certifi- cate in Vocal Pedagogy cate in Vocal Pedagogy is designed to brass, percussion, and wind ensembles one block from campus, Dizzy’s Club Pedagogy is designed to meet the needs as well as chamber ensembles and the Coca-Cola, and Birdland in midtown. meet the needs of students who have of students who have

104 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Music Performance completed either a Master of Music or Screen Scoring and Songwriting offers Artist Diploma: Classical Instrumental and Music Master of Arts and who wish to teach intensive professional training in com- Performance Composition, private voice. This 18-credit program posing for film, television, video games, This 18-credit curriculum can be com- continued provides students with advanced train- and media. Students examine music pleted in two semesters of full-time ing based in the most current research for moving images and popular song study. findings in the areas of voice science through their rich histories and aesthet- and pedagogical practice. Students ics. Students engage in collaborative PhD in Music Performance receive specialized training in vocal projects that result in screenings at and Compsition pedagogy, particularly as it relates to major film festivals and performances in A doctoral degree in music represents the integration of classical and contem- national and international venues. highly personalized study working porary vocalisms. closely with doctoral advisers. Students The curriculum requires 17 credits Songwriting offers intensive professional must declare a concentration in Perfor- from Steinhardt’s graduate program in training in the art and craft of songwrit- mance or Composition and may focus vocal performance, including courses ing. Students examine popular song their studies in consultation with their such as Vocal Pedagogy I: Research through its rich history and aesthetics. adviser. MPAVP-GE 2171; Vocal Pedagogy II: This degree program requires 49–55 Practice MPAVP-GE 2172; Voice (Private DEGREE REQUIREMENTS credits for graduation covering foun- Lessons) MPAVP-GE 2111; Vocal Reper- dations and departmental seminars, toire for Teaching: Classical MPAVP-GE Master of Music/Performance specialized research and research meth- 2173; Vocal Repertoire for Teaching: This 36-credit program can be complet- ods courses (as appropriate for their Music Theatre MPAVP-GE 2174; and ed in three semesters of full-time study. dissertation research), cognates (course Graduate Diction in Italian, English, Coursework consists of the following: outside your specialization), applied German and French MPAVP-GE 2131, Applied Instrument or Voice (6–9 cred- study, recitals, guided electives, and dis- 2132, 2133, 2134. its); Research (3 credits); Ensemble (6 sertation proposal seminars. The remaining 1 credit is a guided credits); Literature/Theory (3 credits); Additional credits may be required as elective by advisement. Performance Practice (3 credits); the result of placement and candidacy Recitals (3–6 credits), required; Guided exams. Placement exams are adminis- Music Composition StudentsMusic Composition. may take a comprehensive Students may take Electives (9–12 credits). During the tered for all incoming graduate students. a comprehensive sequence of courses semester of the final recital, performers These placement examinations assess sequence of courses in the following in the following areas: write a comprehensive paper that pulls achievement in music theory and music areas: together and demonstrates their com- history and are mandatory and must Concert Music Composition involves mand of musical repertoire and styles. be completed by the end of the first lessons, courses, and seminars aimed The terminal experience is Colloquy in semester of study. Additional course re- toward providing composers a well- Music MPATC-GE 2026. quirements over and above the minimal rounded education in contemporary degree requirements may be required as practice as well as opportunities to hear Master of Music/Composition a result of this assessment of individual their compositions performed. This 38-credit curriculum can be com- performance. No transfer credits from Composers choose music electives pleted in three semesters of full-time other institutions are allowed for doc- and composition courses to enhance ar- study. Coursework consists of the toral students. eas of particular interests. Opportunities following: core courses in theory, and lit- for performance include projects with erature/history (6 credits); Composition ADMISSION REQUIREMENTS the percussion, strings, and vocal perfor- Private Lessons (9 credits); Composi- Music performance majors must present mance programs, residencies/ readings tion Seminar (6 credits); Composers an audition. Specific repertoire require- with the NYU Contemporary Ensemble Forum (2 credits); Orchestration (3 ments for music performance are and NYU Orchestra, and collaborations credits); Guided Electives (9 credits). available by contacting the respective with visiting guest ensembles. The terminal experience is Colloquy in program director. Students interested Composers also have the oppor- Music MPATC-GE 2026 (3 credits). in music composition must hold a bac- tunity to study electroacoustic and calaureate degree, preferably in music computer music composition through Master of Music/Composition: or a related program and must submit a the department’s multiple on-site music Screen Scoring digital composition portfolio consisting production labs (including the James This 39-credit curriculum can be com- of three or four scores of varying instru- Dolan recording studio with 10.2 sur- pleted in four semesters of full-time mentation, accompanied by an audio round sound and SSL Duality), as well study. Coursework consists of the fol- recording of at least two of the works, as through University-wide computing lowing: Composition Private Instruction and a curricum vitae. facilities, offering students multimedia (9 credits); Screen Scoring Specializa- See general admission section, page workstations. tion (9 credits); Composition Seminar 189. (3points); Ensemble (1 point); Guided Electives (14 credits). The terminal expe- rience is Colloquy in Music MPATC-GE 2026.

105 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Music Technology

DIRECTOR The Music Technology The MM program FACULTY Core Courses (21 credits): Offerings Robert Rowe provides students with a foundation in Students benefit from the breadth and include Musical Technology: Digital all facets of the music and audio tech- depth of academic and professional Audio Processing I, MPATE-GE 2600 3 35 West Fourth Street, nology field as well as skills in a focused expertise. Music Technology faculty credits; Audio Processing I, MPATE-GE 6th Floor area of study. Our mission is to prepare members include experts in computer 2601 3 credits; Fundamentals of Digital TELEPHONE: students both for doctoral study and music, sound recording and production, Signal Theory MPATE-GE 2599 3 credits, 212-998-5435 for successful careers in audio engineer- 3D audio, musicology, music cognition, and Fundamentals of Digital Signal ing, production and post-production, music information retrieval, and concep- Theory Lab MPATE-GE 2598 3 credits;

ASSOCIATE DIRECTOR audio/video mastering, multimedia and tual art and sound. Our adjunct faculty Advanced Musical Acoustics MPATE-GE Paul Geluso software development, audio signal features leading practitioners such as 2036 3 credits; Advanced Computer TELEPHONE: processing, acoustics, music perception legendary composer Morton Subotnick, Music Composition MPATE-GE 2047 3 212-992-6708 and cognition research, music informat- a pioneer of electronic music; award-win- credits; Thesis in Music Technology I ics, and video game audio production. ning mastering engineer Alan Silverman; MPATE-GE 2602 1.5 credits; and Thesis

DEGREES Students develop expertise within an Joel Chadabe, founder and president of in Music Technology II MPATE-GE 2603 MM, Aadvanced academic setting where learning by the Electronic Music Foundation; and 1.5 credits Certificate, PhD creative experimentation is encouraged. Leszek Wojcik, recording studio manager Elective Courses (27 credits): Offerings In the MM Music Technology program, at Carnegie Hall. include guided coursework in music

FACULTY students: technology, internship, composition, See pages 90-91 for DEGREE REQUIREMENTS computer science, and performance on a complete listing. n Integrate musical and technical skills Master of Music the related arts. Cognate elective in arts,

n Experiment with new relationships The MM program requires 40-45 credits humanities, or computer programming.

PROGRAM OFFICE between experimental and traditional for completion. Students may attend full The Master’s Program culminates with TELEPHONE: approaches to music by collaborating or part-time. Music technology courses the submission and defense of an 212-998-5422 with NYU Performance and Composi- address the technical aspects of com- individual thesis document, to be com- tion programs puter music synthesis, digital recording, pleted under the supervision of one of

n Demons trate expertise by learning and editing. Supportive courses add to the full-time Music Technology faculty through creative experimentation the student’s critical and aesthetic un- members. The thesis should reflect

n Demons trate both a solid foundation derstanding of the structure of artwork, an original contribution to the field of in all areas of music technology and the quality and components of sound, music technology, bringing the student’s specialized expertise in a focus area and the combination of computer music class work experiences and interests to- of music technology with other media. Electives include gether with their potential career paths.

n Demons trate competence in public an internship, participation in the com- Possible research areas include, but are oral presentation of their artistic posers’ forum, guided coursework in not limited to, technology-based per- and scholarly work computers and computer programming, formance and composition techniques, music business, composition, perfor- interactive music systems, spatial Located in New York City, the capital mance, video technology, video art, and audio, tools for computer music, music of the music industry, NYU’s Washington additional research in the student’s area information retrieval, music percep- Square campus borders the city’s Green- of interest. tion and cognition, digital audio effects, wich Village and SoHo districts, which new recording, mixing, mastering or have long been considered the center of production techniques, and software New York’s artistic community. development for music applications.

106 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Music Technology, COURSE SEQUENCES Music Technology in Education FACILITIES continued In addition to the general Music Technol- The Music Technology in Education The Program in Music Technology ogy course of study, other suggested sequence focuses on the design, devel- maintains 12 recording and computer sequences include Audio Engineering opment, applications, and uses of music music studios. The James Dolan Music and Music Production, Immersive and technology in the field of education. Recording Studio is a 7,500 square foot Game Audio, Music Informatics and multifunctional teaching, recording, and Signal Processing, Music Perception and Computer Music with Digital Signal research space designed by Gensler Cognition, Sound Design for Multime- Processing and the Walters-Storyk Design Group. dia, Music Technology in Education, This sequence prepares students to It is one of the most technologically Computer Music with Digital Signal Pro- use emerging techniques in machine advanced audio teaching facilities in cessing, and the 3-Summer Sequence. learning, artificial intelligence, and digi- the United States. The control room is tal signal processing to create original distinguished by a 25-seat control/class- General Sequence works for the concert hall, installations, room which features a fully automated The general Music Technology sequence web content, film, and interactive media. 48 channel SSL console and the first is intended for students who seek solid Dangerous Music 10.2 surround instal- general knowledge in the field of music DOCTOR OF PHILOSOPHY lation in New York City. In addition to technology, without a specialization in The PhD program focuses on research in a live room large enough to accommo- any one particular area. the fields of computer science, mu- date a small orchestra, the floor includes sic theory, music cognition, machine several research laboratories, offices, a Audio Engineering and Music learning, mathematics, and artificial conference/seminar room and a large Production intelligence as related to problems in the iso/drum booth. The audio engineering and music recording, performance, analysis, percep- A unique research lab dedicated to production sequence is intended tion, and composition of music. Doctoral 3D audio experimentation is equipped for students who wish to specialize students are required to complete a with an innovative, reconfigurable grid in pro- ducing recordings and live minimum total of 48 credits beyond the outfitted with twenty Genelec speakers, broadcasts of music. master’s level, including 36 credits in two Genelec subs and multi-channel general degree requirements established sound capture, tracking and playback Immersive and Game Audio Sequence for all doctoral students in NYU Stein- options. The lab also boasts extremely The Immersive and Game Audio hardt (educational foundations, research, low (.2 second) reverb time. sequence is intended for students with cognate studies, content and disserta- Music Technology maintains ten a focus in understanding the process tion proposal seminar, electives) and 12 additional recording and computer and techniques used in immersive, specialization electives credits (courses music studios. Two multiple-format 3D, and audio for games. in the Program in Music Technology). All recording suites allow students to gain degree candidates are required to take at experience with the latest industry- Music Informatics and Signal least three courses (12 credits) in math- standard equipment, including dozens Processing ematics and computer science, to be of professional-level microphones and a This sequence is intended for students selected from the list of available courses fully automated 32-channel SSL mixing who wish to focus on the study of com- at the Courant Institute. These courses console. putational and engineering methods for may be either research or specialization Music technology students have the analysis and manipulation of musical electives, by advisement. access to the arts technology facili- audio signals. Doctoral candidates are expected ties maintained by NYU’s Information to complete at least one semester as a Technology Services, where they can Music Perception and Cognition teaching assistant working with a full- gain exposure to advanced hardware This sequence is intended for students time faculty member in preparing and platforms for computer music, graphics, who wish to focus on the scientific teaching a class, as well as providing animation, and multimedia. Collabora- study of music perception and cognition assistance to the students in that class. tive projects can be realized by students and focuses on the methodological The student will further be expected to from the Program in Music Technology techniques involved in the empirical fulfill at least one semester of indepen- and other NYU programs that combine exploration of music. dent teaching after completing their the arts and technology, such as the experience as a teaching assistant. This Tisch School’s Kanbar Institute of Film Sound Design for Multimedia experience is intended both to prepare and Television and Interactive Telecom- The Sound Design for Multimedia students for teaching careers in higher munications Program. sequence allows students to gain education, as well as to further foster knowledge and experience in all the mentoring relationship between the matters pertaining to sound design, candidate and the faculty with whom interactive installations, technology they will be working on curricular devel- for film, television and other media. opment and teaching. Doctoral degree candidacy in music technology is based on an oral examina- tion and a written examination. The student will be required to take the doctoral candidacy exam after complet- ing no more than 30 credits toward the degree.

107 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Music Technology, INTERNSHIP PROGRAM Our Music and Audio Research Lab Doctor of Philosophy continued Students are encouraged to participate (MARL) brings together scholars from Applicants are required to have a in internships at leading recording stu- the fields of music theory, technology master’s degree, complete the standard dios, new-media web-related companies, and composition, computer and infor- NYU Steinhardt application and submit music-scoring houses, and other music mation science, interactive media, and Graduate Record Examination (GRE) industry enterprises. These valuable media studies to explore the intersec- scores to the Office of Graduate Admis- opportunities often lead to permanent tion between music, computation, sions. Applicants must also submit employment. Music Technology students and science. Our goal is to combine directly to the program three letters of may also study with some of the best techniques and methodologies from the recommendation that address the ap- professionals in the field through classes, arts, the humanities, and the sciences to plicant’s ability to pursue and complete independent study, and guest lectures. understand and model human cognitive doctoral studies successfully and are Students may also participate in in- abilities in music, and innovate the written by former professors, faculty ternships with faculty members to work analysis, organization, and creation of advisers, academic administrators, or on cutting edge research while gaining music. employers knowledgeable about the ap- practical skills applicable to careers in plicant’s academic work or professional both industry and academia. ADMISSION REQUIREMENTS accomplishments. Candidates must also submit a statement of objectives (2–3 OPEN HOUSE Master of Music pages, double-spaced) discussing their The annual Spring Music Technology Applicants must hold a baccalaure- ideas for doctoral research, their context Open House showcases our students’ ate degree, preferably in music or a and potential impact, and an argument work in a public forum. Events include related program. In addition, all students as to how the candidate’s expertise and demonstrations and posters of techno- entering this program must have the interests qualify him or her as the best logical projects and a computer music experience or coursework equivalent to person to pursue this research. Addi- concert featuring student performances graduates of the music technology track tional required supplemental application and compositions. We encourage in the undergraduate program in music materials include samples of previous students to participate with class and technology at NYU. scholarly work on music technology thesis work during both years of their or related fields; submission of at least degree. Advanced Certificate in three papers that best represent the Tonmeister Studies candidate’s ability to conduct research RESEARCH GROUP Candidates entering the Advanced and write effectively about their area of The Music Technology program is a Certificate in Tonmeister Studies pro- specialization (applicants are encour- creative and lively community of music gram must hold a master’s degree and aged to submit published work as technologists conducting research in a demonstrate a substantial background evidence); and, if relevant to the ap- variety of exciting fields such as music in music theory, recording technology, plication, a portfolio of the candidate’s information retrieval, digital signal electronics, and acoustics. If their pri- work in one or more of the following processing, music cognition, interactive mary instrument is not piano, they must formats: audiovisual materials (e.g., CD, music systems, and 3D audio. Students demonstrate basic piano skills and be CD-R, DVD), printed materials (maxi- and faculty work together to source able to read and transpose directly from mum of 8 pages, letter or A4-sized), and ideas and develop new technologies, a concert score. An entrance portfolio a URL. often culminating in academic publica- of recorded works and an interview will tions and presentations at professional be required to demonstrate technical conferences. Weekly activities include know-how, prior music production seminars, workshops, and discussion experience, and commitment to the groups featuring the work of guest recording arts. speakers, faculty, and students.

108 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Performing Arts Administration

DIRECTOR The master’s degree program in MA in Performing Arts SPECIAL OPPORTUNITY Richard G. Maloney performing arts administration was Administration Summer Study Abroad in Arts Admin- founded in 1971 and is one of the old- istration takes degree and visiting 35 West Fourth Street est arts management programs in the DEGREE REQUIREMENTS students to the Netherlands, Germany, 10th Floor country. The program educates pro- The master’s program requires 48 cred- and France to study alternative ways of TELEPHONE: spective and practicing administrators its and can be completed in three to four managing arts organizations through 212-998-5505 for positions with outstanding arts orga- semesters of full-time study; a part-time intensive examination of current prac- nizations in this country and abroad. It sequence of courses is also available. tices in Europe. The 6-credit graduate

DEGREES does this with a combination of courses, Courses in arts administration are of- course examines the effects of econom- MA, BFA/MA specifically designed for arts adminis- fered through the Steinhardt School of ics, politics, and management on arts trators, in the areas of the environment Culture, Education, and Human Develop- policy and practice. Traveling to Utrecht,

FACULTY of arts administration, development for ment; those in business administration Amsterdam, Berlin, and Paris, students See pages 90-91 for the arts, marketing the performing arts, are offered through the Leonard N. meet with curators, performing arts a complete listing. law and the arts, statistics, and business Stern School of Business. managers, and national policymakers courses in economics, accounting, be- and tour a variety of theatres, museums, havioral science, and marketing, which Performing Arts Administration Core and cultural institutions. The course is are offered through NYU’s Leonard N. (24 credits): Environment of Perform- designed for both graduate students Stern School of Business. ing Arts Administration MPAPA-GE 2130; and alumni of both visual and perform- In addition, the program emphasizes Principles and Practices of Performing ing arts administration programs as well the acquisition of executive skills in Arts Administration MPAPA-GE 2131; as arts administrators with professional the areas of organizational assessment, Marketing the Performing Arts MPAPA- experience in the field. career planning, and executive presenta- GE 2105; Law and the Performing Arts tion through periodic workshops offered MPAPA-GE 2008; Development for COUNCIL ON ARTS only to students enrolled in the master’s the Performing Arts MPAPA-GE 2132; MANAGEMENT PROGRAMS degree program. Seminar in Cultural Policy: Issues in The Council on Arts Management Internships with leading arts manag- Performing Arts Administration MPAPA- Programs is a faculty group in NYU ers are a required part of the program GE 2222; Governance and Trusteeship in Steinhardt that represents the fields of of study and enhance coursework. In re- Performing Arts Organizations MPAPA- music business, performing arts admin- cent years, interns, who usually receive a GE 2133; Planning and Finance in the istration, and visual arts administration. small weekly stipend, have trained with Performing Arts MPAPA-GE 2120. The council’s mission is to ensure a managers of organizations as varied as Management Core (12 credits): Market- vital future for the arts by educating Carnegie Hall, American Ballet Theatre, ing Concepts and Strategies COR1-GB highly qualified professionals to shape, Brooklyn Academy of Music, Manhattan 2313; Financial Accounting COR1-GB influence, and lead arts organizations, Theatre Club, and National Endowment 1306; Leadership in Organizations institutions, and businesses and to for the Arts. In addition, guest lecturers COR1 GB 1302; management elective. serve the present and future needs of and adjunct faculty from the field egu-r Internships (3 credits): Internship in artists. The goals of the council are to larly speak at special forums. the Administration of Performing Arts lead public events highlighting impor- Centers I and II MPAPA-GE 2001, 2002. tant developments in the fields of art CAREER OPPORTUNITIES Electives (9 credits): Selected from a and business and incorporate results Graduates hold positions as executive pre-approved list of University-wide into learning outcomes; to generate directors and presidents; directors of courses by advisement. innovations in curricula through active development, operations, and planning; interchange among programs and and marketing, production, and general ADMISSION REQUIREMENTS dissemination of new knowledge and managers of such arts organizations Applicants must possess an in-depth research; and to examine and integrate as Lincoln Center for the Performing background in one or more areas of the national and international developments Arts, Metropolitan Opera Association, performing arts as well as prior experi- affecting the arts in their cultural, social, New York City Ballet, Paper Mill ence with a cultural organization, which economic, and political contexts. Playhouse, the Philadelphia Orchestra, may include paid or voluntary forms of Newark Symphony Hall, and the Brevard activity. Music School. See general admission section, page 189.

109 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Performing Arts Combined Dual Degree: ADMISSIONS PROCESS FOR CURRICULUM Administration, BFA in Theatre/MA in Performing FIVE-YEAR BFA/MA PROGRAM: I. Undergraduate Curriculum continued Arts Administration (128 credits) NYU Steinhardt’s Department of Music 1. During the freshman and sophomore A. Professional Training (48 credits) and Performing Arts Professions is col- years in the TSOA Drama Department, Required Courses (32 credits) laborating with the Tisch School of the students would self-identify as inter- Primary Studio requires a sequence of Arts to offer a dual-degree program that ested in the combined program. four consecutive courses in one of the allows students to earn a BFA in Theatre following:1 Adler Conservatory THEA-UT and an MA in Performing Arts Adminis- 2. During March/April registration 20X; Atlantic Theatre School THEA-UT tration in five years of study. of the sophomore year, interested 21X; Experimental Theatre Wing THEA- This unique program combines the candidates would enroll in “Micro- UE 23X; Meisner Extension THEA-UT benefits of a liberal arts education at the economics” and the Drama Theatre 24X; Playwrights Horizons Theater undergraduate level with a professional Studies course “Leading and Manag- THEA-UT 25X; Strasberg THEA-UT 26X; education at the graduate level. Courses ing Theatres in a Global Context.” Tech Production Track THEA-UT 27X; develop awareness of the changing This drama course is the gateway to New Studio on Broadway THEA-UT 28X dynamics of the arts administration field the program. Additional Professional Training (16 and build skill sets that are in demand, credits). preparing students for leadership roles 3. With approval of the Production and Additional Professional Training may in national and international performing Design faculty, in consultation with include: Adler Conservatory THEA-UT arts organizations. Graduates may the Chair, and following the successful 20X; Atlantic Theatre School THEA-UT also go on to pursue careers in the arts, completion of “Leading and Manag- 21X; Experimental Theatre Wing I THEA- business, and law. ing Theatres in a Global Context” in UE 23X; Meisner Extension HEA-UT 24X; The undergraduate curriculum bal- the fall of the junior year, students Playwrights Horizons Theater THEA-UT 1 The student must ances theory with practice and skills who continue to be interested in the 25X; Strasberg I THEA-UT 26X; Tech pick one category of with knowledge, giving the student the program would meet with Richard Ma- Production Track THEA-UT 27X; New Primary Studio, and then theatre content and knowledge base loney, Director of the Performing Arts Studio on Broadway I (THEA-UT 28X) take four sequential needed by a performing arts adminis- Administration Program in the Depart- or Classical Studio (THEA-UT 41X); courses within the same trator. ment of Music and Performing Arts Stonestreet Film/TV THEA-UT 42X; Style category. For example, The graduate curriculum incorporates Professions at Steinhardt. The result and Character THEA-UT 43X Ensemble a student may choose coursework in arts management and of this meeting would allow a student THEA-UT 43X; Internship THEA-UT 490. Adler Conservatory, related disciplines with internships at to move forward in the program dur- and then take Adler leading New York City organizations. ing their senior year. Students will be B. Theatre Studies (28 Credits) Conservatory I, Adler Students also hone business skills advised to enroll in Statistics in the Required Theatre Studies courses Conservatory II, Adler through classes at the NYU Stern School spring of the junior year. (8 credits) Conservatory III, and of Business and/or the NYU Wagner Introduction to Theatre Studies THEA-UT Introduction to Theatre Studies THEA-UT Adler Conservatory IV Graduate School of Public Service. 4. Following the successful completion 500; Introduction to Theatre Production 500; Introduction to Theatre Production (one course per semes- of the senior fall courses in Perform- THEA-UT 510 THEA-UT 510 ter throughout their first DEGREE REQUIREMENTS ing Arts Administration Program, RestrictedRestrict Electivesed Electiv (Theatrees (Thea Studiestre Studies B. The BFA requires 128 credits, or credits, students would be invited to com- B. Studies in Drama and Performance two years). Each course Studies in Drama and Performance (focus is 8 credits for a total of of courses in professional training (in a plete their application for admission (focus primarily on Western drama primarily on Western drama post-WWII) (8 32 credits. primary studio category of the student’s into the Steinhardt School to post-WWII) (8 credits) Students credits) choice), theatre studies, and the liberal complete the master’s degree. Studentsmay choose may choosefrom the from follo thewing following 2 THEA-UE 685 is arts. During senior year, students take 18 possible courses, as well as others per possible courses, as well as others per required to enroll in the credits of graduate courses that count 5. Following the successful completion advisement: Modern Drama THEA-UT advisement: Modern Drama THEA-UT 601; BFA / MA dual degree. simultaneously toward the BFA and the of the senior spring courses students 601; Modern Drama: Contemporary MA will receive their BFA in Theatre from ModernEurope Drama: THEA -UTContemporary 602; African Europe American The MA program of study requires the Drama Department of the Tisch THEA-UTDrama THEA 602; -UTAfrican 605 American; Modern DramaUS Drama 30 credits of industry-specific courses, School of the Arts. Students will then THEA-UTTHEA-UT 605; 608 Modern; Major PlaUSy Dramawrights THEA-UT THEA- management courses taken at NYU matriculate in the Steinhardt School. 608;UT Major618; L eadingPlaywrights and ManagingTHEA- UT T618;hea trLeadinges Stern and/or Wagner, internships, and a in a Global Context2 . and Managing TheatresTHEA in a Global-UE 685 Context2 culminating experience. THEA-UE 685.

110 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Performing Arts Restricted Electives (Theatre Studies — E. GraduateE. Gradua Courseste C ourses(12 credits) (12 credits) taken Administration, C Theatre History or World Drama) takensenior senior year year counting counting to towardswards both both BF BFAA (date from before WWII or examine and MA; Principles and Practices of continued and MA; Principles and Practices of non-North American/non-European Performing Arts Administration MPAPA- Performing Arts Administration MPAPA- GE theatre traditions) (8 credits). Students GE 2130; Environment of Performing 2130; Environment of Performing Arts may choose from the following possible Arts Administration MPAPA-GE 2131; courses, as well as others per advise- AdministrationLaw and the MPAPA-GE Performing 2131; Arts LawMPAP andA-GE ment: Studies in Shakespeare THEA-UT the2008 Performing; Development Arts MPAPA-GE for the P 2008;erforming 700; Realism and Naturalism European DevelopmentArts MPAP forA-GE the 2132 Performing. Arts Origins THEA-UT 705; Theatre in An- MPAPA-GE 2132. cient Greece THEA-UT 711; Renaissance II. Graduate Curriculum (30 credits) Theatre THEA-UT 713; Theatre in Asia 18 credits taken during BFA count THEA-UT 744 simultaneously towards the MA. See Restricted Electives (4 credits) above. 3 6 pts of graduate- Students may select 4 credits from level electives also count Theatre Studies B or C. A. Required Courses, Industry Specific towards MA. (9 credits) C. Liberal Arts (32 credits) Marketing the Performing Arts MPAPA- 4 Course Description: Expository Writing, Humanities, GE 2105; Governance and Trusteeship Study and preparation Introduction to Macroeconomics (fulfills in the Performing Arts MPAPA-GE 2133; of papers on selected social science requirement), ECON-UA Planning and Finance in the Performing issues and cases in arts 2, Basic Statistics I (fulfills social science Arts MPAPA-GE 2120. administration. Selected requirement), APSTA-UE 1085, Liberal readings. Research Arts Elective B. Management Core (at Stern School papers required. and/or Wagner School) (12 credits) D. Electives[3] (8 credits) Leadership in Organizations COR1- Unrestricted Undergraduate-Level GB 1302; Financial Accounting and Electives (2 credits) Reporting COR1-GB 1306; Marketing Graduate-Level Electives (6 credits) COR1-GB 2310; Consumer Behavior chosen in consultation with adviser MKTG-GB 2374. Possible courses include the following: Cultural Tourism MPAPA-GE 2225; C. Practica (6 credits) Corporate Sponsorship in the Arts Internship of 20 hours per week for 13 ARVA-GE 2212; Cultural Branding in Arts weeks MPAPA-GE 2001; Internship of 20 Organizations ARVA-GE 2134; Global hours per week for 13 weeks MPAPA-GE Music Management – NYU London 2002. MPAMB-GE 2207; Artist Management and Management Science in the Music D. Culminating Experience (3 credits) Industry MPAMB-GE 2104; Concert Seminar: Issues in Cultural Policy[4] Management MPAMB-GE 2105; History (presentation and research paper of Taste 1850–present ARTCR-GE 2141; required to achieve the MA from NYU Contemporary Art ARTCR-GE 2120; Steinhardt) MPAPA-GE 2222. History of Contemporary Art and New Media ARTCR-GE 2235.

111 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Performing Arts Therapies — Drama

Drama Therapy Drama therapy is the intentional use of CAREER OPPORTUNITIES Additionally, all students are required theatre techniques to facilitate personal Graduates are employed in a variety to complete fieldwork and 800 hours

DIRECTOR growth and promote health, thus treat- of therapeutic settings throughout of internship with two different popula- Nisha Sajnani ing individuals with a range of mental the world, including public and private tions in selected clinical facilities. health, and cognitive and developmen- hospitals and mental health clinics, A master’s thesis is required. 35 West Fourth Street tal disorders. New York University was centers for adults with developmental All drama therapy coursework 10th Floor the first in the country to develop an disabilities, nursing homes, and drug requires ability to apply theories across TELEPHONE: academic program leading to a master rehabilitation centers. Drama therapists disciplines and in practice, strong 212-998-5258 of arts degree in drama therapy. work in medical facilities as well as research skills, and the ability to par- The program attracts theatre profes- artistic ones, in social services as well as ticipate in experiential activities in the

DEGREE sionals and educators, therapists, and private practice. Although drama ther- classroom. MA those working in the fields of medicine, apy is a relatively new profession, it is healthcare, and special education. Stu- practiced widely with a number of spe- DEGREE REQUIREMENTS

FACULTY dents come from diverse cultural and cial populations: war veterans and those Drama Therapy (28–35 credits) Intro- See pages 90-91 for academic backgrounds to study and do afflicted with post-traumatic stress duction to Drama Therapy MPADT-GE a complete listing. field work and internships with leading disorder, substance abusers, mentally ill 2114; Psychodrama and Sociometry professionals in the creative arts thera- individuals, the elderly, and children who MPADT-GE 2115; Drama Therapy for pies. Classes are small and instruction have experienced physical and/or sexual Clinical Populations MPADT-GE 2109; individualized. The Drama Therapy Pro- abuse. Drama therapists also treat dys- Advanced Practices in Drama Therapy: gram has been accredited by the North functional families and, more generally, Therapeutic Theater MPADT-GE 2121; American Drama Therapy Association healthy individuals in need of exploring Projective Techniques in Drama Therapy and the New York State Department of significant life problems. MPADT-GE 2117; Advanced Theories and Education. (See also Music Therapy in Research in Drama Therapy MPADT-GE this department and Art Therapy in the Master of Arts 2119; Ethics in Drama Therapy MPADT-GE Department of Art and Art Professions.) The NYU Program in Drama Therapy 2130; Cross Cultural Understanding for In addition, the program is approved now offers two degree tracks. Incom- Creative Arts Therapies MPADT-GE 2105; by the New York State Department of ing students will be required to select Internship in Drama Therapy: Lecture Education and qualifies students for li- their degree track when they apply for MPADT-GE 2303; Internship in Drama censure in Creative Arts Therapy (LCAT) admission. Therapy: Lab MPADT-GE 2302. after graduation and 1,500 hours of The current 50-credit track (DRMT), Counseling and Psychology (15–18 postgraduate supervised practice. which meets all requirements for licen- credits) Abnormal Psychology ASPY- We host an internationally recog- sure in New York State as a Creative GE 2038; Group Dynamics—Theory nized therapeutic theater series “As Arts Therapist (LCAT), will continue to and Practice ASPY-GE 2620; Theories Performance.” This series investigates be available. This includes the required of Personality APSY-GE 2039; Human the nexus of therapeutic theater and coursework in drama therapy and Growth and Development ASPY-GE arts-based research. Clinical drama ther- applied psychology with no electives. 2138; Individual Counseling: Practice 1 apists participate as artists, and artists We have added a 60-credit alterna- ASPY-GE 2658. explore a therapeutic process. Thera- tive (DRRL), which allows students to Recommended Electives (10 credits) peutic theater is presented as a primary do advanced training in Role Theory Introduction to Arts-Based Research process where need transforms into and Method, Psychodrama, Arts-Based MPADT-GE 2100; Advanced Role Theory action. Productions are made possible Research, or pursue other electives and Method MPADT-GE 2134; Advanced by an ongoing grant from the Billy Rose in Applied Theater (e.g., Theater of Psychodrama MPADT-GE 2125; Theater Foundation. As Performance seeks to Oppressed) or in Applied Psychology Aesthetics: DvT MPADT-GE 2110. explore the aesthetic, therapeutic, and (e.g., Marriage and Family Counsel- Other Electives by Advisement ethical issues embedded in the process ing). This track meets the degree credit (3 credits) Choices include but are of making theatre. requirements for licensure in most states not limited to: Creative Play and The New York metropolitan area outside of New York. the Arts MPAET-GE 2059; Physical offers rich opportunities for clinical Those who intend to practice in New Theater MPAET-GE 2113; Theater of the internships in hospitals and shelters, York only, and international students Oppressed MPAET-GE 2965; Marriage drug rehabilitation centers, prisons, and who will not require a license to practice, and Family Therapy ASPY-GE 2684. special facilities for the elderly, those might continue to prefer the 50-credit with developmental disabilities, and the alternative. Students intending to terminally ill, among others. practice in states other than New York should consider the 60-credit option. Because requirements and educa- tional course work required for licensure vary state by state, all students are strongly encouraged to determine the licensing requirements of the state(s) in which they hope to practice.

112 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Drama Therapy, ADMISSION REQUIREMENTS FINANCIAL AID continued All students should have a solid, practi- The Program in Drama Therapy offers cal background in the art form of drama two work-study positions each year for and theatre, including experience in students to assist the program director. improvisational drama and theatre See general financial aid section, performance. Candidates should page 199. also demonstrate a strong academic background in psychology or a related Be advised that fieldwork placement social science, including coursework facilities that provide training required in developmental and/or abnormal for your program degree, and agen- psychology. In certain exceptional cases, cies that issue licenses for practice in alternative experience relevant to drama your field of study, each may require therapy will be considered. All students you to undergo general and criminal are required to submit three letters background checks, the results of which of recommendation attesting to their the facility or agency must find accept- strengths, weaknesses, and potential able before it will allow you to train at as future drama therapists. Applicants its facility or issue you a license. You are also required to submit an auto- should inform yourself of offenses or biographical statement of four to six other facts that may prevent obtaining a pages which should address all of the license to practice in your field of study. following: NYU Steinhardt will not be responsible 1. A significant turning point in your if you are unable to complete program life and how that event contributes to requirements or cannot obtain a license your curiosity and excitement about to practice in your field because of the a career in drama therapy. results of such background checks. 2. A brief statement of purpose about Some fieldwork placement facilities in what you intend to do with your your field of study may not be available degree in drama therapy. This should to you in some states due to local legal include areas of research interest. prohibitions. 3. At least three references to drama therapy literature. Discuss how those readings influence your thoughts about the significant turning point and/or the field of drama therapy and/or your areas of research interest.

See general admission section, page 189.

113 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Performing Arts Therapies — Music

Music Therapy Music therapy is a rewarding career for (3 credits); Theory and Application of Im- SPECIAL OPPORTUNITIES musicians who wish to use their skills provisation in Music Therapy MPAMT-GE

DIRECTOR and artistry to benefit people facing a 2940 (3 credits); Key Concepts in Music Off-Campus Clinical Placements: The Kenneth Aigen variety of mental, physical, and emo- Therapy I MPAMT 2938 (3 credits); Key Program in Music Therapy offers many tional challenges. Students learn how to Concepts in Music Therapy II MPAMT-GE clinical opportunities for students at all 35 West Fourth Street work with people of all ages, including 2942 (3 credits); Theory Development in levels of training. Students have worked 10th Floor children with special needs, adults with Music Therapy MPAMT-GE 2943 (3 cred- with talented professionals in presti- TELEPHONE: psychiatric illness, children and adults its); Music Therapy Practicum: Children gious clinical facilities throughout the 212-998-5452 with physical illness including the termi- and Adolescents MPAME-GE 2043 (3 New York City area, including Bellevue music.therapy@ nally ill, and elderly clients. The program credits); Music Therapy Practicum: Adults Hospital, Beth Israel Hospital, the NYU nyu.edu is approved by the American Music and Elderly MPAMT-GE 2053 (3 credits); Medical Center and Rusk Institute of Therapy Association (AMTA) and pro- Internship in Music Therapy MPAMT–GE Rehabilitation Medicine, Memorial Sloan-

DEGREE vides a unique combination of advanced 2935, 2936 (2 semesters, 10 credits); Kettering Cancer Center, Baltic Street MA clinical training and academic course- Group Music Therapy 1 & ll MPAMT-GE Outpatient Clinic, and the New York City work to enable students to develop their 2947 & 2948 (4 semesters, 8 credits); Department of Education.

FACULTY own individualized approach to music Music Therapy Thesis MPAMT-GE 2949 See pages 90-91 for therapy. Graduating students qualify to (2 credits). Nordoff-Robbins Center for Music a complete listing. apply for certification from the Certifica- Electives (6 credits): Contemporary Therapy: The center, located on campus, tion Board of Music Therapists (CBMT). Music Therapy Theory MPAMT-GE 2944 offers clinical opportunities for student In addition, the program is approved (3 credits); Developing Presentations and fieldwork and internship experiences by the New York State Department of Publications in Music Therapy MPAMT- with a variety of child, adolescent, and Education and qualifies students for GE 2945 (3 credits). May also include adult clients. The center also offers an licensure in Creative Arts Therapy courses in music therapy specialization, advanced training course in clinical (LCAT) after graduation and 1,500 hours related arts therapy (drama, art), graduate techniques and procedures leading to of postgraduate supervised practice. psychology electives in specialization certification in the Nordoff-Robbins area, independent studies, and advanced Music Therapy approach. CAREER OPPORTUNITIES clinical supervision. Music therapists work with a wide range Guided Imagery and Music: Students of age groups and challenging condi- ADMISSIONS REQUIREMENTS may pursue a special sequence of cours- tions and are employed in a variety of A bachelor’s degree is required for es in guided imagery and music, offered settings, including mental health facili- admission into the master’s program, by the Program in Music Therapy in ties, special education settings, medical but it need not be in music therapy. Past cooperation with the Creative Therapies hospitals, rehabilitation facilities, nursing graduates have come into the program Institute. Guided imagery and music homes, hospices, public and private with backgrounds in areas as diverse is a therapeutic process that combines schools, community clinics, and in as medicine, music, psychology, and the inherent structure, movement, and private practice. business. Students are only admitted in spirit of music with an individual’s own the fall semester of each year. Incoming creative process of imagery. DEGREE REQUIREMENTS students should take two prerequisite Master of Arts courses: 1) Abnormal Psychology and Be advised that fieldwork placement The MA program in music therapy offers 2) Developmental Psychology. It is our facilities that provide training required curricula for students who seek certi- recommendation that these courses for your program degree, and agen- fication and New York State licensure. be taken prior to starting the program cies that issue licenses for practice in The curriculum consists of coursework at NYU. The GRE is not required for your field of study, each may require in music therapy theory and methods application to the MA in music therapy you to undergo general and criminal for children and adults, clinical improvi- program. International students: Suc- background checks, the results of which sation, group sessions in music therapy, cessful candidates typically score 600 the facility or agency must find accept- music therapy theory development, and on the TOEFL paper-based exam; 250 able before it will allow you to train at clinical fieldwork and internships. on the computer-based exam; or 100 on its facility or issue you a license. You The Master of Arts program (48–60 the internet-based exam. Students should inform yourself of offenses or credits) leading to certification includes in the program are strongly encouraged other facts that may prevent obtaining a the following courses: to work at incorporating their primary license to practice in your field of study. Music Therapy Courses: Music Therapy: instrument into their clinical work. In NYU Steinhardt will not be responsible Advanced Theory and Methods I and II addition, piano and guitar competencies if you are unable to complete program MPAMT-GE 2931, 2932 (6 credits); Impro- are required for national certification as requirements or cannot obtain a license visation I: Clinical Improvisation in Music a music therapist and are the primary to practice in your field because of the Therapy MPAMT-GE 2934 (2 credits); harmonic instruments used to support results of such background checks. Improvisation II: Clinical Vocal Improvisa- clinical work. Some fieldwork placement facilities in tion MPAMT-GE 2062 (2 credits); Music your field of study may not be available Therapy Research MPAMT-GE 2933 (3 to you in some states due to local legal credits); Advanced Practices of Improvisa- prohibitions. tion in Music Therapy MPAMT-GE 2941

114 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses

The courses listed MUSIC AND PERFORMING Advanced Technique and Pedagogy Principles of Dance Movement Therapy herein are to be ARTS/MPAIA-GE MPADE-GE 2075 45 hours: 3 credits; MPADE-GE 2502 45 hours: 3 credits; offered in 2019–2021 spring. spring. Human Development and Education NOTES TO COURSES in the Arts Methods and Materials in Teaching Seminar in Dance Education MPAIA-GE 2010 30 hours: 3 credits. Dance MPADE-GE 2509 45 hours: 0-2 credits; * Registration closed Prerequisite: 15 hours of field experience. MPADE-GE 2265 30 hours: 3 credits; fall. fall. to special students.

Technology Resources for Performing Theory and Methodology in Ballet Dance Education in Uganda †Pass/fail basis. Arts Educators Pedagogy MPADE-GE 2520 45 hours: MPAIA-GE 2029 30 hours plus hours MPADE-GE 2267 60 hours: 4 credits; fall. 3 credits; January intersession. ‡ See Supervised arranged: 3 credits. Student Teaching, Teaching Apprenticeship in Ballet Student Teaching (Elementary) page 199. Students Collaborative Projects in the Pedagogy MPADE-GE 2607 45 hours: 2-3 credits; must also register Performing Arts MPADE-GE 2268 60 hours: 4 credits; fall, spring. with the Student MPAIA-GE 2031 30 hours plus hours spring. Teaching Office the arranged: 3 credits. Student Teaching (Secondary) term before assigned Advanced Analysis and Teaching MPADE-GE 2608 45 hours: 2-3 credits; student teaching Dissertation Proposal Seminar Apprenticeship in Ballet Pedagogy fall, spring. begins. MPAIA-GE 3097 30 hours: 3 credits; fall. MPADE-GE 2269 60 hours: 4 credits; fall. Performing Arts Research Collegium EDUCATIONAL THEATRE/ MPAIA-GE 3400 10 hours plus hours Jazz Dance Culture and Pedagogy MPAET-GE arranged: 1 credit. MPADE-GE 2272 45 hours: 2–3 credits; May be repeated up to 3 credits. fall, spring. Introduction to Theatre for Young Audiences I Fieldwork in Dance: Elementary/ MPAET-GE 2005 30 hours: 2 credits; fall. DANCE EDUCATION/MPADE-GE Secondary MPADE-GE 2276 45 hours per credit: 1–3 Introduction to Theatre for Young Common Hour Dance credits; fall, spring. Audiences II MPADE-GE 2001*† 20 hours: 1 credit; fall, MPAET-GE 2006 15 hours per credit: spring. Fieldwork in Dance: Higher Education 2–4 credits; spring. and the Professions Intercultural Dance MPADE-GE 2277 45 hours per credit: 1–3 Design for the Stage MPADE-GE 2021 45 hours: 3 credits; fall, credits; fall, spring. MPAET-GE 2017 15–45 hours: 1–3 spring. credits; fall. Dance in Higher Education African Dance MPADE-GE 2278 30 hours: 3 credits; Development of Theatre and Drama MPADE-GE 2022 45 hours: 3 credits; fall. spring. MPAET-GE 2021, 2022 30 hours: 3 credits each term; fall, spring. Tap Dance Independent Study MPADE-GE 2023 45 hours: 2 credits; fall, MPADE-GE 2300 45 hours per credit: Images of Women in the Theatre spring. 1–6 credits; fall, spring, summer; MPAET-GE 2023 30 hours: 3 credits; hours to be arranged. spring. Hip-Hop Dance Technique and Signature of program director required. Pedagogy Dramatic Activities in the Elementary MPADE-GE 2025 45 hours: 1–3 credits; Research in Dance Classroom fall, spring. MPADE-GE 2403 45 hours: 3 credits; MPAET-GE 2030 30 hours, 15 hours of spring. field experience: 2 credits; fall. Jazz Dance Techniques MPADE-GE 2029 30 hours: 2 credits; Teaching Creative Movement Storytelling fall, spring. MPADE-GE 2452 45 hours: 3 credits; MPAET-GE 2042 10 hours: 1 credit; fall, spring. fall, spring, summer. Intermediate Technique and Pedagogy MPADE-GE. 040 45 hours: 2 credits; Dance for Children with Special Needs Dramatic Activities in the High School fall. MPADE-GE 2453 45 hours: 3 credits; fall. MPAET-GE 2031 30 hours, 15 hours of field experience: 3 credits; spring. Laban Movement Analysis Teaching Performance of Dance MPADE-GE 2044 30 hours: 2 credits. MPADE-GE 2454 45 hours: 2 credits; fall.

115 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Courses, continued Creative Play in Physical Theatre Improvisation Practicum in Educational Theatre the Arts MPAET-GE 2113 45 hours: 3 credits; fall, MPAET-GE 2301 45 hours per credit: MPAET-GE 2059 30 hours: 3 credits; fall. spring. 1–6 credits; fall, spring; hours to be ar- ranged. Musical Theatre: Background and Creating Ethnodrama: Analysis Theory and Practice Seminar in Applied Theatre Research MPAET-GE 2062 30 hours, 15 hours of MPAET-GE 2114 45 hours: 3 credits; MPAET-GE 2400. 30 hours: 3 credits; field experience: 3 credits; fall, spring. spring. fall, spring.

Theory of Creative Drama The Ethnoactor & Verbatim Prerequisite: Methods and Materials MPAET-GE 2065 30 hours: 2 credits; fall. Performance of Research in Educational Theatre MPAET-GE 2115 45 hours: 3 credits; fall, MPAET-GE 2077. Methods of Conducting Creative Drama spring, summer. MPAET-GE 2067 Staff. 45 hours: The Teaching Artist 3 credits; spring. Supervised Student Teaching in the MPAET-GE 2953 30 hours: 3 credits; fall, Elementary Drama Classroom spring. Methods and Materials of Research in MPAET-GE 2134 45 hours per credit: 3-4 Educational Theatre credits; fall, spring. Devising Educational Drama MPAET-GE 2077 30 hours: 3 credits; fall, Programs and Curricula spring, summer. Stage Lighting MPAET-GE 2956 10 hours: 1 credit; MPAET-GE 2143 45 hours: 3–4 credits; spring. Masks and Puppetry spring. MPAET-GE 2079 45 hours: 3 credits; fall. Drama with Special Education Play Production for Artists and Populations Theatre-in-Education Practices Educators MPAET-GE 2960 45 hours: MPAET-GE 2090 30 hours: MPAET-GE 2152 30 hours: 3 credits. 3 credits; fall, spring, summer. 3 credits; spring. summer. Introduction to Boal’s Theatre of Dramatic Criticism I and II Shakespeare’s Theatre I and II the Oppressed MPAET-GE 2091 30 hours: MPAET-GE 2171, 2172 30 hours: MPAET-GE 2965 30 hours: 3 credits. 3 credits; fall, spring. 3 credits; fall, spring. spring.

Advanced Directing Supervised Student Teaching in the Advanced Techniques of Theatre of MPAET-GE 2098 90 hours: 3 credits Secondary English/Drama Classroom the Oppressed each term; spring. MPAET-GE 2174 45 hours per credit: 4 MPAET-GE 2966 30 hours: 3 credits. Prerequisites: proficient work in Direct- credits; fall, spring. spring. ing MPAET-UE081, 1082 or equivalent and permission of instructor. Costume Design Teaching Literacy through Drama MPAET-GE 2175 45–60 hours: 3–4 MPAET-GE 2971 10 hours: 1 credit; Styles of Acting and Directing I and II credits; spring. spring. MPAET-GE 2099, 2100 45 hours: 3 credits each term; fall, spring. Theatre of Brecht and Beckett Understanding Diversity/Teaching MPAET-GE 2177 30 hours: 3 credits; Pluralism Applied Theatre spring. MPAET-GE 2977 30 hours: 3 credits; fall. MPAET-GE 2101 30 hours: 3 credits; fall, spring. Drama in Education I and II Coping with Conflict: Drama as a MPAET-GE 2193, 2194 30 hours: Catalyst for Social Awareness World Drama 3 credits each term; fall, spring. MPAET-GE 2978 30 hours, 3 credits; MPAET-GE 2103, 2104 30 hours: 3 fall. credits each term; fall, summer. Acting: Scene Study MPAET-GE 2251 15 hours per credit: Creating Theatre with Young People Beginning Playwriting 2–3 credits; fall, spring. I and II MPAET-GE 2105 30 hours: 2 credits; fall. MPAET-GE 2980, 2981 45 hours: 3 Acting: Character Study credits; fall, spring. Advanced Playwriting MPAET-GE 2252 2–3 credits: 15 hours MPAET-GE 2106 30 hours: 3 credits; per credit; fall, spring. Assessment of Student Work in Drama spring. MPAET-GE 2988 10 hours: 1 credit; fall. Registration by permission of instructor. Independent Study MPAET-GE 2300 30 hours per credit: 1–4 credits; fall, spring, summer.

116 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Doctoral Proposal Seminar: Narrative Writing for Musical Analysis Song Repertoire: Italian/Spanish Educational Theatre MPATC-GE 2109 30 hours: 3 credits, MPAVP-GE 2263 37.5 hours: 2 credits; MPAET-GE 3005 30 hours: 3 credits; spring. fall. spring. Compositional Process in the Song Repertoire: French THEORY AND COMPOSITION/ Symphony MPAVP-GE 2264 37.5 hours: 2 credits; MPATC-GE MPATC-GE 2127 30 hours: 3 credits; fall. spring.

Advanced Orchestration: Screen Independent Study Music Theatre Workshop: Scoring MPATC-GE 2300 45 hours per credit: Song Analysis I MPATC 2081 45 hours: 3 credits; fall, 1–3 credits; fall, spring; hours to be ar- MPAVP-GE 2311 15–45 hours and hours spring. Prerequisites: Orchestration: ranged. arranged: 1 credit; fall. Strings MPATC-UE 1020, Orchestration: Graduate-level projects to be arranged. Strings Percussion MPATC-UE 1025. Music Theatre Workshop: Private Composition Lessons Song Analysis II Advanced Orchestration: Concert Music MPATC-GE 2321 15 hours: 3 credits; fall, MPAVP-GE 2312 15–45 hours and hours MPATC-GE 2082 30 hours: 3 credits; spring. arranged: 1 credit; spring. spring. May be repeated until a total of 12 cred- Prerequisites: Orchestration: Strings its has been earned. Music Theatre Workshop: MPATC-UE 1020, Orchestration: Strings Open to department graduate students Audition Skills Percussion MPATC-UE 1025. majoring in music. MPAVP-GE 2313 15–45 hours and hours arranged: 1 credit; fall. Seminar in Theory Music Notation MPATC-GE 2208. 30 hours: 3 credits; MPATC-GE 2429; 10 hours; 1 credit; fall, Music Theatre Workshop: Business spring. spring; summer. Skills/Showcase MPAVP-GE 2314 15–45 hours and hours Colloquy in Music Screen Music: History, Analysis, and arranged: 1 credit; spring. MPATC-GE 2026* 30 hours: 3 credits; Aesthetics fall, spring, summer. MPATC-GE 2550 15 hours per credit: 3–4 Music Theatre Workshop: $75 recital fee required. credits; fall, spring. Theatre Dance I MPAVP-GE 2321 45 hours and hours ar- Seminar in Composition Music Editing for the Screen ranged: 1 credit; fall. MPATC 2028 30 hours: 3 credits; fall, MPATC-GE 2555 30–40 hours: spring. (2 semesters required) 3–4 credits. Music Theatre Workshop: Registration by special permission of the Theatre Dance II Composers Forum instructor. MPAVP-GE 2321 15–45 hours and hours MPATC-GE 2424 30hours: 0–3 credits, arranged: 1 credit; spring. fall, spring. (2 semesters required with 1 Seminar in Music and Music Education credit each) MPATC-GE 3026* 15 hours per credit: Music Theatre History I 2–4 credits; fall, spring, summer. MPAVP-GE 2351 37.5 hours: 2 credits; Contemporary Music fall. MPATC-GE 2039 30 hours: 3 credits; fall. Music Theatre History II Psychology of Music VOICE/MPAVP-GE MPAVP-GE 2352 37.5 hours: 2 credits; MPATC-GE 2042 30 hours: 3 credits; spring. spring, summer. Script Analysis and Dramaturgical Process Vocal Repertoire for Teaching: Classical Music Criticism MPAVP-GE 2151 45 hours: 3 credits; fall. MPAVP-GE 2173 4 hours; 3 credits, fall MPATC-GE 2046 30 hours: 3 credits; fall. Opera Workshop Vocal Repertoire for Teaching: MPAVP-GE 2221 15–45 hours and hours Musical Theatre Scoring Techniques arranged: 1–3 credits; fall, spring. MPAVP-GE 2174 4 hours; 3 credits, MPATC-GE 2048 30 hours: 3 credits; May be repeated up to 12 credits. spring fall, spring. Song Repertoire: English Vocal Pedagogy: Research Contemporary Scoring Techniques MPAVP-GE 2261 37.5 hours: 2 credits; MPAVP-GE 2171.001/2 24 hours; MPATC-GE 2049 45 hours: 3 credits; fall. 3 credits, fall. fall, spring. Song Repertoire: German Opera in the 20th Century MPAVP-GE 2262 37.5 hours: 2 credits; MPATC-GE 2069 30 hours: 3 credits; spring. spring.

117 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Vocal Pedagogy: Practice Reference and Research in Jazz The Art of Piano I MPAVP-GE 2172.001/2 24 hours; MPAJZ-GE 2271 30 hours and 15 hours MPAPE-GE 2041 30 hours: 3 credits; fall. 3 credits, spring. arranged: 3 credits; fall. Open to non-music majors. The Art of Piano II Graduate Acting for Singers I MPAPE-GE 2042 30 hours: 3 credits; MPAVP-GE 2141.001/002 Jazz Arranging Techniques I spring. 30.5 hours: 2 credits, fall. MPAJZ-GE 2273 30 hours and 15 hours arranged: 3 credits; fall. Collaborative Piano: Techniques Graduate Acting for Singers II and Practicum MPAVP-GE 2142.001/002 Jazz Arranging Techniques II MPAPE-GE 2170 30 hours: 3 credits, 30.5 hours: 2 credits, spring. MPAJZ-GE 2274 30 hours and 15 hours spring. arranged: 3 credits; spring. Contemporary and Jazz Vocal An extension of MPAJZ-GE 2273 with Influential Pianists and Performance Ensemble special emphasis on arrangements for Practice MPAVP-GE 2181.001 large jazz ensembles. MPAPE-GE 2181 30 hours: 3 credits; 30 hours: 0-1 credits, fall and spring. spring. Chamber Music: Traditional Ensembles Contemporary Vocal Ensemble for Winds, Piano, Strings, and Brass Piano Literature II: 18th-20th century MPAVP-GE 2181.010 Instruments MPAPE-GE 2186 30 hours: 3 credits; fall. 30.5 hours: 0-1 credits, fall and spring. MPAWW-GE 2034.002 15 to 45 hours: 1–3 credits; fall, spring. Piano Literature III: 20th-21st century Background Recording Techniques MPAPE-GE 2187 30 hours: 3 credits; fall. Ensemble New Music Ensemble MPAVP-GE 2181.011 MPAWW-GE 2121 0-3 credits; fall, spring. Performance Practices & 30.5 hours: 0-1 credits, fall and spring. Entrepreneurship in 20th & 21st Saxophone Orchestra Century Piano Music Intensive Lyric Diction Italian MPAWW-GE 2132 0-3 credits; fall, spring. MPAPE-GE 2189 30 hours: 3 credits, and English spring. MPAVP-GE 2131.001 and 2132.001; Orchestral Flutes 30 hours; 3 credits, fall. MPAWW-2132 0-3 credits; fall, spring. Piano (Private Lessons) MPAPE-GE 2356 15 hours: 3 credits; fall, Intensive Lyric Diction German Flute and Piano Repertoire spring. and French MPAWW-GE 2141 0-3 credits; fall, spring. May be repeated until a total of 12 cred- MPAVP-GE 2133.001 and 2134.001; its has been earned. 30 hours; 3 credits, spring. Clarinet and Piano Repertoire Open to department graduate students MPAWW-GE 2142 0-3 credits; fall, majoring in music. spring. JAZZ/MPAJZ-GE Double Reed Repertoire STRINGS-MPASS-GE Jazz Improvisation Techniques I MPAWW-GE 2143 0-3 credits; fall, spring. MPAJZ-GE 2075 30 hours: 3 credits; fall. Stringed Instruments (Private Lessons) Prerequisite: Jazz Theory and Ear Train- Saxophone and Piano Repertoire MPASS-GE 2111 15 hours: 3 credits; fall, ing I MPAJZ-UE. 1039. MPAWW-GE 2144 0-3 credits; fall, spring. spring. May be repeated until a total of 12 cred- Jazz Improvisation Techniques II Bassoon & Oboe Reed Making its has been earned. MPAJZ-GE 2076 30 hours: 3 credits; MPAWW-GE 2145 0-3 credits; fall, spring. spring. Prerequisite: Jazz Improvisation Alexander Technique (Private Lessons) Techniques I MPAJZ-GE 2075. Wind or Percussion Instruments MPASS-GE 2112 2 credits; fall, spring. An extension of MPAJZ-GE 2075 with (Private Lessons) emphasis on style characteristics of MPAWW-GE 2334 15 hours: 3 credits; Colloquy in Music selected jazz artists. fall, spring. May be repeated until a MPASS-GE 2121 2–4 credits; fall, spring. total of 12 credits has been earned. New York University Jazz Ensembles Instrumental Techniques and Materials: MPAJZ-GE 2088 60 hours: 0–1 credit; Chamber Music fall, spring. Registration by audition only. PIANO/MPAPE-GE MPASS-GE 2131 0–3 credits; fall, spring.

Jazz Arranging Process and Analysis Colloquy in Music Baroque Ensemble MPAJZ-GE 2089 Shemaria. 30 hours MPAPE-GE 2026 2-3 credits; fall, spring. MPASS-GE 2132 0–3 credits; fall, spring. and 15 hours arranged: 3 credits; spring. Prerequisite: Jazz Arranging and Com- Instrumental Techniques and Materials Masterclass position II, MPAJZ-UE 1120 or permission MPAPE-GE 2034 0-3 credits; fall, spring. MPASS-GE 2133 0–3 credits; fall, spring. of instructor. Improvisation Class MPASS-GE 2135 0–3 credits; fall, spring.

118 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Violin Class PERCUSSION/MPAPS-GE Brass Sectionals MPASS-GE 2141 0–3 credits; fall, spring. MPAGC-GE 2087 008 1–3 credits; fall, Percussion (Private Lessons) spring. Viola Class MPAPS-GE 2111 15 hours: 3 credits; fall, MPASS-GE 2142 0–3 credits; fall, spring. spring. Creating a Career as a Professional May be repeated until a total of 12 cred- Musician Cello Class its has been earned. MPAGC-GE 2505 2 credits; fall, spring. MPASS-GE 2143 0–3 credits; fall, spring. NYU Percussion Ensemble Bass Class MPAPS-GE 2131 001 45 hours: 0–3 cred- MUSIC BUSINESS/MPAMB-GE MPASS-GE 2144 0–3 credits; fall, spring. its; fall, spring. Music Business Graduate Professional Harp Class NYU Percussion Chamber Music Development Sequence MPASS-GE 2145 0–3 credits; fall, spring. Ensemble MPAMB-GE 2001 0 credits; fall, spring. MPAPS-GE 2132 002 45 hours: 0–3 cred- Students take every semester of their Violin Orchestral Repertoire its; fall, spring. matriculation. Hours arranged. MPASS-GE 2151 0–3 credits; fall, spring. NYU Steel Drum Ensemble Principles and Practice in the Music Viola Orchestral Repertoire MPAPS-GE 2131 003 45 hours: 0–3 Industry MPASS-GE 2152 0–3 credits; fall, spring. credits. fall, spring. MPAMB-GE 2101 30 hours: 3 credits; fall.

Cello Orchestral Repertoire NYU African Gyil and Percussion The Law and the Music Industry MPASS-GE 2153 0–3 credits; fall, spring. Ensemble MPAMB-GE 2102 30 hours: 3 credits; fall. MPAPS-GE 2131 004 30 hours: 0–3 Bass Orchestral Repertoire credits. fall, spring. Environment of the Music Industry MPASS-GE 2154 0–3 credits; fall, spring. MPAMB-GE 2103 30 hours: 3 credits; NYU Contemporary Ensemble spring. Prerequisite: Principles and Harp Orchestral Repertoire MPAPS-GE 2221 001 45 hours: 0–3 cred- Practice in the Music Industry MPAMB- MPASS-GE 2155 0–3 credits; fall, spring. its; fall, spring UE.2101.

Violin Pedagogy NYU Audition Concert Management MPASS-GE 2161 0–3 credits; fall, spring. MPAPS-GE 2221 005 22.5 hours: 0–3 MPAMB-GE 2105 30 hours: 3 credits; credits; spring. spring. Prerequisite: Principles and Cello Pedagogy Practice in the Music Industry MPAMB- MPASS-GE 2163 0–3 credits; fall, spring. NYU Percussion Quartet GE.2101. MPAPS-GE 2132 001 45 hours: 0–3 cred- Bass Pedagogy its; fall, spring. Graduate A&R Seminar MPASS-GE 2164 0–3 credits; fall, spring. MPAMB-GE 2201 30 hourst: 3 credits; Percussion Laboratory fall. Harp Pedagogy MPAPS-GE 2151 001 30 hours: 0–3 cred- MPASS-GE 2165 0–3 credits; fall, spring. its; fall, spring. Promotions and Publicity in the Music Industry Violin Technique Class MPAMB-GE 2202 30 hours: 3 credits; MPASS-GE 2171 0–3 credits; fall, spring. ORCHESTRAS/MPAGC-GE spring. Prerequisite: Principles and Practice in Viola Technique Class NYUO¹ the Music Industry MPAMB-GE.2101. MPASS-GE 2172 0–3 credits; fall, spring. MPAGC-GE 2087 002 1–3 credits; fall, spring. Emerging Models & Markets for Music Cello Technique Class MPAMB-GE 2203 30 hours: 3 credits; fall MPASS-GE 2173 0–3 credits; fall, spring. NYUO¹ (offered as a January intensive in alter- MPAGC-GE 2087 003 1–3 credits; fall. nate years in Rio de Janeiro, Brazil). Bass Technique Class Prerequisites: Principles and Practice MPASS-GE 2174 0–3 credits; fall, spring. NYU Broadway Orchestra in the Music Industry MPAMB-GE 2101, MPAGC-GE 2087 004 1–3 credits; fall, Environment of the Music Industry Harp Technique Class spring. MPAMB-GE 2103. MPASS-GE 2175 0–3 credits; fall, spring. Woodwind Sectionals Music Publishing: Background Practice Independent Study MPAGC-GE 2087 005-006 1–3 credits; MPAMB-GE 2225 30 hours: 3 credits; MPASS-GE 2300 1–6 credits; fall, spring. fall, spring. fall, spring. Co-requisite: Principles and Practice in the Music Industry MPAMB-GE 2101.

119 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Strategic Marketing in the Music Brass Practicum for Music Education Colloquy in Music Education Industry MPAME-GE 2104 15 hours: 1 credit; fall, MPAME-GE 2939 15 hours per credit: 1–4 MPAMB-GE 2206 30 hours: 3 credits; fall. spring. credits; fall, spring. Prerequisite: Principles and Practice in For master’s candidates in music the Music Industry MPAMB-UE 2101. Woodwind Practicum for Music education. Education Global Music Management MPAME-GE 2105 15 hours: 1 credit; fall, MPAMB-GE 2207 30 hours: 3 credits; spring. MUSIC TECHNOLOGY/ spring (taught in alternate years in Janu- MPATE-GE ary intersession at NYU in London). Strings Practicum for Music Education Prerequisite: Principles and Practice in MPAME-GE 2106 15 hours: 1 credit; fall, Audio Mastering the Music Industry MPAMB-UE 2101. spring. MPATE-GE 2013 30 hours: 3 credits; fall, spring. Data Analysis in the Music Industry Percussion Practicum for Music MPAMB-GE 2211 30 hours: 3 credits; Education Advanced Musical Acoustics fall, spring. MPAME-GE 2107 15 hours: 1 credit; fall, MPATE-GE 2036 30 hours: 3 credits; Co-requisite: Principles and Practice spring. spring, summer. in the Music Industry MPAMB-GE 2101. Vocal Practicum for Music Education Software Synthesis Music Business Graduate Internship MPAME-GE 2108 15 hours: 1 credit; fall, MPATE-GE 2037 30 hours: 3 credits; fall, MPAMB-GE 2301 1 credit per semester spring. spring. (a total of 3 required for the degree); fall, spring, summer. 200 hrs. Instrumental Conducting Practicum Creating with Interactive Media: KYMA for Music Education MPATE-GE 2038 30 hours: 3 credits; Colloquy in Music Business MPAME-GE 2111 15 hours: 1 credit; fall, spring. MPAMB-GE 2401 30 hours: 3 credits; fall, spring. spring, summer. Advanced Computer Music Registration by advisement only Music for Exceptional Children Composition MPAME-GE 2114 45 hours: 3 credits; MPATE-GE 2047 30 hours: 3 credits; fall, fall, spring. summer. MUSIC EDUCATION/MPAME-GE Instrumental Materials, Techniques, Independent Study in Music Creative Performance Opportunities and Technology in Music Technology in Music Education MPAME-GE 2115 15 hours plus hours MPATE-GE 2300 1–4 credits; fall, spring, MPAME-GE 2031 15 hours per credit: arranged of fieldwork: 2 credits; spring. summer. 1–3 credits; fall. Teaching of Music in the Elementary Fundamentals of Digital Signal Technological Trends in Music Grades Theory LAB Education MPAME-GE 2119 45 hours: 2 credits; fall, MPATE-GE 2598 30 hours: 3 credits; fall, MPAME-GE 2035 20 hours plus hours spring. spring, summer. arranged: 3 credits; spring. Corequisite: Fundamentals of Digital Research in Music and Music Education Signal Theory MPATE-GE 2599. Choral Materials and Techniques MPAME-GE 2130 30 hours: 3 credits; MPAME-GE 2082 30 hours: 2 credits. spring. Fundamentals of Digital Signal Theory MPATE-GE 2599 30 hours: 3 credits; Choral Conducting Practicum for Music Education Philosophy fall, spring, summer. Music Education MPAME-GE 2139 30 hours: 3 credits; Corequisite: Fundamentals of Digital MPAME-GE 2093 15 hours: 1 credit; fall. spring. Signal Theory Lab MPATE-GE 2598.

Advanced Instrumental Conducting Supervised Student Teaching of Music Technology: Digital Audio MPAME-GE 2096 30 hours: 3 credits; Music in the Elementary School Processing I spring. MPAME-GE 2141*‡ Minimum 180 hours: MPATE-GE 2600 30 hours: 3 credits; fall, spring. 3 credits; fall. Fundamentals of Conducting MPAME-GE 2102 15 hours: 1 credit. Supervised Student Teaching of Music Music Technology: Digital Audio in the Secondary School Processing II Guitar Practicum for Music Education MPAME-GE 2145*‡ minimum 180 hours: MPATE-GE 2601 30 hours: 3 credits; MPAME-GE 2103 15 hours: 1 credit; fall, 3 credits; fall, spring. spring. spring.

120 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Audio for Games and Immersive Audio for Video II Principles and Practices of Performing Environments MPATE-GE 2621 30 hours: 3 credits; Arts Administration MPATE-GE 2604 30 hours: 3 credits; spring, summer. MPAPA-GE 2131 Maloney. 30 hours: spring. Prerequisite: Audio for Video I MPATE- 3 credits; fall. GE 2620. Corequisite: Environment of Performing Graduate Internships in Music Arts Administration MPAPA-GE 2130. Technology Music Information Retrieval MPATE-GE 2605 50–300 hours: 1–6 MPATE-GE 2623 30 hours: 3 credits; Development for the Performing Arts credits. 50 hours per credit; fall, spring, fall. MPAPA-GE 2132 Himes. 30 hours: summer. 3 credits; spring. Aesthetics of Recording Advanced Digital Signal Theory MPATE-GE 2627 30 hours: 3 credits; fall. Governance and Trusteeship in MPATE-GE 2607 30 hours: 3 credits; Performing Arts Organizations spring. Audio for the Web MPAPA-GE 2133 Shelton. 30 hours: MPATE-GE 2628 30 hours: 3 credits. 3 credits; spring. Java Music Systems MPATE-GE 2608 30 hours: 3 credits; fall, Advanced Audio Production Seminar in Cultural Policy: Issues in spring. MPATE-GE 2629 45 hours: 3 credits; fall, Performing Arts Administration spring. MPAPA-GE 2222 Maloney. 30 hours: 3 Electronic Music Performance credits; fall, spring. MPATE-GE 2609 30 hours: 2 credits; The Art of Sound Reinforcement Prerequisites: MPAPA-GE 2001, 2002, spring, summer. MPATE-GE 2631 45 hours: 3 credits; fall, and substantial completion of the Pro- spring. gram in Performing Arts. Advanced Programming— Max/MSP/Jitter Advanced Audio for Games MPATE-GE 2610 30 hours: 3 credits; MPATE-GE 2635 45 hours: 3 credits. DRAMA THERAPY/MPADT fall, spring. Prerequisite: working understanding Drama Therapy for Clinical Populations of Max/MPS or MPATE-UE.1014 MIDI PERFORMING ARTS MPADT-GE 2109 (formerly MPAET- Tech II. ADMINISTRATION/MPAPA-GE GE.2109) 30 hours plus hours arranged: 3 credits; spring. Concert Recording I Internship in the Administration of Prerequisite: Introduction to Drama MPATE-GE 2611 30 hours: 3 credits (fall), Performing Arts Centers Therapy MPADT-GE 2114. 2 credits (summer). MPAPA-GE 2001† A minimum of 260 hours: 3 credits; fall, ; hours to be Introduction to Drama Therapy Concert Recording II arranged. MPADT-GE 2114 (formerly MPAETGE MPATE-GE 2612 30 hours: 2 credits 2114) 30 hours plus hours arranged: 3 (spring), 3 credits (summer). Internship in the Administration of credits; fall. Performing Arts Centers Prerequisite: matriculation in the Pro- 3-D Audio MPAPA-GE 2002† A minimum of 260 gram in Drama Therapy or registration MPATE-GE 2613 30 hours: 3 credits; hours: 3 credits; fall, spring; hours to be by permission of adviser. spring. arranged. Psychodrama and Sociometry Max Programming I Law and the Performing Arts MPADT-GE 2115 (formerly MPAET-GE MPATE-GE 2614 30 hours: 3 credits; MPAPA-GE 2008 McClimon. 30 hours: 2115) 30 hours: 3 credits; fall. fall, spring. 3 credits; spring. Prerequisite: Introduction to Drama Therapy MPADT-GE 2114 or permission Electronics by Computer Simulation Marketing the Performing Arts of instructor. MPATE-GE 2615 30 hours: 3 credits; fall. MPAPA-GE 2105 Persons. 30 hours: 3 credits; fall. Advanced Practices in Drama Therapy: Colloquy in Music Technology: Playback, Therapeutic Theatre and Master’s Thesis Preparation Planning and Finance in the Developmental Transformations MPATE-GE 2616 30 hours: 3 credits; fall, Performing Arts MPADT-GE 2116 (formerly MPAET-GE spring, summer. MPAPA-GE 2120 Robinson. 30 hours: 2116) 30 hours: 3 credits; spring. 3 credits; spring. Prerequisite: matriculation in the C Programming for Music Technology Program in Drama Therapy. MPATE-GE 2618 30 hours: 3 credits; fall. Environment of Performing Arts Administration Audio for Video I MPAPA-GE 2130 Maloney. 30 hours: MPATE-GE 2620 30 hours: 2–3 credits; 3 credits; fall. fall, summer. Corequisite: Principles and Practices of Performing Arts Administration MPAPA-GE.2131.

121 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Projective Techniques in Drama Introduction to Music Therapy Developing Presentations and Therapy MPAMT-GE 2930 45 hours: 3 credits; fall Publications in Music Therapy MPADT-GE 2117 (formerly MPAET-GE and spring. MPAMT-GE 2945 45 hours: 3 credits. 2117) 30 hours: 3 credits; fall. Prerequisite: Introduction to Drama Music Therapy: Advanced Theory Music Improvisation for Artistic Growth Therapy MPADT-GE 2114, Drama Therapy and Methods I MPAMT-GE 2946 30 hours: 3 credits; for Clinical Populations MPADT-GE 2109, MPAMT-GE 2931 45 hours: 3 credits; fall. fall, spring. or permission of instructor. Music Therapy: Advanced Theory and Group Music Therapy I Advanced Theory and Research in Methods II MPAMT-GE 2947* 10 hours per credit: Drama Therapy MPAMT-GE 2932 45 hours: 3 credits; 2–6 credits each term; fall, spring; hours MPADT-GE 2119 (formerly MPAET-GE spring. to be arranged. 2119) 30 hours: 3 credits; spring. Prerequisites: PSY-GE 2038, APSY-GE Music Therapy Research Group Music Therapy II 2039, MPADT-GE 2109, MPADT-GE MPAMT-GE 2933 30 hours: 3 credits; MPAMT-GE 2948* 10 hours per credit: 2114, APSY-GE 2271. spring. 2–6 credits each term; fall, spring; hours to be arranged. Independent Study Clinical Improvisation in Music Therapy MPADT-GE 2300 (formerly MPAET- MPAMT-GE 2934 30 hours: 2 credits; fall. Music Therapy Thesis GE 2300) 45 hours per credit: 1–6 MPAMT-GE 2949 10 hours per credit: credits; fall, spring, summer; hours to Internship in Music Therapy 2–4 credits. be arranged. MPAMT-GE 2935, 2936 100 hours per credit: 5 credits each term; fall, spring; *Registration closed to special students. hours to be arranged. MUSIC THERAPY/MPAMT Key Concepts in Music Therapy I Music Therapy Colloquium & MPAMT-GE 2938 45 hours: 3 credits; Program Seminar spring. MPAMT-GE.2000 0 credits; fall and spring. Advanced Practices of Improvisation in Music Therapy Music Therapy Practicum: MPAMT-GE 2941 45 hours: 3 credits; Children and Adolescents spring. MPAMT-GE 2043 135 hours: 3 credits; fall. Theory and Application of Improvisation in Music Therapy Music Therapy Practicum: MPAMT-GE 2940 45 hours: 3 credits; Adults and Elderly fall. MPAMT-GE 2053 135 hours: 3 credits; spring. Key Concepts in Music Therapy II MPAMT-GE 2942 45 hours: 3 credits; fall. Clinical Vocal Improvisation MPAMT-GE 2062 30 hours: 2 credits; Theory Development in Music Therapy spring. MPAMT-GE 2943 45 hours: 3 credits; spring. Independent Study MPAMT-GE 2300 45 hours per credit: Contemporary Music Therapy Theory 1–6 credits, summer; hours to be ar- MPAMT-GE 2944 45 hours: 3 credits. ranged.

122 DEPARTMENT OF MUSIC AND PERFORMING ARTS PROFESSIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 DEPARTMENT OF Nutrition and Food Studies

DEPARTMENT CHAIR: KRISHNENDU RAY DEGREES 411 LAFAYETTE STREET | 5TH FLOOR | NEW YORK, NY 10003 MA, MS, MA/MSLIS, PhD TELEPHONE: 212-998-5580 | FAX: 212-995-4194 | E-MAIL: [email protected] WEBSITE: steinhardt.nyu.edu/nutrition

CONTENTS Through research, teaching, and community service, the Faculty ...... 129 department’s missionhrough is to generate resear ch,and tdisseminateeaching, andknowledge undergraduate courses and post-baccalaureate to effect sustainable change in the health and well-being of local, experience needed to meet the AND’s Master’s Programs community service, the department’s urban, and global communities. The department teaches Nutrition and Dietetics ...... 125 mission is to generate and dissemi- requirements for obtaining a dietetic internship undergraduate and graduate students to be critical thinkers and Clinical Nutrition ...... 125 nate knowledge to effect sustainable and credentialing as a registered dietitian (RD). creative contributors while acquiring expertise in their chosen Food Studies...... 126 change in the health and well-being The department’s innovative MA program in domain of knowledge. Students partner with alumni, T food studies prepares students for leadership Doctoral Programs of local, urban, and global communities. The professionals, and the larger community to provide education, Nutrition and Dietetics ...... 128 department teaches undergraduate and graduate positions in numerous food professions. Courses research, and services that focus on the role of food and nutrition Food Studies...... 128 students to be critical thinkers and creative con- examine the sociocultural, economic, and in all aspects of life. The master’s programs in nutrition, dietetics, Courses ...... 129 historical factors that have influenced food andtribut foodors studies while educate acquiring students e throughxpertise carefully in their developed chosen curriculadomain containing of kno core,wledge specialization,. Students and partner elective courses. with production and consumption in local settings Thesealumni, programs prof essharesionals, an interdependence and the lar thatger provides community the next under global pressures. For information about the mission and generationto provide of students educa withtion, a strong resear foundationch, and for servic collaborativees The department’s PhD programs train student learning outcomes for each of researchthat focus and innovative on the ropportunities.ole of food For and further nutrition information, in students to become researchers, educators, and our programs, please see the department pleaseall aspects visit steinhardt.nyu.edu/nutrition. of life. The master’s programs advanced practitioners in nutrition and food website. lead toT heMS masand MAter degrees.’s progr Theams MS in program nutrition, in nutrition diet etics,and studies. dieteticsand food offers s specializedtudies educa trainingte ins tudentseither clinical thr nutritionough or Together, these programs focus on the role foodscar efullyand nutrition, developed and graduate- curricula level dieteticcontaining internships cor efully, of food, nutrition, and health as separate but In the Steinhardt School of Culture, accreditedspecializa by thetion, Academy and electiv of Nutritione c ourses.and Dietetics These (AND). The integrated aspects of society. They emphasize Education, and Human Developmet, clinicalprogr nutritionams shar specializatione an int erprovidesdependenc the e that the scientific, behavioral, socioeconomic, cultural, full-time graduate study is defined as provides the next generation of students with a and environmental factors that affect health 12 credits per term unless otherwise strong foundation for collaborative research and and the ways in which trained professionals can defined by a specific academic program. innovative opportunities. For further information, apply this information to help individuals and please visit steinhardt.nyu.edu/nutrition. The the public make dietary and other behavioral master’s programs lead to MS and MA degrees. choices that will promote health and prevent Notice: The programs, requirements, The MSThe programMS progr inam nutrition in nutrition and dietetics and diet offersetics disease. Changes in society and disease risk and schedules listed herein are subject offers specialized training in either clinical have increased the need and demand for trained specialized training in either clinical nutrition or foods to change without notice. A directory nutrition or foods and nutrition, and graduate- professionals who can employ nutritional, and nutrition, and graduate- level dietetic internships of classes is published each term with a level dietetic internships fully accredited by behavioral, sociocultural, and population-based current schedule. For the most up-to-date fullythe accredited Academy byof Nutritionthe Academy and of Diet Nutritionetics (AND and ). strategies to improve personal, public, and schedule changes, please consult Albert, DieteticsThe clinical (AND). nutrition The clinical specializa nutritiontion specializationprovides the environmental health around the globe. NYU’s student information website. provides the

123 DEPARTMENT OF NUTRITION AND FOOD STUDIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Faculty

Amy Bentley, Professor. BA 1984, Mireya Loza, Assistant Professor. BA Krishnendu Ray, Associate Professor Brigham Young University; MA 1985, 2001, University of Illinois, Urbana– and Department Chair. BA 1984, MA PhD 1992, University of Pennsylvania. Champaign; MA 2003, University of 1986, University of Delhi; MA 1996, PhD Texas, Austin; MA, 2006, PhD 2010, 2001, State University of New York at Jennifer Schiff Berg, Clinical Associate Brown University. Binghamton. Professor. BS 1984, Cornell University; MA 1996, PhD 2006, New York Univer- Charles Mueller, Clinical Associate Lisa Sasson, Clinical Associate Professor. sity. Professor. BA 1975, Colgate University; BS 1981, Brooklyn College; MS 1986, MS 1987, PhD 2002, New York Univer- New York University; RD. Jessica Bihuniak, Assistant Professor. BS sity; RD. 2007, MS 2010, PhD 2013, University of Gustavo Setrini, Assistant Professor, Connecticut; RD. Marion Nestle, Professor. BA 1959, PhD BA 2003, Lawrence University; PhD 2011, 1968, MPH 1986, University of California, Massachusetts Institute of Technology. Carolyn Dimitri, Associate Professor. BA Berkeley. 1983, State University of New York at Beth C. Weitzman, Professor. BA 1978, Buffalo; PhD 1998, University of Mary- Fabio Parasecoli, Professor. BA 1986, Vassar College; MPA, 1980, New York land (College Park). MA 1991, Istituto Universitario Orientale, University; PhD 1987, NYU Wagner. Naples Italy; PhD 2009, Universitat Ho- Judith A. Gilbride, Professor. BS 1966, henheim, Stuttgart, Germany. Kathleen Woolf, Associate Professor. Framingham State University; MA 1970, BS 1986, University of Iowa; MS 1991, PhD 1981, New York University; RD. Domingo J. Piñero, Clinical Associate University of California, Los Angeles; Professor. BS 1986, Central de Venezu- PhD 2002, Arizona State University; RD. Kristie J. Lancaster, Associate Professor. ela; MS 1991, Simón Bolívar (Venezuela); AB 1985, Princeton University; MS 1995, PhD 1998, Penn State University. PhD 2000, Penn State University; RD.

124 DEPARTMENT OF NUTRITION AND FOOD STUDIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Master’s Programs

DIRECTORS Nutrition and Dietetics Kristie Lancaster (Master’s Nutrition The Master of Science program in 3) take the two graduate courses (Re- Research Methods (3 credits): Research Programs) nutrition and dietetics prepares search Methods and Nutrition Education) Methods NUTR-GE 2190 Lisa Sasson (Dietetic students for a wide range of careers required for the DPD. Students who want Advanced Seminar in Nutrition Internship) as dietitians and nutritionists. It provides to become a registered dietitian can 4) (6 credits) NUTR-GE 2207 training for registered dietitians and apply for admission to a dietetic intern- Nutrition Science (6 credits): Advanced 411 Lafayette other students who seek to become ship (which may involve master’s-level Nutrition: Proteins, Fats, and Carbo- 5th Floor registered dietitians or to obtain coursework); and if accepted, 5) complete hydrates NUTR-GE 2139, Advanced TELEPHONE: advanced academic training in clinical the dietetic internship and courses for the Nutrition: Vitamins and Minerals 212-998-5585 nutrition, which meets all academic master’s degree. All DPD courses must NUTR-GE 2144. and internship requirements of the be completed prior to entering a dietetic Advanced Clinical Nutrition (6 credits):

DEGREE Academy of Nutrition and Dietetics internship program. For further informa- Pediatric Nutrition NUTR-GE 2041, MS (AND) registration eligibility. tion about DPD prerequisites, visit the Critical Care Nutrition NUTR-GE 2043, department’s website for the MS program Sports Nutrition NUTR-GE 2045, Weight CAREER OPPORTUNITIES in nutrition and dietetics with a concentra- Management NUTR-GE 2194, Nutrition The program is designed to train stu- tion in clinical nutrition (steinhardt.nyu.edu/ and Aging NUTR-GE 2220, Nutritional dents to help individuals and the public nutrition/dietetics/ms/40). Aspects of Eating Disorders NUTR-GE choose foods that promote health and 2222, and others. prevent disease; manage human, finan- ACADEMIC PREREQUISITES Terminal Experience (3 credits): cial, and physical resources to improve The following courses comprise the Didac- Research Applications NUTR-GE 2061 the nutritional status of individuals tic Program in Dietetics (DPD) accredited or Research Apprenticeship NUTR 2063. and population groups; monitor trends by the Accreditation Council for Educa- Electives Courses: Selected from and issues in the field of nutrition and tion in Nurtrition and Diatetics. They may departmental and other related translate this information into educa- be taken while matriculated as a graduate graduate courses by advisement. tion and training programs; and apply student in clinical nutrition and must be research principles and processes to completed prior to enrolling in graduate- Didactic Program in Dietetics the examination of nutrition problems. level courses. As prerequisites, however, (DPD) Verification with the exception of two courses, they The NYU DPD is currently accredited by CLINICAL NUTRITION do not earn graduate credit. the Accreditation Council for Education The program is a 40-credit curriculum in Nutrition and Dietetics (ACEND) of for students who would like to obtain Basic Science: Introduction to Modern the Academy of Nutrition and Dietetics the registered dietitian (RD) credential. Chemistry CHEM-UA 120, and Principles (200 South Riverside Plaza, Suite 2000 There is also a 34-credit curriculum for of Organic and Biological Chemistry Chicago, IL 60606-6995, 800-877-1600) students who already have an RD or CHEM-UA 210, should be taken with labo- until 2021. have completed an AND-accredited ratory. Food Microbiology and Sanitation Evaluation and verification of the dietetic internship at the time of matric- NUTR-UE 1023, Nutritional Biochemistry AND’s DPD requirements for dietetic ulation, but who would like to obtain a NUTR-UE 1064, Introduction to Human registration eligibility may be obtained master’s degree that provides advanced Physiology NUTR-UE 1068. by students who have completed at training in clinical dietetics. Nutrition Science: Nutrition and Health least 29 credits in residence at NYU. In order to become a registered dieti- NUTR-UE 119, Clinical Nutrition Assess- Students must request and file a formal tian, the AND requires students to fulfill the ment and Intervention NUTR-UE 1185, application. following three separate sets of training Community Nutrition NUTR-UE 1209, requirements prior to taking the dietetic Diet Assessment and Planning NUTR- DIETETIC INTERNSHIPS registration examination: 1) bachelor’s UE 1260, Nutrition and the Life Cycle The mission of New York University’s Di- degree from an accredited college; 2) NUTR-UE 1269. etetic Internship is to provide graduates completion and verification of a specific Food Science: Introduction to Foods with the knowledge and skills needed sequence of undergraduate prerequisite and Food Science NUTR-UE 85, Food for practice as entry-level registered courses that meet defined educational Management Theory NUTR-UE 91, Food Dietitians. The internship prepares competencies and are known collectively Production and Management NUTR-UE graduates to integrate theory with as the Didactic Program in Dietetics (DPD); 1052, Food Science and Technology practice and apply critical thinking and and 3) completion of an AND-accredited NUTR-UE 1184. analytical skills in order to help improve dietetic internship. The department pro- Other: Research Methods: NUTR-GE the dietary intake, nutritional status, and vides two internship options, which are 2190 and Nutrition Education NUTR-GE overall health of individuals and groups. discussed below. 2199 (earns graduate credit). The NYU Dietetic Internship is housed Students who do not hold bachelor’s in the Clinical Nutrition MS program that degrees from AND-accredited nutrition DEGREE REQUIREMENTS: requires enrollment for 13 months total. programs should take the following steps: CLINICAL NUTRITION The full-time program, which offers fall 1) enroll in the 40-credit clinical nutrition (GE HONDMS: CNU) and spring matches, includes one full graduate program; 2) while enrolled, take New Graduate Student Seminar semester of coursework followed by 27 undergraduate (DPD) prerequisite courses; NUTR-GE 2000.002 (0 credits) weeks of on-site supervised practice

125 DEPARTMENT OF NUTRITION AND FOOD STUDIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Nutrition and for a total of 1,200 full-time, supervised accredited college or university; 2) accredited by the Academy of Nutrition Dietetics, continued hours. It also fulfills 18 of the 40 credits present an official AND Verification and Dietetics Accreditation Council for needed for an MS degree in Nutrition Statement of Completion of a DPD, or Education in Nutrition and Dietetics. and Dietetics: Clinical Nutrition a statement of Declaration of Intent to The program accepts seven students (completion of this degree is not Complete a DPD, with original signatures; annually and is open only to US citizens. required, but is recommended). It meets 3) apply and gain acceptance into the The VA pays each dietetic intern a the Academy of Nutrition and Dietetics clinical nutrition MS program; and 4) stipend during the 12-month (1,550- (AND) requirements for supervised apply and be accepted into the NYU hour) clinical training period. During the clinical practice for registration eligibility. Dietetic Internship. Preference will first 12 months, interns spend four days Interns must complete five graduate be given to applicants with an overall a week in internship rotations and one courses (12 credits) before entering academic average of B or better. day per week attending classes at NYU. supervised clinical practice: Medical Application procedures: Because The final four months of the program Nutrition Therapy NUTR-GE 2037, students in the NYU Dietetic Internship are spent as full-time master’s degree Medical Nutrition Therapy Recitation, take courses in the clinical nutrition MS students at NYU. For information, Research Methods NUTR-GE 2190, program, and because the NYU Dietetic contact the dietetic internship director Nutrition-Focused Physical Assessment Internship participates in national at the James J. Peters Veterans Affairs NUTR-GE 2196, Nutrition Counseling computer matching and the electronic Medical Center, 130 West Kingsbridge Theory and Practice NUTR-GE 2198. centralized application process (DICAS), Road, Bronx, NY 10468; telephone: Interns complete supervised clinical the admission process requires three 718-584-9000, ext. 6845; email: jean. practice rotations in clinical nutrition separate applications to 1) the NYU [email protected]; website: www. therapy (13 weeks and one week of Steinhardt School of Culture, Education, dieteticinternship.va.gov/bronx.asp Pediatric Dental Clinical), community and Human Development MS program nutrition (three weeks), food service in clinical nutrition (please refer to management (six weeks), specialties (one steinhardt.nyu.edu/graduate_ admissions), ADMISSION REQUIREMENTS week), and staff relief (three weeks) — a 2) the NYU Dietetic Internship, and 3) the See general admission section, page total of at least 1,200 practice hours, along national computer matching system. Each 187. For specific admission requirements with 23 hours of classroom instruction. The requires a separate fee, and all should be please visit steinhardt.nyu.edu/nutrition. supervised practice takes place in one of filed at the same time. Be advised that fieldwork placement the many affiliated hospitals, institutions, Deadlines: Applications are accepted facilities that provide training required for and agencies located throughout the New twice annually, in September for the your program degree, and agencies that York metropolitan area. Because some of following spring, and in February for issue licenses for practice in your field of these sites train more than one dietetic the following fall. Visit steinhardt.nyu. study, may require you to undergo gen- intern, starting dates for the supervised edu/nutrition/internships/dietetics for eral, medical, and criminal background clinical practice may vary. specific dates. checks, the results of which the facility Concurrently with the supervised The James J. Peters Veterans Affairs or agency must find acceptable before practice, interns register in two Medical Center Dietetic Internship/ it will allow you to train at its facility or consecutive semesters for Clinical NYU Master’s Degree Program is issue you a license. You should inform Practice in Dietetics I and II NUTR-GE conducted jointly by NYU’s Department yourself of offenses or other facts that 2146, 2147. Class sessions cover the of Nutrition and Food Studies and the may prevent obtaining a license to prac- Code of Ethics of the AND/Commission James J. Peters Veterans Affairs Medical tice in your field of study. NYU Steinhardt on Dietetic Registration (CDR) and Center (VA). The coordinated program will not be responsible if you are unable the Standards of Practice for dietetic affords the opportunity to complete to complete program requirements or professionals; political, legislative, and the dietetic internship and MS in only cannot obtain a license to practice in economic factors affecting dietetic 16 months. The program meets all your field because of the results of such practice; and development of effective requirements for dietetic registration background checks. Some fieldwork communication and counseling skills. eligibility, as well as for the MS degree in placement facilities in your field of study Admission requirements: Applicants Nutrition and Dietetics: Clinical Nutrition may not be available to you in some must 1) hold a baccalaureate from an (GEHONDMS:CNU-34). The program is states due to local legal prohibitions.

Food Studies

DIRECTOR Food studies at New York University political, economic, environmental, and ness and social entrepreneurship, and Jennifer Schiff Berg is one of the first master’s degree pro- geographic approaches to food within media and cultural analysis. grams in the United States devoted to local, urban, and global contexts. Our • Challenges students with core, special- 411 Lafayette, food scholarship. In doing so, in 1996, our mission is to examine the ways in which ization, and elective courses offered by 5th Floor department formalized an emerging field individuals, communities, and societies the department and by New York Uni- TELEPHONE: as a state-accredited academic entity. produce, distribute, and consume food. versity’s Steinhardt School of Culture, 212-998-5580 Employing approaches from the Cities at the center of flows of people, Education, and Human Development; humanities and social sciences, the produce, and media products, are the Stern School of Business; Wagner

DEGREES program prepares students to analyze prime locus of our investigations. School of Public Service; Graduate MA, MA/MSLIS the current American food system, its School of Arts and Sciences; and Tisch global connections, and local alterna- The program: School of the Arts. tives. The program examines cultural, • Focuses on policy and advocacy, busi- • Broadens work experience. The pro-

126 DEPARTMENT OF NUTRITION AND FOOD STUDIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Food Studies, gram helps students locate internships Other courses and credits by advise- FOOD-GE 2017; Food Systems I continued in a vast array of potential employment ment may include (21 credits): Food FOOD-GE 2033; Research Applications sites, and places them in positions Legislation, Regulations, and Enforce- FOOD-GE 2061; Food and Culture where they can develop new skills and ment FOOD-GE 2100; Food Advocacy FOOD-GE 2191; Nutrition in Food Studies gain access to potential employers. FOOD-GE 2040; Economics of Food FOOD-GE 2215; Food Policy and Politics • Gives access to food production com- I: Consumer Behavior FOOD-GE 2007; FOOD-GE 2039 OR Food Policy FOOD- panies, nonprofit oodf organizations, Economics of Food II: Firm Strategic GE 2015. policy organizations and advocacy Behavior FOOD-GE 2008; Water, Waste, Library Science (12 credits): Introduc- groups, publishers, public relations and the Urban Environment FOOD-GE tion to Library and Information Science and marketing firms, magazines, food 2036; Sustainability on the East End LIS 510, Information Sources and Ser- distributors, food producers and edu- FOOD-GE 2261; International Food vices LIS 511, Introduction to Knowledge cational institutions, as well as to the Regulations FOOD-GE 2110; Global Organization LIS 512, Introduction to food professionals who work in them Food Culture: Puebla, Mexico; Puerto Research in Library and Information and enrich the program by serving as Rico FOOD-GE 2250; Writing Grants Science LIS 514, Internship LIS 785. adjunct faculty and guest lecturers. and Fund Proposals PUHE-GE 2319; Food Studies Electives Library Science • Emphasizes development of critical Basic Statistics RESCH-GE 2085; Food Electives (12 credits of Palmer elective thinking and research skills that help Entrepreneurship FOOD-GE 2006; courses): Students transfer 9 NYU students analyze and solve problems Foundations of Social Entrepreneurship credits to Palmer LIU and 8 Palmer that may be encountered in profes- MGM-GB 3336; Financial Accounting credits to NYU to complete the required sional work. and Reporting CORI-GB 1306; Business credits for the two degrees. • Offers experiential learning courses in Start- Up Practicum MGMT-GB 3333; global, domestic, and urban venues. New Product Development MGMT-GR SPECIAL OPPORTUNITIES 2370; Marketing CORI-GB 2310; Theo- The department offers experiential CAREER OPPORTUNITIES retical Perspectives FOOD-GE 2205; courses, such as 4-credit graduate sum- Food studies careers focus on the ana- Comparative Cuisine FOOD-GE 2019; mer study abroad programs on food lytical, conceptual and creative aspects Food Writing FOOD-GE 2021; Food and nutrition, in Tuscany, Hong Kong, related to the role of food in culture and History FOOD-GE 2012; Global Food Puebla, Paris, Florence, and Puerto Rico. society. They involve product develop- Cultures FOOD-GE 2250; Fieldtrips in These programs immerse participants ment; advertising, marketing, and public Food FOOD-GE 2230; Food Photog- in full experiences of global food, diet, relations; communications and media; raphy FOOD-GE 2171; Food in the Arts culture, and history through classroom writing and editing; styling, photo- FOOD-GE 2204; Food and Culture: instruction, fieldtrips, guest speakers, graphing, and testing; teaching; policy Puerto Rico FOOD-GE 2271; Anthropol- and hands-on workshops. advocacy; consulting; economic develop- ogy of Food ANTH-GA. ment; and research. Food studies careers Students may choose electives ADMISSION REQUIREMENTS can also occur in any place where food from alternative areas of study or other Prospective students interested in the products are developed, produced, courses of interest within NYU: other dual-degree program at NYU and LIU purchased, prepared, distributed, trans- departments in Steinhardt (such as must apply separately for admission to ported, or served, including corporations Media, Culture, and Communication; each school. For NYU requirements, see and companies, hotels, resorts, spas, Environmental Conservation Education, general admission section, page 187. convention centers, airlines, educa- etc.), Stern School of Business, Wagner Be advised that fieldwork placement tional institutions, health care facilities, School of Public Service; Tisch School facilities that provide training required for community sites, government agencies, of the Arts; and the Graduate School of your program degree, and agencies that production companies, nonprofit organi- Arts and Science. issue licenses for practice in your field of zations, and consulting firms. The MA/MSLIS program in Food study, each may require you to undergo Studies and Library and Information general and criminal background checks, DEGREE REQUIREMENTS Science is a partnership between NYU the results of which the facility or agency The requirements for the MA program in Steinhardt’s Department of Nutrition must find acceptable before it will allow food studies include a core curriculum and Food Studies and Long Island you to train at its facility or issue you a of 19 credits and an additional 21 credits University’s (LIU) Palmer School. license. You should inform yourself of of specialization in policy and advocacy, Combining rigorous coursework in offenses or other facts that may prevent business and entrepreneurship or media food scholarship with the professional obtaining a license to practice in your and cultural analysis: qualification you need to work in fields field of study. NYU Steinhardt will not be Core Food Studies (19 credits): Current like information science, digital humani- responsible if you are unable to complete Research in Food Studies FOOD-GE ties, and data archiving, this 59-credit program requirements or cannot obtain 2000, Contemporary Issues in Food program will prepare you for such a license to practice in your field because Studies FOOD-GE 2017, Food Systems I sought-after positions as food studies of the results of such background checks. FOOD-GE 2033, Research Applications specialist, archivist, and scholar–librarian. Some fieldwork placement facilities in FOOD-GE 2061, Food and Culture Food Studies (19 credits): Current Re- your field of study may not be available NUTR-GE 2191, Nutrition in Food Studies search in Food Studies FOOD-GE 2000; to you in some states due to local legal FOOD-GE 2215. Contemporary Issues in Food Studies prohibitions.

127 DEPARTMENT OF NUTRITION AND FOOD STUDIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Doctoral Programs

DIRECTORS The department offers doctoral educa- DEGREE REQUIREMENTS merce. This highly selective program Carolyn Dimitri tion in 1) nutrition and dietetics and 2) For doctoral requirements of the prepares students for positions in higher Food Studies food studies. Because the nutrition and Steinhardt School of Culture, Education, education, including teaching, research, dietetics and food studies programs are and Human Development, see pages and administrative positions; positions Kathleen Woolf small and highly selective, the depart- 209–211. In addition to school require- outside the academy, including public Nutrition ment administers them jointly. Within ments, the department requires 18 policy, government, for-profit and non- each program’s overall structure, stu- credits of specialization courses. profit private sector; and other positions 411 Lafayette dents are encouraged to select specific in education, including secondary insti- 5th Floor courses, course sequences, and dis- Nutrition and Dietetics tutions seeking teachers with advanced Telephone: sertation proposal and research topics The interdisciplinary PhD program of degrees and adult learning communi- 212-998-5580 that meet their individual interests and advanced study in nutrition and dietetics ties. The program requires 48 credits. goals. Each program is also developed provides broad training in education, Courses are chosen in consultation with

DEGREE individually by students in consultation specialization, and research theory and an adviser. PhD with advisers who are specialists in the applications. The program is designed course of study. specifically to meet the needs of em- ADMISSION REQUIREMENTS Application procedures, general ployed professionals who desire further In addition to the general requirements admission requirements, examination education to advance in their careers or listed above, applicants should submit and research requirements, and overall to develop a career in academics. The a current résumé or curriculum vitae. course requirements are the same for all program prepares graduates for teaching, Food studies doctoral applicants must doctoral programs. Program admission research, administrative, and leadership also submit a writing sample, which can requirements and prerequisites differ for positions in academic, public health, gov- include a publication or a book review of each doctoral area and are described ernment, industry, and other institutions. the applicant’s choice. under that area. The program requires 54 credits. See general admission section, Required courses include: Advanced page 189. GENERAL ENTRANCE Nutrition: Protein, Fats and Carbo- REQUIREMENTS FOR hydrates NUTR-GE 2139, Advanced STEINHARDT FELLOWS ADMISSIONS ARE: Nutrition: Vitamins and Minerals NUTR- PROGRAM AND RESEARCH Master’s degree from an accredited GE 2144, Research Methods NUTR-GE ASSISTANTSHIPS institution and GRE scores for the verbal 2190, Research Applications NUTR-GE See page 197.  and quantitative sections (Please note 2061, Dissertation Proposal Seminar the Food Studies PhD program does APSY-GE 3001 or 3002, Departmental Be advised that fieldwork placement not require a Master’s degree); TOEFL Doctoral Seminar NUTR-GE 3098. facilities that provide training required scores or scores from IELTS or PTE for your program degree, and agen- Academic (if applicable); demonstrated ADMISSION REQUIREMENTS cies that issue licenses for practice in leadership potential as shown by honors, In addition to the general requirements your field of study, each may require awards, publications, active participa- listed above, the applicant must have you to undergo general and criminal tion in professional organizations or previous academic training in nutri- background checks, the results of which agencies, or independent research; tion or dietetics at the undergraduate the facility or agency must find accept- a statement of goals (500 words) or master’s level. Preference is given able before it will allow you to train at explaining why the applicant is seeking to applicants with at least three years its facility or issue you a license. You a doctoral degree and how doctoral of full-time (or six years of part-time) should inform yourself of offenses or training will help achieve career goals work experience, with major emphasis in other facts that may prevent obtaining a and contribute to the profession; and nutrition or dietetics. license to practice in your field of study. three letters of recommendation from See general admission section, NYU Steinhardt will not be responsible employers, former professors, or profes- page 167. if you are unable to complete program sional colleagues who have observed requirements or cannot obtain a license the applicant’s work. Applicants whose Food Studies to practice in your field because of the credentials pass an initial screening The food studies doctoral program at results of such background checks. may be interviewed in person or by NYU is an interdisciplinary program Some fieldwork placement facilities in telephone. of advanced study focusing on food your field of study may not be available as it intersects with society, culture, to you in some states due to local legal environment, health, history, and com- prohibitions.

128 DEPARTMENT OF NUTRITION AND FOOD STUDIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses

The courses listed NUTRITION Weight Management Independent Study herein are to be NUTR-GE 2194 30 hours: 3 credits. NUTR-GE 2300 30 hours: 3 credits. offered in 2019-2021. Medical Nutrition Therapy NUTR-GE 2037 45 hours: 4 credits. Nutrition-Focused Physical Assessment See Departmental Courses section for NUTR-GE 2196 30 hours: 2 credits. additional listings. Pediatric Nutrition NUTR-GE 2041 30 hours: 3 credits. Nutrition Counseling Theory and Practice FOOD STUDIES Maternal and Child Nutrition NUTR-GE 2198 30 hours: 3 credits. NUTR-GE 2042 30 hours: 3 credits. Current Research in Food Studies Nutrition Education FOOD-GE 2000 10 hours: 1 credit. Critical Care Nutrition NUTR-GE 2199 30 hours: 3 credits. NUTR-GE 2043 30 hours: 3 credits. Entrepreneurship in Food Management Seminar in Advanced Nutrition FOOD-GE 2006 30 hours: 3 credits. Sports Nutrition NUTR-GE 2207 10 hours per credit: NUTR-GE 2045 30 hours: 3 credits. 1–6 credits. Departmental permission Economics of Food I: Consumer required. Behavior Research Applications in Nutrition FOOD-GE 2007 30 hours: 3 credits. NUTR-GE 2061 30 hours: 3 credits. Complementary and Alternative Nutrition Therapies Economics of Food II: Strategic Firm Field Experience NUTR-GE 2210 30 hours: 3 credits. Behavior NUTR-GE 2077 45 hours per credit: FOOD-GE 2008 30 hours: 3 credits. 3–4 credits. Nutrition and Aging NUTR-GE 2220 30 hours: 3 credits. Food History Advanced Nutrition: Proteins, Fats, FOOD-GE 2012 45 hours: 3 credits. and Carbohydrates Nutritional Aspects of Eating Disorders NUTR-GE 2139 30 hours: 3 credits. NUTR-GE 2222 30 hours: 3 credits. Agricultural Policy FOOD-GE 2015 30 hours: 3 credits. Advanced Nutrition: Vitamins Seminar in Advanced Nutrition and Minerals NUTR-GE 2280 10 hours: 1-6 credits. Contemporary Issues in Food Studies NUTR-GE 2144 30 hours: 3 credits. FOOD-GE 2017 30 hours: 3 credits. Seminar in Advanced Nutrition: Clinical Practice in Dietetics I Landmark Studies Comparative Cuisines NUTR-GE 2146 150 hours per credit: NUTR-GE 2281 30 hours: 3 credits. FOOD-GE 2019 30 hours: 3 credits. 3 credits. Restricted to NYU dietetic interns. Seminar in Advanced Nutrition: Food Writing Genetics and Pediatrics FOOD-GE 2021 30 hours: 3 credits. Clinical Practice in Dietetics II NUTR-GE 2282 10 hours: 1 credit. NUTR-GE 2147 150 hours per credit: Beverages 3 credits. Seminar in Advanced Nutrition: Ethical NUTR-GE 2025 45 hours: 3 credits. Issues in Nutrition and Health Care Nutrition Assessment Methods NUTR-GE 2283 10 hours: 1 credit. Urban Agriculture Planning and in Research Implementation NUTR-GE 2178 30 hours: 3 credits. Seminar in Advanced Nutrition: NUTR-GE 2030 20 hours: 2 credits. Prerequisite: NUTR-UG.0085, Bariatric Surgery Weight Loss UACHEM-0002. Management Food Systems I NUTR-GE 2284 10 hours: 1 credit. FOOD-GE 2033 30 hours: 3 credits. Food Science and Technology NUTR-GE 2184 45 hours: 3 credits. Seminar in Advanced Nutrition: Food Policy and Politics Obesity in Clinical Practice FOOD-GE 2039 30 hours: 3 credits. International Nutrition NUTR-GE 2285 30 hours: 3 credits. NUTR-GE 2187 10 hours per credit: Food Advocacy 1–3 credits. Seminar in Advanced Nutrition: FOOD-GE 2040 30 hours: 3 credits. Diseased Gut Research Methods NUTR-GE 2286 30 hours: 3 credits. Food Legislation, Regulations NUTR-GE 2190 30 hours: 3 credits. and Enforcement Seminar in Advanced Nutrition: FOOD-GE 2100 30 hours: 3 credits. Nutritional Epidemiology Nutrigenetics and Nutrigenomics NUTR-GE 2192 30 hours: 3 credits. NUTR-GE 2287 30 hours: 3 credits.

129 DEPARTMENT OF NUTRITION AND FOOD STUDIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued International Food Regulation Advanced Topics in Food Studies: DEPARTMENTAL COURSES FOOD-GE 2110 30 hours: 3 credits. Food and Popular Culture FOOD-GE 2243 20 hours: 2 credits. Nutrition, Food Studies, and Public Techniques of Regional Cuisine Health: New Graduate Student Seminar FOOD-GE 2183 30 hours: 2 credits. Advanced Topics in Food Studies: FOOD-GE 2000, 001 and NUTR-GE Food Sociology 2000, 002 3 hours: 0 credits. Food and Culture FOOD-GE 2244 30 hours: 3 credits. FOOD-GE 2191 30 hours: 3 credits. Sensory Evaluation of Foods Advanced Topics in Food Studies: FOOD-GE 2010 30 hours: 3 credits. Food in the Arts Food and Fine Arts Prerequisite: NUTR-UG 1185. FOOD-GE 2204 30 hours: 2 credits. FOOD-GE 2245 30 hours: 3 credits. Research Applications in Food Studies Theoretical Perspectives in Advanced Topics in Food Studies: FOOD-GE 2061 30 hours: 3 credits Food Culture Urban Food Waste and Compost FOOD-GE 2205 30 hours: 3 credits. Management Food Studies Doctoral Seminar FOOD-GE 2246 30 hours: 3 credits. FOOD-GE 3400, 001 10 hours: 1 credit. Nutrition in Food Studies NUTR-GE 2215 30 hours: 3 credits. Global Food Cultures Research Applications in Nutrition FOOD-GE 2250 40 hours: 4 credits. NUTR-GE 2061 30 hours: 3 credits. Advanced Foods FOOD-GE 2216 15 hours per credit: Global Food Cultures: Hong Kong Research Apprenticeship in 1–3 credits. Prerequisite: NUTR-GE 0085 FOOD-GE 2251 40 hours: 4 credits. Food and Nutrition or equivalent. NUTR-GE 2063 45 hours per credit: Global Food Cultures: Puebla, Mexico 1–6 credits. Fieldtrips in Foods: Immigrant FOOD-GE 2252 40 hours: 4 credits. New York City Food Science and Technology FOOD-GE 2233 10 hours: 2 credits. Sustainability on the East End of NUTR-GE 2184 45 hours: 3 credits. Long Island Prerequisites: NUTR-UG 0085, Fieldtrips in Foods: FOOD-GE 2261 20 hours: 2 credits. CHEM-UA 120. Food Manufacturing FOOD-GE 2234 10 hours: 1 credit. Food and Culture Research Methods FOOD-GE 2270 30 hours: 3 credits. NUTR-GE 2190 30 hours: 3 credits. Advanced Topics in Studies: Gender and Sexuality Food and Culture: Puerto Rico Independent Study FOOD-GE 2242 30 hours: 3 credits. FOOD-GE 2271 30 hours: 3 credits. NUTR-GE 2300 45 hours per credit: 1–6 credits; hours to be arranged See Departmental Courses section through advisement. for additional listings. Doctoral Seminar NUTR-GE 3098 10 hours: 1 credit.

130 DEPARTMENT OF NUTRITION AND FOOD STUDIES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 DEPARTMENT OF Oc cupational Therapy

DEPARTMENT CHAIR: KRISTIE PATTEN KOENIG DEGREES JOSEPH AND VIOLET PLESS HALL | 82 WASHINGTON SQUARE EAST, 6TH FLOOR | MS, MA, OTD, PhD NEW YORK, NY 10003 TELEPHONE: 212-998-5825 | FAX: 212-995-4044 | E-MAIL: [email protected] WEBSITE: steinhardt.nyu.edu/ot CONTENTS Faculty...... 132 For over 70 years,or ov Newer 70 York years, Univer- New sity’sYork Univer- The Department of Occupational Therapy is Department of Occupational Therapy has continued a leading academic center committed to the de- Professional Program ...... 132 sity’s Department of Occupational Post-professional Programs...... 139 to be preemi- Tnenther apin ythe has extent continued of its contribution to be preemi to - velopment of ethical therapists and scholars who Courses ...... 136 occupational therapynent in education,the extent asof wellits c ontributionas the are prepared to respond to the challenges of to occupational therapy education, as society’s ever-changing needs. The department number and quality of its outstanding graduates. The F offers professional-level graduate education for well as the number and quality of its outstanding goal of occupational therapy is to help individuals For information about the mission and graduates. The goal of occupational therapy is to entry into occupational therapy practice and student learning outcomes for each of achievehelp individuals independence, achie meaning,ve independenc and satisfactione, meaning, in post-professional master’s and doctoral degrees our programs, please see the department alland aspects satisf ofaction their lives.in all aspects of their lives. for graduates of approved occupational therapy website. Occupational therapists develop, improve, programs. The professional education of oc- sustain, or restore independence to any person cupational therapists involves the study of the who has an injury, illness, disability, or psycho- biological and social sciences that are funda- In the Steinhardt School of Culture, logical dysfunction. The occupational therapist mental to practice and the role of activities and Education, and Human Development, consults with individuals, families and/or care- human occupation in improving, restoring, and full-time academic study is defined as 12 givers and, through evaluation and treatment, sustaining function. Post-professional educa- credits per term unless otherwise defined facilitates the client’s capacity to participate tion emphasizes scientific inquiry and advanced by a specific academic program. in satisfying daily activities. Intervention may clinical skills to prepare master clinicians, address the person’s capacity to perform the administrators, educators, scientists, and profes- activity in which he or she wants to engage, or sional leaders. The Department of Occupational Notice: The programs, requirements, it may address the environment in which the Therapy’s educational efforts are enhanced by its and schedules listed herein are subject activity is performed. The occupational thera- location among top health and educational facili- to change without notice. A directory pist’s goal is to promote the client’s occupation ties in the country. The programs also have highly of classes is published each term with a — those necessary to function in the community qualified faculty. The relationships between com- current schedule. For the most up-to-date or in the client’s chosen environment. munity and programs help provide unparalleled schedule changes, please consult Albert, learning experiences for students and virtually NYU’s student information website. matchless source of diverse practicum sites.

131 DEPARTMENT OF OCCUPATIONAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Faculty

Offong Aqua, Clinical Associate Profes- Yael Goverover, Associate Professor. Janet Njelesani, Assistant Professor. sor. MD 1986, University of Moscow. BS 1992, MA 1995 Tel Aviv University; BSc 2000, Dalhousie University; MClSc PhD 2002, New York University; OTR/L. 2002, University of Western Ontario; Kristie Patten Koenig, Department 2004–2005, Post-Doctoral Fellow. PhD 2012, University of Toronto; OTR/L. Chair and Associate Professor. BS 1987, Elizabethtown University; MS 1994, PhD Tsu-Hsin Howe, Associate Professor. BSc Anita Perr, Clinical Associate Professor. 2003, Temple University; OT/L, Fellow 1982, National Taiwan University; MA BS 1983, Virginia Commonwealth Uni- of the American Occupational Therapy 1987, PhD 2004, New York University; versity; MA 1995, New York University; Association (FAOTA). OTR, FAOTA. PhD 2014, City University of New York; OT/L, Certified Assistive Technology Tracy Chippendale, Assistant Professor. Amy Hurst, Associate Professor, BS Practitioner (ATP), FAOTA. BS 1995, Queen’s University (Ontario); 2003, Georgia Institute of Technology; MA 2002, PhD, 2011, New York Univer- MS 2007, PhD 2010, Carnegie Mellon Sally E. Poole, Clinical Assistant Pro- sity; OTRL. University. fessor. BA 1968, MA 1975, New York University; OTD, 2013, University of St. Patricia Gentile, Clinical Assistant Pro- Grace Kim, Assistant Professor. BS 1996, Augustine for Health Sciences; OT/L, fessor. AS 1980, LaGuardia Community University of California, Davis; MS 2002, Certified Hand Therapist (CHT). College; BS 1982, SUNY Downstate; MS Columbia University, PhD 2016, New 1989, Hunter College; DPS, 2010, New York University; OTR/L. Gerald Voelbel, Associate Professor. BA York University. 1997, MS 2001, PhD 2004, Rutgers University.

Number of Adjunct Faculty: 36

Professional Program

DEGREE CAREER OPPORTUNITIES MS DEGREE REQUIREMENTS credits in anatomy; kinesiology; human MS, MS/OTD Occupational therapy is a fast-growing Academic Prerequisites: Undergraduate growth and development; activity profession, and graduates are sought coursework in abnormal psychology; group process; psychiatric, medical,

FACULTY by employers nationwide. developmental psychology; behavioral surgical, orthopedic, and neuromuscu- Aqua, Chippendale, sciences; one additional course in either lar conditions; theoretical foundations Gentile, Goverover, MASTER OF SCIENCE (OTHR) psychology, anthropology, or sociology; of occupational therapy; and research, Howe, Hurst, Kim, The Master of Science Program in human anatomy and physiology I and II; analysis, and synthesis of activities Koenig, Njelesani, Occupational Therapy provides the and basic statistics. as they relate to human occupation Perr, Poole, Voelbel professional education necessary for The program’s full-time course of through emphasizing evaluation and initial certification as an occupational study is usually 27 months. Students are intervention in the occupational therapy therapist. Affiliated with 450 sites, the required to participate in two full-time, process. program provides student intervention three-month fieldwork experiences, experiences in challenging settings, which generally take place during the which are integrated into the curriculum summer and fall at the completion of through connection with courses or as the academic coursework. The program full-time fieldwork. requires successful completion of 69

132 DEPARTMENT OF OCCUPATIONAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 MS/OTD DEGREE REQUIREMENTS MS AND MS/OTD FIELDWORK Be advised that you may be required Academic Prerequisites: Undergradu- INFORMATION to undergo general and criminal back- ate coursework in abnormal psychology; Student preferences are used to under- ground checks. Fieldwork placement developmental psychology; behavioral stand student’s interests in a practice facilities that provide training required sciences; one additional course in either area and geographical preference. for the degree and agencies that is- psychology, anthropology, or sociology; However, the academic fieldwork coor- sue licenses may each require these human anatomy and physiology I and II; dinator and the faculty make the final background checks. The results of the and basic statistics. decision on student placements. While general/criminal background check may In addition to the above described the academic fieldwork coordinator will determine whether or not the facility/ MS requirements, the MS/OTD requires make every effort to schedule fieldwork agency accepts you for fieldwork or additional coursework which will add a during specific time frames, fieldwork issues a license. NYU Steinhardt will year or more to the completion of the site availability may alter this sequence. not be responsible if you are unable to OTD degree. All students are required to As a result, students may have extended complete the program requirements or participate in two full-time, three-month breaks before or between fieldwork cannot obtain a license to practice be- fieldwork experiences. The program placements. cause of the results of the background requires successful completion of 90 checks. Some fieldwork placements may credits of coursework as described not be available to you in some states below. due to local legal prohibitions.

133 DEPARTMENT OF OCCUPATIONAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Post-Professional Programs

DEGREES TheThe Department Department of Occupational of Occupa Therapytional Department Core Courses (18 credits): Doctor of Occupational Therapy MA, OTD, PhD offersTher threeap ypost-professional offers three programspost-pr ofin essional OT-GE 2000 New Student Seminar; (On-Campus OTHS) occupationalprograms therapy in oc leadingcupational to the MA, ther OTDap y lead- OT-GE 2025 Research Methods in (Online YOTH)

FACULTY (on-campusing to the and MA, online), OTD or PhD(on-campus degree for and Occupational Therapy; OT-GE 2601 Aqua, Chippendale, occupationalonline), ortherapists. PhD degr Theseee programs for occupa integratetional the Extended New Graduate Student Through the Doctor of Occupational Gentile, Goverover, theoreticaltherapis foundationts. These of occupationalprograms therapyintegr andate thethe Seminar for International Students; Therapy (OTD) Program, students Howe, Kim, Koenig, knowledge,theoretical skills, f oundaand attitudestion necessaryof occupa fortional OT-GE 2725 Research Interpretation have the opportunity to advance their Njelesani, Perr, engagingtherap iny scholarly and the activities. knowledge Students, skills, develop and of Occupational Therapy; OT-GE 2750 knowledge and critical thinking via Poole, Voelbel analyticalattitudes skills nec necessaryessary for f orassuming engaging leadership in Health Advocacy and Administration; coursework that builds a foundation roles while cultivating a net- work of professional scholarly activities. Students develop OT-GE 2762 Theoretical Foundations for of critical analysis, evidence-based contacts through their studies, clinical experiences, analytical skills necessary for assuming Intervention; OT-GE 2763 Developing a practice, ethics, and theory. The OTD and collaborative research. One of the most leadership roles while cultivating a net- Guideline for Intervention; OT-GE 2764 prepares advanced, skilled occupational outstanding features is the strong peer- support work of professional contacts through Ethics and Analytical Reasoning. therapists to deliver, present, and collab- network provided by an active cadre of their studies, clinical experiences, and OT Electives/University electives orate with interdisciplinary professionals post-professional students. Applicants are encouraged collaborative research. One of the most (12 credits): By advisement. to provide high-quality care. In collab- to visit NYU’s Office of Financial Aid website, outstanding features is the strong peer- oration with their advisers, students www.nyu.edu/fnancial.aid, and the Steinhardt School’s Officesupport of Graduate netw Admissionsork provided website, by an active ADMISSION REQUIREMENTS select courses that support their clinical www.steinhardt.cadre of pos nyu.edu/graduate.admissions,t-professional students. for In addition to the admission criteria specialization. The program is offered in more information.Applicants are encouraged to visit of the School, the following specific online and on-campus formats. Students NYU’s Office of Financial Aid website, requirements apply: 1) certification as an can complete the online program en- www.nyu.edu/fnancial.aid, and the occupational therapist or eligibility for tirely as distance learning. Both formats Steinhardt School’s Office of Graduate certification; 2) baccalaureate degree allow students to take a limited number Admissions website, www.steinhardt. in occupational therapy; 3) a personal of courses in either format and can be nyu.edu/graduate.admissions, for more statement; 4) two letters of reference; completed in two years on a full-time information. and 5) interview(s) as requested by the basis. Part-time study is also available. department. For the online OTD, full-time is Master of Arts: Post-Professional defined as 9 credits. Advanced Occupational Therapy MA/OTD Single-Decision Option (OTTH) DEGREE REQUIREMENTS This is a special option that allows Occupational therapists who hold a INDIVIDUALLY DESIGNED occupational therapists with a bach- master’s degree complete the following: SEQUENCE OF COURSES elor’s degree in occupational therapy 1) 36 credits of approved coursework The post-professional master’s degree to apply directly to the clinical doctoral with a minimum cumulative grade credit program is designed for occupational degree program and to earn a master’s average of 3.0; 2) a presentation and therapists who want master’s-level degree during the educational process. successful defense of evidence-based study that involves examining the Applicants for the single option select professional portfolio; and 3) comple- theoretical rationale underlying practice the MA degree, program code OTTH, tion of all requirements for the OTD. and acquiring research skills. Each and document a desire to progress within six years. Full-time or part-time student takes a core of graduate-level to the OTD program in the personal study is available. courses in occupational therapy theory, statement. The application deadline research, and professional skills. Domes- is February 1 for the single option Department Core Courses (9 credits): tic students may begin their studies MA/OTD. The GRE and three letters OT-GE 2762 Theoretical Foundations for in the fall, spring, or summer term. of recommendation are required to Intervention; OT-GE 2763 Developing International students may begin their apply for the single-decision option. a Guideline for Intervention; OT-GE 2764 studies in the fall. This 30-credit pro- Ethics and Analytical Reasoning. gram may be completed as full-time ADMISSION REQUIREMENTS Program Requirements (6 credits): or part-time study. In addition to the admission criteria OT-GE 3301 Evidence-Based Practice; Students select an area of specializa- of the School, the following specific OT-GE 3306 Advanced Assessments tion such as pediatrics, mental health, requirements apply: 1) certification as an for the Practicing Therapist. assistive technology, physical disabili- occupational therapist or eligibility for Clinical Specialization/Electives ties, upper quadrant, or school-based certification; 2) baccalaureate degree (18 credits). In collaboration with their practice. Selection of courses is made in occupational therapy; 3) a personal advisers, students select courses that by advisement. Electives may be taken statement; 4) three letters of reference; support their clinical specialization. in other New York University schools, 5) GRE scores; and 6) interview(s) as Terminal Project (3 credits): OT-GE divisions, and programs, including psy- requested by the department. 3310 Introduction to Professional chology, education, special education, Portfolio, OT-GE 3311 Professional ergonomics and biomechanics, public Portfolio II, OT-GE 3312 Professional administration, and others. Portfolio III, OT-GE 3313 Professional Portfolio Defense.

134 DEPARTMENT OF OCCUPATIONAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Post-professional ADMISSION REQUIREMENTS DEGREE REQUIREMENTS ADMISSION REQUIREMENTS Programs, continued In addition to the admission criteria Occupational therapists who hold a In addition to the admission criteria of the school, the following specific master’s degree complete a total of 52 of the school, the following specific requirements apply: 1) GRE score; credits, including coursework with a requirements apply: 1) GRE score; 2) 2) graduation from an approved strong grade credit average, and com- graduation from an approved profes- professional occupational therapy plete a dissertation. Students who hold sional occupational therapy program; program; 3) master’s degree; 4) a a master’s degree in post-professional 3) master’s degree or equivalent; 4) a personal statement; 5) three letters of occupational therapy from NYU enter personal statement; 5) three letters of recommendation; and 6) interviews with advanced standing and must take recommendation; and 6) interviews as as requested by the department. GRE a minimum of 42 credits and complete a requested by the department. The ap- Exemption: Applicants who have a dissertation. Full-time or part-time study plication deadline is December 1. graduate school GPA of at least 3.0 and is available. at least five years of experience as an Check ot.steinhardt.nyu.edu for appli- occupational therapist do not have to cation deadlines for the online program. submit GRE scores. The application deadlines are Octo- Occupational Therapy Specialization ber 1 for spring admissions and March (15 credits): OT-GE 2762 Theoretical 15 for fall admissions, for the on-campus Foundations for Intervention; OT-GE program. 2763 Developing a Guideline for Intervention; OT- GE 2764 Ethics Doctor of Philosophy (OTHX) and Analytical Reasoning. Cognate Courses (6 credits) Our PhD program, Research in Occupa- Foundations (6 credits): tional Therapy, established in 1973, was OT-GE 3406 Departmental Seminar the first occupational therapy doctor- in Occupational Therapy (3 credits). ate in the world. The program provides RESCH-GE 3001 students with the knowledge and skills Dissertation Proposal Seminar to work in the profession as researchers, (3 credits): scholars, and educators. Doctoral stu- Research Course (3 credits): Research dents take post-professional coursework design specific to the dissertation. in occupational therapy and courses in Dissertation-Related Courses (15 other disciplines both in the school and credits): By advisement Occupational throughout the University. Therapy. OT-GE 3408 Doctoral Collo- All full-time PhD students receive a quium (1 credit). multi-year fellowship, which provides full tuition and an annual stipend.

135 DEPARTMENT OF OCCUPATIONAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses

The courses listed OCCUPATIONAL THERAPY/ OT-GE 2041† Professional Issues II OT-GE 2704† Fieldwork II in herein are to be OT-GE 0 credits; 10 hours, spring. Occupational Therapy (Specialty) offered in 2019–2021. Prerequisites: satisfactory completion (8–10 weeks): 2–3 credits; minimum OT-GE 2000† New Student Seminar of all level I fieldwork in the first year. of 480 hours per credit, summer, in Occupational Therapy Students must be in good standing in spring, fall; hours to be arranged. NOTES TO COURSES 0 credits; 20 hours, fall. academic courses for the second year. Registration by permission of instructor. OT-GE 2709 Performance and * Registration closed OT-GE 2002 Human Anatomy Lecture OT-GE 2170 Disability in a Global Development Across the Life Span to special students. 3 credits; 53 hours, lecture and Context 3 credits; 30 hours, fall. recitation, fall. 3 credits; 30 hours, elective may be †Pass/fail basis. Prerequisites: Human Anatomy during spring (January intersession), OT-GE 2710 Kinesiology and Physiology I and II. and/or summer. 2 credits; 35 hours, spring, lecture and laboratory. OT-GE 2003 Human Anatomy OT-GE 2194 Application of Assistive Prerequisite: OT-GE 2002. Laboratory Technology Used by People with 1 credit; 49 hours, spring. Disabilities OT-GE 2721† Fieldwork I in Prerequisite: OT-GE 2002. 3 credits; 30 hours, spring elective. Occupational Therapy 1 credit; 195 hours, fall. OT-GE 2010 Neuroscience OT-GE 2300 Independent Study Prerequisites: successful completion 3 credits; 45 hours, fall, lecture and 1–6 credits; 45 hours, fall, spring, of all first-year courses. recitation. summer; hours to be arranged. Prerequisites: Human Anatomy and OT-GE 2722† Fieldwork I in Physiology I and II. OT-GE 2332 Shifting to a Strength Occupational Therapy Based Paradigm: A Focus on Autism 1 credit; 120 hours, spring. OT-GE 2025 Research Methods for 3 credits; elective may be taken Prerequisite: OT-GE 2721. Occupational Therapy during spring (January intersession) 3 credits; 30 hours, fall. on-campus, online, or study abroad. OT-GE 2725 Research Interpretation Prerequisite/Corequisite: Statistics. for Occupational Therapy OT-GE 2335 Successful Intervention 3 credits; 45 hours, spring, lecture OT-GE 2030 Theoretical Bases for in Early Intervention and in Schools and recitation. the Scope of Practice 3 credits; 30 hours, Spring online Prerequisite: OT-GE 2025. 3 credits; 40 hours, spring. Prerequisites: elective. OT-GE 2701 and OT-GE .2709. OT-GE 2736 Analysis of Human Activity OT-GE 2338 Promoting Family Resil- and Occupational Performance II OT-GE.2035 Analysis of Human Activity ience and Family-Centered Services 2 credits; 20 hours, spring, lecture and Occupational Therapy Performance I 3 credits; 30 hours, elective maybe and laboratory. 2 credits; 20 hours, spring, lecture and taken during fall (online), spring Prerequisite: OT-GE 2035. laboratory. (January intersession, on-campus). Prerequisite: successful completion of OT-GE 2741 Orthopedic Evaluation all first-semester occupational therapy OT-GE 2341 Clinical Management I: and Intervention courses. Bone/Joint Disorders of the Upper 3 credits; 45 hours, fall, lecture and Quadrant laboratory. OT-GE 2038 Leadership in 3 credits; 30 hours, fall (online elective). Prerequisite: successful completion Occupational Therapy OT-GE 2701 Foundations of of all first-year courses. 3 credits; 30 hours, fall, spring, and Occupational Therapy summer (online) 3 credits; 20 hours, fall. OT-GE 2742 Rehabilitation Evaluation Prerequisite: must contact instructor and Intervention for permission. OT-GE 2703† Fieldwork II in 3 credits; 45 hours, spring, lecture Occupational Therapy and laboratory. OT-GE 2039 Medical and Psychiatric (12 weeks): 3 credits; minimum of 480 Prerequisite: successful completion Conditions hours per credit, (6 credits required); of all first-year courses. 3 credits; 40 hours, spring. summer, spring, fall; hours to be Prerequisites: General Psychology; arranged. OT-GE 2743 Neurological Evaluation Abnormal Psychology; OT-GE 2002; Registration by permission of instructor. and Intervention OT-GE 2010; OT-GE 2709. 3 credits; 45 hours, fall, lecture and laboratory. Prerequisite: successful completion of all first-year courses.

136 DEPARTMENT OF OCCUPATIONAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued OT-GE 2744 Cognitive Evaluation and OT-GE 2764 Ethics and Analytical OT-GE 3311 Professional Portfolio II Intervention Reasoning 1 credit; 30 hours, fall, spring, and sum- 3 credits; 30 hours, spring. 3 credits; 30 hours, spring, summer mer (offered on-campus and online). Prerequisite: successful completion (on-campus and online). of all first-year courses. OT-GE 3312 Professional Portfolio III OT-GE 2801 Clinical Anatomy of the 1 credit; 30 hours, fall, spring, and sum- OT-GE 2745 Mental Health Evaluation Upper Quadrant, Face, Neck, and mer (offered on-campus and online). and Intervention Selected Cavities 3 credits; 44 hours, fall, lecture and 3 credits; 30 hours, spring (on-campus), OT-GE 3313 Professional Portfolio laboratory. summer (online). Elective course. Defense OT-GE 2802 Advanced Hand and Upper 0-1 credit; 30 hours, fall, spring, OT-GE 2748 Pediatric Evaluation and Quadrant Evaluation and Intervention and summer (offered on-campus Intervention 3 credits; 30 hours, spring (January and online). 3 credits; 45 hours, fall, lecture and intersession elective). Professional Portfolio defense has a laboratory. 1-credit option for those OTD students Prerequisite: successful completion OT-GE 2815 Teaching for the Health to use for continuing in the e-portfolio of all first-year courses. Professions seminar after conclusion of coursework, 3 credits; 30 hours, fall, spring, and and a 0-credit option for those continu- OT-GE 2749 Geriatric Evaluation and summer (online elective course). ing in the e-portfolio seminar while Intervention enrolled in other courses. 3 credits; 30 hours, spring, lecture and OT-GE 2900 Developing Assistive laboratory. Technology OT-GE 3406† Departmental Seminar: Prerequisite: successful completion 3 credits; 30 hours, fall elective. Occupational Therapy of all first-year courses 0–3 credits; 30 hours, spring. OT-GE 2913 Assistive Technology: Departmental Seminar has a 0-credit OT-GE 2750 Health Advocacy and Learning and Participations in Schools option for those PhD students who have Administration 3 credits; 30 hours, summer (online been advised to continue in the seminar 3 credits; 45 hours, spring. elective). after passing candidacy. Prerequisite: OT-GE 2701. OT-GE 3301 Evidence-Based Practice OT-GE 3408† Occupational Therapy OT-GE 2762 Theoretical Foundations 3 credits; 30 hours, fall (online) spring Doctoral Colloquium for Intervention (on-campus). 0–1 credit; 15, hours, fall, spring. Zero- 3 credits; 30 hours, fall (offered credit option to be used for those PhD on-campus and online). OT-GE 3306 Advanced Assessment candidates who are enrolled in other for the Practicing Therapist courses. OT-GE 2763 Developing a Guideline 3 credits; 30 hours, fall, summer for Intervention (online). 3 credits; 30 hours, spring (offered on-campus and online). OT-GE 3310 Introduction to Prerequisite: OT-GE 2762.It is a required Professional Portfolio course for OTHS (OTD) curriculum. 1 credit; 30 hours, fall, spring, and summer (offered on-campus and online).

137 DEPARTMENT OF OCCUPATIONAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 DEPARTMENT OF Ph ysical Therapy

DEPARTMENT CHAIR: MITCHELL BATAVIA DEGREES 380 SECOND AVENUE, 4TH FLOOR | NEW YORK, NY 10010–5615 MA, DPT, PhD, Advanced Certificate TELEPHONE: 212-998-9400 | FAX: 212-995-4190 | WEBSITE: steinhardt.nyu.edu/pt

The Department of Physical Therapy at New York CONTENTS University hashe been Department a leader in of physical Physical therapy Therap y F aculty ...... 139 educa- tion sinceat Ne 1927.w Y orkThe Univ professionalersity has entry-level been Advanced Certificate Program doctoral programa leader began in in ph 1998.ysical New ther Yorkapy educa- in Orthopedic Physical Therapy ...... 140 University offeredtion thesinc firste 19 MA27. programThe prof andessional the first MA Concentration for entry-level doctoral program began PhDT program in physical therapy in the United Physical Therapists in 1998. States. The University continues to lead in physical Pathokinesiology ...... 140 New York University offered the first MA Doctor of Physical Therapy therapyprogram graduate and the education. first PhD Graduateprogram programsin physical in Entry-Level Program ...... 141 physicaltherapy thera- in the py Unit leadinged Sta tot es.the T MAhe Univor PhDersity degree For Practicing Physical Therapists ....142 arecontinues open to tphysicalo lead in therapists physical whother aparey graduatesgraduate PhD Program ofeduca accreditedtion. Gr physicaladuate therapy programs programs. in physical Students thera - Research in Physical Therapy...... 143 py leading to the MA or PhD degree are open have the opportunity to work with our experienced Courses ...... 149 to physical therapists who are graduates of faculty in state-of-the-art research laboratories. accredited physical therapy programs. Students have the opportunity to work For information about the mission with our experienced faculty in state-of-the-art and student learning outcomes for research laboratories. each of our programs, please see the department website.

In the Steinhardt School of Culture, Education, and Human Development, full-time academic study is defined as 12 credits per term unless otherwise defined by a specific academic program.

Notice: The programs, requirements, and schedules listed herein are subject to change without notice. A directory of classes is published each term with a current schedule. For the most up-to-date schedule changes, please consult Albert, NYU’s student information website.

138 DEPARTMENT OF PHYSICAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Faculty

Offong Aqua, Clinical Associate Profes- New York University; DPT 2011, Boston John Sutera, Clinical Assistant Professor. sor. MD 1986, Friendship University of University; PT. BA 1989, State University of New York at Russia. Binghamton; BS 1997 Health Sciences; Wen K. Ling, Associate Professor. BS MS 1997, College of Staten Island; DPT Mitchell Batavia, Associate Professor. 1978, National Taiwan University; MA 2013 State University of New York at BS 1981, University of Delaware; MA 1980, PhD 1984, New York University; PT. Stony Brook; PT. 1986, Columbia University; PhD 1997, New York University; PG Dip 2008, Uni- Anat Lubetzky, Assistant Professor. BPT Kevin Weaver, Clinical Assistant Pro- versity of London; PT. 2003, MS 2006, Tel Aviv University; PhD fessor. BS 1990, MA 1995, New York 2014, University of Washington; PT. University; DPT 2005, Temple University; Elaine Becker, Clinical Professor. BS PT. 1968, MA 1983, New York University; Ericka Merriwether, Assistant Professor. DPT 2008, Temple University; PT. BS 1999, University of Illinois at Urbana- Champaign; DPT 2008, Mayo Clinic Number of Adjunct Faculty (with Greg Gao, Clinical Assistant Profes- School of Health Sciences; PhD 2014, primary teaching role): 12; other: 42 sor. MD 1984, Chengdu, Sichuan, PR Washington University in St. Louis; PT. of China; BS PT 1993, Hunter College; Diplomat in Acupuncture 2002, Ameri- Marilyn Moffat, Professor. BS 1962, can International Acupuncture Institute; Certificate in PT 1963, Queens College DPT 2005, Institute of Physical Therapy (CUNY); MA 1964, PhD 1973, New York Education; PT. University; DPT 2006, MGH; PT.

Louis N. Iannuzzi, Clinical Assistant Pro- Smita Rao, Associate Professor. BS 1998, fessor. BS 1978, University of Wisconsin MS 2000, Mumbai University; PhD 2006, (Milwaukee); BS 1980, University of Iowa; PT.

Number of Adjunct Faculty (with primary teaching role): 12; other: 42.

139 DEPARTMENT OF PHYSICAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Advanced Certificate Program in Orthopedic Physical Therapy

DIRECTOR The Advanced Certificate Program in ACCREDITATION Be advised that fieldwork placement Kevin Weaver Orthopedic Physical Therapy is designed New York University is credentialed facilities that provide training required for licensed physical therapists to obtain by the American Physical Therapy for your program degree, and agen- 380 Second Avenue, advanced knowledge and clinical skills Association (APTA) as a post- cies that issue licenses for practice in 4th Floor in orthopedic physical therapy. professional residency program for your field of study, each may require TELEPHONE: physical therapists in orthopedic you to undergo general and criminal 212-998-9411 DEGREE REQUIREMENTS physical therapy. background checks, the results of which This certificate program requires the the facility or agency must find accept-

DEGREE completion of 16 credits. The program ADMISSION REQUIREMENTS able before it will allow you to train at Advanced Certificate includes a didactic component con- Only licensed physical therapists with at its facility or issue you a license. You sisting of six courses and a clinical least a baccalaureate degree in physical should inform yourself of offenses or

FACULTY component consisting of three intern- therapy will be considered as candidates other facts that may prevent obtaining a Batavia, Iannuzzi, Ling, ship experiences requiring 1,632 hours for matriculation in the Advanced Cer- license to practice in your field of study. Rao, Sutera, Weaver (34 clinical hours per week for 48 tificate Program in Orthopedic Physical NYU Steinhardt will not be responsible weeks). Courses are offered through- Therapy. Applicants must have a strong if you are unable to complete program

ADJUNCT FACULTY out the year in summer, fall, and spring grade point average in a physical thera- requirements or cannot obtain a license Ciccone, D’Agati, on weekends as well as on weekdays. py professional program, competence in to practice in your field because of the Deyle, Dickerson- Students complete this program in 12 conveying ideas in an organized manner results of such background checks. Schnatz, Liu, Manal, months. through written communications, and Some fieldwork placement facilities in McLinden, Oswald, two letters of recommendation. your field of study may not be available Puniello, Rowe, to you in some states due to local legal Sandow, Wilkowski prohibitions.

MA Concentration for Physical Therapists in Pathokinesiology

DIRECTOR The Master of Arts degree concentra- DEGREE REQUIREMENTS ADMISSION REQUIREMENTS Marilyn Moffat tion in the kinesiology of persons with This concentration requires a minimum Only graduate physical therapists with disabilities prepares physical therapists of 34 credits including a master’s thesis a minimum of a baccalaureate degree 380 Second Avenue, for advanced practice, clinical research, pertaining to the scientific study of in physical therapy will be considered 4th Floor and teaching. Students develop compe- pathological human motion or interven- as candidates for matriculation in the TELEPHONE: tent clinical research skills to examine tion procedures designed to improve Pathokinesiology master’s concentra- 212-998-9406 motor control problems in individuals motor control. A total of 6 credits may tion. Candidates should have one year of with physical disabilities. This 34-credit be taken outside of New York University clinical experience prior to undertaking

DEGREE concentration gives students expertise and may be transferred for credit to the this MA concentration. Foreign-trained MA in the analysis and synthesis of human degree as long as prior permission and physical therapists should first request motion, measurement and evaluation of approval have been obtained from the review of their credentials from the

FACULTY human motion, and research design and adviser and the Graduate Studies Office. World Education Services, www.wes.org. Batavia, Ling, implementation. Students study both See general admission section, Merriwether, Moffat, normal and abnormal human motion. Requirements (28 credits): Require- page 187. Rao Electro-goniometry, electromyography, ments (28 credits): Research in Physical dynamometry, and cinematography are Therapy I PT-GE 2016: Research in SPECIAL OPPORTUNITIES ADJUNCT FACULTY used to illustrate the most advanced Physical Therapy II PT-GE 2018: Analysis OpportunitiesOpportunities exist exis fort f orgraduate gradua studentste to Ferre, theories and techniques for measure- and Synthesis of Human Motion I PT-GE performstudents instruction to perform in portions instruction of the in basic Raghavan ment and evaluation of human motion. 2116: Analysis and Synthesis of Human portions of the basic professional professional courses under the supervision Coursework and independent study Motion II PT-GE 2118; Measurement and courses under the supervision of full- of full- time faculty. These teaching enhance capacities for scientific thought Evaluation of Human Motion I PT-GE time faculty. These teaching experiences and develop skills in research methodo- 2187; Measurement and Evaluation of experiencesmay be formula may tbeed formulated on an individual on an logy and data analysis. Human Motion II PT-GE 2188; Indepen- individualbasis by basisthe s tudentby the ’student’ss adviser .adviser. dent Study PT-GE 2300; Basic Statistics CAREER OPPORTUNITIES I RESCH-GE 2085 (or an advanced Graduates from this program work statistics course); Basic Statistics II as clinical researchers, teachers, RESCH-GE 2086 (or an advanced sta- administrators, and clinicians in a tistics course); master’s thesis. Elective variety of settings. Courses (6 credits): such as Gross Human Anatomy PT-GE 2120.

140 DEPARTMENT OF PHYSICAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Doctor of Physical Therapy Entry-Level Program

DIRECTOR The Doctor of Physical Therapy degree CAREER OPPORTUNITIES ACCREDITATION Marilyn Moffat program is the professional physical Graduates from this program will The Doctor of Physical Therapy Program therapist educational program at New practice as physical therapist clinicians at New York University is accredited 380 Second Avenue, York University that prepares students in a variety of settings. by the Commission on Accreditation in 4th Floor for entry into the practice of physical Physical Therapy Education (CAPTE), TELEPHONE: therapy. Since physical therapy is a DEGREE REQUIREMENTS 1111 North Fairfax Street, Alexandria, VA 212-998-9406 dynamic profession with an established This program requires the completion of 22314; telephone: 703-706-3245; theoretical base and widespread 133 credits including three major papers: [email protected]; capteonline.org.

DEGREE clinical applications, particularly a review of the literature, a case report, DPT in the preservation, development, and the development of a research plan. DOCTOR OF PHYSICAL and restoration of maximal physical See courses by semester starting on THERAPY TUITION FACULTY functions, this program is designed to page 146. Under the DPT Secured Tuition Plan, Aqua, Batavia, Becker, develop competent practitioners for students pay a flat rate of tuition each Iannuzzi, Gao, Ling, contemporary practice. ADMISSION REQUIREMENTS term based on a total tuition amount Lubetzky, Merriwether, The program enables students to Applicants must have a bachelor’s that is secured for the duration of Moffat, Rao, Sutera, become physical therapists who seek to degree; complete the Graduate Record their studies. Students must maintain Weaver prevent injury, impairments, and disabili- Examination; have an academic record consecutive registrations (excluding ties; to maintain and promote fitness, that demonstrates a balance of course maintenance of matriculation and/or

ADJUNCT FACULTY health, and quality of life; and to ensure work in the humanities, social sciences, leave of absence) in order to be eligible Burdowski, Ciotoli, availability, accessibility, and excel- and natural sciences, including at least for the fat tuition rate guaranteed at Cooper, DeMarco, lence in the delivery of physical therapy two laboratory courses in biology, the time of their matriculation. Edelstein, Fukunaga, services to the patient. Since physical chemistry, and physics; provide evidence New tuition rates for the DPT Keller, Kharlamb, Len, therapists are essential participants in of clinical observations in three distinct Secured Tuition Plan are posted on our McCarthy, Niv, Soliman the health delivery system, graduates physical therapy practice settings (total website: www.steinhardt.nyu.edu/pt. are prepared to assume leadership roles of 24 hours); have a strong GPA in the in prevention and health maintenance prerequisite natural science courses; Be advised that Clinical Affiliation and programs and rehabilitation services and demonstrate competence in conveying Clinical Observation sites in the Doctor to assist in the development of health ideas in an organized manner through of Physical Therapy (DPT) program each policy standards tied to physical therapy written communication that demon- year may require you to undergo general practice. strates critical and logical thinking; have and/or criminal background checks. In order to meet the changing needs strong interpersonal communications The results of these checks must be of the health delivery system, the Doctor skills; provide evidence of community acceptable to the site before you will be of Physical Therapy program seeks to service and leadership; and submit two allowed to participate in that Affiliation graduate an autonomous practitioner letters of reference, one of which must of Observation. Upon graduation, licen- with the expertise and skills to examine, be from a licensed physical therapist. sure requirements may also necessitate evaluate, and diagnose physical impair- Candidates apply through PTCAS (the background checks. You should be ments as a result of injury, disease, or Physical Therapy Centralized Applica- thoroughly familiar with any background disability. After the examination, the tion Service) only. offenses that might preclude you from physical therapist practitioner will apply See general admission section, Affiliations or Observations or from appropriate interventions and treat- page 189. eligibility for licensure. ments and reassess patient progress. NYU Steinhardt will not be respon- This autonomous practitioner will also sible if you are unable to complete the evaluate patients as to their prognosis DPT program requirements or cannot and work with other professionals to de- obtain a license to practice physical velop a comprehensive treatment plan. therapy because of the results of such background checks.

141 DEPARTMENT OF PHYSICAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Doctor of Physical Therapy for Practicing Physical Therapists Program

DIRECTOR The Doctor of Physical Therapy DEGREE REQUIREMENTS Be aware that any felony, Wen K. Ling (DPT) for Practicing Physical Therapist This part-time or full-time program misdemeanors, or violation conviction Program is designed to educate pro- requires a total of 36 credits beyond may prohibit you from obtaining a 380 Second Avenue fessional physical therapists who are the baccalaureate degree for physical Physical Therapy license. 4th Floor knowledgeable, self-assured, adaptable, therapists licensed to practice in the TELEPHONE: reflective, humanistic, and service- United States and 60 credits for physical 212-998-9415 oriented and who, by virtue of critical therapists licensed to practice outside thinking, lifelong learning, and ethical the United States.

DEGREE values, render independent judgments DPT concerning patient/client needs. ADMISSION REQUIREMENTS The DPT for Practicing Physical Only physical therapists with a minimum

FACULTY Therapists Program enables currently of a baccalaureate degree will be Aqua, Batavia, Becker, practicing, licensed physical therapists considered as candidates for matricula- Aqua, Batavia, Becker, to upgrade their clinical knowledge and tion in the Doctor of Physical Therapy Iannuzzi, Gao, Ling, skills to today’s entry-level professional for Practicing Physical Therapists Pro- Lubetzky, Merriwether, doctoral degree. Practicing physical gram. Applicants must have a strong Moffat, Rao, Sutera, therapists who were educated at the grade credit average; competence in Weaver certificate, baccalaureate, or master’s conveying ideas in an organized manner level have the opportunity to increase through written communication; two

ADJUNCT FACULTY their knowledge and skills in the areas letters of reference; and scores from Burdowski, Ciotoli, of anatomy, exercise science, physical the Graduate Record Examination Cooper, DeMarco, therapist examinations and interven- (GRE), in addition to other school-wide Edelstein, Fukunaga, tions, business practices, and critical admissions requirements. Keller, Kharlamb, Len, inquiry. Upgrading the knowledge and See general admission section, McCarthy, Niv, Soliman skill of practicing physical therapists to page 186 the doctoral level (DPT) enables them to better serve their patients and clients.

142 DEPARTMENT OF PHYSICAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Research in Physical Therapy

DIRECTOR The formulation of theory-based DEGREE REQUIREMENTS SPECIAL OPPORTUNITIES Wen K. Ling studies of human motion in healthy and The program requires 54 credits: Several clinical research laboratories physically challenged persons that make Foundation Courses (6 credits): from, are available to doctoral candidates to 380 Second Avenue, a contribution to the body of pathokine- for example, Foundations of Education: work under the supervision of an expe- 4th Floor siological literature are fundamental to Educational Sociology SOED-GE 2400; rienced researcher in physical therapy: TELEPHONE: the physical therapy doctoral program. Educational Psychology APSY-GE 1014; Arthur Nelson Jr. Human Performance 212-998-9415 The PhD program emphasizes the study Introduction to Philosophy of Education Laboratory, NYU Department of Physical of kinesiology, the measurement of hu- PHED-GE 2003. Therapy; Motor Recovery Laboratory of

DEGREE man motion, and issues in motor control. Seminar (3 credits): Departmental the NYU Rusk Institute of Rehabilitation PhD Studies are encouraged that contribute Seminar PT-GE 3006. Medicine; and Rehabilitation Engineer- to the alleviation of physical disabilities. Specialized Research Methodology ing Research Center, VA Medical Center,

FACULTY The program emphasizes preparation in (3 credits) New York City. Batavia, Ling, research design and methodology along Content Preparation in Study of Lubetzky, Merriwether, with pathokinesiology practicum in Human Motion (18 credits): Practicum ADMISSION REQUIREMENTS Moffat, Rao research settings under the supervision in Pathokinesiology Research I and II In addition to the general requirements of experienced researchers in metropoli- PT-GE 3001, 3002; Analysis and Syn- for admission to PhD programs, candi-

ADJUNCT FACULTY tan New York and New Jersey human thesis of Human Motion I PT-GE 2116; dates for admission must be graduates Ferre, Magill, Raghavan performance laboratories. Analysis and Synthesis of Human Motion of an accredited physical therapy II PT-GE 2118; Measurement and Evalu- program, possess a master’s degree, and CAREER OPPORTUNITIES ation of Human Motion I PT-GE 2187; submit positive recommendations from Of the 61 graduates of this doctoral Measurement and Evaluation of Human two graduate faculty members. program, all are actively engaged Motion II PT-GE 2188. See general admission section, in teaching and research in physical Cognate Courses (6 credits): Experi- page 187. therapy in institutions of higher learning mental and Quasi-Experimental Design in the United States as well as Nigeria, and Analysis Research RESCH 2134. RESEARCH FACILITIES Kuwait, Egypt, Thailand, and Taiwan. For Research Electives (15 credits): Gross The Arthur J. Nelson Jr. Human example, Dr. Isaac Owoye is conducting Human Anatomy PT-GE 2120; Division Performance Laboratory houses state- research and teaching at the University of Health Seminar E45 3005; Principles of-the-art equipment for research in of Ibadan, Nigeria; Dr. Chuchuka of Empirical Research RESCH-GE the neuromuscular, musculoskeletal, Enwemeka is the dean of the College 2131; Educational Statistics I and II and cardiopulmonary areas, including of Health Sciences, University of Wis- RESCH-GE-GE 2001, 2002; Advanced a computerized 3-D motion analysis consin–Milwaukee, and has developed Quantitative Methods I and II RESCH-GE system with three force plates and an an international reputation in research 2081, 2082. eight-channel, tethered electromyo- on the healing of connective tissues; Dissertation Proposal Seminar (3 graphic unit; an isokinetic dynamometer; Dr. Prapos Pothongsunun is the chair of credits): Dissertation Proposal Seminar a four-channel, hard-wired kinesiological the Physical Therapy Program at Chiang I RESCH-GE 3001; Dissertation Proposal electromyographic unit; a computerized Mai University, Thailand; and Dr. Sue Seminar: Physical Therapy PT-GE 3003. pressure mat for gait analysis; a plantar Ann Sisto, director of research in the pressure shoe insert system; and an Department of Physical Therapy, Stony oxygen analyzer with electrocardiogram Brook University, has received federal and ergonometer. and private funding to conduct research School-funded fellowships are addressing movement disorders of available for full-time PhD students. individuals with disabilities.

.

143 DEPARTMENT OF PHYSICAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses

The courses listed PHYSICAL THERAPY/PT MA/PHD PHYSICAL THERAPY DOCTOR OF PHYSICAL herein are to be THERAPY offered in 2019–2021. ADVANCED CERTIFICATE Research in Physical Therapy I IN ORTHOPEDIC PHYSICAL PT-GE 2016 30 hours: 3 credits; fall, FIRST SUMMER THERAPY spring. Histology/General Pathology Advanced Physical Therapy Research in Physical Therapy II PT-GE 2004 45 hours: 3 credits. Examination and Intervention Skills of PT-GE 2018 30 hours: 3 credits; spring, the Musculoskeletal System I summer. Gross Human Anatomy PT-GE 2601 45 hours: 3 credits; fall. PT-GE 2120 60 hours: 4 credits. Analysis and Synthesis of $65 laboratory fee required. Advanced Physical Therapy Human Motion I Examination and Intervention Skills of PT-GE 2116 45 hours: 3 credits; fall. Pre- Professional Behavior the Musculoskeletal System II requisites: courses in human anatomy, PT-GE 2281 30 hours: 2 credits. PT-GE 2602 45 hours: 3 credits; spring. kinesiology, and physiology. CPR/First Aid/Advanced Advanced Physical Therapy Analysis and Synthesis of Emergency Techniques Examination and Intervention Skills of Human Motion II PT-GE 2030 30 hours 2 credits. the Musculoskeletal System III PT-GE 2118 45 hours: 3 credits; spring. pass/fail. PT-GE 2603 45 hours: 3 credits; summer. Prerequisites: courses in human anatomy, kinesiology, and physiology. FALL, FIRST YEAR Seminar: Orthopedic Physical Therapy PT-GE 2604 30 hours: 2 credits; summer. Measurement and Evaluation of Manual Techniques I Human Motion I PT-GE 2008 30 hours: 2 credits Advanced Evidence-Based Orthopedic PT-GE 2187 45 hours: 3 credits; fall. Physical Therapy The Physical Therapist as an Educator/ PT-GE 2605 30 hours: 2 credits; spring. Measurement and Evaluation of Communicator Human Motion II PT-GE 2020 30 hours: 2 credits. Advanced Anatomy, Physiology, PT-GE 2188 45 hours: 3 credits; spring. and Pathophysiology of the Prerequisite: PT-GE 2187. Applied Anatomy/Physiology of the Musculoskeletal System Cardiopulmonary System PT-GE 2610 45 hours: 3 credits; fall. Measurement and Evaluation of PT-GE 2024 45 hours: 3 credits. Human Motion III Mentored Orthopedic Physical Therapy PT-GE 2189 48 hours: 3 credits; summer. Life Span Development Clinical Practice I Prerequisites: PT-GE 2187 and PT-GE PT-GE 2209 45 hours: 3 credits. PT-GE 2611 532–537 hours: 0 credits; fall. 2188. Biophysical agents I (including Mentored Orthopedic Physical Therapy Independent Study Aseptic Techniques/Infection and Clinical Practice II PT-GE 2300 Variable credit. Disease Control) PT-GE 2612 532–537 hours: 0 credits; PT-GE 2215 30 hours: 2 credits. spring. Practicum in Pathokinesiology Research I Exercise Physiology Mentored Orthopedic Physical Therapy PT-GE 3001 90 hours: 3 credits; fall. PT-GE 2225 60 hours: 4 credits. Clinical Practice III PT-GE 2613 532–537 hours: 0 credits; Practicum in Pathokinesiology Applied Anatomy/Physiology of summer. Research II the Musculoskeletal System PT-GE 3002 90 hours: 3 credits; spring. PT-GE 2230 45 hours: 3 credits.

Departmental Seminar PT-GE 3006 30 hours: 3 credits; spring.

Doctoral Colloquium: Physical Therapy PT-GE 3010 15 hours: 1 credit; fall, spring; pass/fail.

144 DEPARTMENT OF PHYSICAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued SPRING, FIRST YEAR SPRING, SECOND YEAR Critical Inquiry/Clinical Decision Making III Manual Techniques II Physical Therapy Interventions/ PT-GE 2288 30 hours: 2 credits. PT-GE 2009 45 hours: 3 credits. Prevention Programs/Wellness Programs for the Cardiopulmonary Clinical Observation III Clinical Sciences/Pathology/ Imaging/ System PT-GE 2457 1 day per week for 12 weeks: Pharmacology of the Cardiopulmonary PT-GE 2260 60 hours: 4 credits. 1 credit. System PT-GE 2026 60 hours: 4 credits. Physical Therapy Interventions/ SPRING, THIRD YEAR Prevention Programs/Wellness Kinesiology/Biomechanics/Ergonomics Programs for the Musculoskeletal The Physical Therapist as an PT-GE 2220 60 hours: 5 credits. System Administrator/Delegator/Manager PT-GE 2261 60 hours: 4 credits. PT-GE 2019 45 hours: 3 credits. Principles of Exercise PT-GE 2227 45 hours: 3 credits. Biophysical Agents II Physical Therapy Interventions/ PT-GE 2218 45 hours: 3 credits. Prevention Programs/Wellness Fitness Theory and Practice Programs for the Neuromuscular PT-GE 2229 30 hours: 2 credits. Assistive Technologies System PT-GE 2219 45 hours: 3 credits. PT-GE 2262 90 hours: 6 credits. Critical Inquiry and Clinical Decision Making I Clinical Sciences/Pathology/ Physical Therapy Interventions/ PT-GE 2286 30 hours: 2 credits. Pharmacology/Imaging of the Prevention Programs/Wellness Neuromuscular System Programs for the OB/GYN, SECOND SUMMER, FIRST YEAR PT-GE 2242 60 hours: 4 credits. Integumentary, and Endocrinology Systems Clinical Affiliation I Clinical Observation II PT-GE 2263 60 hours: 4 credits. PT-GE 2450 40 hours per week for 6 PT-GE 2456 1 day per week for 12 weeks: weeks: 2 credits. 1 credit. Business Practices/Reimbursement/ Marketing/Technology/Management of FALL, SECOND YEAR THIRD SUMMER, SECOND YEAR Care Delivery System PT-GE 2295 60 hours: 4 credits. Clinical Sciences/Pathology/ Clinical Affiliation II Pharmacology/Imaging of the PT-GE 2451 40 hours per week Clinical Observation IV Musculoskeletal System for 8 weeks: 3 credits. PT-GE 2458 1 day per week for 12 weeks: PT-GE 2231 60 hours: 4 credits. 1 credit. FALL, THIRD YEAR Applied Anatomy/Physiology of the FOURTH SUMMER, THIRD YEAR Neuromuscular System Applied Anatomy/Physiology of PT-GE 2232 45 hours: 3 credits. the OB/GYN, Integumentary, and Clinical Affiliation III Endocrinology Systems PT-GE 2452 40 hours per week for 16 Physical Therapy Examinations of the PT-GE 2233 45 hours: 3 credits. weeks: 6 credits. Cardiopulmonary System PT-GE 2250 60 hours: 4 credits. Clinical Sciences/Pathology/ Pharmacology/Imaging of the OB/GYN, Physical Therapy Examinations of the Integumentary, and Endocrinology Musculoskeletal System Systems PT-GE 2251 60 hours: 4 credits. PT-GE 2243 60 hours: 4 credits.

Critical Inquiry and Clinical Decision Physical Therapy Examinations of the Making II Neuromuscular System PT-GE 2252 60 IPT-GE 2287 30 hours: 2 credits. hours: 5 credits.

Clinical Observation I Physical Therapy Examinations of PT-GE 2455 1 day per week for 12 weeks: the OB/GYN, Integumentary, and 1 credit. Endocrinology Systems PT-GE 2253 45 hours: 3 credits.

145 DEPARTMENT OF PHYSICAL THERAPY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 PROGRAM IN

Rehabilitation Sciences An interdisciplinary program

FACULTY CHAIR: GERALD VOELBEL, PHD 82 Washington Square East, 6th Floor| NEW YORK, NY 10003 DEGREE TELEPHONE: 212-992-5827 | EMAIL: [email protected] PhD This innovative PhD program in rehabilitation sciences unites traditional rehabilitationhis inno healthva professionstive PhD prin physicalogram and in reha- occupational therapy with art, drama, and music therapies; CONTENTS bilitation sciences unites traditional applied psychology; communicative sciences and disorders; and Program Features ...... 197 rehabilitation health professions in nutrition. The program prepares scientist-practitioners from these Degree Requirements...... 197 physical and occupational therapy and related disciplines to develop theory and practice that with art, drama, and music therapies; enhancesT human performance and quality of life for people with applied psychology; communicative sciences and disabilities or individuals who may benefit from social, physical, or For information about the mission and disorders; and nutrition. The program prepares cognitive adaptations. student learning outcomes for each of scientist-practitioners from these and related our programs, please see the department disciplines to develop theory and practice that website. enhances human performance and quality of life for people with disabilities or individuals who may benefit from social, physical, or cognitive In the Steinhardt School of Culture, adaptations. Education, and Human Development, The PhD Program in Rehabilitation Sciences is full-time academic study is defined as 12 designed to prepare students, with and without credits per term unless otherwise defined professional degrees, for outstanding and fulfill- by a specific academic program. ing academic careers in research and teaching. Collaborative mentorship is a core component of the program. Students are expected to commit Notice: The programs, requirements, to involvement in ongoing research in collabora- and schedules listed herein are subject tion with one or more faculty members. to change without notice. A directory of classes is published each term with a current schedule. For the most up-to-date schedule changes, please consult Albert, NYU’s student information website.

146 PROGRAM IN REHABILITATION SCIENCES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Program Features

The Program in Rehabilitation Sciences DEGREE REQUIREMENTS Additional Degree Requirements uses a biopsychosocial paradigm to Students in this program must: prepare students to become a scientist- The PhD Program in Rehabilitation 1. Complete all related credits as practitioner who studies physical, Sciences comprises a total of 48 credits. determined by the program and cognitive, and psychological conditions mentor with a minimum grade-point across the developmental continuum Core Research Methods Courses average of 3.0 prior to candidacy in diverse contexts, both nationally and (18 credits), including: and in compliance with Steinhardt globally, and promotes those studies APSY-GE 2073 Research Design and doctoral policies for better human development and Methodology in the Behavioral Sciences 2. Meet specialized program standards functioning. I (3 credits); APSY-GE 2140 Measure- in English competency and scholarly The curriculum is designed around ment: Classical Test Theory (3 credits); writing a rigorous scientific training model that APSTA-GE 2001/2002 Statistics for 3. Advance to Doctoral Candidacy includes advanced courses in quantita- the Behavioral and Social Sciences I through completion of two tive and qualitative research design. and II (6 credits); Quantitative/Quali- publishable papers, each mentored The core research methodology tative Research Methods Electives (6 by a different faculty member at component offers cutting-edge applied credits). Student selection by inter- the Rusk Institute of Rehabilitation statistical courses and workshops in est and advisement but may include: Medicine at NYU Langone Medical methods and measurement with options APSTA-GE 2004 Advanced Modeling I: Center or the Steinhardt School for advanced modeling and statistical Topics of Multivariate Analysis; RESCH- of Culture, Education, and Human analysis relevant to your research inter- GE 2016 Factor Analysis; RESCH-GE Development ests and goals. 2140 Approaches to Qualitative Inquiry; 4. Identify a doctoral dissertation Collaborative mentorship is a core ASPY-GE 2835 Research Using Mixed committee component of the program. Students Methods. 5. Fulfill all conditions for fling a are expected to commit to involvement proposal in ongoing research in collaboration Content Area (6 credits), including: 6. Register for DCADV-GE 3400 with one or more faculty members, who REHAB-GE 3005 Transdisciplinary Doctoral Advisement and appoint will also help them plan coursework, Patient-Based Management (3 credits); a dissertation committee before identify sites and resources throughout and OT-GE 2300 Bioethics Elective submitting a formal proposal for the city for their research, and focus (3 credits). review their specialization toward a dissertation 7. Complete and successfully defend topic. Electives (18 credits): Students must orally a doctoral dissertation The PhD Program in Rehabilita- select 18 credits from the following tion Sciences is designed to prepare programs by interest and advisement: Steinhardt School policy requires all students, with and without professional Applied Psychology, Occupational doctoral students to complete their degrees, for outstanding and fulfill- Therapy, Physical Therapy, Music and degree requirements within eight years ing academic careers in research and Performing Arts Professions, Art and Art of the date of matriculation. teaching. Professions, Communicative Sciences The program consists of 48 credits and Disorders, Nutrition, Food Studies. beyond the master’s degree, two pub- lishable papers, and a dissertation. With PT-GE 3010 Research Colloquium our full-tuition scholarship and stipend (3 credits). assistance, a student can complete this degree program in five years or less of RESCH-GE 3001 Dissertation Proposal full-time study. Seminar (3 credits).

Start Date: Fall semester only Application Deadline: December 1

147 PROGRAM IN REHABILITATION SCIENCES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 DEPARTMENT OF T eaching and Learning

DEPARTMENT CHAIR: CATHERINE MILNE DEGREES EAST BUILDING, SUITE 612 | 239 GREENE STREET, NEW YORK, NY 10003–6674 MA, MAT, PhD, Advanced Certificate TELEPHONE: 212-998-5470 | FAX: 212-995-4198 | WEBSITE: steinhardt.nyu.edu/teachlearn

Research and scholarship in the Department of CONTENTS Teaching and Learningesearch isand concerned scholarship with inteaching the T eacher Education Programs ...... 149 and learning at Departmenta variety of levels, of Teaching in a variety and of Field Experiences ...... 150 settings, particularlyLearning in urban is c oncsettings.erned The with teaching Faculty ...... 151 and learning at a variety of levels, in department focuses primarily on academic subject Doctoral Programs ...... 153 a variety of settings, particularly in areasR and includes the learning and teaching of Computer Science Education...... 155 urban settings. The department focuses primarily Early Childhood and students,on academic community subject members, areas and teachers, includes teacher the Childhood Education ...... 156 educators,learning and researchers.teaching of sIntudents, addition, community faculty English Education ...... 159 membersmembers, study teachers, the impact teacher of sociocultural educators, andand Environment Conservation Education ....161 historicalresearchers. factors In on addition, learning f acultyand teaching. members Literacy Education...... 162 Investigationsstudy the impact range offrom sociocultur micro to macroal and studieshistorical and Mathematics Education ...... 164 factors on learning and teaching. Investigations applied research within a broad range of theoretical Multilingual Multicultural Studies ...... 166 range from micro to macro studies and applied perspectives. Science Education ...... 170 research within a broad range of theoretical Social Studies Education...... 171 perspectives. Special Education ...... 174 Faculty in Teaching and Learning teach NYU Teacher Residency: Teaching in undergraduates, prospective teachers at both Secondary Education ...... 176 the undergraduate and master’s level, practicing Teaching and Learning...... 177 teachers and other educational professionals, Teacher Residency: Teaching and doctoral students. NY State certification- in Secondary Education ...... 177 granting teacher education programs include Courses ...... 178 specializations in TESOL, bilingual education, foreign language education, childhood edu- cation, early childhood education, special For information about the mission education, English education, literacy education, and student learning outcomes for mathematics education, science education, and each of our programs, please see the social studies education, as well as several pro- department website. grams that do not lead to certification including environmental education. The department offers teacher preparation programs tied to urban In the Steinhardt School of Culture, Edu- public schools, including traditional university- cation and Human Development, full-time based programs, an intensive “residency” model graduate study is defined as 12 credits social studies education program, and a highly per term unless otherwise defined by a innovative teacher residency program in second- specific academic program. ary education that integrates in-school teacher preparation in districts around the country with online coursework. The doctoral program in Notice: The programs, requirements, Teaching and Learning also offers a special focus and schedules listed herein are subject in urban education. Faculty members serve as re- to change without notice. A directory sources to schools, businesses, communities, and of classes is published each term with a professional organizations involved with teaching current schedule. For the most up-to-date and learning. schedule changes, please consult Albert, NYU’s student information website.

148 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Teacher Education Programs

The Teacher Education programs and refine their core philosophy while professional certification in areas such prepare students to meet the challenges engaging deeply with the philosophies as English, foreign languages, math- of teaching and leadership in today’s and experiences of a wide range of other ematics education, social studies, and demanding educational environment. scholars, teachers, and students. special education. The department has Program graduates will not only be able Most of the courses that students developed other programs that lead to to succeed in their first years of teach- take prior to the student teaching an initial/professional certification by ing but will have a sufficiently thorough experience have a participant/observa- the state. For those seeking to become foundation in theory and practice to tion requirement that sends them into literacy specialists in either elementary or keep improving their educational work schools, which allows students to test secondary schools, these MA degrees al- throughout their careers. NYU teachers their emerging conceptions of teach- low teachers either to deepen and enrich are highly regarded in the metropolitan ing in actual practice and makes the their professional knowledge in the field area, in the cities in which we place our transition to their own student teaching they are already certified in or to add teacher residents, and beyond. Many classroom easier and more productive. a second certification in such areas as teacher education program graduates The on-campus courses also focus literacy, special education, teaching Eng- are in leadership positions in schools, on issues of curriculum development, lish to speakers of other languages, or universities, and other educational classroom management, assessment, and bilingual education. For details on these institutions. the use of technology so that all program professional certification MA degree pro- The Department of Teaching and graduates are prepared to step into the grams, see the appropriate pages later in Learning offers many initial certification high-pressure world of standards and this bulletin. teaching programs of study. These certi- high-stakes tests. fication programs fully comply with the In addition to the pedagogical core latest regulations of the New York State requirements for all programs, which Education Department. include multicultural education, language In designing and implementing these and literacy, and special education, each programs, the department has drawn curriculum also enables future teachers on its faculty’s extensive experience as to deepen and enrich their background Pre-K–12 teachers as well as teacher edu- in the fields they will be teaching. cators, current teachers and principals in Discipline-based courses integrate con- the New York City schools, and gradu- tent and pedagogical approaches so that ates’ work and feedback. Each program students may simultaneously consider integrates practical experience and an aspect of the subject — history, math- hands-on knowledge with a rich theoreti- ematics, science, literature, for example cal understanding of how children learn — and how it could be most effectively and how they can best be taught. taught. The introductory course for all of the The early childhood and childhood programs, Inquiries into Teaching and curricula offer both a normal and an Learning, sets a conceptual founda- accelerated schedule of completion of tion for the department’s approach to the MA degree and certification require- teacher education. This course creates a ments. Part-time students may need dialogue between the learner’s own prior more time to complete the program. The educational experience, the experiences particulars of the requirements of each of students in the New York City public specific curriculum are detailed below. schools — where all Inquiries students Students should contact their advisers are offered substantial opportunities listed for more details and responses for observation — and the foundational to more specific questions about these research-based literature of the study of programs. education. Inquiries into Teaching and For teachers who already have initial Learning is designed to allow students to certification, the Department of Teach- raise questions and consider alterna- ing and Learning also offers a full range tives as they participate in the dialogue of courses leading to MA degrees and

149 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Field Experiences

New York State mandates that all goal is to ensure continuity in students’ experiences requires a minimum GPA students seeking certification in teacher presence in the school, allowing them to of 3.0 in courses in the area of special- education satisfy a number of field re- experience the development of teaching ization and a positive faculty review quirements. All students seeking teacher and learning over time, while providing of performance in the field. tA least certification must complete no fewer support to the school and community. one of the placements must be in a than 100 hours of fieldwork prior to Part-time students will coordinate with school serving a population of stu- student teaching and no fewer than two their faculty advisers and the Office of dents of whom at least 50 percent are semesters of student teaching. Students Field Studies the number of hours of eligible for free or reduced lunch. Each seeking certification in more than one fieldwork to be completed. Students semester, the Office of Field Studies area, i.e., enrolled in a dual program, will not seeking teacher certification com- arranges student teaching information be required to complete no fewer than plete the number of hours, at least 15, sessions during which students have the 150 hours of fieldwork prior to student required by any course that includes a opportunity to inquire about general teaching. The Office of Field Studies field experience. requirements and speak to faculty about coordinates the field assignments for all All courses with a field omponentc school sites. Students will be assigned students in the Department of Teach- meet monthly and include an intro- to partner schools with which NYU has ing and Learning and other teacher duction to New York City educational established relationships over time. education disciplines in Steinhardt. settings, an information session on stu- While the amount of time spent in a The office has a network of approved dent teaching, and an explanation of the school may vary from one semester to schools that will host students complet- requirements for New York State Teacher the other, students will spend no fewer ing all their fieldwork. The current list of Certification. All students engaged in than 20 hours per week for each week cooperating schools may be viewed by field experiences are required to log their of the semester distributed over multiple visiting the website of the Office of Field hours using fieldwork time sheets avail- days in their assigned school. Students Studies at steinhardt.nyu.edu/about/ able electronically. in secondary education must be at the teacher-education/field-initiatives- Students participating in field studies school each day their assigned class and-partnership-schools. The office as observer or student teacher or resi- meets (typically five days per week). is located on the 3rd floor of the East dent can expect to engage in activities All programs expect students to as- Building at 239 Greene Street. that may include, but are not limited to, sume increasing teaching responsibilities the following: over time until taking over full control of

PRE-STUDENT n Observing one or more classrooms one classroom period per day. All stu-

TEACHING FIELDWORK n Assisting teachers dent teaching experiences are supervised

The initial semester of a course of n L ooking at curriculum and discussing and mentored by NYU faculty. study in the Department of Teaching curriculum with teachers Any variation from the above guide-

and Learning typically aims to provide n Sitting in on planning sessions or staff lines and requirements must be approved students with a foundation of under- development meetings by the Office of Field Studies and the

standing of teaching and learning n L ooking at students’ work samples and faculty adviser of the student. approaches and strategies. To provide discussing them with students and/or some practical application of classroom teachers ACCREDITATION

teaching, many courses either have n V isiting classrooms outside of one’s The New York University Teacher Edu- a specific field component or assign own subject area cation Program, which is designed to

projects requiring observation and n Disc overing what resources and prepare students to meet the challenges participation in school classrooms. The services the schools offer (special of teaching and leadership in today’s Office of Field Studies will arrange the education, auxiliary programs, etc.) demanding educational environment, is

assignments to NYC schools, and will n Shado wing a student in all or most granted accreditation by the Council for provide an introduction to New York of his or her classes throughout the the Accreditation of Educator Prepara- City educational settings, student teach- school day tion (CAEP) for a period of seven years,

ing information sessions, and will also n A ttending teacher professional from October 2015 to December 2022. facilitate targeted meetings on the re- development programs This accreditation certifies that the fore-

quirements for New York State Teacher n V isiting local community agencies named professional education program Certification. has provided evidence that the program Full-time students are expected to STUDENT TEACHING adheres to CAEP’s quality principles. attend an assigned school site no fewer All students must complete two semes- than three mornings a week for the ters of supervised student teaching, duration of the semester. The students which may be in a different grade, arrange a mutually agreeable weekly discipline, or school depending on the schedule with the classroom teacher requirements of their program of study. and/or school liaison and maintain that Entry into the initial student teaching schedule throughout the semester. The experience and continuation into further

150 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Fieldwork, continued Be advised that fieldwork placement to train at its facility or issue you a background checks. Some fieldwork facilities that provide training required license. You should inform yourself of placement facilities in your field of study for your program degree, and agencies offenses or other facts that may prevent may not be available to you in some that issue licenses for practice in obtaining a license to practice in your states due to local legal prohibitions. your field of study, each may require field of study. NYU Steinhardt will not you to undergo general and criminal be responsible if you are unable to background checks, the results of complete program requirements or which the facility or agency must find cannot obtain a license to practice in acceptable before it will allow you your field because of the results of such

Faculty

Nada Ahmed, Visiting Assistant Pro- Jay Gottlieb, Professor. BS 1964, City Jasmine Ma, Assistant Professor. BS fessor. BA 2000, Pennsylvania State College; MS 1966, PhD 1972, Yeshiva 2000, Yale University; EdM 2005, Har- University; MSc 2003, Bank Street Col- University. vard University; PhD 2012, Vanderbilt lege; PhD 2011, Kings College, University University. of London. Robin Harvey, Clinical Assistant Profes- sor. BS 1990, Georgetown University; MA Cynthia McCallister, Associate Professor. Mark Alter, Professor. BS 1969, Unity 2003, New York University. BS 1984, Ball State University; MEd 1990, College; MS 1973, PhD 1980, Yeshiva EdD 1995, University of Maine (Orono). University. Patrick Keegan, Visiting Assistant Professor. BA 1999, Wesleyan University; Elizabeth McDonald, Clinical Assistant Sarah W. Beck, Associate Professor. MEd 2003, Antioch New England Uni- Professor. BA 1974, Rutgers University; BA 1991, Harvard University; MFA 1993, versity; EdM 2012, Harvard University; EdM 1977, Lesley University; CAS 1991, Washington University (St. Louis); EdD PhD 2017, Columbia University. Harvard University. 2002, Harvard University. Michael Kieffer, Associate Professor. BA Catherine Milne, Professor and Chair. Anne Burgunder, Clinical Assistant Pro- 2000, Stanford University; EdM 2006, BEd 1978, BSc 1979, James Cook Univer- fessor. BS 1987, Duquesne University; MS EdD 2009, Harvard University. sity (Queensland); MSc 1993, PhD 1998, 1994, Bank Street College. Curtin University of Technology. Susan A. Kirch, Associate Professor. BA Robert Cohen, Professor. BA 1976, EdM 1989, Mount Holyoke College; PhD 1996, Shondel Nero, Professor. BA 1984, 1978, State University of New York at Harvard University. Concordia University (Canada); MA Buffalo; MA 1980, PhD 1987, University 1990, EdM 1994, EdD 1997, Columbia of California, Berkeley. David E. Kirkland, Associate Professor. University. PhD 2006, Michigan State University. Ido Davidesco, Research Assistant Susan Neuman, Professor. BA 1968, Professor. BA 2000, Open University Okhee Lee, Professor. BA 1981, MA 1983, American University; MA 1974, California of Israel; MS 2009, PhD 2013, Hebrew Kyungpook National University; PhD State University, Hayward; EdD 1977, University of Jerusalem. 1989, Michigan State University. University of the Pacific.

Miriam Eisenstein-Ebsworth, Associate Raul Lejano, Associate Professor of Erin O’Connor, Associate Professor. Professor. BA 1968, Brooklyn College; Environmental Conservation Education. BA 1996, Georgetown University; EdM MA 1971, Columbia University; PhD 1979, BS 1984, University of Philippines; MS 2000, Columbia University; EdD 2005, Graduate Center of City University of 1986, University of California, Berkeley; Harvard University. New York. PhD 1998, University of California, Los Angeles. Frank Pignatosi, Visiting Assistant Pro- Rachel Fish, Assistant Professor. AB fessor. MA 1992, Università di Bologna 2003, Bryn Mawr College; MAT 2007, Mary J. Leou, Clinical Professor. BA (Italy); PhD 2005, New York University. University of Western New Mexico; PhD 1985, MEd 1989, EdD 1997, Columbia 2015, University of Wisconsin. University. Kongji Qin, Assistant Professor. BA 2000, MA 2003, Central China Normal Christine Gentry, Visiting Assistant Pro- Lorena Llosa, Associate Professor. BA University; PhD 2016, Michigan State fessor. BS 2003, Baylor University; MEd 1994, Santa Clara University; MA 1996, University. 2005, Harvard University; PhD 2014, PhD 2005, University of California, Los Columbia University. Angeles.

151 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Faculty, continued Martin A. Simon, Professor. BA 1972, Carolyn H. Strom, Visiting Assistant Robert Wallace, Visiting Assistant Pro- New York University; MA 1976, St. Mary’s Professor and Ed Tech Fellow. BA 1999, fessor. BScEd 1964, MS 1970, Northern College; EdD 1986, University of Mas- University of Pennsylvania; EdM 2006, Illinois University; MA, PhD 1975, Princ- sachusetts. University of Southern California; PhD eton University. 2013, New York University. Shane Anthony Smith, Visiting Assistant Orit Zaslavsky, Professor. BSc 1972, He- Professor. BS 2004, MS 2006, University Ayanna Taylor, Clinical Assistant Profes- brew University in Jerusalem; MSc 1980, of Wisconsin, Whitewater; PhD 2012, sor. BA 1994, University of Pennsylvania; PhD 1987, Technion (Haifa, Israel). University of Wisconsin, Madison. MA 2002, Rutgers University. Number of Adjunct Faculty: 79 Katherine Stahl, Clinical Professor. BS Audrey Trainor, Associate Professor. 1976, West Chester University; MEd BA 1989, MEd 1996, University of North 1984, Georgia Southern University; EdD Carolina, Greensboro; PhD 2003, Univer- 2003, University of Georgia. sity of Texas, Austin.

Natasha M. Strassfeld, Assistant Profes- Diana B. Turk, Associate Professor. BA sor. BA 2003, Centenary College of 1990, Hamilton College; MA 1993, PhD Louisiana; JD 2006, University 1999, University of Maryland (College of Wisconsin; PhD 2013, Pennsylvania Park). State University.

Number of Adjunct Faculty: 79

152 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Doctoral Programs

PROGRAM CO-DIRECTORS Doctoral Programs in the Department of PROGRAMS OF STUDY n E ducational reform, including school Miriam Ebsworth Teaching and Learning aim to prepare The department offers a number of reform, curriculum reform, and reform [email protected] students to assume a variety of leading different degree programs leading to of policies that bear on teaching and roles in education, research, and policy the PhD degree. Each degree program learning. The department particularly Susan Neuman across the United States and throughout has specific requirements, yet they have invites interests in the problems of [email protected] the world. Built on the traditions and more in common than not, as outlined urban education, in designing learning achievements of the oldest graduate below. The degree programs are as environments that work well for Pless Building, school of pedagogy in the United States follows: diverse learners, in rethinking curricu- 6th Floor — founded in 1890 — the department’s lum and school designs, and in the role TELEPHONE: programs are designed to draw on four PhD Program in Teaching and Learning. of teacher learning within educational 212-998-5460 sources of learning: See page 175. reform. In making admission decisions, steinhardt.nyu.edu/ the department’s faculty strives for teachlearn/doctoral n T he first is the experience of profes- PhD Program in English Education, balance across these areas, each year sional practice that students bring to including a concentration in applied admitting a small number of highly

DEGREES their studies. Students are encouraged linguistics. See page 160. qualified students with interest in PhD to reflect on this practice and to use each area (regardless of the students’ it to ground their study of theory and PhD Program in Bilingual Education. See degree preferences).

FACULTY research. page 166. n Lit eracies across all levels of education

Fish, Fleisher, Fraser, n T he second is a rich set of courses, and content areas. The department Gottlieb, Jacobs, seminars, and independent learning ex- PhD Program in Teaching English to particularly invites interests in early Kirch, Kirkland, Lejano, periences available to doctoral students Speakers of Other Languages (TESOL). literacy, adolescent and adult literacy, Llosa, Ma, McCallister, within the Department of Teaching and See page 168. issues in acquiring academic literacy, McDonald, Milne, Nero, Learning; other departments in the and the role of culture in literacy.

Neuman, O’Connor, Steinhardt School of Culture, Education, PhD Program in Early Childhood and n Language and culture. The depart- Qin, Simon, Strassfeld, and Human Development; and other Childhood Education. See page 158. ment particularly invites interests in Trainor, Turk, Zaslavsky schools at New York University. The language acquisition and in issues school is one of the most distinguished related to education in multilingual and diverse schools of education in the THEMES OF STUDY and multicultural settings. Special nation. The University is internationally Doctoral study in the Department of education, including questions about renowned and the nation’s largest inde- Teaching and Learning focuses on theoretical frameworks of disability pendent university, located in one of its several areas of scholarship and prac- in school and community; challenges most intellectually vibrant communities, tice. These reflect the strengths and of practice such as the design and Greenwich Village. interests of the department’s faculty implementation of inclusive schools,

n T he third is the mentorship available to and the opportunities available among equitable learning opportunities for doctoral students in teaching, research, the department’s programs for doctoral students with disabilities, family en- and program development. The depart- students to have mentored learning gagement; contemporary issues in the ment is home to distinguished teacher experiences. The themes are as follows: fields of practice and research such preparation programs, to numerous as exclusionary discipline and racial

projects serving the continuing profes- n T eaching and teacher education across equity in special education, postsec- sional education of teachers, and to an all levels from early childhood to uni- ondary education and young adults array of research projects. versity, including preparatory teacher with disabilities, and multilingual learn-

n T he fourth is an intellectually focused education and continuing teacher ers and disabilities. and interpersonally supportive com- education, and across a variety of munity of professors, researchers, and teaching fields. The department DEGREE REQUIREMENTS peers. It is a community that is small, particularly invites interests in teach- Degree requirements that are common diverse, and focused enough to provide ing within urban settings, teaching across all doctoral programs in the an incomparable degree of guidance diverse students, the role of content Department of Teaching and Learning and support to doctoral students. knowledge in teaching, and changing are described below. Please note that Under the direction of a faculty adviser, conceptions of teaching and teacher additional degree requirements vary each student fashions a unique pro- education. according to the specific program or gram of studies. focus area. Prospective applicants should also consult the specific program de- scriptions or contact particular program faculty to learn about program-specific requirements.

153 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Doctoral Programs, Coursework Requirements n Thr ee (3) credits of specialized meth- original, article-length paper, of one of continued Minimum credit requirements and some odology. This advanced, specialized the following types, as negotiated with specific coursework requirements range methodology course should directly the faculty adviser.

from 48 to 60 credits, depending on pro- support the student’s area of research n Empirical study (e.g., pilot study, paper gram, focus area, and prior coursework and be linked to his or her planned based on analysis of faculty mentor’s completed. Nonetheless, all doctoral dissertation work. data)

students in Teaching and Learning must n Dis sertation Proposal Seminar n C onceptual paper (paper based on complete the following common, core for Department of Teaching and theory)

minimum requirements (which count Learning. (In some cases, this n R eview of literature on a specific topic toward those credit totals). Please note requirement can be fulfilled through Individual programs or focus areas that these fulfill the Steinhardt-wide an independent study, with approval may set specific requirements within coursework requirements. of the adviser.) this range of possibilities (e.g., by requiring a certain type of paper). The

n Pr o-Seminar for Department of Additional Requirements qualifying paper should be in addition to Teaching and Learning, to be taken 1. Doctoral Research Experience work completed for courses. It may be in student’s first year of enrollment. Requirement based on a project that a student begins This course will introduce students Overview: In each of the fall and spring in a course, but if so, it should be sub- to doctoral-level study and will as- semesters of Years 1, 2, and 3 of PhD stantially revised and expanded upon. sist in acclimating students to the study, all full-time students are required If the written candidacy requirement is department, to scholarship, and to the to enroll in a 0-credit research experi- a written exam, it will consist of several professional world of research studies. ence course. questions that assess different areas of (This requirement may be waived Purpose: The purpose of this pass/fail competence and will be administered by the student’s program adviser to course is for students to gain research in a take-home format, with students accommodate extenuating circum- skills that prepare them for independent having 2–3 months to complete the stances.) scholarship. This course plays a central questions.

n T wo (2) Cognate Courses, to be role in providing students with the Whether a qualifying paper or a selected by student with approval of foundational skills of various aspects of written exam, the students’ work on the adviser. Cognate courses constitute the research process, so that they are written candidacy requirement must those taken in an area outside of the well prepared to meet the subsequent be approved by two readers; the first program/focus area that are support- benchmarks for the PhD including the reader will typically be the student’s ive to the student’s research. written and oral candidacy requirements adviser. The paper or exam will be

n F oundations Requirements. All (which may be undertaken concur- submitted to the two readers preferably students are required to complete 6 rently with this course), the dissertation no later than the end of spring semester credits (two courses) of coursework proposal, and the dissertation study. of their second year. Once the student in the foundations of education dur- Providing students with this research submits the qualifying paper or exam, ing the first 24 credits of doctoral experience in each of the first six semes- the readers will respond in one of three study. Graduate courses qualify for ters of PhD study prepares students to ways: acceptance, rejection, or request the foundations requirement when complete candidacy requirements in a for revision. In the event of a request for they are upper-division courses timely manner. revision, the paper must be resubmitted (Steinhardt 2000-level courses or Scope: To fulfill the purpose above, according to a schedule agreed on by their equivalent in other schools) and students should expect this to be a the student and the two readers. Revi- designed to broaden students’ access substantial investment of time. Complet- sions must be approved by the end of to knowledge beyond the areas of ing the course will typically involve on the fall of the student’s third year. If the specialization. To this end, courses are average 20 hours per week of research qualifying paper is ultimately rejected, considered foundational when they: experiences. When applicable, a either at first or after revision, the stu- 1) provide broad basic content, not research assistantship can be an appro- dent is not permitted to continue in the limited to a single profession, and are priate context for the scholarly activities PhD program. outside the student’s specialization, to fulfill the requirements of this course, and do not require prerequisites; 2) when the purposes of the research 3. The oral candidacy requirement are based on current scholarship in the assistantship and this course align, with will consist of a comprehensive exam arts, humanities, sciences and/or social approval from the adviser, research scheduled after coursework has been sciences; and 3) have wide applicabil- assistant supervisor (if different from completed and preferably no later ity to common issues of the student’s the adviser), and the department chair. than the fall semester of the third year. specialization and profession. Instructor: The instructor for the course Ordinarily two hours in length, the

n Fift een (15) credits of research will serve as a mentor for the student’s oral is a comprehensive exam cover- methodology courses, of which research experience. In most cases, ing between 25-30 readings (books or one must be a qualitative methods the instructor will be the student’s articles). Depending on the program, course and one must be a quantitative adviser or (with adviser approval) this reading list will be either a standard methods course. Per Department of another faculty member with appropri- list for all students in the program, or a Teaching and Learning requirements, ate expertise and opportunities. list that is drawn up by the candidate in students should complete one qualita- consultation with an examining commit- tive and one quantitative course in 2. The written candidacy requirement tee of two faculty members. Some, but their first year of enrollment. consists of either a qualifying paper or a not all, of the readings on this list may written exam. If a paper, it should be an have been covered in coursework they

154 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 take. Readings will cover subfields that ditional members from within or outside proposal. Once the proposal has been reflect program/departmental expertise. of Teaching and Learning. At least one approved, the committee must sign the The exam is conducted by an examin- member should be in the student’s appropriate forms and submit them to ing committee of two faculty members, program area. The dissertation proposal the appropriate Steinhardt offices. and is graded pass, fail, or pass with should not exceed 40 pages, and should distinction using a rubric common include: 9. Upon completion of the dissertation

across all programs. On passing the oral n S tatement of problem and research and its approval by the dissertation examination, the student is admitted to question(s) committee members, a defense will be

candidacy. n R eview of research literature/theory held with the student, chair, committee related to the question(s)/topic members, and at least two additional

4. A failed oral exam may be retaken n R esearch methodology faculty members who did not serve

once, at a time agreed on by the student n S tatement of significance/expected on the dissertation committee, one of and the examining committee but within contributions of the study whom must come from outside the

the time constraints described above. If n T imeline of stages of research and program. The defense, which will last for the student fails the oral again, he or she expected completion date approximately two hours, will serve as is not permitted to continue in the PhD the final stage of the doctoral process. program. 7. Upon the completion of the proposal, the dissertation committee must meet See the Steinhardt doctoral webpage 5. After successful completion of the as a group to discuss and formally ap- for schoolwide policies regarding written and oral candidacy require- prove or recommend revisions to the matriculation, advisement, minimum ments, the student will complete and file proposal. Once the proposal has been residency requirements, candidacy, the Application to Doctoral Candidacy. approved, the committee must sign the dissertation committees, and other appropriate forms and submit them to policies and procedures. 6. Once advanced to candidacy, the stu- the appropriate Steinhardt offices. dent forms the dissertation committee STEINHARDT FELLOWS and proceeds to develop a dissertation 8. Upon the completion of the proposal, PROGRAM AND RESEARCH proposal. The committee will consist the dissertation committee must meet ASSISTANTSHIPS of at least three members: a chair from as a group to discuss and formally ap- See page 197.  Teaching and Learning and two ad- prove or recommend revisions to the

Computer Science Education

COMPUTER SCIENCE Computer Science Education courses curricular choices, develop effective CAREER OPPORTUNITIES

EDUCATION in the department of Teaching and instructional design choices, and Students who take the Computer

COORDINATOR Learning prepare teachers and other engage in rigorous pedagogical prac- Science Education courses have many Jasmine Y. Ma education professionals to work tices. Students in graduate programs career opportunities open to them, with students of all ages and levels across the university are eligible to in a variety of capacities. They may East Building learning computer science and com- enroll in these courses. teach computer science in formal Room 404 putational thinking. The sequence K-12 school classrooms or informal of courses, informed by cutting age museum and out-of-school-time TELEPHONE: international research in computer COURSES programming. Additionally, in school 212-992-7658 science pedagogy, learning, and cur- Four courses are offered in Com- administration and policy work has [email protected] ricula, provide graduate students with puter Science Education: Teaching of an increasing need for individuals deep knowledge of the global terrain Computer Science MTHED-GE 2080, with computer science education of computer science education, and Introduction to Computer Science expertise. the tools to provide equitable, cultur- Education MTHED-GE 2110, Principles ally and personally relevant computer and Practices of Computer Science science learning for all students. Education, MTHED-GE 2079, and School teachers, administiators, Advanced Topics in Computer and out-of-school time educators Science Education MTHED-GE 2185. will be prepared to make informed

155 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Early Childhood and Childhood Education

EARLY CHILDHOOD childhood special education program for EARLY CHILDHOOD Programs in Early Childhood and justicetice is isinher inherentent in in the the multiple multiple sstrandstrands ofof PROGRAM LEADER Childhood Education prepare prepare the graduate early childhood and child- those who wish to work with children of PROGRAM the graduate early childhood and child- Erin O’Connor teachers and other professionals to work hood teacher certification programs at all abilities from grades 1 through 6 and LEADER Erin hood teacher certification programs at O’Connor EastEast Building Building with children birth through 5th grade. New York University. The programs: leads to dual certification. New York University. The programs: RoomRoom 518 Graduate preservice programs lead to the n In volve deep study of how children 518 TELEPHONE:TELEPHONE: master of arts degree and fulfill academic develop in multiple contexts Master of Arts Early Childhood

212-992-9473 [email protected] requirements for initial/professional or n Off er recursive teaching experiences Education/Early Childhood Special [email protected] permanent teacher certification in New in a variety of settings Certification

York State depending on the student’s n Pr ovide a strong principle-based set The Early Childhood Education/Early

CHILDHOOD PROGRAM background. To meet certification of practices regarding learning envi- Childhood Special Education Program

LEADER requirements, preservice students may ronments and educational experiences reflects three central themes:

Sue Kirch need liberal arts credits in addition to n Support children and adults in learning n cr eating quality care for all children East Building those taken for their undergraduate to accept and respect each other’s through the development of strong TELEPHONE: degree (see Admission Requirements.) For differences relationships with families and their

212-992-9474 those seeking graduate studies beyond the n F oster a critical view of people’s histories communities;

[email protected] master’s level, a doctoral program is also n C onsider the needs, lifestyles, n de veloping teaching practice as offered. languages, and cultural patterns of reflective practitioners and teacher Heather Woodley The NYU graduate students in the Pro- the communities we serve researchers; and

East Building grams in Early Childhood and Childhood n Sho w respect for and encourage equal n a commitment to social justice for TELEPHONE: Education are not a homogeneous group. status for all people young children and their families.

212-998-5460 They vary widely in age and background. n Enc ourage taking immediate action [email protected] Many were liberal arts or business majors to interrupt our own and other’s Dual-Certification Master’s Program as undergraduates. Some are making a discriminatory behavior in Early Childhood Education and

DEGREES career change. All have chosen teaching n A dvocate institutional changes that Special Education: Early Childhood MA, PhD because they are interested in children value early childhood and childhood (ESEE) (45 credits): and are seeking a career that is personally education as a vital part of a child’s This program is open to participants

FACULTY rewarding. educational experiences who have a bachelor’s degree but who Doucet, Kirch, Lee, The early childhood and childhood are not yet certified ot teach. Upon Neuman, O’Connor, teacher certification programs aim to Children are viewed as competent successful completion of the program, Strassfeld, Woodley help prospective teachers develop as persons actively engaged in meaning- participants will be eligible for New York decisionmakers and reflective practitio- making in the multiple contexts in which State certification in both general and ners who are committed to working in they find themselves. The programs special education at the early childhood urban schools and to using the city as a recognize the singular importance of level (birth–grade 2). Students may core resource for their learning. Prospec- parents and families in nurturing young complete this program on an acceler- tive teachers are immersed in thoughtful children and the need for educators to ated, full-time basis in a little more than discussions and interactions around the develop reciprocal relationships with a calendar year, commencing early in critical contemporary issues in educa- each family. The family’s rich knowledge the summer, followed by fall and spring tion, especially those of developmental, of their children should help inform semesters, and concluding the following linguistic, cultural, and racial diversity caregiving and educational practices, summer. and educational equity. Each course in and our advocacy efforts should take the program is tied to either fieldwork that knowledge into consideration. DEGREE REQUIREMENTS or student teaching, generating rich and The central component of teachers’ Satisfactory completion of many authentic reflections upon theory and development as teacher–researchers is Department of Teaching and Learning practice. The program: continual reflection on their wno and degrees includes field experiences.

n In volves strategies for supporting their others’ educational practices. Careful learning reflection and examination will help General Pedagogical Core (9 credits):

n F osters an understanding of the rela- preservice teachers to develop powerful Inquiries in Teaching and Learning III tionships between and among schools, tools as caring, talented, and committed TCHL-GE 2010 (or other course approved families, and community-based orga- professionals. by faculty), Language and Literacy in the nizations as they interact to impact Early Years LITC-GE 2001 and Bilingual student learning CERTIFICATION CURRICULA Exceptional Child BILED-GE 2103.

n De velops both content knowledge Three master’s initial certification pro- Specialized Pedagogical Courses — and pedagogical knowledge with an grams are available for students who do Early Childhood (12 credits): Curriculum understanding that both are needed at not hold teaching certification but wish Development in Science and Social high levels by teachers to become teachers: the early child- Studies ECED-GE 2314, Human Develop-

n Supports the growth of teachers as hood education/early childhood special ment and Curriculum in Early Childhood social advocates for educational equity education program for those desiring to ECED-GE 2017; Teaching Elementary in a pluralistic culture work with all children from birth through School Math: Foundations and Concept grade 2 and leads to dual certification; the Development MTHE-GE 2115; Integrated TheThe foremostforemos tconcern concern of of the the programs programs is childhood education program for those Arts in the Early Childhood and Curricu- is to create quality care and education who seek to teach children from grades 1 lum CHDED-GE 2055. to create quality care and education for for all children. The belief in social jus- through 6; and the childhood education/ all children. The belief in social

156 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Early Childhood and Specialized Pedagogical Courses Community I SPCED-GE 2126. Content in Fieldwork and Integrating Seminars (2–12 Childhood Education, — Special Education (18 credits): Special Education (3 credits): Education credits): Fieldwork in Schools and Other continued Diversity and Equality for Students with of Children with Special Needs in Early Educational Settings TCHL-GE 2005; Disabilities in Families, Schools, and Childhood Settings SPCED-GE 2160. Student Teaching in Childhood I CHDED- Communities SPCED-GE 2127; Methods Observation, Fieldwork, and Student GE 2901; Student Teaching in Childhood II of Instructions for Children with High- Teaching (7 credits): Field Placement CHDED-GE 2902; and Integrative Seminar Incidence Disabilities SPCED-GE 2160; in Early Childhood ECED-GE 2255, Field I: Study of Teaching CHDED-GE 2359. Methods of Instructions for Children Experiences in Schools and Other Set- Culminating Experience (3 credits): with Low-Incidence Disabilities SPCED- tings — Infancy Experience TCHL-GE Integrative Seminar II: Study of Teach- GE 2052; Learning Environments, 2005; Student Teaching in Early Child- ing CHDED-GE 2010. Also required for Behavior, and Students with Disabilities hood I and II ECED-GE 2903, 2904. New York State certification is The Social SPCED-2108; Assessment for Students Culminating Experience (2 credits): In- Responsibilities of Teachers: Drug and with Disabilities SPCED-GE 2136; and tegrating Seminar ECED-GE 2004. Also Alcohol Education/Child Abuse Identifica- Historical and Contemporary Issues in required for New York State certification tion/School Violence Prevention TCHL-GE Special Education Policy, Research and is The Social Responsibilities of Teach- 2999 (0 credits). Practice SPCED-GE 2124. ers: Drug and Alcohol Education/Child Electives (as needed to meet the 43-point Observation, Fieldwork, and Student Abuse Identification/School Violence requirement): Multicultural Issues in Teaching (6 credits): Student Teaching Prevention TCHL-GE 2999 (0 credits). Social Studying CHDED-GE 2011; Literacy in Early Childhood Settings ECED-GE Assessment LITC-GE 2011; BILED-GE 2103; 2901, and Student Teaching in Early Childhood Education Literacy of the Special Learner, SPCED-GE Childhood Special Education Setting The Childhood Education Program views 2055; and Strategies for Teaching Students SPCED-GE 2902. the following themes as central to its with Emotional and Behavioral Disabilities, Also required for New York State curriculum: 1) understanding learning, SPCED-GE 2108. certification is The Social Responsibilities the learner, communities of learners, and of Teachers: Drug and Alcohol Education/ the contexts in which learning occurs; 2) The Dual-Certification Master’s Degree Child Abuse Identification/School Violence understanding the nature, structure, and Program in Childhood Education and Prevention TCHL-GE 2999 (0 credits). tools of inquiry of the disciplines taught; Special Education: Childhood (CSEC) Initial Certification MA Program in Early and 3) using knowledge of pedagogy (46 credits) Childhood Education, Birth-Grade 2 (41 to create and adapt supportive learning This program is open to participants who credits): We have suspended enrollment environments for all children based on have a bachelor’s degree but who are not for the standalone Early Childhood formal and informal assessments. The yet certified to teach. Upon successful Education master’s program. Please see program aims to help prospective teach- completion of the program, participants the dual-certification Early Childhood ers who are committed to work in urban will be eligible for New York State certifica- Education and Special Education mas- schools for educational equity. tion in both general and special education ter’s program on page 156 above. at the childhood level (grades 1–6). Please Foundations (6 credits): Course offer- DEGREE REQUIREMENTS see page 173. ings include Issues in Early Childhood Satisfactory completion of many Depart- Education ECED-GE 2024 or Inquiries in ment of Teaching and Learning degrees DEGREE REQUIREMENTS Teaching and Learning III TCHL-GE 2010 includes field experiences. Satisfactory completion of many Depart- (or other course approved by faculty) ment of Teaching and Learning degrees and Language and Literacy in the Early Master of Arts includes field experiences. Please see Years LITC-GE 2001. Initial Certification MA Program in Child- page 150 Pedagogical Content (5 credits): hood Education, Grades 1–6 (43 credits) Course offerings include Curriculum in Foundations (9 credits): course offerings Foundations (9 credits): Course Early Childhood Education: Theory and include Inquiries Into Teaching and Learn- offerings include Inquiries Into Teaching Methods in Integrated Curriculum ECED- ing III TCHL-GE 2010; Individuals With and Learning III TCHL-GE 2010, Individuals GE 2037; Science and Social Studies Disabilities in School/Community SPCED- with Disabilities in School/Community for the Young Child ECED-GE 2314 or GE 2124; and Foundations of Curriculum SPCED-GE 2124, and Foundations of Multicultural Perspectives in Social Stud- for Diverse Learners, SPCED-GE 2051. Curriculum for Diverse Learners, SPCED- ies in Early Childhood ECED-GE 2012; Pedagogical Content (17 credits): Lan- GE 2051. Integrating Seminar in Early Childhood guage and Literacy in the Early Grades I Education II ECED-GE 2003; Education LITC-GE 2001; Language and Literacy in Specialized Pedagogical Courses of Infants and Toddlers ECED-GE 2701; the Upper Grades LITC-GE 2002; Teach- — Childhood (13 credits): Language Working with Parents CHDED-GE 2297; ing Elementary School Mathematics: and Literacy in the Early Years LITC-GE Integrated Arts in the Early Childhood Foundations and Concepts MTHED-GE 2001; Language and Literacy for the Curriculum I and II MPAIA-GE 2050, 2115; Science Experiences in the Elemen- Upper Grades LITC-GE 2002; Teaching 2051; Teaching Elementary Mathematics: tary School I, SCIED-GE 2009; Science Elementary School Math: Foundations and Foundations and Concept Development Experiences in the Elementary School II Concept Development MTHED-GE 2115; MTHED-GE 2115; Developing Strategies SCIED-GE 2010; Education of Children Science Experiences in the Elementary that Support Children’s Social Behav- with Special Needs in Childhood Settings School I, SCIED-GE 2009; Science ior SPCED-GE 2025; and The Young SPCED-GE 2161; and Integrating Arts in Experiences in the Elementary School II, Special Needs Child: Child, Family and Childhood Settings CHDED-GE 2055. SCIED-GE 2010; and Integrated Arts in

157 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Early Childhood and Childhood Education CHDED-GE 2055. researcher, or as a curriculum specialist. Childhood Education, Specialized Pedagogical Courses — Extensive individual mentoring is available continued Special Education (12 credits): by our skilled faculty representing many Education of Children with Special Needs dimensions of early childhood and child- in Childhood Settings SPCED-GE 2161; hood education (see Doctoral Program Strategies for Working with Children with section). Credits are distributed among Emotional/Behavioral Disabilities SPCED- courses in the foundations, cognate areas, GE 2108; Assessment and Instructional research, specialization, and dissertation Design for Students with Mild/Moderate research and preparation. The program is Disabilities SPCED-GE 2133; and Education flexible and highly individualized, providing of Students with Severe/Multiple Disabili- specialties in such related areas as teacher ties SPCED-GE 2052. education, curriculum development, child Observation, Fieldwork, and Student development, innovations in schooling, Teaching (6 credits): Fieldwork in and specific content areas such as literacy, Schools and Other Educational Settings, numeracy, and social studies. Extensive TCHL-GE 2005; Observations in Special faculty mentoring is a distinctive feature Education SPCED-GE 2501; Student of the doctoral program. See page 153 for Teaching in Childhood Education information on all the doctoral programs in CHDED-GE 2901; and Student Teaching in the Department of Teaching and Learning Childhood Special Education II SPCED-GE and pages 207–209 for general degree 2902. requirements. Culminating Experience (3 credits): Integrating Seminar in Childhood Special CAREER OPPORTUNITIES Education II SPCED-GE 2508. Also Graduates of the Early Childhood and required for New York State certification Childhood Education Programs have a is The Social Responsibilities of Teachers: number of career opportunities: teach- Drug and Alcohol Education/Child Abuse ing children in public or private childcare Identification/School Violence Prevention centers, early childhood centers, and TCHL-GE 2999 (0 credits). elementary schools; educating teach- ers and conducting research in schools DOCTORAL PROGRAM and universities; and directing curriculum The doctoral program, which leads to a development and educational programs in PhD, requires a minimum of 60 cred- schools, colleges, and universities. In non- its beyond the master’s degree. The school settings, graduates write, edit, and program is designed for people seeking publish educational materials for children research-oriented positions in universities, and work in children’s television. leadership roles such as serving on a col- lege or university faculty, as an educational

158 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 English Education

PROGRAM LEADER The programs in English education, and literacy learning as well as develop Pedagogical Content Courses in Sarah W. Beck widely recognized as among the finest a thorough understanding of the history English Education (12 credits). in the country, are founded on the un- and contemporary context of immigra- Courses selected from among the East Building, common belief that content, theory, and tion and the impact it has on teaching following: Language and Literacy Acqui- 5th Floor method are inseparable. To support this and learning in schools. Multidimen- sition and Development TCHL-GE 2275, TELEPHONE: through practice, coursework focuses sional instructional experiences include Foundation of Educational Linguistics 212-998-5473 on transactional processes between writing; response to literature, drama, ENGED-GE 2502; Teaching Reading in [email protected] speaker and listener, writer and audi- and poetry; analysis of historical materi- the English Classroom ENGED-GE 2509; ence, reader/viewer and work, teacher als, and art. Students visit schools in Teaching Expository Writing ENGED-

DEGREES and student, school and community, and London as a basis for comparing British GE 2511; Literature and the Adolescent MA, MAT, Advanced theory and practice. and American school systems and Experience, ENGED-GE 2521; Dramatic Certificate, PhD The distinguishing characteristics curricula, especially in relation to the Activities in the English Classroom of these programs are the faculty’s education of new immigrant children ENGED-GE 2507; Hip Hop and Teaching

FACULTY commitment to a transactional social and young people. The program also ENGED-GE 2045; Critical Media Literacy Beck, Kieffer, Kirkland, constructionist view of learning that is includes visits to museums, theatres, ENGED-GE 2578; and Linguistics, Soci- McCallister, Taylor embodied in the following principles: and historical sites in both London and ety and the Teacher ENGED-GE 2515. 1) learning is most significant when Oxford. Critical issues for both teachers

ADJUNCT FACULTY one attends to one’s own and others’ and students, such as approaches to English Teacher Certification Sequence Packer needs, concerns, and enjoyments; 2) collaboration, assessment, and evalua- (24 credits), which includes Teaching individuals learn not by memorizing but tion, are an integral part of this program and Learning English Language Arts in by constructing their own version of of study. the Middle and High School ENGEL-GE that knowledge in relation to what they Please check the Steinhardt website for 2041; Adolescent Learners in Urban already know, believe, and have expe- the most current study-abroad options. Contexts TCHL-GE 2515, and Educating rienced; 3) language learning and use Students with Disabilities in Middle proceed most naturally from whole to CAREER OPPORTUNITIES Childhood and Adolescent Settings part, from known to unknown, and from Many graduates teach English in inter- SPCED-GE 2162; Inquiries into Teach- experience to reflection; 4) language mediate and secondary schools and ing and Learning III TCHL-GE 2010; learning has no ceiling; and 5) learning in two- and four-year colleges; others Student Teaching in English Education is acquired through using language in its educate teachers and conduct research in ENGED-GE 2911 and 2922; and The various modes. schools and universities, teach writing and Social Responsibilities of Teachers: Drug English education has been designed administer writing programs, and direct and Alcohol Education/Child Abuse around five areas of study: curriculum curriculum development and educational Identification/School Violence Preven- and instruction, educational linguistics, programs in schools, colleges, and univer- tion TCHL-GE 2999 (0 credits). teaching of reading and literature, writ- sities. In nonschool settings, alumni work ing, and research. The courses offered as editors and consultants in publishing The Professional Certification MA examine these areas from various foun- and education and direct curriculum and Degree Program in English Education dational, individual, social and cultural, training programs in industry. (ENGP) serves professionals holding and epistemological and ethical per- initial certification in English in New York spectives. Students may choose to focus DEGREE REQUIREMENTS State and seeking preparation for pro- on a particular area of study or explore Satisfactory completion of many fessional certification. The curriculum is the breadth of offerings available. Department of Teaching and Learning tailored to the professional and personal degrees includes field experiences. needs of individual students, with an SPECIAL OPPORTUNITIES: SUMMER Please see page 150. emphasis on courses in curriculum and STUDY ABROAD instruction, educational linguistics, read- The Programs in Early Childhood and Master’s Programs ing and literature, writing, and related Childhood Education, English Education, The MA Degree Program in Teaching areas. This degree requires a minimum Literacy Education, and Social Studies English, Grades 7–12 (ENGL), serves of 30 credits. Education offer a study-abroad option: students seeking preparation for initial a three-week, 6-credit graduate summer New York State certification. It may be Required Courses (6 credits): Master’s study-abroad program in England. completed in three academic semesters Seminar in English Education ENGED-GE The program in Oxford and London is or on an accelerated, full-time basis 2501 and a concluding seminar, Curricu- aimed at educators in English education, in a little more than a calendar year, lum and Research in English Language primary education (early childhood and commencing early in the summer, fol- Arts ENGED-GE 2120. childhood), literacy education, and social lowed by fall and spring semesters, and studies education. It gives participants concluding the following summer. A Courses Related to the Student’s the opportunity to deepen their minimum of 36 credits is required. Professional Goals (6 credits). knowledge of language development Specialization (18 credits): to be chosen by the student in consultation with the adviser.

159 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 English Education, The MA Degree Program in Teaching Child Abuse Identification and School PhD Degree Program in continued English Language and Literature in Violence Prevention TCHL-GE 2999 0 English Education College (ENGC) serves professionals credits; Adolescent Learners in Urban The doctoral program is directed seeking preparation for two-year college Contexts TCHL-GE 2515 2 credits; Inte- primarily toward students seeking or teaching and nonteaching positions in grating Education Technology in Teaching already holding positions in higher edu- such fields as publishing and educa- and Learning EDCT-GE 2018 1 credit; Edu- cation. Areas of concentration include tional policymaking, as well as certified cating Students with Disabilities in Middle literature, reading, media education, teaching professionals seeking additional Childhood and Adolescent Settings composition education, curriculum de- coursework in educational theory and SPCED-GE 2162 3 credits; Psychological velopment, and applied linguistics. research methods in preparation for and Educational Assessments in Special The doctorate requires a minimum of doctoral-level study. The curriculum is Education SPCED-GE 2136 3 credits; 54 credits beyond the MA and success- tailored to the professional and personal Individuals With Disabilities in School and ful completion of a candidacy essay and needs of individual students, with possible Community SPCED-GE 2124 3 credits; dissertation. See page 153 for informa- concentrations in curriculum and instruc- Strategies for Teaching Students With tion on all the doctoral programs in the tion, educational linguistics, reading and Emotional/Behavioral Disorders SPCED- Department of Teaching and Learning literature, writing, and related areas. This GE 2108 3 credits; Education of Students and pages 209–211 for general degree degree requires a minimum of 36 credits. With Severe and Multiple Disabilities requirements. Specific requirements SPCED-GE 2052 3 credits; Integration for the PhD degree are determined in Required Courses (6 credits): Master’s Seminar in Special Education II SPCED-GE consultation with the adviser. Seminar in English Education ENGED-GE 2508, 2 credits; Introduction to Assistive 2501 and a concluding seminar, Curricu- Technology for People with Disabilities ADMISSION REQUIREMENTS lum and Research in English Language OT-GE 2194 1 credit; Fieldwork in Schools In addition to the general requirements, Arts ENGED-GE 2120. and Other Educational applicants for the MA program must Settings TCHL-GE 2005 0 credits; present at least 30 credits in college- Specialization Electives (30 credits): to Student Teaching in Secondary Special level English. Applicants for the MA be chosen by the student in consultation Education SPCED-GE 2524 3 credits; Degree Program in Teaching English with the adviser. Content Elective ENGED-GE 2xxx 3 7–12 leading to eligibility for initial credits Content Elective ENGED-GE 2xxx certification must also have completed a The Master of Arts: Educational The- 3 credits; MA Seminar in English Educa- college-level language course other than atre, All Grades, with English, 7–12 tion ENGED-GE 2501 3 credits; Student English or American Sign Language. (ETED) See Page XXX. Teaching in English Language Arts: Middle Applicants for the MA Degree or High School ENGED-GE 2911 3 credits; Program in English 7–12 that leads to Dual Certification MA in Teaching Teaching and Learning English Language eligibility for professional certifica- English, Grades 7–12 and Teaching Arts in Middle or High School ENGED-GE tion must hold initial New York State Students with Disabilities, Grades 7–12 2041 OR 2042 3 credits; Curriculum and certification in English 7–12. Applicants This innovative, dual-certification master Research in Literacy and the English Lan- for the Certificate of Advanced Study of arts program prepares you to teach guage Arts ENGED-GE 2120 3 credits. must hold an acceptable MA degree in English and Special Education for grades English or English education and must 7–12. Learn pedagogical strategies that Steinhardt Teacher Residency: MASTER have completed three years of success- address the needs of students with dis- OF ARTS IN TEACHING IN ful teaching. Doctoral applicants must abilities; build solid foundations in English, SECONDARY EDUCATION, present a master’s degree in English literacy, and the language arts; and See page 176. education, English, or a related field acquire valuable classroom experience such as reading, linguistics, or TESOL. through student teaching placements Certificate of Advanced Study See general admission section, page in New York City schools. This program The sixth-year Certificate of Advanced 184. leads to eligibility for New York State Study in teaching English language initial teaching certification. This dual-cer- and literature is intended primarily for FINANCIAL AID tification MA program combines content those secondary school English teach- OPPORTUNITIES courses and general and specialized core ers seeking further study in preparation The Department of Teaching and pedagogy classes with fieldwork and for leadership roles at the secondary or Learning offers doctoral fellowships supervised student teaching. Students school district (K–12) levels. The primary for full-time study. The NYU Expository complete two semesters of student teach- areas of study are curriculum and instruc- Writing Program offers preceptor posi- ing in New York City schools, in special tion, educational linguistics, reading and tions for graduate students interested in and inclusive settings for students with literature, and writing. This certificate is teaching writing. For further information disabilities, as well as in middle and high granted only to students who have com- and application materials, contact school English language arts classrooms. pleted 30 credits (with grades better than the director of the Expository Writing Cooperating teachers and NYU faculty B) of graduate study beyond the MA. Program at 212-998-8860. will offer feedback and guidance so you See general financial aid section, can develop and refine your teaching page 196. techniques. A total of 42 credits are required for SPECIAL OPPORTUNITIES this master’s program, as follows: Inquiries Conferences, institutes, and seminars into Teaching and Learning III TCHL-GE at NYU Washington Square campus 2010 3 credits; The Social Responsibilities feature distinguished visiting faculty and of Teachers: Drug and Alcohol Education/ topics of professional concern.

160 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Environmental Conservation Education

DIRECTOR The 37-credit MA Program in Envi- which students study contemporary DEGREE REQUIREMENTS Mary Leou ronmental Conservation Education environmental issues and programs; Students in the master of arts program prepares graduates for environmental evaluate, develop, or implement educa- complete 37 credits of coursework, East Building careers in the broad field of environ- tional initiatives for children, youth, and including: 239 Greene Street mental education. adults; or undertake applied research Core courses (15 credits): Foundations TELEPHONE: The program’s interdisciplinary in environmental education. Students of Environmental Thought ENYC-GE 212-998-5474 approach draws on both theory and complete internships in a wide variety 2019; Cities and Their Environments [email protected] practice and integrates the natural of organizations, including New York ENYC-GE 2005; Environmental and social sciences with education City Audubon, NYC Department of Politics ENYC-GE 2021; Internship in

DEGREE and fieldwork to help students gain Environmental Protection, Jane Goodall Environmental Conservation Education MA an understanding of the profound Institute, New York City Soil and Water ENYC-GE 2024; Environmental Educa- effects of human activity on the planet Conservation District, the United Na- tion: Theory and Practice ENYC-GE FACULTY and the role of education in solving tions, Rainforest Alliance, the Mayor’s 2022; and the Final Seminar in Envi- Lejano, Leou environmental problems. The program Office of Environmental Coordina- ronmental Conservation Education draws on faculty from a wide variety of tion, Wildlife Conservation Society, ENYC-GE 2023.

ADJUNCT FACULTY disciplines within the University, includ- High School of Environmental Studies, Chapman, Land, ing education, history, philosophy, law, Harbor School, the American Museum Electives (13 credits minimum): Maenza-Gmelch journalism, science, health, and the arts. of Natural History, the New York State Electives in related areas are selected Core courses in environmental thought, Department of Environmental Conser- by advisement. Students take courses social ecology, environmental politics, vation, and Wave Hill. The University’s in the department and throughout and environmental education introduce own Sustainability Initiative provides the University in such areas as environ- students to the theories, policies, and additional opportunities for involvement mental policy, sustainability, science ethics that have shaped public discourse and learning. education, economics, history, ecology, and understanding of the environment. food studies, media, and the arts. Electives allow students to tailor CAREER OPPORTUNITIES their program of study to fit their par- The program prepares individuals to Other requirements (6 credits): two ticular conservation education interests assume leadership roles in schools, non- courses in ecology or a related area. in areas such as environmental justice, profit organizations, cultural institutions, curriculum design, teacher education, and government agencies. Graduates ADMISSION REQUIREMENTS policy studies, sustainable development, work as educators, program managers, Applicants to the Program in Environ- ecology, youth education, wildlife edu- consultants, advocates, administrators, mental Conservation Education must cation, and sustainability. MA students and community leaders. In addition follow both the Steinhardt School and can take electives within Steinhardt, the to careers in education, students may the program admission procedures Robert F. Wagner Graduate School of pursue careers in policy, advocacy, the and deadlines. All school and program Public Service, and the Graduate School media, and numerous other profes- admissions materials must be received of Arts and Science. The program also sions in the public and private sectors. by December 15. Specific admission to has a strong affiliation with the Program Some graduates go on to law school the Program in Environmental Conserva- in Science Education in this depart- or doctoral programs in environmental tion Education includes the submission ment, and the Wallerstein Collaborative education, environmental studies, en- of a statement of purpose and two for Urban Environmental Education at vironmental science, and related areas. letters of recommendation. See general NYU provides students with numerous The University offers many opportuni- admission section, page 184. opportunities to study and work closely ties to explore employment possibilities . with science education faculty on through the program’s internships and research, curriculum projects, and other the extensive network of organizations environmental initiatives. with which the program is associated, The integration of coursework with including NYU’s Wallerstein Collabora- required fieldwork provides students tive for Urban Environmental Education with a unique urban experience in (www.nyu. edu/). For profiles of gradu- environmental education. The program ates, visit http://steinhardt.nyu.edu/ makes ample use of the vast resources teachlearn/environmental/ma/alumni. available in New York City, through

161 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Literacy Education

PROGRAM LEADER Two master’s degree programs are to practice and vice versa, and stresses Graduates will also be qualified to Kay Stahl offered by the Department of Teaching the use of data for decision making. work in after-school programs, clinical and Learning’s Program in Literacy Similarly, the curriculum for children settings in hospitals and community East Building Education. These programs prepare in schools builds on the language and centers, new educational companies 239 Greene Street certified classroom teachers as literacy literacy learning that students bring that focus on literacy learning, and pri- 5th Floor specialists. In addition, these curricula to school and ongoing observation of vate tutoring practice. In addition, this TELEPHONE: are also designed to prepare classroom their learning in order to closely match degree provides excellent background 212-998-5402 teachers at the early childhood and instruction to student level. Professional for positions in the educational publish- [email protected] elementary levels or content-area teach- seminars explore critical issues that ing industry that concentrate on the ers at middle school and high school inform the role of literacy specialists and development of literacy materials and

DEGREE levels who wish to reach all students classroom teachers in schools. literacy assessment. MA in their classes and integrate the Finally, a clinical literacy practicum strategic teaching of reading and allows the candidates to apply program DEGREE REQUIREMENTS

FACULTY writing. In either curriculum, full-time learning as they develop and apply Kieffer, Neuman, students can finish in an accelerated tutoring interventions with children who Master of Arts Stahl, Strom 12-month format (fall, spring, and have literacy challenges. Both programs can be taken as full-time summer semesters), and part-time or part-time programs. The Stein- students can finish in two years. ADMISSION REQUIREMENTS hardt School of Culture, Education, One master’s degree program is Candidates must hold an appropriate and Human Development provides a for candidates interested in students teaching certificate as a prerequisite wealth of choices for the two electives from birth through grade 6 (LITB), for admission to these MA programs. — courses from areas such as bilingual the other, from grade 5 through grade For admission to the literacy program, education, special education, drama 12 (LITC). To apply for these programs, birth–grade 6 (LITB), candidates must education, educational communication a candidate must hold either initial or hold at least an initial certificate in early and technology, media ecology, English professional certification in teaching at childhood/childhood education or an education, educational administration, the appropriate level (see section on initial certificate in either early child- or educational psychology. Admission Requirements for details). On hood education or childhood education. completion of a program, the candidate For admission to the literacy program, Literacy Education, Birth–Grade 6 is eligible for New York State certifi- grades 5–12 (LITC), candidates must (LITB) (30 credits): cation as a literacy specialist for the hold at least an initial certificate in Courses are offered in two phases. appropriate grade levels and will meet middle or secondary education or an ini- Phase I includes Reading Theory and all requirements for the new literacy tial certificate in either middle childhood Practices in Early Childhood/Child- specialist certification. or adolescence education. Candidates hood LITC-GE 2012; Writing Theory The literacy master’s programs rep- holding an out-of-state base certificate and Practices in Early Childhood/Child- resent literacy as the means by which must apply for a comparable New York hood LITC-GE 2013; First and Second people think, learn, and communicate, State certificate with the New York State Language Development: Building a including reading, writing, listening, and Education Department (see www.high- Foundation for Literacy LITC-GE 2010; speaking. The curricula are designed to ered.nysed.gov/tcert) prior to program Politics and Policies of Literacy LITC- help teachers understand the principles completion in order to be recommended GE 2016; and Texts, Tools, and Culture of language and literacy learning and for the literacy certification in New York LITC-GE 2017. Phase II includes Literacy the development of diverse learners, State. Assessment LITC-GE 2011; Clinical Lit- especially those who experience eracy Practicum in Early Childhood and difficulty with literacy learning, across CAREER OPPORTUNITIES Childhood LITC-GE 2991 (two place- developmental levels, academic disci- The graduates of this program will ments, at two different instructional plines, and social and cultural contexts. qualify for literacy specialist positions. levels); and Facilitating School Reform These programs support the develop- Those graduating from the LITB pro- LITC-GE 2065. The program requires ment of teaching expertise in the role gram work in day care, preschools, and two electives that can be taken at any of literacy specialist and in a particular public schools through grade 6 either point in the program. area of specialization within the curri- as teachers with special expertise teach- culum selected by students — such ing in reading and writing or as literacy Literacy Education, as the integration of strategic teaching specialists. Those graduating from Grades 5–12 (LITC) (30 credits): of reading and writing within differ- the LITC program work at the middle The courses are offered in two phases. ent content areas (e.g., social studies, school or high school levels as teachers Phase I includes Reading Theory and science, or math) or clinical work in in particular content area with special Practices in Middle Childhood and Ado- literacy. The course of study builds on expertise in integrating the teaching of lescence LITC-GE 2014; Writing Theory the participants’ professional experi- language and literacy into their curricula and Practices in Middle Childhood and ences, involves the application of theory or as literacy specialists. Adolescence LITC-GE 2015; First and

162 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Literacy Education, Second Language Development: Build- FINANCIAL OPPORTUNITIES teaching and learning of language and continued ing a Foundation for Literacy LITC-GE Loans and scholarships may be avail- literacy across all school levels, from 2010; Politics and Policies of Literacy able for qualified applicants to master’s early childhood through college. The LITC-GE 2016; and Texts, Tools, and Cul- study. See general financial aid section, program is designed for teachers, men- ture LITC-GE 2017 or Literature and the page 196. tor–teachers, and curriculum specialists Adolescent Experiences ENGED-GE 2521 in elementary education, literacy and or Teaching American Literature in the SPECIAL OPPORTUNITIES language, and English. 21st Century; Tradition and Innovation Conferences, institutes, and seminars Participants engage in the process of ENGED-GE 257. Phase II includes Lit- at NYU’s Washington Square campus developing literacy curricula that reflect eracy Assessment LITC-GE 2011; Clinical feature distinguished visiting faculty and depth of content and include peda- Literacy Practicum in Middle Childhood topics of professional concern. gogy and instructional practices that and Adolescence LITC-GE 2992 (two The Programs in English Education, have potential to reach a wide range of placements, at two different instruction- Literacy Education, and Early Childhood students. Critical issues for both teach- al levels); and Facilitating School Reform and Childhood Education offer summer ers and students, such as approaches to LITC-GE 2065. The program requires graduate study-abroad programs in collaboration, assessment, and evalua- two electives that can be taken at any Oxford and London, England. The cur- tion, are an integral part of this program point in the program. riculum offers educators an opportunity of study. to explore British approaches to the

163 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Mathematics Education

PROGRAM CODIRECTORS The Department of Teaching and Master of Arts in Mathematics Field Work and Student Teaching Orit Zaslavsky Learning offers master’s- and doctoral– Education (6 credits), including Student Teaching orit.zaslavsky@ level degrees in mathematics education. The preservice MA program in teaching in Mathematics Education: Middle nyu.edu At the master’s level, the department mathematics, grades 7–12, is a variable and High Schools I & II MTHED-GE 2911, offers a program leading to initial 30–40-credit program that prepares 2922. Martin Simon secondary certification for prospective students to teach mathematics in Also required for New York State (Doctoral Program) teachers and a program for in-service grades 7–12 and culminates in students certification is The Social Responsi- [email protected] secondary mathematics teachers being eligible for initial New York State bilities of Teachers: Drug and Alcohol leading to professional secondary certi- certification. This curriculum may be Education/Child Abuse Identification/ East Building fication. At the doctoral level, students completed in four academic semesters School Violence Prevention (0 credits) 239 Greene Street can pursue a mathematics education or in an accelerated, full-time basis in TCHL-GE 2999. 4th Floor doctorate with a focus on any level of one calendar year or a little more than The MA program in teaching Telephone: schooling (elementary, secondary, post- one calendar year, commencing early in mathematics, grades 7–12, serves 212-998-5870 secondary). Students in these programs the summer, followed by fall and spring professionals holding initial New York may take their mathematics courses at semesters, and concluding the following State certification in mathematics and

DEGREES NYU’s world-renowned Courant Institute summer. There is an option of extending seeking preparation for professional MA, MAT PhD of Mathematical Sciences. Faculty from the certificate to include grades 5–6. certification. It is a 30-credit program the Courant Institute also serve, when Required Courses: General that combines advanced mathematics

FACULTY appropriate, on the dissertation commit- Pedagogical Core Courses (14 credits), content courses with pedagogy courses Burgunder, Ma, tees of doctoral students in the Program including Inquiries into Teaching and to enhance the student’s understanding Simon, Zaslavsky in Mathematics Education. Learning III TCHL-GE 2010, Educating of both content and teaching. Course Members of the mathematics educa- Students with Special Needs in Middle requirements include mathematics tion faculty have been, and continue Childhood and Adolescent Settings content courses (8–9 credits, by advise- to be, active in cutting-edge research. SPCED-GE 2162, Language and Literacy ment), pedagogical content knowledge They encourage and support students Acquisition and Development TCHL-GE courses (12–13 credits, by advisement), in the programs to become involved 2275, Adolescent Learners in Urban courses on current issues in education in research, funded projects, and Context TCHL-GE 2515, and Research (9 credits), and a culminating project. professional activities. Current research Investigations in Mathematics Education of the mathematics education faculty MTHED-GE 2008. Minimum grade requirements: Students include studies of the mechanisms of Pedagogical Content Knowledge must get a minimum C in all math- mathematics concept development; Courses (8-20 credits), including Teach- ematics courses, with the exception how people learn mathematics in and ing of Secondary School Mathematics of Mathematical Proof and Proving out of school settings, and how they MTHED-GE 2033, Professional Seminar MTHED-UE 2050, in which the minimum learn across settings; the teaching and for Secondary Mathematics MTHED- grade is B. For pedagogical content learning of rational numbers; the roles GE 2122, and one to seven courses by courses, the minimum grade is B. and use of examples in mathematics advisement from the following: Teaching teaching and teacher education, as of Rational Numbers MTHED-GE 2031, ADMISSION REQUIREMENTS well as in learning to prove. Teaching of Geometry MTHED-GE 2036, See general admission section, initial Teaching of Algebra MTHED-GE 2035, certification page 186. CAREER OPPORTUNITIES Teaching of Data Collection and Analysis Applicants to the preservice MA Graduates have many career oppor- MTHED-GE 2032, Educational Technol- degree program in teaching mathemat- tunities open to them both within and ogy in Secondary School Mathematics ics, grades 7–12, must hold a bachelor’s outside the academic community here MTHED-GE 2034, and Teaching of degree with a strong mathematics and abroad. These include research in Pre-calculus and Trigonometry in High GPA. They must also have completed mathematics education, mathematics School MTHED-GE 2037, Teaching of a minimum of 30 credits of acceptable teacher education, mathematics Computer Science MTHED-GE 2080, mathematics content at a calculus 1 level curriculum development, mathematics Introduction to Computer Science and above. Two semesters of calculus education leadership, and the teaching Education MTHED-GE 2110. should have been taken as part of the of mathematics and related subjects Mathematics Content Courses 30 credits. Applicants who did not take (including statistics) at all levels from (2-6 credits) taken, by advisement, a course in linear algebra and a course elementary school through college. either in the Graduate School of Arts in geometry may be required to com- and Science or selected math content plete one or both courses, in addition DEGREE REQUIREMENTS courses offered through the Program to the program requirements, prior to Satisfactory completion of many in Mathematics Education itself, their graduation from NYU. Applicants Department of Teaching and Learning with Mathematical Proof and Proving must also have taken and passed three degrees includes field experiences. MTHED-GE 2050 required. semester hours at the college level of Please see page 150. a foreign language or sign language.

164 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Mathematics Under special circumstances, ap- who have a strong understanding of program of specialization, provides the Education, continued plicants with fewer than the required mathematics. basis of acceptance into doctoral can- number of credits but whose grades The PhD program in Teaching and didacy following formal matriculation. indicate the ability to do well in math- Learning with an emphasis in mathemat- Below are the two schoolwide prereq- ematics may be allowed to take the ics education requires a minimum of 36 uisites to the taking of the candidacy missing coursework as a part of the credits of graduate coursework beyond examination as well as regulations program, in addition to the regular the master’s degree. Most students take concerning the examination itself.

requirements. at least 48 credits. Although there are n Ma triculation. Only doctoral students Applicants to the professional required courses and competencies, who are fully matriculated are eligible certification MA degree program in there is also significant flexibility in stu- for the Departmental Candidacy Ex- mathematics, grades 7–12, must also dent programs for pursuit of particular amination. Matriculation is established have completed a bachelor’s degree and interests. during the first semester of registra- hold initial New York State certification With appropriate background in a tion in the doctoral program.

in secondary mathematics.. combination of mathematics and educa- n Good Academic Standing. All doctoral tion, a full-time student can complete students are required to have a cumu- EMBEDDED MASTER OF the program in approximately four lative, doctoral grade credit average ARTS IN TEACHING IN years. Students in this program must of 3.0 to qualify for the Departmental SECONDARY EDUCATION, also take and pass a comprehensive Candidacy Examination. See page 176.  examination following their coursework At an early stage of doctoral study, and complete a doctoral dissertation. doctoral students should confer with PhD Program Teaching and Required courses include Profes- their departmental advisers in order Learning With an Emphasis in sional Research Seminar in Mathematics to plan the remaining courses neces- Mathematics Education Teacher Education MTHED-GE 3021; sary as preparation for the candidacy Students interested in a doctoral Qualitative Research in Mathematics Ed- examination. Doctoral students may program in mathematics education ap- ucation I: Research Design MTHED-GE not sit for the candidacy examination ply for admission to the PhD Program in 3010; Qualitative Research in Mathemat- more than twice. Candidacy examination Teaching and Learning with an emphasis ics Education II: Guided Data Analysis applications are available at the Office in mathematics education. MTHED-GE 3011; and Learning Theories of Research and Doctoral Studies, Pless The program includes coursework in Mathematics Education Research Hall, 82 Washington Square East, 5th in mathematics education, mathemat- MTHED-GE 3014. Based on the student’s Floor. ics and related fields (e.g., statistics), coursework and prior experience, If doctoral candidacy is not ac- and in educational research. The courses in mathematics, statistics, and cepted, matriculation will be suspended. coursework, along with involvement research design are generally required. If candidacy is subsequently accepted, in faculty research projects (20 hours the original date of matriculation will be per week for 3 to 4 years), is designed ADMISSION REQUIREMENTS restored. to produce graduates who are capable PhD Program: See department doctoral of high-quality research in mathemat- admissions requirements. ics education. In addition, the program Successful completion of the De- prepares students to be strong math- partmental Candidacy Examination, ematics teachers and teacher educators a comprehensive examination in the

165 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Multilingual Multicultural Studies

Bilingual Education, Multilingual Multicultural Studies is Bilingual Extension Foreign Language a unit in the Department of Teaching DEGREE REQUIREMENTS (Advanced Certificate: Bilingual Education, Teaching and Learning that includes three distinct Satisfactory completion of many Education for Teachers) English to Speakers but related programs: Bilingual Educa- Department of Teaching and Learning The 15-credit minimum bilingual of Other Languages tion, Foreign Language Education, and degrees includes field experiences. extension program includes courses in (TESOL) the Teaching of English to Speakers linguistics, culture, bilingual and second of Other Languages (TESOL). Unit PROGRAMS IN BILINGUAL EDUCATION language pedagogy, and language

PROGRAM LEADER faculty are committed to an additive through content. Required courses Shondel Nero approach to multilingualism, cultivating MA Program in Bilingual Education. include Bilingual Multicultural Education: an appreciation for cultural diversity (leading to New York State certification)* Theory and Practice BILED-GE 2001; East Building in various educational settings. The The master of arts program (34 credits) Intercultural Perspectives in Multilingual 3rd Floor programs are open to qualified pre- and prepares teachers to use bilingual ap- Multicultural Education LANED-GE TELEPHONE: in-service teachers at the elementary, proaches with their students in such 2005; Language Arts and Literacy with 212-998-5757 secondary, college, and adult levels and areas as early childhood education, a Bilingual Approach BILED-GE 2110; [email protected] welcome teacher–educators, research- childhood education, middle childhood Teaching Second Languages across www.steinhardt.nyu. ers, supervisors, program coordinators, education, adolescence education, a Content Areas TESOL-GE 2204 or The edu/teachlearn/mms and curriculum and materials specialists special subject (mathematics, science, Second Language Classroom: Elemen- for schools and other related settings. social studies), literacy education, career tary and Secondary LANED-GE 2201; and

DEGREES Graduates of our teacher certification education, and technical education. Supervised Student Teaching in Bilingual MA, PhD programs may receive certification in 16 credits of required courses include: Education: Elementary and Secondary New York State with reciprocity in most Bilingual Multicultural Education: Theory I or II BILED-GE 2991 or 2992 or Field

CERTIFICATES other states throughout the country. and Practice BILED-GE 2001; Intercultural Experience and Seminar in Foreign Post-Baccalaureate Students can avail themselves of an Perspectives in Multilingual Education Language Teaching FLGED-GE 2918. Advanced Certificate, innovative course of study designed LANED-GE 2005; Structure of American Post-Master’s around a core of subjects shared by the English TESOL-GE 2205; Methods of Post-MA Advanced Certificate Certificate of three programs. Depending on individu- Teaching Language Arts and Literacy in Bilingual Education Advanced Study al interests, programs allow for courses with a Bilingual Approach BILED-GE 2110; The Post-MA Advanced Certificate in Bi- in any of the following related areas: and The Second Language Classroom: lingual Education is for bilingual teachers,

FACULTY English education, applied linguistics, Elementary and Secondary Schools supervisors, teacher trainers, administra- Creider, Eisenstein- early childhood and elementary educa- LANED-GE 2201 or Curriculum Adapta- tors, and materials developers who wish Ebsworth, Harvey, tion, literacy, anthropology, foreign tions in Bilingual Education BILED-GE to continue their education beyond the Llosa, Nero, Qin, languages, and linguistics. The programs 2101. The program also requires 12 credits master’s level. The 30-credit program is Woodley also include seminars and workshops in of electives, 3 credits of student teach- appropriate for those who wish to contin- materials and curriculum development ing, and a 3-credit terminal experience.. ue their study of bilingual education or add

ADJUNCT FACULTY and language through content and to their teaching and learning experience. Barley, Blaber, assessment. Field experiences consist *This program is open only to applicants The Post-MA Advanced Certificate can Carpenter, Chan, of classroom observation, supervised already holding teacher certification also serve as a bridge between master’s Choong, Collins, Coma, student teaching or internship, study in a primary area (except in TESOL or and doctoral study. The bilingual extension DeCapua, DeFazio, abroad, and research opportunities. Foreign Language Education) in New can also be earned through this program. Heath, Gure, Hong, York State or another US state. Lum, McSweeny, Pally, CAREER OPPORTUNITIES PROGRAMS IN FOREIGN LANGUAGE Picard-Reddington, Graduates of the Multilingual Multicultural Doctoral Program EDUCATION Schmidt Studies programs are in great demand The Doctoral Program in Bilingual Educa- as language teachers, program coordina- tion (PhD) prepares teacher educators, MA Program in Teaching a Foreign tors, curriculum specialists, and evaluators supervisors, and researchers for bilingual Language 7–12 (Chinese, French, in elementary and secondary schools, and bicultural settings. The program Italian, Japanese, and Spanish) community colleges, and universities emphasizes research in language ac- Students seeking certification must throughout the New York metropolitan quisition, bilingualism, and pedagogy complete 44 credits of coursework. area, across the country, and worldwide. in linguistically diverse environments in Courses include foundations in linguis- Doctoral graduates are sought by research addition to the foundations of education, tics, target language, methods, culture, institutions, colleges, and universities. As research methods, departmental content second language research, and student globalization increases, more people are seminars, and dissertation proposal teaching placement at the secondary seeking to broaden their skills through seminar. Students are required to take level. Students may also take Teaching language learning and cultural awareness. 54 credits of coursework and 1 credit per Foreign Languages to Elementary School Opportunities are rapidly growing in semester for advisement while preparing Children FLGED-GE29 2018 to extend many non-school settings as well, such their doctoral dissertations. their certification to K–6. This curriculum as community organizations, immigrant may be completed in four academic resettlement agencies, publishing houses, semesters or on an accelerated, full-time training programs for multinational cor- basis in a little more than a calendar year, porations, and international educational commencing early in the summer, fol- agencies both here and abroad. lowed by fall and spring semesters, and

166 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Multilingual concluding the following summer. Post-Master’s Certificate of Multicultural The program consists of a content MA Program in Teaching a Foreign Advanced Study Education, continued core (3–9 credits); 8 credits of the Language (7–12) and Teaching The certificate program in foreign lan- general pedagogical core (Field Work English to Speakers of Other guage education consists of 30 credits in Schools and Other Educational Languages (All Grades) beyond the master’s degree and three Settings TCHL-GE 2005; Inquiries into This dual teacher certification program years of relevant education experience. Teaching and Learning TCHL-GE2010; enables students to learn to teach Eng- Students are required to take courses Adolescent Learners in Urban Contexts lish as a second language and to teach a in teaching methodology, curriculum TCHL-GE 2515; and Educating Students foreign language. The program of study development, and research methods. with Disabilities in Middle Childhood and integrates second/foreign language Adolescent Settings SPCED-GE 2162 or pedagogy, linguistics, cross-cultural PhD Program in TESOL Bilingual Exceptional Child BILED-GE studies, and second language acquisi- The doctoral program in TESOL (PhD) 2103); 5–11 credits of electives/pedagogi- tion research. Students have to fulfill prepares teacher educators, supervisors, cal content knowledge core; 13 credits of student teaching requirements at the and researchers for TESOL and bicul- the specialized pedagogical core (Teach- elementary level for ESL and the second- tural settings. The program emphasizes ing Foreign Languages: Theory and ary level for the target language. Students research in second language acquisition Practice FLGED-GE 2069 or Teaching who complete this 50-credit program will and pedagogy in linguistically diverse Second Languages: Theory and Practice be certified in teaching ESL (all grades) environments. Courses include founda- TESOL-GE 2002; Second Language and a foreign language (7–12). Students tions of TESOL, research methods, Classroom: Elementary and Second- may also take the course Teaching For- departmental content seminars, and a ary Schools LANED-GE 2201; Bilingual eign Languages to Elementary School dissertation proposal seminar. Stu- Multicultural Education: Theory and Children FLGED-GE 2018 to extend their dents are required to take 54 credits of Practice BILED-GE 2001 or Intercultural certification to grades K–6. coursework and 1 credit per semester Perspectives in Multilingual Multicultural The program requires 12 credits of for advisement while preparing their Education LANED-GE 2005; Second Lan- content core coursework (including doctoral dissertations. See page 153 for guage Acquisition: Theory and Research Linguistic Analysis LANED-GE 2003 and information on all the doctoral programs LANED-GE 2206); 6 credits of student Structure of American English TESOL-GE in the Department of Teaching and teaching (Student in Foreign Language: 2205); 8 credits of general pedagogical Learning and pages 207–209 for general Middle and High School I and II FLGED- core coursework (Inquiries in Teaching degree requirements. GE 2911 and 2922); a 0-credit social and Learning TCHL-GE 2010; Adolescent responsibilities of teachers course (Drug Learners in Urban Contexts TCHL-GE Post-Baccalaureate Advanced and Alcohol Education/Child Abuse Iden- 2515; Educating Students with Disabili- Certificate in TESOL tification/School Violence Prevention/ ties in Middle Childhood and Adolescent This 15-credit program is designed for DASA TCHL-GE 2999); and a 3-credit ter- Settings SPCED-GE 2162; Fieldwork in those who are interested in teaching minal experience (Advanced Individual Schools and Other Educational Settings English abroad and who decide to Project in MMS LANED-GE 2039). TCHL-GE 2005; 8–11 credits of pedagogi- choose a second career in teaching cal content knowledge core coursework English as a second/foreign language MA Program in Foreign (Teaching Second Language across and those who either do not seek a Language Education Content Areas TESOL-GE 2204; Second master’s degree or are undecided about Students wishing to teach at the Language Evaluation and Assessment matriculating for a master’s degree. college or adult level may earn an MA LANED-GE 2060; Workshop in Teaching Coursework includes foundation in without achieving state certification. Foreign Languages FLGED-GE 2914; Re- methods, structure of American English, The program requires the completion search and Practice in Academic English and internship. of 34 credits. Writing for ELLs TESOL-GE 2810; Meth- The program requires 12 credits of The program requires 9 credits of ods of Teaching Language Arts in Literacy required courses (Teaching Second foundation coursework (Teaching Foreign with a Bilingual Approach BILED-GE2110); Languages: Theory and Practice TESOL- Languages: Theory and Practice FLGED- 7 credits of specialization pedagogical GE 2002; Second Language Classrooms: GE 2069 or Teaching Second Languages: core coursework; 6 credits of student College and Adults LANED-GE 2202; Theory and Practice TESOL-GE 2002; teaching (Student Teaching in TESOL: El- Structure of American English TESOL- Linguistic Analysis LANED-GE 2003; Bilin- ementary and Secondary TESOL-GE 2901; GE 2205; Internship in Teaching Second gual Multicultural Education: Theory and Student Teaching in Foreign Language: Language LANED-GE 2035) and 3 Practice BILED-GE 2001 or Intercultural Middle and High School FLGED-GE 2922); credits of electives. Perspectives in Multilingual Education a 0-credit Social Responsibilities Of LANED-GE 2005); 3–6 credits of language Teachers Course (Drug and Alcohol Edu- ADMISSION REQUIREMENTS specialization coursework; 9–12 credits of cation/Child Abuse Identification/School Note: All MMS programs require TOEFL electives; 4 credits of classroom practice Violence Prevention/DASA TCHL-GE scores (minimum IBT score of 100) or (The Second Language Classroom: Col- 2999); and a 3-credit terminal experience IELTS scores (minimum 7) for interna- lege and Adults LANED-GE 2202); 3–6 (Advanced Individual Project in MMS tional students who have not received credits of field experience coursework; LANED-GE 2039). bachelor’s degrees from institutions in and 3 credits of a terminal experience English-speaking countries. Upon arrival, (Culminating Seminar in MMS LANED-GE all international students have their 2099 or Advanced Individual Project in English assessed by NYU’s American MMS LANED-GE 2039). Language Institute. The ALI may

167 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Multilingual recommend additional English develop- This three-week program includes a Multicultural ment. Students seeking admissions to all 3-credit graduate course, where stu- Education, continued MA programs leading to New York State dents explore intercultural perspectives certification must submit current GRE or in multilingual and multicultural educa- MAT (Miller Analogies Test) scores. tion by an intensive “real time” linguistic and cultural experience in Santiago, Bilingual Extension Post-Baccalaureate Dominican Republic. In addition to the Advanced Certificate graduate course, students take a one- Applicants must have an undergraduate credit undergraduate course in Spanish, degree in liberal arts or sciences. There offered by the host university in San- are additional requirements for those tiago to experience language immersion. desiring the bilingual extension.* All students stay with Dominican host Post-Master’s Advanced Certificate families, which enriches their linguistic Students must have completed a mas- and cultural experience. The program ter’s degree in a related area. also takes students on educational tours to Santo Domingo, the capital city, PhD Program in TESOL and to other parts of the Dominican Applicants must present a master’s Republic. Students can take advantage degree in a related area, current GRE of other study-abroad opportunities scores, two letters of recommendation, offered by the Department of Teaching and a sample of written work in English. and Learning, such as the English Edu- cation summer program in London.

GLOBAL STUDY The Programs in Multilingual Multicul- tural Studies (MMS) and in International Education jointly offer a three-week, 6-credit graduate summer study-abroad program in Shanghai, China. The cur- riculum offers educators an opportunity to examine intercultural perspectives in multilingual multicultural education in China and to explore the teach- ing of language, particularly English and Chinese, across all school levels. The program is designed for graduate students, teachers, and curriculum spe- cialists in TESOL, bilingual education, foreign language education, English education, and international education. Teaching and learning activities include classes and seminars taught by NYU faculty members and lectures by faculty

*Bilingual extension: Applicant members from local higher education must be eligible for New York institutions, such as Shanghai Normal State certification in their University. Internship opportunities are primary areas such as early also available in Shanghai. childhood education; childhood education; middle childhood In addition to the Shanghai program, education; adolescence foreign language and TESOL majors, education; a specialized subject as well as all graduate students across area, such as math, science, Steinhardt, may also take advantage of or social studies; literacy the Multilingual and Multicultural Studies education; speech pathology; psychology; and career or January intersession study-abroad pro- technical education. gram in the Dominican Republic.

168 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Science Education

PROGRAM DIRECTOR The Science Education Program at NYU ADMISSION REQUIREMENTS Robert Wallace can help turn your passion for science Applicants to the Master of Arts in into a career that matters. Whether as Teaching Teacher Residency program East Building a highly qualified educator in schools who are interested in teaching science 4th Floor or as a science educator in a nonprofit must have an undergraduate major in TELEPHONE: organization or as a sustainability expert biology, chemistry, physics, or earth sci- 212-998-5208 the NYU program can help you become ence. In certain instances, the program [email protected] creative and effective educator. You will will accept students who have not work with faculty who have extensive satisfied all of the above requirements.

DEGREE experience both in science education In these cases, such students will be MAT, PhD research and in effective teaching and required to complete at NYU all out- learning. standing coursework, in addition to their

FACULTY program requirements, prior to their Lejano, Leou, TEACHER RESIDENCY: graduation from NYU. Milne, Wallace MASTER OF ARTS IN TEACHING IN SECONDARY EDUCATION, FOCUS ON SCIENCE AND See page 176. ENVIRONMENTAL EDUCATION The PhD in Teaching and Learning offers a focus on Science and Environmental Education and prepares you to conduct research in science and environmental education at the elementary, secondary, and post-secondary levels. See page 153 for information on all the doctoral programs in the Department of Teaching and Learning and pages 207–209 for general degree requirements.

169 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Social Studies Education

PROGRAM LEADER The master’s program in social studies Master of Arts Teacher Residency: MASTER OF ARTS Diana Turk education leads to New York State initial The Program in Social Studies Education IN TEACHING IN SECONDARY EDUCA- teacher certification to teach social offers two tracks leading to the master TION See page 176. East Building studies, history, and the humanities in of arts degree: one for students seeking Suite 624 grades 7–12, with an extension avail- initial certification to teach middle- In-Service/Professional Certification TELEPHONE: able for grades 5–6. Combine your love and secondary-level social studies and Program in Social Studies Education 212-998-5492 of history, geography, economics, or one for students seeking professional (30 credits) [email protected] political science and government with certification who already are certified Applicants must have met all the inquiry-based teaching methods for in middle- and secondary-level social requirements for New York State initial

DEGREES adolescents in multicultural, multiethnic, studies. certification in adolescent social stud- MA, MAT urban schools. Learn to teach with ies. In addition, applicants must have a primary sources and divergent historical DEGREE REQUIREMENTS bachelor’s degree from an accredited

FACULTY interpretations. As you develop as a Satisfactory completion of many college or university with a minimum Cohen, Turk teacher, your lesson plans and class- Department of Teaching and Learning GPA of 3.0 in social studies content room teaching will become exciting, degrees includes field experiences. coursework. At least 18 credits of the

ADJUNCT FACULTY inquiry-based history workshops that program must be at the 2000 level of Berman, Faithful, use innovative technologies to bring the Master’s Degree Program in Teaching study. Fitzgerald past to life. We follow an interdisciplin- Social Studies 7–12 Leading to Initial ary approach to social studies: you’ll Certification (35 credits) I. Courses linking social studies learn how to enhance your teaching Curriculum Courses (6 credits): Social content to social studies pedagogy by integrating historical narrative with Studies Curriculum: U.S. History SOCED- (12 credits): The Social Studies Cur- novels, film, music, photography, and GE 2047; and Social Studies Curriculum: riculum: US History SOCED-GE 2047; the visual arts. World History SOCED-GE 2048. The Social Studies Curriculum: World Our program features small classes Pedagogical Content (9 credits): History SOCED-GE 2048; Humani- and opportunities to work with an out- MA Seminar in Social Studies SOCED- ties, Literacy, and the Social Studies standing faculty dedicated to improving GE 2146; Teaching Social Studies in SOCED-GE 2145; and MA Seminar in the teaching of history in high schools the Middle and Secondary School Social Studies SOCED-GE 2146. In and middle schools. The pivotal experi- SOCED-GE 2042; and Language and addition, students take a total of 15 ence of the program is a two-semester Literacy Acquisition and Development credits from Course Listings II and sequence of student teaching at the TCHL-GE 2275. III. The specific courses selected are middle and high school levels — a modi- Pedagogical Core (9 credits): Inquiries agreed upon by both the student fied teacher residency experience that into Teaching and Learning TCHL-GE and his or her academic adviser and follows the calendar of the New York 2010; Integration of Media and Tech- are based on the student’s previous City public school year. Unique graduate nology in Secondary Curriculum and social studies coursework and study-abroad opportunities broaden Learning EDCT-GE 2018; Educating professional needs and interests. your learning experiences. Students with Disabilities in Middle Possible courses include those Join our graduates who teach in Childhood and Adolescent Settings below. Others are available by public and independent, charter, and SPCED-GE 2162; and Adolescent Learn- advisement. magnet school classrooms throughout ers in Urban Contexts TCHL-GE 2515. New York City and across the country. Student Teaching (5 credits): Teaching II. Content specialization (courses in Many other graduates serve as teacher Practicum: Social Studies in the Middle social studies content taken within trainers, department chairs, or cur- and Secondary Schools SOCED-GE the Program in Social Studies Educa- riculum specialists in middle and high 2053; Supervised Student Teaching I tion, in the Department of History schools. Still others work in educational SOCED-GE 2911; and Supervised Student or Humanities and Social Sciences print and electronic publishing, educa- Teaching II SOCED-GE 2922. in the Professions, or in another tional television, museum education, Elective (3 credits): In consultation with department related to social stud- and in private and nonprofit settings adviser, students select one course as an ies within theGraduate School of throughout the United States. elective from offerings in the Steinhardt Arts and Science). Possible courses We also offer two unique dual- School of Culture, Education, and include The City as Resource in certification MA programs: Human Development or the Graduate Historical Research SOCED-GE 2304; • Educational Theatre, All Grades, School of Arts and Science. What Are Schools For? History of page 97, and Teaching Social Culminating Experience (3 credits): American Education and Society: Studies, grades 7–12 Culminating Experience: Social Studies Race and Ethnicity HSED-GE 2174; • Teaching Students with Disabilities, and History Workshop SOCED-GE 2140. and Historical Perspectives HSED- Generalist, 7–12, and Teaching Other (0 credits): The Social Respon- GE 2175. Social Studies, grades 7–12 page 171. sibility of Teachers: Drug and Alcohol Education/Child Abuse Identification/ School Violence Prevention TCHL-GE 2999.

170 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Social Studies III. Courses addressing theories and ADMISSION REQUIREMENTS Social Studies: Middle and High School Education, continued strategies for adapting curriculum Candidates for admission must have II SOCED-GE 2922, 2 credits; Teaching and instruction (courses that offer a bachelor’s degree. The applicant’s Practicum: Social Studies in the Middle theories and strategies for adapting transcript(s) are evaluated to ensure and Secondary School SOCED-GE 2053, curriculum to meet the special that the applicant has completed the 1 credit; Student Teaching in Secondary needs of students). Possible courses equivalent major or concentration in one Special Education SPCED-GE 2524, 3 include Language and Literacy for of the liberal arts or sciences. In cases credits; The Social Studies Curriculum: Upper Grades LITC-GE 2002; Foun- in which teacher candidates have not US History SOCED-GE 2047, 3 credits; dations of Curriculum for Diverse completed an appropriate liberal arts Teaching Social Studies in Middle and Learners SPCED-GE 2051; Educating major or concentration, we will require Secondary School SOCED-GE 2042, 3 Students with Special Needs in as a condition of graduation from the credits. Middle Childhood and Adolescent master’s program that the teacher can- Settings SPCED-GE 2162; and didates complete the necessary major Adolescent Development: Theory or concentration prior to the completion and Research APSY-GE 2272. of the master’s degree. For admissions, candidates must also have at least 15 IV. Culminating seminar (3 credits): credits in history and/or geography, 3 Culminating Experience: Social credits in politics, 3 credits in econom- Studies and History Workshop ics, 3 additional credits in another area SOCED-GE 2140. of social studies, and a semester of study of language other than English. Note: Students who complete our pro- fessional certification program require DEGREE REQUIREMENTS three years of teaching to be eligible for A total of 45 credits are required for this New York State certification. dual-certification master’s program. Inquiries into Teaching and Learning Master of Arts in Teaching Social III TCHL-GE 2010, 3 credits; The Social Studies, Grades 7–12 and Teaching Responsibilities of Teachers: Drug and Students with Disabilities, Grades 7–12 Alcohol Education/Child Abuse Iden- This innovative, dual-certification master tification/School Violence Prevention: of arts program prepares you to teach TCHL-GE 2999, 0 credits; Adolescent social studies and special education for Learners in Urban Contexts TCHL-GE grades 7–12. Students learn pedagogi- 2515, 2 credits; Language and Literacy cal strategies that address the needs Acquisition and Development TCHL-GE of students with disabilities; build 2275, 3 credits; Integrating Education strong foundations in social studies, Technology in Teaching and Learn- history, and special education; and gain ing EDCT-GE 2018, 1 credit; Educating hands-on classroom experience through Students with Disabilities in Middle student teaching placements in New Childhood and Adolescent Settings York City schools. You’ll help meet the SPCED-GE 2162, 3 credits; Psychological rising demand for dual-certified second- and Educational Assessments in Special ary school educators. This program Education SPCED-GE 2136, 3 credits; leads to eligibility for New York State Individuals with Disabilities in School initial teaching certification. and Community SPCED-GE 2124, 3 This dual-certification MA program credits; Strategies for Teaching Students combines content courses and general with Emotional/Behavioral Disorders and specialized core pedagogy classes SPCED-GE 2108, 3 credits; Education with fieldwork and supervised student of Students with Severe and Multiple teaching. You’ll complete two semesters Disabilities SPCED-GE 2052, 3 credits; of student teaching at New York City Integration Seminar in Special Education schools, in special and inclusive settings II SPCED-GE 2508, 2 credits; Introduc- for students with disabilities, as well as tion to Assistive Technology for People in middle and high school social studies with Disabilities OT-GE 2194, 1 credit; classrooms. This is a great opportunity The Social Studies Curriculum: World to integrate theory, practice, and subject History SOCED-GE 2048, 3 credits; MA content. Cooperating teachers and NYU Seminar in Social Studies SOCED-GE faculty will offer feedback and guid- 2146, 3 credits; Fieldwork in Schools and ance so you can develop and refine your Other Educational Settings TCHL-GE teaching techniques. 2005, 0 credits; Student Teaching in

171 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Special Education

PROGRAM LEADER The dual programs in special education The participants in the MA Programs Students may complete this program on Audrey Trainor prepare teachers for positions working in Special Education vary widely in age an accelerated, full-time basis in a little [email protected] with students with and without and background. Some were educa- more than a calendar year, commencing disabilities from birth through grade 6, tion majors, but many were liberal arts, early in the summer, followed by fall and East Building as described below: business, or fine arts majors as under- spring semesters, and concluding the Room 200 • Steinhardt Teacher Residency: MAT in graduates. Some are making a career following summer. 212-998-5460 Secondary Education/Special change. The diversity of the student Education Generalist 7–12 population contributes to the richness DEGREE REQUIREMENTS

DEGREE • Early Childhood Education and of the programs. Consequently, program Satisfactory completion of many MA Special Education: Early Childhood requirements and curricula offerings Department of Teaching and Learning (dual certification) (ESEE) are designed to be responsive to the degrees includes field experiences.

FACULTY • Special Education: Early Childhood diverse backgrounds of our participants. Alter, Fish, Gottlieb, (SEEC) Graduate students have the option of General Pedagogical Core (9 credits) Strassfeld, Trainor, • Childhood Education and Special beginning the program part time, while Inquiries in Teaching and Learning Sewell, and Smith Education: Childhood (dual most individuals, particularly those who III TCHL-GE 2010 (or other course certification) (CSEC) are career changers, will need to commit approved by faculty); Language and

ADJUNCT FACULTY • Special Education: Childhood (SECH) to a period of full-time field/student Literacy in the Early Years LITC-GE 2001; Clancy, Cox, Devitt, • Teaching English, Grades 7–12 and teaching; however, for those currently and The Bilingual Exceptional Child Johnston, Magrone, Teaching Students with Disabilities, working in education settings, special- BILED-GE 2103. Tyson Grades 7–12 See page 176 ized arrangements may be developed in consultation with the Department’s Specialized Pedagogical Courses Special education refers to specialized Office of Field Study. — Early Childhood (12 credits): services or environmental modifications, Curriculum Development in Science and differentiated instruction, adapted Teacher Residency: Master of Arts in Social Studies ECED-GE 2314; Human curricula, or other supports provided Teaching In Secondary Education/ Development and Curriculum in Early to students with disabilities. NYU Special Education Generalist 7–12 Childhood ECED-GE 2017; Teaching students are encouraged to view all See page 176. Elementary School Math: Foundations children and their families as individuals and Concept Development MTHE-GE with varying degrees of skills and MA Programs in Special Education 2115; and Integrated Arts in the Early untapped potential for quality lives in at the Early Childhood Level Childhood and Curriculum CHDED-GE school, work, and recreation in their (Birth–Grade 2) 2055. communities. Classroom, home, and The MA programs in early childhood community interventions are designed special education focus on the value of Specialized Pedagogical Courses to meet the characteristics, needs, and early childhood educational experiences — Special Education (18 credits): visions for a valued future of each child, in all aspects of the young child’s life. Diversity and Equality for Students with not limited by traditional categories of Play is the basis of learning in all spheres Disabilities in Families, Schools, and disability. Respecting the critical role of development, and relationships with Communities SPCED-GE 2127; Methods that families play in the lives of children, peers and adults are key to children’s of Instructions for Children with High- and the multidimensional nature of learning from their experiences. Incidence Disabilities SPCED-GE 2160; providing quality services for complex Accordingly, NYU graduates are Methods of Instructions for Children students, the program’s graduates prepared to work collaboratively with with Low-Incidence Disabilities SPCED- are prepared to work collaboratively families, other professionals, and GE 2052; Learning Environments, with families, other professionals, and the community organizations that Behavior, and Students with Disabilities the community organizations that represent the wide cultural variations SPCED-GE 2108; Assessment for represent the wide cultural variations characteristic of urban settings. Students with Disabilities SPCED-GE characteristic of urban settings. Theory 2136; and Historical and Contemporary and practice are integrated throughout Dual-Certification Master’s Program Issues in Special Education Policy, each program, thus allowing graduate in Early Childhood Education and Research and Practice SPCED-GE 2124. students to reflect, question, and refine Special Education: Early Childhood their knowledge and skills. Observation (ESEE) (45 credits): Observation, Fieldwork, and Student and fieldwork, plus student teaching This program is open to participants Teaching (6 credits): Student Teaching placements, enable participants to who have a bachelor’s degree but in Early Childhood Settings ECED-GE practice application of their skills with who are not yet certified to teach. 2901; and Student Teaching in Early children representing the full range of Upon successful completion of the Childhood Special Education Setting abilities and disabilities, in a range of program, participants will be eligible SPCED-GE 2902. settings, and within the full age range of for New York State certification in both the teaching certificate. general and special education at the early childhood level (birth–grade 2).

172 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Also required for New York and Student Teaching in Early Childhood Language and Literacy for the Upper Special Education, State certification is The Social Special Education II SPCED-GE 2904. Grades LITC-GE 2002; Foundations of continued Responsibilities of Teachers: Drug Curriculum for Diverse Learners SPCED- and Alcohol Education/Child Abuse Electives (8 credits): Student Teaching GE 2051; and Individuals with Disabilities Identification/School Violence in Early Childhood Special Education I in Schools and Communities SPCED-GE Prevention TCHL-GE 2999 (0 credits). SPCED-GE 2903; others by advisement. 2124.

Culminating Experience (3 credits): Specialized Pedagogical Courses — SPECIFIC ADMISSION Integrating Seminar in Early Childhood Childhood (10 credits): Multicultural REQUIREMENTS Special Education II SPCED-GE 2512. Perspectives in Social Studying To meet certification requirements, CHDED-GE 2011; Teaching Math in the students seeking their initial certificate Also required for New York State Elementary School, MTHED-GE 2115; may need liberal arts credits in addition certification is The Social Respon- Science Experiment in an Elementary to those taken for their undergraduate sibilities of Teachers: Drug and Alcohol School, SCIED-GE2009; Integrating degree. Applicants must have Education/Child Abuse Identification/ Art in Childhood Education CHDEDGE completed college-level work in English, School Violence Prevention TCHL-GE 2055; and Integrative Seminar I: Study social science, mathematics, natural or 2999 (0 credits). Teaching CHDED-GE 2359. physical science, and a language other than English, as well as a 30-credit Candidates must hold or be eligible for Specialized Pedagogical Courses concentration in one of the liberal arts provisional or initial certification in early — Special Education (12 credits): or sciences by the time of MA degree childhood education. Education of Children with Special completion. Students may complete Needs in Childhood Settings SPCED- liberal arts deficiencies any time before MA Programs in Special Education at GE 2161; Strategies for Working with program graduation. See general the Childhood Level (Grades 1–6) Children with Emotional/Behavioral admission section, page 184. These programs are designed to Disabilities SPCED-GE 2108; Assessment engage prospective teachers in and Instructional Design for Students The MA Program in Special Education: thoughtful discussion of and interaction with Mild/Moderate Disabilities SPCED- Early Childhood (SEEC) (30 credits) around critical contemporary issues GE 2133; and Methods of Instruction for This program is open to participants in education, especially in the areas Children with Low Incidence Disabilities who have a bachelor’s degree and of developmental, linguistic, cultural, SPCED-GE 2052. who hold certification or are eligible and racial diversity and educational for certification in early childhood equity. Assuming a person-centered Observation, Fieldwork, and Student education. Upon successful completion approach to service delivery, NYU Teaching (6 credits): Fieldwork in of the program, participants will be students learn to understand, create, Schools and Other Educational Settings eligible for New York State certification and adapt assessments, curricula, and TCHL-GE 2005; Observations in Special in special education at the early environments in order to address the Education SPCED-GE 2501; Student childhood level (birth–grade 2). spectrum of cognitive, behavioral, and Teaching in Childhood Education emotional needs of the students with CHDED-GE 2901; and Student Teaching DEGREE REQUIREMENTS whom they will work. in Childhood Special Education II Satisfactory completion of many SPCED-GE 2902. Department of Teaching and Learning The Dual-Certification Master’s Degree degrees includes field experiences. Program in Childhood Education and Culminating Experience (3 credits): Please see page 150 Special Education: Childhood (CSEC) Integrating Seminar in Childhood (46 credits) Special Education II SPCED-GE 2508. Specialized Pedagogical Courses (18 This program is open to participants Also required for New York State credits): The Young Special Needs Child: who have a bachelor’s degree but who certification is The Social Respon- Child, Family, and Community I SPCED- are not yet certified to teach. Upon sibilities of Teachers: Drug and Alcohol GE 2126; The Young Special Needs successful completion of the program, Education/Child Abuse Identification/ Child: Child, Family, and Community participants will be eligible for New York School Violence Prevention TCHL-GE II SPCED-GE 2127; Educating Children State certification in both general and 2999 (0 credits). with Special Needs in Early Childhood special education at the childhood level Settings SPCED-GE 2160; Principles (grades 1–6). and Practices of Early Childhood SPECIFIC ADMISSION REQUIREMENTS Special Education SPCED-GE 2128; To meet certification requirements, Satisfactory completion of many Education of Students with Severe and students seeking their initial certificate Department of Teaching and Learning Multiple Disabilities SPCED-GE 2052; may need liberal arts credits in addition degrees includes field experiences. and Developing Strategies to Support to those taken for their undergraduate Please see page 150. Children’s Social Behavior SPCED-2025. degree. Applicants must have completed college-level work in English, General Pedagogical Core (15 credits): Observation, Fieldwork, and Student social science, mathematics, natural or Inquiries in Teaching and Learning III Teaching (minimum 4 credits): physical science, and a language other TCHL-GE 2010; Language and Literacy Observations in Early Childhood Special than English, as well as a 30-credit in the Early Years LITC-GE 2001; Education Settings SPCED-GE 2502; concentration in one of the liberal arts

173 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 or sciences by the time of MA degree Observation, Fieldwork, and Student Special Education, completion. Students may complete Teaching (minimum 4 credits): continued liberal arts deficiencies any time before Observations in Special Education program graduation. See general SPCED-GE 2501; and Student Teaching admission section, page 184. in Childhood Special Education II SPCED-GE 2522. The MA Program in Childhood Special Education (SECH) (30 credits) Electives (5 credits): Student Teaching This program is open to participants in Childhood Special Education I who have a bachelor’s degree and who SPCED-GE 2521; Literacy of the Special hold certification or are eligible for Learner SPCED-GE 2055; or others by certification in childhood education. advisement. Upon successful completion of the program, participants will be eligible for Culminating Experience (3 credits): New York State certification in special Integrating Seminar in Childhood education at the childhood level (grades Special Education II SPCED-GE 2508. 1–6). Also required for New York State certification is The Social Responsibilities of Teachers: Drug DEGREE REQUIREMENTS and Alcohol Education/Child Abuse Satisfactory completion of many Identification/School Violence Department of Teaching and Learning Prevention TCHL-GE 2999 (0 credits). degrees includes field experiences. Please see page 150. SPECIFIC ADMISSION General Pedagogical Core (6 credits): REQUIREMENTS Foundations of Curriculum for Candidates must hold or be eligible Diverse Learners SPCED-GE 2051; and for provisional or initial certification in Individuals with Disabilities in Schools childhood education. and Communities SPCED-GE 2124.

Specialized Pedagogical Courses (12 credits): Education of Children with Special Needs in Childhood Settings SPCED-GE 2161; Strategies for Working with Children with Emotional/Behavioral Disabilities SPCED-GE 2108; Assessment and Instructional Design for Students with Mild/Moderate Disabilities SPCED- GE 2133; and Education of Students with Severe/Multiple Disabilities SPCED-GE 2052.

174 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2013–2015 Teaching and Learning

PROGRAM CODIRECTORS The Doctoral Program in Teaching and Foundations Requirements: All students Okhee Lee Learning in the Steinhardt School of are required to complete 6 credits (two [email protected] Culture, Education, and Human Develop- courses) of course work in the founda- ment at New York University aims to tions of education during the first 24 Michael Kieffer prepare first-rate scholars and practitio- credits of doctoral study. Graduate Michael.kieffer@nyu. ners in teaching and teacher education, courses qualify for the foundations re- edu curriculum design and evaluation, quirement when they are upper division educational reform, and public policy courses (Steinhardt 2000-level courses East Building as it affects teaching and learning. or their equivalent in other schools) 6th Floor Students can focus their studies on early and designed to broaden students’ ac- TELEPHONE: childhood and childhood education; cess to knowledge beyond the areas of 212-998-5470 history, social studies, and global educa- specialization. To this end, courses are steinhardt.nyu.edu/ tion; literacy education; mathematics considered foundational when they: 1) teachlearn/doctoral education; science and environmental provide broad basic content not limited education; special education; or urban to a single profession, are outside the

DEGREE education. Graduates will successfully student’s specialization, and do not PhD complete a candidacy essay and dis- require prerequisites; 2) are based on sertation. current scholarship in the arts, humani-

FACULTY ties, sciences and/or social sciences; and Alter, Beck, Carothers, DEGREE REQUIREMENTS 3) have wide applicability to common Cohen, Doucet, This degree requires students to com- issues of the student’s specialization and Ebsworth, Fish, plete between 48 and 60 credits of profession. Fleisher, Fraser, study following matriculation (depend- Gottlieb, Jacobs, ing on prior experience and coursework, 15 credits of research methodology Kirch, Kirkland, Lejano, and area of focus). Individual spe- courses, of which one must be a qualita- Llosa, Ma, McCallister, cializations may also have additional tive methods course and one must be McDonald, Milne, Nero, requirements. Nonetheless, all doctoral a quantitative methods course. Per Neuman, O’Connor, students in Teaching and Learning must Department of Teaching and Learning Qin, Simon, Strassfeld, complete the following common, core requirements, students should complete Trainor, Turk, Zaslavsky minimum requirements (which count one qualitative and one quantitative toward those credit totals). Please note course in their first year of enrollment. that these fulfill the Steinhardt-wide coursework requirements. Three credits of specialized meth- odology. This advanced, specialized Pro-Seminar for Department of methodology course should directly Teaching and Learning, to be taken support the student’s area of research in student’s first year of enrollment. and be linked to his or her planned dis- This course will introduce students to sertation work. doctoral-level study and will assist in acclimating students to the department, Dissertation Proposal Seminar for scholarship, and the professional world Department of Teaching and Learning. of research studies. (This requirement In some cases, this requirement can be may be waived by the student’s pro- fulfilled through an independent study, gram adviser.) with approval of the adviser.

Two Cognate Courses, to be selected by student with approval of adviser. Cognate courses constitute those taken in an area outside of the program/focus area that are supportive to the student’s research.

175 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Teacher Residency: A Master of Arts in Teaching Program in Secondary Education

PROGRAM CODIRECTORS NYU Steinhardt Teacher Residency: DEGREE REQUIREMENTS Okhee Lee A Master of Arts in Teaching Program Satisfactory completion of Secondary [email protected] (TR), is a full-time, 13-month residency Education MAT Program includes MA degree program undertaken in residency experiences. Michael Kieffer partnership with district and charter Michael.kieffer@nyu. schools, to prepare candidates for initial Master of Teaching edu certification in secondary content areas Initial Certification MAT Program in including math, the sciences, social Secondary Education (30 credits) East Building studies, and English in grades 7–12, with 6th Floor a grades 5–6 extension, and students Foundations (6 credits): course offer- TELEPHONE: with disabilities, 7–12 generalist. District ings include Who Are We? EMAT-GE 212-998-5470 and charter school partners are care- 2001, 3 credits; and Where Do We Learn steinhardt.nyu.edu/ fully selected by NYU faculty to provide and Teach? (What Learning Environ- teachlearn/doctoral students with on-the-ground cohorts at ments Are Out There?) EMAT-GE 2004, each training academy where they cre- 3 credits.

DEGREE ate a community of practice alongside PhD their teacher mentors. NYU faculty Pedagogical Content (15 credits): deliver all course instruction in a person- course offerings include How Do I

FACULTY alized online environment designed for Build a Culture of Achievement for My Alter, Beck, Carothers, extensive one-on-one mentorship. Students and Myself? EMAT-GE 2007, Cohen, Doucet, Aspiring teachers serve as resident 3 credits; How Do I Know What They Ebsworth, Fish, interns in partner schools where they Know?, EMAT-GE 2025, 3 credits; How Fleisher, Fraser, work as teaching assistants, tutors, Do I Teach Reading and Writing in My Gottlieb, Jacobs, and aides, everyday throughout the Discipline? EMAT-GE 2018, 3 credits; Kirch, Kirkland, Lejano, school year. Resident interns spend a What Is Special Education? EMAT-GE Llosa, Ma, McCallister, part of each day in the classroom, first 2020, 3 credits; What Are My Profes- McDonald, Milne, Nero, as observers, then as co-teachers, and sional Responsibilities? EMAT-GE 2030, Neuman, O’Connor, finally as lead teachers, as they prepare 3 credits. Qin, Simon, Strassfeld, for the challenges of full-time teach- Trainor, Turk, Zaslavsky ing. Resident interns work closely with Content in Special Specialization (6 teaching mentors daily and have formal credits): What do I Teach? or What Are touch points weekly, while also receiving My SpEd Policy and Process Responsi- regular guidance and feedback on their bilities? EMAT-GE 2009, 3 credits; How teaching practice from their NYU faculty Do I Teach English? EMAT-GE 2011, 3 content mentors who use video-based credits; or How Do I Teach Math? EMAT- programs to observe and support their GE 2012, 3 credits; or How Do I Teach teaching. The program employs robust English? EMAT-GE 2011, 3 credits; or data analytics to thoroughly and effec- How Do I Teach Social Studies? EMAT- tively measure teacher performance and GE 2013, 3 credits; or How Do I Teach combines all the elements necessary to Science? EMAT-GE 2014, 3 credits; or prepare strong and effective teachers How Do I Individualize Curricula for for urban, high-needs settings. Students with Disabilities? EMAT-GE 2019, 3 credits.

Learning to Teach Rehearsals (0 cred- its): Learning to Teach I, EMAT-GE 2015, 0 credits; Learning to Teach II, EMAT-GE 2016, 0 credits; Learning to Teach III, EMAT-GE 2017, 0 credits.

Culminating Experience (3 credits): How Do I Make a Difference? EMAT-GE 2035, 3 credits.

176 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses

The courses listed DEPARTMENTAL COURSES/ Doctoral Seminar in Curriculum Multicultural Perspectives in herein are to be TCHL-GE and Instruction Social Studying offered in 2019–2021. TCHL-GE 3013 40 hours: 4 credits; CHDED-GE 2011 30 hours: 2 credits; Field Consultation spring. fall, spring. TCHL-GE 2000 minimum of 30 hours: NOTES TO COURSES fall, spring. per credit: 1–3 credits Proseminar for Doctoral Students in Child Development and the Program per term. May be repeated for total Teaching and Learning in Childhood Education * Registration closed of 6 credits; fall, spring; hours to be TCHL-GE 3037 20 hours: 1–3 credits; fall. CHDED-GE 2021 30 hours, 3 credits; to special students. arranged. fall, spring. This course includes 20 Topics in Teaching and Learning: hours of field experience. Inquiries in Teaching and Learning III Schooling and Race TCHL-GE 2010 60 hours including TCHL-GE 3101 30 hours: 3 credits. Issues in Early Childhood Education arranged fieldwork; 3 credits; fall, spring, ECED-GE 2024 30 hours, 15 hours summer. Student Teaching in Childhood minimum of field experience: 3 credits; Education II summer, fall. Applied Research Design CHDED-GE 2902 10 weeks, full days: TCHL-GE 2013 30 hours: 3 credits; fall, 2 credits; fall, spring. Curriculum in Early Childhood spring. Education: Materials and Practice Prerequisites: RESCH-UG 1085, 1086, or Integrating Seminar in Childhood I: ECED-GE 2038 30 hours: 3 credits; RESCH-GE 2001, 2002, or equivalent. Study of Teaching fall, spring. CHDED-GE 2359 20 hours: 2 credits; Evaluating Educational Programs fall, spring. Integrated Arts in Childhood TCHL-GE 2132 30 hours: 3 credits; Education II spring. Independent Study CHDED-GE 2055 30 hours: 2 credits; CHDED-GE 2300 45 hours per credit: fall, spring. Reading Recovery: Related Theory and 1–6 credits; fall, spring, summer; hours Research I to be arranged. Foundations of Curriculum in RDREC-GE 2206 45 hours: 3 credits; fall. Childhood Education Prerequisite: LITC-GE 2001 or CHDED-GE 2070 45 hours: 3 credits; permission of the instructor. CHILDHOOD AND EARLY CHILDHOOD EDUCATION/ Study of Teaching Reading Recovery: Related Theory and CHDED-GE/ECED-GE CHDED-GE 2250 30 hours: 3 credits; fall. Research II RDREC-GE 2207 45 hours: 3 credits; Integrating Seminar in Early Childhood Field Placement in Early Childhood spring. Education I ECED-GE 2255 15 hours: 1–2 credits; fall. Prerequisite: RDREC-GE 2206 or ECED-GE 2002 10 hours per credit: Prerequisite: 55 hours minimum of field permission of the instructor. 1–3 credits; summer, fall. Accompanies placement. field or student teaching placement. Research on Urban and Minority Working with Parents Education Integrating Seminar in CHDED-GE 2297 30 hours: 3 credits; TCHL-GE 2512 30 hours: 3 credits; fall. Early Childhood Education II summer. ECED-GE 2003 30 hours: 2 credits; fall, The Social Responsibilities of Teachers: spring. Accompanies field or student Science and Social Studies in the Drug and Alcohol Education/ Child teaching placement. Early Years Abuse Identification/School Violence ECED-GE 2314 30 hours: 2 credits; Prevention Multicultural Perspectives in Social fall, spring. TCHL-GE 2999 15 hours: 0 credits; fall, Studying in Early Childhood spring. ECED-GE 2012 30 hours: 3 credits; fall, The Education of Infants and Toddlers spring. ECED-GE 2701 30 hours: 3 credits; Dissertation Proposal Seminar I fall, spring. TCHL-GE 3001* 30 hours: 3 credits; fall, Independent Study spring. ECED-GE 2300 45 hours per credit: 1–6 Student Teaching in Childhood Prerequisites: limited to doctoral credits; fall, spring, summer; hours to be Education I students in the Steinhardt School arranged. For description, see page 173. CHDED-GE 2901 10 weeks, half days: of Culture, Education, and Human 2 credits; fall, spring. Development who have achieved Integrating Seminar II: Study of candidacy and have completed at least Teaching Student Teaching in Early Childhood I one course in research methodology. CHDED-GE 2010 30 hours: 3 credits; fall, ECED-GE 2903 20 full days minimum: spring. 2 credits; fall.

177 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Student Teaching in Early Childhood II Dramatic Activities in the English Teaching and Learning English ECED-GE 2904 20 full days minimum: Classroom Language Arts in the High School 3 credits; spring. ENGED-GE 2507 30 hours: 3 credits; ENGED-GE 2042 30 hours: 3 credits. spring. Early Childhood and Elementary Independent Study Education: Theory and Research Teaching Reading in the English ENGED-GE 2300 45 hours per credit: ECED-GE 3037, 3038 30 hours: Classroom 1–6 credits; fall, spring, summer; hours 3 credits each; fall, spring. ENGED-GE 2509 30 hours: 3 credits; to be arranged. fall. Mentorship in English Education ENGLISH EDUCATION/ Linguistics, Society, and the Teacher ENGED-GE 2402 45 hours per credit: ENGED-GE CURRICULUM ENGED-GE 2515 30 hours: 3 credits; fall. 1–6 credits; fall, spring. AND INSTRUCTION Registration by permission of the Literature and the Adolescent sponsoring professor. Language and Learning Across Experience the Curriculum ENGED-GE 2521 30 hours: 3 credits; The English Teacher as Reflective ENGED-GE 2023 30 hours: 3 credits; spring. Practitioner summer. ENGED-GE 2540 30 hours: 3 credits; Doctoral Seminar in Reading and fall, spring. The Teaching of Language and Teaching Literature Literature ENGED-GE 3014 30 hours: 3 credits; Student Teaching in English Education: ENGED-GE 2044 30 hours: 3 credits; spring (even years). Middle School summer. ENGED-GE 2911 minimum of 20 days: Doctoral Seminar in Educational 4 credits. Social Contexts and Cultural Studies: Linguistics Teaching English in the Inner City TCHL-GE 3017 30 hours: 3 credits; fall. Student Teaching in English Education: ENGED-GE 2049 30 hours: 3 credits. High School ENGED-GE 2922 minimum of 20 days: Negotiating the Curriculum WRITING AND RHETORIC 4 credits. ENGED-GE 2120 30 hours: 3 credits; spring. Intermediate Expository Writing ENGED-UG 2005 45 hours: 3 credits; ENVIRONMENTAL English Curriculum Implications from fall, spring. CONSERVATION EDUCATION/ Contemporary Research Enrollment limited to 12 students. ENYC-GE ENGED-GE 2149 30 hours: 3 credits; summer. Practicum: Individualizing Writing Foundations of Environmental Thought Instruction ENYC-GE 2019 30 hours: 3 credits; fall. Current Problems in Educational ENGED-GE 2101 30 hours: 3 credits; fall, Linguistics spring. Contemporary Debates in ENGED-GE 2233 30 hours: 3 credits; Environmental Ethics spring. Practicum: Teaching Expository Writing ENYC-GE 2020 30 hours: 3 credits; ENGED-GE 2511 30 hours: 3 credits; spring. Developing Curricula in the English spring. Language Arts Environmental Politics ENGED-GE 2575 30 hours: 3 credits. Doctoral Seminar in Written Discourse ENYC-GE 2021 30 hours: 3 credits; ENGED-GE 3919 30 hours: 3 credits; fall spring. Pluralistic Approaches to Cultural (even years). Literacy Final Seminar in Environmental ENGED-GE 2577 30 hours: 3 credits; fall. Conservation Education CORE EXPERIENCES IN ENYC-GE 2025 30 hours: 3 credits; fall, TEACHING AND RESEARCH spring. LANGUAGE AND LINGUISTICS Master’s Seminar in English Education Internship in Environmental Language Development and Reading ENGED-GE 2501 30 hours: 3 credits; fall. Conservation Education Literature ENYC-GE 2030 45 hours per credit: ENGED-GE 2397 30 hours: 3 credits; 1–12 credits; fall, spring; hours to be spring (alternating years). TEACHING, RESEARCH, AND arranged. REFLECTION Foundations of Educational Linguistics Field Ecology at Black Rock Forest ENGED-GE 2505 30 hours: 3 credits; Teaching and Learning English ENYC-GE 2069 30 hours: 3 credits; fall, spring. Language Arts in the Middle School spring. ENGED-GE 2041 30 hours: 3 credits.

178 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Environmental Education: Reading and Writing: Foundations Teaching of Data Collection and Theory and Practice LITC-GE 2016 30 hours: 3 credits; fall. Analysis, Grades 7–12 ENYC-GE 2070 30 hours: 3 credits; MTHED-GE 2032 45 hours: 2 credits. spring. Text, Tools, and Culture Prerequisite/Corequisite: MTHED-GE LITC-GE 2017 30 hours: 3 credits; spring. 2033.

LITERACY EDUCATION/LITC-GE Organization and Supervision of Teaching of Secondary School Literacy Programs Mathematics Language and Literacy in the LITC-GE 2065 30 hours: 3 credits; MTHED-GE 2033 45 hours: Early Years spring, summer. 3 credits; fall. LITC-GE 2001 30 hours, 15 hours Prerequisite: LITC-GE 2011 or permission minimum of field experience: 3 credits; of instructor Educational Technology in Secondary fall, spring. School Mathematics Practicum in Literacy Education MTHED-GE 2034 45 hours: 2 credits. Language and Literacy for Upper (Grades B–6) Prerequisite/Corequisite: MTHED-GE Grades (3–6) LITC-GE 2991 48 hours: 2 credits 2033. LITC-GE 2002 30 hours: 3 credits; fall, (repeatable for 4 credits); spring, spring, summer. summer. Teaching of Algebra, Grades 7–12 Prerequisite: LITC-GE 2011. MTHED-GE 2035 45 hours: 2 credits; fall. International Literature for Children Prerequisite/Corequisite: MTHED-GE LITC-GE 2003 30 hours: 3 credits; Practicum in Literacy Education 2033 and MTHED-GE 2031. spring. (Grades 5–12) LITC-GE 2992 48 hours: 2 credits Teaching of Geometry, Grades 7–12 Critical Reading and Response to (repeatable for 4 credits); spring, MTHED-GE 2036 45 hours: 2 credits; Literature summer. spring. LITC-GE 2005 30 hours: 3 credits; fall. Prerequisite: LITC-GE 2011. Prerequisite/Corequisite: MTHED-GE 2033 and MATH-UA 270 or equivalent. Language as a Basis for Teaching Literacy for the Special Learner Reading and Writing SPCED-GE 2055 30 hours: 3 credits; Teaching of Pre-calculus and LITC-GE 2008 30 hours: 3 credits; spring. Trigonometry in High School MTHED- spring. Prerequisites: LITC-GE 2010, LITC-GE GE 2037 45 hours: 2 credits. Prerequisites: a course in child 2013 or LITC-GE 2015, LITC-GE 2016, Prerequisite/Corequisite: MTHED-GE development and in the teaching of and LITC-GE 2017 or permission 2033 and MATH-UA 233, MATH-UA 235, reading or permission of instructor. of instructor. or equivalent.

Language and Literacy Development Selected Topics in Modern Mathematics LITC-GE 2010 30 hours: 3 credits; fall. MATHEMATICS EDUCATION/ I: Number Theory MTHED-GE MTHED-GE 2043 30 hours: 3 credits. Literacy Assessment LITC-GE 2011 30 hours: 3 credits; spring. Curriculum and Assessment in Selected Topics in Modern Mathematics Prerequisites: LITC-GE 2013 or LITC-GE Secondary Mathematics II: Discrete Mathematics 2015, LITC-GE 2010, LITC-GE 2016, and MTHED-GE 2007 30 hours: 3 credits. MTHED-GE 2044 30 hours: 3 credits. LITC-GE 2017. Research Investigations in Mathematics Mathematical Proof and Proving Literacy Education I: Reading Practices Education MTHED-GE 2050 30 hours: 2 credits; in Early Childhood and Childhood MTHED-GE 2008 30 hours: 3 credits. spring. LITC-GE 2012 30 hours: 3 credits; fall, spring. Explorations in Mathematics — History of Mathematics Geometry MTHED-GE 2061 30 hours: 3 credits. Literacy Education II: Writing Practices MTHED-GE 2026 15 hours: 1 credit. in Early Childhood and Childhood Principles and Practices of Computer LITC-GE 2013 30 hours: 3 credits; fall. Explorations in Mathematics — Science Education Data and Chance MTHED-GE 2079 30 hours: 3 credits. Literacy Education I: Reading Practices MTHED-GE 2027 15 hours: 1 credit. in Middle Childhood and Adolescence Teaching of Computer Science LITC-GE 2014 30 hours: 3 credits; fall, Explorations in Mathematics — MTHED-GE 2080 30 hours: 3 credits. spring. Fractions, Decimal, and Percents MTHED-GE 2028 15 hours: 1 credit. Professionalized Subject Matter in Literacy Education II: Writing Practices Mathematics I: Geometry in Middle Childhood and Adolescence Teaching of Rational Numbers, MTHED-GE 2101 30 hours: 3 credits. LITC-GE 2015 30 hours: 3 credits; fall. Grades 5–12 MTHED-GE 2031 45 hours: 2 credits; fall. Prerequisite/Corequisite: MTHED-GE 2033.

179 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Teaching Elementary School Professional Research Seminar in MULTILINGUAL Mathematics: Foundations and Concept Mathematics Teacher Education MULTICULTURAL STUDIES/ Development MTHED-GE 3021 30 hours: 3 credits. BILED-GE, FLGED-GE, LANED- MTHED-GE 2115 30 hours: 3 credits. GE, TESOL-GE Professional Seminar in Mathematics Teaching Elementary School Education Bilingual Multicultural Education: Mathematics: Problem Solving MTHED-GE 3022 30 hours: 3 credits. Theory and Practice and Procedures BILED-GE 2001 30 hours: 3 credits; fall, MTHED-GE 2116 20 hours: 2 credits. Student Teaching in Mathematics spring, summer. Education: Middle and High Schools II Professional Seminar for Secondary MTHED-GE 2922 minimum of 20 days: Bilingual Exceptional Child School Mathematics 3 credits; fall, spring. Prerequisite/ BILED-GE 2103 30 hours: 3 credits; fall. MTHED-GE 2122 45 hours: 3 credits; Corequisite: MTHED-GE 2033. spring. Methods of Teaching Language Arts Teaching Elementary School and Literacy with a Bilingual Approach Supervision of Mathematics in the Mathematics: Foundations and Concept BILED-GE 2110 30 hours: 3 credits; Schools Development summer. MTHED-GE 2135 30 hours: 3 credits. MTHED-GE 2115 30 hours: 3 credits. Observation Seminar in L2 Teaching Advanced Topics in Computer Teaching Elementary School BILED-GE 2250 30 hours: 3 credits; Science Education. Mathematics: Problem Solving and fall, spring. MTHED-GE 2185 30 hours: Procedures 3 credits. MTHED-GE 2116 20 hours: 2 credits. Student Teaching in Bilingual Ed: Elementary and Secondary (1) Independent Study Independent Study BILED-GE 2991 20 days minimum: 2–3 MTHED-GE 2300 45 hours per credit: MTHED-GE 2300 45 hours per credit: credits; fall. 1–6 credits; fall, spring; hours to be 1–6 credits; fall, spring; hours to be arranged. arranged. Student Teaching in Bilingual Ed: Elementary and Secondary (2) Student Teaching in Mathematics Qualitative Research in Mathematics BILED-GE 2992 20 days minimum: Education: Middle and High Schools I Education I: Research Design 2-3 credits; spring. MTHED-GE 2911 minimum of 20 days: MTHED-GE 3010 30 hours: 3 credits. 3 credits; fall, spring. Teaching Foreign Languages to Prerequisite/Corequisite: MTHED-GE Qualitative Research in Mathematics Elementary School Children 2033 Education II: Guided Data Analysis FLGED-GE 2018 30 hours: 3 credits; MTHED-GE 3011 30 hours: 3 credits. summer. Student Teaching in Mathematics Education: Middle and High Schools II Learning Theories in Mathematics Applied Linguistics in French FLGED- MTHED-GE 2922 minimum of 20 days: Education Research GE 2027 30 hours: 1–3 credits; spring. 3 credits; fall, spring. Prerequisite/ MTHED-GE 3014 30 hours: 3 credits. Corequisite: MTHED-GE 2033. Teaching Foreign Languages: Theory Mathematics Curriculum Research and Practice Contemporary Issues in Science and Evaluation FLGED-GE 2069 30 hours: 3 credits; fall. and Mathematics Education: MTHED-GE 3015 30 hours: 3 credits. Gender and Ethnicity Advanced Chinese for Teachers of SCMTH-GE 2000 30 hours: 3 credits. Professional Research Seminar in Chinese I Mathematics Teacher Education FLGED-GE 2124 30 hours: 1–3 credits; Qualitative Research in Mathematics MTHED-GE 3021 30 hours: 3 credits. spring. Education I: Research Design MTHED-GE 3010 30 hours: 3 credits. Professional Seminar in Mathematics Advanced Chinese for Teachers of Education Chinese II Qualitative Research in Mathematics MTHED-GE 3022 30 hours: 3 credits. FLGED-GE 2125 30 hours: 1–3 credits; Education II: Guided Data Analysis spring. MTHED-GE 3011 30 hours: 3 credits. Contemporary Issues in Science and Mathematics Education: Gender and Advanced Spanish for Teachers of Learning Theories in Mathematics Ethnicity Spanish Education Research SCMTH-GE 2000 30 hours: 3 credits. FLGED-GE 2128 30 hours: 1–3 credits; MTHED-GE 3014 30 hours: 3 credits. spring (alternate spring semesters).

Mathematics Curriculum Research and Evaluation MTHED-GE 3015 30 hours: 3 credits.

180 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Advanced French for Teachers of Seminar and Practicum in Adult Structure of American English French Second/Foreign Language Education TESOL-GE 2205 30 hours: 3 credits; FLGED-GE 2129 30 hours: 1–3 credits; LANED-GE 2035 2-6 credits; fall only. fall, spring. fall. 2 hours each week of fieldwork per credit (3 credits — 6 hours/wk). Research and Practice in Academic Teaching EFL in International Settings English Writing for ELLs FLGED-GE 2223 30 hours: 3 credits; fall, Advanced Individual Project in TESOL-GE 2810 30 hours plus 4–5 spring. Multilingual Multicultural Studies Friday workshops: 3 credits; fall, spring. LANED-GE 2039 10 hours per credit: Applied Linguistics in Chinese 1-6 credits; fall, spring, summer. Student Teaching in TESOL: Elementary FLGED-GE 2417 30 hours: 1–3 credits; and Secondary (1) fall. Language Evaluation and Assessment TESOL-GE 2901 20 days minimum for LANED-GE 2060 30 hours: 3 credits; 2–3 credits; fall. Applied Linguistics in Spanish fall, spring, summer. Closed to nonmatriculated students. FLGED-GE 2419 30 hours: 1–3 credits; Other restrictions listed in bulletin under fall. Culminating Seminar in Multilingual “Supervised Student Teaching.” Multicultural Studies Spanish Pragmatics for Teachers LANED-GE 2099 30 hours: 3 credits; fall. Student Teaching in TESOL: Elementary of Spanish and Secondary (2) FLGED-GE 2422 30 hours; 1–3 credits; The Second Language Classroom: TESOL-GE 2902 20 days minimum for spring (alternate spring semesters). Elementary and Secondary Schools 2–3 credits; spring. LANED-GE 2201 40 hours: 4 credits; Closed to nonmatriculated students. Spanish Syntax for Teachers of Spanish fall, spring. Other restrictions listed in bulletin under FLGED-GE 2427 30 hours: 1–3 credits; “Supervised Student Teaching.” spring (alternate spring semesters). The Second Language Classroom: Colleges and Adults Student Teaching in Foreign Language: LANED-GE 2202 40 hours: 4 credits; SCIENCE EDUCATION/ Middle and High School (1) spring. SCIED-GE FLGED-GE 2911 100 hours: 2–3 credits; fall. Closed to nonmatricul-ated Second Language Acquisition: Science Experiences in the Elementary students. Other restrictions listed in Theory and Research School I bulletin under “Supervised Student LANED-GE 2206 30 hours: 3 credits; SCIED-GE 2009 30 hours: 2 credits; fall. Teaching.” fall, spring. Science Experiences in the Elementary Workshop in Foreign Language Independent Study School II Education LANED-GE 2300 45 hours per credit; SCIED-GE 2010 30 hours: 2 credits; FLGED-GE 2914 10 hours per credit: 1–3 fall, spring, summer; hours to be spring. Prerequisite: SCIED-GE 2009. credits; fall, spring, summer. arranged. Methods I: Teaching of Science in Field Experience and Seminar in Advanced Research Seminar: TESOL/ Middle Schools Foreign Language Teaching Foreign Language and Bilingual SCIED-GE 2039 45 hours: 3 credits; fall. FLGED-GE 2918 30 hours: 3 credits; fall, Education spring. LANED-GE 2800 30 hours: 3 credits; Methods II: Teaching of Science in spring. High School Student Teaching in Foreign Language: SCIED-GE 2040 45 hours: 3 credits; Middle and High School (2) Doctoral Seminar: Bilingual Education spring. FLGED-GE 2922 20 days minimum and TESOL for 2-3 credits: spring.Closed to LANED-GE 3005, 3006, 3007, 3008 Using New York City’s Non-Formal nonmatricul-ated students. Other 30 hours for each session: 3 credits; fall, Science Resources to Teach Science restrictions listed in bulletin under spring. SCIED-GE 2050 30 hours: 3 credits; “Supervised Student Teaching.” spring, summer. Teaching Second Languages: Theory Linguistic Analysis and Practice Science Curriculum: Intermediate and LANED-GE 2003 30 hours: 3 credits; TESOL-GE 2002 30 hours: 3 credits; fall. Secondary Schools fall, spring. SCIED-GE 2092 30 hours: 3 credits; fall. Teaching Second Languages Across Intercultural Perspectives in Content Areas Culminating Seminar: Teacher as Multilingual Multicultural Education TESOL-GE 2204 30 hours: 3 credits; fall, Researcher, Reflective Practitioner, and LANED-GE 2005 30 hours: 3 credits; spring, summer. Curriculum Developer fall, spring, summer, J-term (Dominican SCIED-GE 2100 10 hours: 1 credit. Republic).

181 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Student Teaching in Science Education: What Is Math and How Do I Teach It? Student Teaching in Social Studies Middle School EMAT-GE 2012 30 hours: 3 credits; fall. Education: Middle School SCIED-GE 2911 minimum of 20 days: SOCED-GE 2911 140 hours: 3 credits; 2 credits; fall, spring; hours to be What Is Science and How Do I Teach It? fall, spring. arranged. EMAT-GE 2013 30 hours: 3 credits; fall. Student Teaching in Social Studies Student Teaching in Science Education: What Is Social Studies and How Do I Education: High School High School Teach It? SOCED-GE 2922 140 hours: 3 credits; SCIED-GE 2922 minimum of 20 days: EMAT-GE 2014 30 hours: 3 credits; fall. fall, spring. 2 credits; fall, spring; hours to be arranged. How Do I Teach Reading and Writing in My Discipline? SPECIAL EDUCATION/ Independent Study EMAT-GE 2018 30 hours: 3 credits; SPCED-GE SCIED-GE 2300* 45 hours per credit: spring. 1–6 credits; fall, spring, summer; hours to Developing Strategies That Support be arranged. What Is Special Education? Children’s Social Behavior EMAT-GE 2020 30 hours: 3 credits; SPCED-GE 2025 30 hours: 3 credits; Residency I: Initial spring. fall, spring. SCIED-GE 2400 30 hours: 1–3 credits; summer, fall. How Do I Know What They Know? Foundations of Curriculum for EMAT-GE 2025 30 hours: 3 credits; Diverse Learners Data and Assessment for Educators spring. SPCED-GE 2051 30 hours: 3 credits; SCIED-GE 2405 30 hours: 3 credits; fall. summer, fall. What Are My Professional Corequisite: SPCED-GE 2124. Science Curriculum and Teaching Responsibilities? Methods EMAT-GE 2030 30 hours: 3 credits; Education of Students with Severe SCIED-GE 2420 30 hours: 0–3 credits, spring. and Multiple Disabilities fall, spring. SPCED-GE 2052 30 hours: 3 credits; How Do I Make a Difference with fall, spring. Concepts in Modern Science Research? SCIED-GE 2410 30 hours: 0–3 credits; EMAT-GE 2035 30 hours: 3 credits; Literacy for the Special Learner fall, spring. summer. SPCED-GE 2055 30 hours: 3 credits; spring. Research Internship in Science/ Prerequisite: ECED-GE 2012 or at least Mathematics for Educators SOCIAL STUDIES EDUCATION/ 6 credits in literacy and permission of SCMTH-GE 2002 60 hours: 1-6 credits; SOCED-GE instructor. summer. Teaching Social Studies in the Middle Strategies for Teaching Students with and Secondary School Emotional and Behavioral Disabilities SECONDARY EDUCATION/ SOCED-GE 2042 30 hours: 3 credits; SPCED-GE 2108 30 hours: 3 credits; fall, EMAT-GE fall, spring, summer. spring. Prerequisite: SPCED-GE 2124. Who Are We? The Social Studies Curriculum: EMAT-GE 2001 30 hours: 3 credits; U.S. History Individuals with Disabilities in Schools summer. SOCED-GE 2047 30 hours: 3 credits; fall. and Communities SPCED-GE 2124 30 hours: 3 credits; What Learning Environments Are Out The Social Studies Curriculum: summer, fall. There? World History EMAT-GE 2004 30 hours: 3 credits; fall. SOCED-GE 2048 30 hours: 2 credits; The Young Special Needs Child: Child, spring. Family, and Community I What Do I Know Now as a Teacher and SPCED-GE 2126 30 hours: 3 credits; What Do I Need to Learn? Culminating Experience: Social Studies summer, fall. EMAT-GE 2007 30 hours: 3 credits; fall. and History Workshop SOCED-GE 2140 30 hours: 3 credits; The Young Special Needs Child: Child, What Do I Teach? summer. Family, and Community II EMAT-GE 2009 30 hours: 3 credits; fall. SPCED-GE 2127 30 hours: 3 credits; Humanities and Social Studies spring. What Is Secondary Education and How SOCED-GE 2145 30 hours: 3 credits; Prerequisite: SPCED-GE 2126. Do I Teach Secondary Subjects? spring. EMAT-GE 2010 30 hours: 3 credits; fall. Principles and Practices in MA Seminar in Social Studies Early Childhood Special Education What Is English and How Do I Teach It? SOCED-GE 2146 30 hours: 3 credits; fall, SPCED-GE 2128 30 hours: 3 credits; EMAT-GE 2011 30 hours: 3 credits; fall. summer. summer, spring. Prerequisite: SPCED-GE 2160.

182 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Courses, continued Psychological Foundations of Learning Integration Seminar in Special Disabilities Education I SPCED-GE 2131 30 hours: 3 credits. SPCED-GE 2507 20 hours: 2 credits; fall, spring. Assessment and Instructional Design for Students with Mild to Moderate Integration Seminar in Special Disabilities Education II SPCED-GE 2133 30 hours: 3 credits. SPCED-GE 2508 30 hours: 3 credits; Prerequisite: SPCED-GE 2161. fall, spring. Prerequisite: all program coursework Psychological and Educational preceding student teaching. Assessment in Special Education SPCED-GE 2136 30 hours: 3 credits; fall. Integrating Seminar in Early Childhood Special Education I Educating Students with Special Needs SPCED-GE 2511 30 hours: 1–3 credits; in Early Childhood Settings fall, spring. SPCED-GE 2160 30 hours: 3 credits; fall, spring. Integrating Seminar in Early Childhood Special Education II Educating Students with Special Needs SPCED-GE 2512 30 hours: 2–3 credits; in Childhood Settings spring, summer. SPCED-GE 2161 30 hours: 3 credits; fall, spring. Student Teaching in Special Education Prerequisite: SPCED-GE 2051. I: Early Childhood (Grades B–2) SPCED-GE 2903 minimum 20 days: 3 Educating Students with Special Needs credits; fall, spring. in Middle Childhood and Adolescent Settings Student Teaching in Special Education SPCED-GE 2162 30 hours: 3 credits; fall, II: Early Childhood (Grades B–2) spring. SPCED-GE 2904 minimum 20 days: 3 credits; fall, spring, summer. Transdisciplinary Special Educational Program Development and Student Teaching in Special Education Implementation I: Early Childhood (Grades 1–6) SPCED-GE 2249 30 hours: 3 credits. SPCED-GE 2901 minimum 20 days: 2 credits; fall, spring. Observation in Special Education SPCED-GE 2501 20 hours of field Student Teaching in Special Education experience: 1 credit. fall. II: Early Childhood (Grades 1–6) SPCED-GE 2902 minimum 20 days: Observation in Early Childhood Special variable 2–3 credits; fall, spring. Education SPCED-GE 2502 20 hours of field experience: 1 credit. fall, spring.

183 DEPARTMENT OF TEACHING AND LEARNING THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Admission

Admission to NYU Steinhardt is offered Special (nondegree) students — ■ Most art and music programs require a to applicants who hold a bachelor’s those who have filed a special/ portfolio or a performance audiotape, degree or equivalent international nonmatriculated student application videotape, CD, or DVD for evaluation. credentials and who show promise of and credentials showing that they are Visit the respective program scholarly achievement. An applicant qualified to take courses but are not website for specific requirements. is judged on the basis of a variety degree candidates in the Steinhardt Supplemental materials if required by of criteria that include academic School of Culture, Education, and the desired program.

record, letters of recommendation, Human Development. Special students ■ Graduate Record Exam (GRE) or other and academic or professional honors. must meet the same minimum test scores are required for all doctoral When relevant, an applicant may also requirements for admission as programs and for selected master’s be judged by test scores and practical matriculated students. Students not programs.

experience. intending to matriculate for a degree ■ English Proficiency scores from the Graduate students are classified as and who are classified as special Test of English to Speakers of Other follows: students must meet the required Languages (TOEFL), the International average for admission. Special students English Language Testing System Matriculated (degree) students — are permitted to enroll for up to 18 units (IELTS), or the Pearson Test of English those who have been accepted for during their entire status as a non- (PTE Academic) are required of all study toward a degree or certificate. matriculated student. applicants whose native language is Matriculation begins with the student’s not English and who did not receive first registration. A student is not APPLICATION INFORMATION the equivalent of a four-year US permitted to be matriculated for two AND DEADLINES undergraduate education from an degrees or programs at the same time Information regarding the application institution where English is the sole unless the student is enrolled in a state- process, financial aid, and housing for and official language of instruction. registered program offering a dual graduate students may be obtained Applicants holding or completing degree. from the Office of Graduate Admissions; a graduate degree from an English- Students who hold acceptable Steinhardt School of Culture, Education, speaking institution are required to degrees from regionally accredited and Human Development; New York submit official exam scores if their institutions may be considered for University; 82 Washington Square East; graduate education was fewer than matriculation in the Steinhardt School of 3rd Floor; New York, NY 10003-6680; four years in duration. There is no Culture, Education, and Human Develop- 212-998-5030; steinhardt.nyu.edu/ preference as to which exam to take. ment for the degrees of Master of Arts, graduate_admissions. The Admissions Committee reserves Masters of Arts in Teaching, Master of the right to require any candidate, Fine Arts, Master of Music, Master of Components of a Degree Application regardless of country of citizenship, Science, Doctor of Philosophy, Doctor An application is considered complete to submit results from an English of Education, Doctor of Occupational and ready for review by the Admissions language exam prior to rendering a Therapy, Doctor of Physical Therapy, or Committee when all appropriate decision if it believes English proficiency for the Advanced Certificates. See also materials have been received. The is an area of concern. admission information under individual following items are necessary before the All doctoral applicants are required programs. committee will review an application: to submit three letters of recommenda-

Students are advised that enroll- ■ Completed and signed Application tion and an academic writing sample. ment in other than state-registered for Graduate Admission. Most master’s and advanced certificate

or otherwise approved programs may ■ Statement of purpose/personal applicants must submit two letters of jeopardize their eligibility for certain statement. recommendation.

student aid awards. All of the Steinhardt ■ Résumé/curriculum vitae.

School’s programs are registered by the ■ Official transcripts in a sealed envelope IMPORTANT NOTE: Prospective New York State Education Department. from each postsecondary school applicants must check the online A copy of the State Inventory of Regis- attended. Graduate Application Guide for infor-

tered Programs is available for student ■ A $75 nonrefundable application fee. mation about supplemental materials, review in the Office of the Vice Dean test score requirements, and letters of for Academic Affairs, 82 Washington recommendation. The guide is located Square East, 4th Floor. at www.steinhardt.nyu.edu/guide.

184 ADMISSION THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Admission, continued All programs reserve the right to request Online Programs ■ Due to accrediting and internship additional information and materials Deadlines vary by program and are requirements, applicants to the MS in if deemed necessary for admission or different than the on-campus programs. clinical nutrition (HOND), the MA in financial aid consideration. physical therapy: kinesiology (PTHP) Students who have been denied Spring Semester Programs who have non-US credentials must admission as matriculants in a particu- Several master’s and advanced present a course-by-course evaluation lar program may not take courses as a certificate programs and the OTD-OTHS of their international credentials along special student in that program, except programs review applications midyear with their completed application. A where specifically permitted to do so in the spring semester. To determine if number of agencies can provide this by the Director for Enrollment Services, a program reviews applications in the service. NYU Steinhardt recommends Office of Graduate Admissions. spring, please visit the online Graduate World Education Services (www.wes. Special students contemplating Application Guide at www.steinhardt. org). To locate other independent eventual matriculation for a master’s nyu.edu/guide. foreign degree evaluation agencies, degree should take note that 18 units of visit www.eatright.org/students/ coursework toward any master’s degree Summer Study Abroad getstarted/international/agencies.aspx. must be completed after matriculation For up-to-date information on is established for that degree. Appli- applying for study abroad, prospective Demonstrated Proficiency in English. cants with foreign credentials and/or candidates should visit steinhardt.nyu. Refer to the Components of a Degree nonimmigrant visas should see below. edu/study_abroad/how_to_apply. Application section to learn more about which English proficiency exams are Application Deadlines INTERNATIONAL STUDENTS required for the graduate application. Apply early since many programs have AND APPLICANTS WITH Some candidates may be asked to form deadlines. It is the responsibility INTERNATIONAL CREDENTIALS complete additional evaluation of their of the applicant to ensure that all NYU Steinhardt encourages applications English proficiency prior to an admission materials are in the Office of Graduate from international students. We offer offer by taking the NYU English Admissions by the appropriate deadline. a diversity of programs that attract Language Proficiency Assessment. All deadlines are “in-office” deadlines, master’s and doctoral candidates from not postmark deadlines. all over the world. A few important Financial Aid Applications filed after the deadline points for international students: NYU Steinhardt encourages will be processed as time and space international applicants to investigate

in the program permit. The Office of ■ Apply on time! Because additional scholarship support offered by their Graduate Admissions reserves the right mailing time and processing are home country. Master’s and advanced to return any application that arrives required for international credentials, certificate applicants who are not US after the deadline. Should any deadline applicants should have all application citizens or permanent residents are fall on an official holiday or weekend, materials in the Office of Graduate not eligible for federal financial aid and the in-office deadline will be the next Admissions well before the appropriate typically do not receive consideration business day. deadline. for school-based financial aid. Full-

■ Transcripts and Degree Information. time doctoral applicants, regardless Doctoral Programs Applicants must have the equivalent of country of citizenship, will receive Deadlines vary by program. Specific of a US bachelor’s degree to be consideration for fellowships and dates are posted online in the Graduate considered for admission. Candidates assistantships. Application Guide at www.steinhardt. holding an artist diploma may be nyu.edu/guide. Candidates may also considered for the music performance, Visa Information contact Graduate Admissions at music theory, or composition All international applicants wishing to 212-998-5030 or steinhardt.gradadmis- programs. For each post-secondary obtain the F-1 Student Visa will list “New [email protected]. school attended, one transcript in York University” as the “expected visa the original language (if not provided sponsor” on the graduate admissions Master’s and Advanced in English) and one certified English application. When completing the Certificate Programs translation are required to be admissions application, please be sure Deadlines vary by program. Specific submitted with the application. In to use the applicant’s full legal name dates are posted online in the Graduate determining what items to submit, as it appears on his or her passport. Application Guide at www.steinhardt. please understand that the Admissions The use of any other names, such as nyu.edu/guide. Candidates may Committee must be able to review four nicknames, will cause serious delays in also contact Graduate Admissions elements related to the applicant’s applying for a US visa. All international at 212-998-5030 or steinhardt. prior studies: 1) the courses taken as applicants must have an international [email protected]. part of those studies; 2) the grades address as their permanent address. received for those courses; 3) the The US government mandates that actual degree/title conferred; and 4) international candidates have a the date the degree was conferred/ permanent, international address to awarded. receive their visa. Please be prepared to pay additional fees for processing a Form I-20 from NYU and a student visa from the US government.

185 ADMISSION THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Admission, continued Heightened security measures may CAMPUS VISITS result in delays in processing a Form All prospective students are invited to I-20 and a student visa request. visit the New York University campus. Please apply for these credentials as Many programs host information ses- soon as possible using overnight and sions throughout the academic year. express mail whenever possible. Once Please call the Office of Graduate admitted, international candidates Admissions at 212-998-5030 or visit should visit steinhardt.nyu.edu/ steinhardt.nyu.edu/graduate_admissions welcome/next_steps/ to learn more to learn of the dates. about the visa process and application For more information, go to NYU’s for an I-20 (for F-1 students) or DS-2019 Visitor Information page at www.nyu. (for J-1 students). edu/about/visitor-information.html.

New International Student Seminar New Student Seminar for International Graduate Students (SAHS-GE 2003) is an opportunity to connect with other students while obtaining valuable information about working on- and off- campus, conducting library research, navigating New York City and NYU Steinhardt, and more. It is required of NYU Steinhardt international graduate students during their first semester of study. Consult the Office of the Associate Dean for Student Affairs, Pless Hall, 2nd Floor, 212-998-5065, for further information.

186 ADMISSION THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Registration and Advisement

Registration

All degree students are assigned approval as a special graduate student certification of enrollment. advisers and are urged to take full is for one semester unless otherwise All veterans are expected to reach advantage of all opportunities for noted. Extensions may be granted upon the objective (master’s degree, doc- securing advice before selecting reapplication. The application form may torate, or certificate) authorized by courses. be obtained by contacting the Office Veterans Affairs with the minimum num- of Graduate Admissions; Steinhardt ber of credits required. The Department DEGREE STUDENTS School of Culture, Education, and Hu- of Veterans Affairs may not authorize al- Degree students are required to obtain man Development; New York University; lowance payments for credits that are in adviser approval prior to registration. Pless Hall; 82 Washington Square East; excess of scholastic requirements, that The adviser assigned to each student 3rd Floor; New York, NY 10003-6680; are taken for audit purposes only, or for is familiar with the requirements and 212-998-5030. The application may also which nonpunitive grades are received. opportunities within his or her program be downloaded at steinhardt.nyu.edu/ Veterans may obtain applications or of study. The adviser will consult with graduate_admissions. assistance in the Office of the Univer- the individual student concerning the sity Registrar. Since interpretation of selection of courses or where alternate VETERANS regulations governing veterans’ benefits choices are possible, the sequence in Various US Department of Veterans is subject to change, veterans should which courses may best be taken, and Affairs programs provide educational keep in touch with the Department of the methods by which exemptions may benefits for spouses, sons, and Veterans Affairs or NYU’s Office of the be secured. For the most up-to-date and daughters of deceased or permanently University Registrar. detailed information on requirements disabled veterans as well as for veterans and procedures, students should check and in-service personnel, subject to AUDITING with their department. By approval and certain restrictions. Under most pro- Graduate matriculated students may signature, the adviser attests to the grams, the student pays tuition and audit a maximum of two Steinhardt courses selected as meeting degree fees at the time of registration but School of Culture, Education, and requirements. The responsibility for will receive a monthly allowance from Human Development (-GE) courses per meeting the degree requirements, Veterans Affairs. term with the approval of the course however, rests with the student. Veterans with service-connected dis- instructor. (Note: Special students abilities may be qualified for educational are not permitted to audit.) The total SPECIAL (NONMATRICULATED) benefits under Chapter 31. An applicant number of credit and audit courses for STUDENTS for this program is required to submit to full-time students may not exceed 18 Graduates of accredited four-year the Department of Veterans Affairs a let- credits in a given term; the total number colleges holding acceptable degrees ter of acceptance from the college the of credit and audit courses for part-time may register as special students in applicant wishes to attend. On meeting students may not exceed 11 units in a courses for which they meet the pre- the requirements of Veterans Affairs, the given term, nor do audit courses count requisites and that are open to special applicant will be given an Authorization toward full-time status. No credit will students. Such a student should submit for Education (VA Form 22-1905), which be given or letter grades recorded,no (with fee) an undergraduate transcript must be presented to the Office of withdrawals will be honored or refunds indicating degree conferral and an the University Registrar, 383 Lafayette granted on courses so audited. Students application for admission as a special Street, 1st Floor, before registering for receiving any form of financial aid student. Special students must contact course work. must show evidence of full-time credit a student adviser for clearance prior to Allowance checks are usually sent registration before requesting auditing registration. Approval to register as a directly to veterans by the Department privileges. Tuition remission may not nondegree student does not imply or of Veterans Affairs. Veterans and eligible be applied. Auditing forms may be guarantee admission into a degree pro- dependents should contact the Office obtained from the Steinhardt Office of gram All special students must meet the of the University Registrar each term Advisement and Registration Services, academic standards of the school. The for which they desire Veterans Affairs Pless Hall, 2nd Floor, and must be

187 REGISTRATION AND ADVISEMENT THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Registration, filed in the Office of the University on a combination of coursework and the Supervised Research on Proposal. continued Registrar, 383 Lafayette Street, prior to items that appear below. A doctoral candidate may receive the beginning of the third week (fall/ Full-time equivalency status may af- full-time equivalency for working spring) or third day (summer) of the fect financial aid. Financial aid is based on the proposal for a maximum of term in question. on billable credit hours (the actual two consecutive years (including the number of credits for which a student respective summer sessions). The DROP/ADD AND is enrolled) and not any additional candidate must have an approved WITHDRAWAL POLICIES approved equivalency credits that a chairperson. In all cases, full-time Courses added without adviser approval student is eligible to receive. equivalency may be granted only if the may be considered as not meeting dissertation committee chairperson degree requirements. Students and Eligibility Categories for attests that the candidate is doing 40 faculty are urged to monitor this proce- Full-Time Equivalency hours per week of work toward the dure carefully. Only an official adviser proposal. If a candidate is doing 20

is authorized to sign a student’s Drop/ ■ Required Internship. Students may hours of work per week toward the Add Form. receive full-time equivalency for 40 proposal, that candidate would be Students are permitted to add to hours per week of required internship. eligible for half-time equivalency. their program during the first two weeks This category may be prorated: of regular classes. A student may not e.g., students may receive 3 units of Supervised Research on Dissertation. add a course beyond the end of the sec- equivalency for 10 hours per week A doctoral candidate who has ond week of the term with the exception of required internship. Please note: completed all required coursework, has of courses that begin midsemester. Student teaching does not fall under an approved dissertation committee, Students may register for midsemes- the guidelines of an internship and is, and whose proposal has been approved ter courses prior to the first meeting therefore, not eligible for equivalency. may request full-time equivalency if the

of the class through Albert, NYU’s ■ Master’s Final Experience/Thesis. candidate is working 40 hours per week Web-based registration and informa- There are three subcategories of on the dissertation and if clear evidence tion system, or a Drop/Add Form and final experience/thesis. 1) A student indicates that the student is making must have the approval of the academic working 40 hours per week on a satisfactory progress toward submission adviser. master’s thesis may receive full- of the dissertation. A student may No change in schedule is valid unless time equivalency for one semester. receive half-time equivalency if his or it is reported to the Office of the Univer- This category may be prorated for a her committee chairperson attests that sity Registrar on the forms provided or maximum of two semesters depending the student is working 20 hours a week by using Albert. Drop/Add forms may on program requirements. 2) A student on the dissertation be obtained from the program adviser working on a master’s final project and or from Office of Advisement and Reg- not registered for units of credit for Please note: There can be no full-time istration Services, Pless Hall, 2nd Floor. this requirement may receive 3 units equivalency for students when they Drop/Add forms are also available at of equivalency for one semester only. have full-time employment unless http://steinhardt.nyu.edu/studentaffairs/ 3) A student working 40 hours per they are interns fulfilling a degree forms. Courses officially dropped dur- week on a culminating gallery showing requirement. Certification of full-time ing the first two weeks of the term will or performance with verification from study must be determined at the not appear on the transcript. (Students the department may receive full- time of registration. The only way should consult NYU’s Academic Calen- time equivalency for one semester. in which full-time equivalency can dar for specific dates.) Those dropped This category may be prorated be officially established is by a fully from the beginning of the third week for a maximum of three semesters completed equivalency form being through the ninth week of the term will depending on program requirements. filed with the Steinhardt Office of

be recorded with a grade of W. After the ■ Candidacy Examination. A matriculated Advisement and Registration Services. ninth week, no one may withdraw from student preparing for the doctoral Information relating to both full-time a course. candidacy examination may receive 3 and half-time equivalency status may be units of equivalency for one term only. obtained from the Steinhardt Office of FULL-TIME EQUIVALENCY Advisement and Registration Services, For administrative purposes, such as eli- Supervised Research on Topic Pless Hall, 2nd Floor. gibility for Veterans benefits and federal for Proposal financial aid, the University defines full- This has two subcategories: LEAVE OF ABSENCE time coursework to be a minimum of 9 1) A doctoral candidate working on the Masters and advanced certificate units each term. In the Steinhardt School topic for the dissertation may receive 3 students as well as doctoral students in of Culture, Education, and Human units of equivalency for one term only if Occupational Therapy (OTD) and Physi- Development, full-time academic study the adviser certifies that the candidate cal Therapy (DPT) who are planning a is defined as 12 credits per term unless is doing at least 10 hours of research per leave of absence are referred by their otherwise defined by a specific aca- week. 2) A doctoral candidate enrolled adviser to the Office of Counseling and demic program. Nine or more credits is in the Dissertation Proposal Seminar Student Services, Pless Hall, 2nd Floor, considered to be equivalent to 40 hours is eligible for 3 additional units of 212-998-5065, to complete an interview of study per week. Full-time equivalency equivalency. as part of the official “leave” process. students are expected to spend no less Doctoral students who are planning than 40 hours per week a leave of absence are referred by their adviser to the Office of Doctoral Studies,

188 REGISTRATION AND ADVISEMENT THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Registration, Pless Hall, 2th Floor; further information GRADUATION APPLICATION Former students who no longer continued can be obtained at http://steinhardt.nyu. Students may officially graduate in have a valid NetID (unable to access edu/doctoral/policies/ and the required September, January, or May. Selected NYUHome/Albert) or who attended form at http:// steinhardt.nyu.edu/doc- students may graduate in July. The New York University prior to 1990 must toral/forms. Commencement ceremony for all complete the secure online transcript A leave of absence may not exceed schools is held in May. Students must request form (https://www.nyu.edu/ two semesters or one academic year. apply for graduation via Albert. A registrar/transcript-form) and mail/fax/ There is no fee for the leave of absence student must be enrolled for either email the signature page to the Office as there is no access to University coursework or maintenance of of the University Registrar. facilities during the period of the leave. matriculation during the academic year Alternatively, former students may of graduation. In order to graduate write a letter to request transcripts and MAINTENANCE OF in a specific semester, a student send it to the registrar. A signed consent MATRICULATION must apply for graduation within the form is required. The request letter must To maintain matriculation in a master’s application deadline period indicated include all of the following information:

degree or advanced certificate program, on the calendar. (See the graduation ■ University ID number

a candidate is required to complete at deadlines calendar and general ■ Current name and any other name least one 3-unit course each academic information about graduation on the under which the student attended year at New York University, under Office of the Registrar’s webpage at NYU

the auspices of the Steinhardt School www.nyu.edu/registrar). If the student ■ Current address

of Culture, Education, and Human does not successfully complete all ■ Date of birth

Development. In lieu of such completion, academic requirements by the end of ■ School of the University attended

students must pay a maintenance the semester, he or she must reapply for ■ Dates of attendance

fee per academic year. All course graduation for the following cycle. ■ Date of graduation

requirements must be completed within ■ The full name and address of the six years from the date of matriculation. OFFICIAL TRANSCRIPTS person or institution to which the Continuous matriculation is required. Official copies of a student’s Univer- transcript is to be sent (See Tuition, Fees, and Expenses, and sity transcript can be requested when Financial Aid, page 196.) a stamped and sealed copy of the The request may be faxed to student’s University records is required. 212-995-4154 or mailed to New York PERMITTED COURSE LOADS Current students and graduates with University, Office of the University Reg- In the Steinhardt School of Culture, a valid NYU NetID (able to access istrar, Transcripts and Certification, P.O. Education, and Human Development, NYUHome/Albert) who attended NYU Box 910, New York, NY 10276-0910. full-time academic study is defined as in or after 1990 can request an official Any transcript request that requires 12 credits per term unless otherwise eTranscript from the Albert Student any special handling must go through defined by a specific academic program. Center. The Official rT anscript link can the secure online transcript request A full-time graduate student must be found under the Grades & Transcripts form at https://www.nyu.edu/registrar/ register for a minimum of 12 units per section of the Student Center. Before tanscript-form and cannot be requested term. The maximum number permitted completing their transcript request, on Albert. Special handling includes: any student is 18 units (16 units in current students should check to 1) sending transcripts by express mail; summer). Graduate students registering ensure that all their grades have been 2) transcripts sent to the student or for fewer than 12 units who wish to posted. Recent graduates should check alumnus/a in separate sealed envelopes establish full-time status should consult to ensure that their degree has been addressed to admissions offices of other their advisers for specific regulations recorded. universities; and 3) including additional governing such procedures. (See Full- documents to be sent along with the Time Equivalency, above.) Notes: NYU transcript.

■ There is a fee for eTranscipts INFORMATION ON HOW

■ If a student attended NYU more than TO REQUEST ENROLLMENT once (i.e., attended an undergraduate VERIFICATION college and then a graduate school), Students can view and print their own he or she will need to request one enrollment certification directly from Al- transcript for each career bert. The Enrollment Verification link can

■ Academic records prior to 1990 be found under the Grades & Transcripts will not be available on electronic section of the Student Center. Eligible transcripts; please request a paper students are also able to view and print transcript a Good Student Discount Certificate, which can be mailed to any other company that requests proof of status as a good student (based on cumulative GPA).

189 REGISTRATION AND ADVISEMENT THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Registration, ARREARS POLICY DIPLOMA ARREARS POLICY continued The University reserves the right to deny Diplomas of students in arrears will be registration and withhold all information held until their financial obligations to regarding the record of any student who the University are fulfilled and they have is in arrears in the payment of tuition, been cleared by the Office of the Bursar. fees, loans, or other charge (including Graduates with a diploma hold may charges for housing, dining, or other contact the Office of the Bursar at 212- activities or services) for as long as any 998-2806 to clear arrears or to discuss arrears remain. their financial status at the University

Advisement

ATTENDANCE There are no A+, D-, or F+ grades. programs of study and will be subject Regulations governing required or The lowest passing graduate grade is D. to probation. Students who have two voluntary class attendance in the consecutive probationary terms will be school are determined by individual If a student repeats a course in which subject to dismissal. departments and instructors. he or she had received a failing grade, A general average of 2.5 is required all grades are counted in the average; for the master’s degree. A general CHANGE OF PROGRAM AND/ the lower grade, although it does average of 3.0 is required for the sixth- OR DEGREE OBJECTIVE not count towards the degree, is not year Certificate of Advanced Study and Students who are changing their removed from the transcript. F grades doctoral degrees.. program and/or degree objective and all other permanent grades may not must complete the appropriate forms be changed unless the original grade Note: Students taking -GG, -GH, and available from the Office of Graduate resulted from a clerical error. -GC courses in other graduate divisions Admissions, Pless Hall, 3rd Floor. of NYU are urged to check with the Students who are changing from one W = Official withdrawal. Courses appropriate school for details of their program or concentration to another officially dropped during the first grading policies because they may differ within the same department or from three weeks of the term will not from those of the Steinhardt School one department to another department appear on the transcript. Those of Culture, Education, and Human within the Steinhardt School of Culture, dropped from the beginning of Development. Education, and Human Development the fourth week through the ninth must submit an Internal Transfer Form weeks of the term will be recorded INDEPENDENT STUDY1 and submit all appropriate documents with a grade of “W”.After the Independent study requires a minimum for the desired program. Students ninth week, no one may withdraw of 45 hours of work per unit. Each desiring a change of degree must from a course. departmental program has established submit a new Application for Graduate R = Registered paid auditor, not its own maximum credit allowance for Admission and the appropriate graded. independent study. documents for the desired degree. P = Pass, not counted in average This information may be obtained Students who are transferring from I = Term paper or other work or from a student’s program adviser. NYU Steinhardt to another school at final examination lacking (grade Special students are not eligible for in- New York University (GSAS, Stern, etc.) given only with the permission dependent study. Prior to registering for must file an application and appropriate of the instructor); may be made independent study, each student should documents with the admissions office up within time limits (see note obtain an Independent Study Approval of the appropriate graduate division. below). If not made up, grade Form from the adviser; this form will lapses to F. F grades cannot be provide a title to the independent study GRADES changed. (it is not a registration form). When The scale of grades is based on a completed, this form must be submitted 4-unit scale as follows: Note: -GE courses: A grade of I must to the Office of the University Registrar, be removed within the time limit set 25 West 4th Street. A = 4.0 units C = 2.0 units by the instructor; which limit may not A- = 3.7 units C- = 1.7 units exceed one semester after the close B+ = 3.3 units D+ = 1.3 units of the course. Students with 9 credits B = 3.0 units D = 1.0 units or more of I on their transcripts at any B- = 2.7 units F = 0 units given semester will be considered as 1Not available to special students. C+ = 2.3 units not making satisfactory progress in their

190 REGISTRATION AND ADVISEMENT THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Advisement, continued PASS/FAIL OPTION1 the ninth week of the term (fall/spring). completed within the last 10 years with Matriculated students have the option For winter or summer session deadlines, a grade of B or better and may not have to take courses on a pass/fail basis. The please see details on the form. Pass/fail been counted toward another degree. maximum of such courses is determined option forms are also available at http:// Forms for approval of transfer credit are by the program but may not exceed 25 steinhardt.nyu.edu/studentaffairs/forms. available in the Office of Advisement percent of the student’s total program. and Registration Services. All transfer The student is responsible for adherence STUDY ABROAD credit must be approved by the pro- to these regulations. Courses that are Students may fulfill a limited number gram adviser. departmentally designated as pass/fail of their course requirements through For additional information, see shall not be included in the 25 percent various study-abroad programs. Such Graduate Study/General Requirements pass/fail option open to students. This programs are offered through the beginning on page 206. pass/fail option can be applied only to Office of Academic Initiatives and Global -GA, -GE and -GG courses. Once this Programs. For further information, visit option is used, such a decision cannot www.steinhardt.nyu.edu/studyabroad or be changed nor will the letter grade be call the office at 212-992-9380. recorded. The lowest passing graduate grade is D. An F grade is counted in the TRANSFER OF CREDIT average. Pass/fail grades are not consid- Permission to study or to accept work ered “weighted grades.” Pass/fail option taken in an institution outside of New forms may be obtained from program York University must be obtained for advisers or the Office of Advisement graduate students from their program and Registration Services, Pless Hall, adviser. Transfer credit may be accepted 2nd Floor, and must be filed with the only from accredited colleges and 1Not available to special students. Office of Advisement prior to the end of universities. Coursework must have been

University Policies

1Adapted from Expository POLICIES CONCERNING responsibility of the student to learn the considered among the most serious Writing Program, “Statement on Plagiarism,” New York Univer- PLAGIARISM proper forms of citation: directly copied of offenses. (See NYU Steinhardt’s sity, undated, mimeographed. The bylaws of the University define the material must always be in quotes; Statement on Academic Integrity in the educational conduct of students to be paraphrased material must be acknowl- Steinhardt School of Culture, Education, under faculty jurisdiction. Given this edged; and even ideas and organization and Human Development Student charge, the Steinhardt School of Culture, derived from another’s work must be Handbook.) Education, and Human Development acknowledged. The following defini- has established the following guidelines tion of plagiarism has been adopted by DISCIPLINE to avoid plagiarism, a form of academic the faculty members of the Steinhardt Students are expected to familiarize misconduct. School of Culture, Education, and Hu- themselves and to comply with the rules Students in the process of learning man Development: of conduct, academic regulations, and acquire ideas from others and exchange established practices of the University ideas and opinions with classmates, Plagiarism is presenting someone else’s and the Steinhardt School of Culture, professors, and others. This exchange work as though it were your own. More Education, and Human Development. If, occurs in reading, writing, and discus- specifically, plagiarism is to present as pursuant to such rules, regulations, or sion. Students are expected — and often your own: a sequence of words quoted practices, the withdrawal of a student is required — to build their own work upon without quotation marks from another required before the end of the term for that of other people, just as professional writer; a paraphrased passage from which tuition has been paid, a refund researchers and writers do. Giving credit another writer’s work; facts or ideas will be made according to the standard to someone whose work has helped gathered, organized, and/or reported by schedule for refunds. one’s own is courteous and honest. someone else, orally and/or in writing. Plagiarism, on the other hand, is a form Since plagiarism is a matter of fact, not GRADUATE COMMISSION of fraud. Proper acknowledgment marks of the student’s intention, it is crucial The voting membership of the the difference.1 that acknowledgment of sources be ac- commission is composed of the dean A hallmark of the educated student curate and complete. Even where there and an elected faculty member from is the ability to recognize and acknowl- is no conscious intention to deceive, the each of the schools offering a graduate edge when information is derived from failure to make appropriate acknowledg- program as well as academic officers others. The Steinhardt School of Culture, ment constitutes plagiarism.1 from the central administration. Each Education, and Human Development school is also represented by a member expects that a student will be scru- NYU Steinhardt imposes heavy of its student body. 1Adapted from Expository Writing Program, pulous in crediting those sources that penalties for plagiarism in order to “Statement on Plagiarism,” have contributed to the development safeguard the degrees that the Uni- New York University, undated, mimeographed. of his or her ideas. In particular, it is the versity grants. Cases of plagiarism are

191 REGISTRATION AND ADVISEMENT THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 UNIVERSITY POLICY ON bearer and others. The only exceptions PATENTS to this policy are instances in which 1) Students offered research opportunities the bearer is in possession of written are reminded that inventions arising permission from a dean, associate from participation in such research are dean, assistant dean, or department governed by the University’s Statement head, and 2) such possession or use of of Policy on Patents, a copy of which simulated firearms is directly connected may be found in the Faculty Handbook to a University- or school-related or obtained from the dean’s office. event (e.g., play, film production). Whenever an approved simulated NEW YORK UNIVERSITY firearm is transported from one WEAPONS POLICY location to another, it must be placed New York University strictly prohibits in a secure container in such a manner the possession of all weapons, as that it cannot be observed. Storage of described in local, state, and federal approved simulated firearms shall be statutes, that includes, but is not limited the responsibility of the Department of to, firearms, knives, explosives, etc., in Public Safety in a location designated and/or around any and all University by the Vice President for Public Safety. facilities — academic, residential, or Under no circumstances, other than other. This prohibition extends to all at a public safety storage area, may buildings — whether owned, leased, or approved simulated firearms be stored controlled by the University, regardless in any University-owned, -leased, or of whether the bearer or possessor -controlled facilities. is licensed to carry that weapon. The possession of any weapon has the CAMPUS SAFETY potential of creating a dangerous The Department of Public Safety situation for the bearer and others. The is located at 7 Washington Place; only exceptions to this policy are duly telephone 212-998-2222; 212-998-2220 authorized law enforcement personnel (TTY). who are performing official federal, New York University’s annual Campus state, or local business and instances Security Report includes statistics for in which the bearer of the weapon is the previous three years concerning licensed by an appropriate licensing reported crimes that occurred on cam- authority and has received written pus, in certain off-campus buildings or permission from the Executive Vice property owned or controlled by NYU, President of the University. and on public property within or imme- diately adjacent to the campus. NEW YORK UNIVERSITY The report also includes institutional SIMULATED FIREARM POLICY policies concerning campus security, New York University strictly prohibits such as policies concerning sexual simulated firearms in and/or around assault, drugs, and alcohol. A copy of any and all University facilities — the current report can be obtained by academic, residential, or other. This contacting Thomas Grace, Director of prohibition extends to all buildings, Community Standards and Compliance whether owned, leased, or controlled Administration, 768 Broadway, Room by the University. The possession of a 768, or by visiting www.nyu.edu/life/ simulated firearm has the potential of safety-health-wellness/be-safe/public- creating a dangerous situation for the safety/crime-reports-statistics.html.

192 REGISTRATION AND ADVISEMENT THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Tuition, Fees, and Expenses

When estimating the Following is the schedule of fees estab- DIPLOMA ARREARS POLICY GENERAL FEES AND EXPENSES cost of a university lished by the Board of Trustees of New Diplomas of students in arrears will be Basic Health Insurance Benefit Plan education, students York University for the years 2019–2020. held until their financial obligations to Full-time domestic students automati- should consider The Board of Trustees reserves the right the University are fulfilled and they have cally enrolled; any student can select1, 2: two factors: 1) the to alter this schedule without notice. been cleared by the Bursar. Graduates Annual ...... $3,518 total cost of tuition, Note that the registration and services with a diploma hold may contact the fees, and materials fee covers memberships, dues, etc., to Office of the Bursar at 212-998-2806 to All students registering for 6 or more related to a particular the student’s class organization and clear arrears or to discuss their financial credits in a semester are charged the program plus costs entitles the student to membership in status at the University. Basic Student Health Insurance Plan. directly related to the such university activities as are sup- Waivers may be requested through choice of living style ported by this allocation and to receive GRADUATION the Student Insurance Office in the (dormitory, apartment, regularly those university and college No candidate may be recommended NYU Health Center. Learn more about commuting costs); publications that are supported in whole for a degree until all required fees have student health insurance at https://www. and 2) financial aid or in part by the student activities fund. been paid. The University cannot be nyu.edu/students/health-and-wellness/ that may be available It also includes the University’s health responsible for the inclusion in the student-health-center.html from a variety of services, emergency and accident cover- current official graduation list of any sources. This section age, and technology fees. candidate who makes payment after Stu-Dent Plan (dental service through provides information The act of registering generates the first day of May, September, or NYU’s College of Dentistry): on both of these related tuition and fee charges for which January for degrees in May, September, Initial enrollment ...... $240 distinct but related the student is financially responsible. or January, respectively. Following the Spouse/partner ...... $240 topics. The Office of the Bursar is located at 25 payment of all required fees, and on Dependent ...... $85 West 4th Street. Checks and drafts are approval of the faculty, the candidate Renewal ...... $195 to be drawn to the order of New York will be recommended for the degree as Learn more at https://dental.nyu.edu/ University for the exact amount of the of the date of the next regular meeting patientcare/stu-dent-plan.html tuition and fees required. In the case of of the University Board of Trustees at overpayment, the balance is refunded which the awarding of degrees is a part upon request by filing a efundr applica- of the order of business. 1Students automatically enrolled in tion in the Office of the Bursar. an NYU-sponsored plan can change A fee will be charged if payment is TUITION 2019–2020 between the Basic or Comprehensive not made by the due date indicated on Tuition per unit, per term ...... $1,795 plans or waive the plan entirely (and the student’s statement. The unpaid show proof of other acceptable health balance of a student’s account is subject Nonreturnable registration ...... $509 insurance). For details visit nyu.edu/ to an interest charge of 12 percent per and services fee, first unit students/heatlh-and-wellness.html. annum from the first day of class until Nonreturnable registration ...... $71 payment is received. and services fee, per unit, for Holders of New York State Tuition registration after first unit Assistance Program Awards will be allowed credit toward their tuition fees Doctor of Physical Therapy (DPT) in the amount of their entitlement, tuition, see page 117. provided they are New York State resi- dents enrolled on a full-time basis and they present with their schedule/ bill the Award Certificate for the applicable term. Students who receive awards after registration will receive a check from the University after the New York State pay- ment has been received by the Office of the Bursar and the Office of the Univer- sity Registrar has confirmed eligibility.

193 TUITION, FEES, AND EXPENSES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Tuition, Fees, and Application fee for admission: Expenses, continued Graduate degree (nonreturnable, SUBJECT-RELATED/COURSE-RELATED FEES see page 187) ...... $75 All course fees are to be paid when registering for: Graduate special student status (nonreturnable), payable one Applied Psychology Cost Type time only (see page 187)...... $75 APSY-GE-2672 $12 Course Fee Deposit upon graduate acceptance, depending on the program, Subject Area Cost Type (nonreturnable) ...... $200 to 750 GEARSAMFA $390 Studio Art

Late registration Course Number Cost Sections Type Additional fee payable by any student Art and Art Professions permitted to register ART-GE 2514 $120 ALL Urban Glass commencing with the ART-GE 2582 $120 ALL Urban Glass second week of classes ...... $25 ART-GE 2771 $390 ALL Studio Art commencing with the ART-GE 2772 $390 ALL Studio Art fifth week of classes...... 50 ART-GE 2773 $390 ALL Studio Art ART-GE 2774 $390 ALL Studio Art Maintenance of matriculation ART-GE 2775 $390 ALL Studio Art (per semester) ...... $300 ART-GE 2776 $390 ALL Studio Art ART-GE 2777 $390 ALL Studio Art (master’s DPS, DPT, and sixth-year ART-GE 2778 $390 ALL Studio Art students only; doctoral students ART-GE 2780 $390 ALL Studio Art should consult page 210.) ART-GE 2782 $390 ALL Studio Art ART-GE 2783 $390 ALL Studio Art Duplicate rating sheet ...... $2 ART-GE A784 $390 ALL Studio Art Makeup examination ...... $20 ART-GE 2785 $390 ALL Studio Art ART-GE 2786 $390 ALL Studio Art ART-GE 2787 $390 ALL Studio Art SUBJECT-RELATED/ ART-GE 2788 $390 ALL Studio Art COURSE-RELATED FEES ART-GE 2791 $390 ALL Studio Art See table at right ART-GE 2793 $390 ALL Studio Art ART-GE 2794 $390 ALL Studio Art DOCTORAL ADVISEMENT FEE Doctoral students should consult page Music and Performing Arts Professions 190. MPABR-GE 2111 $129 ALL Private Lesson MPAJZ-GE 2026 $102 ALL Recital DEFERRED PAYMENT PLAN MPAJZ-GE 2370 $129 ALL Private Lesson The Deferred Payment Plan allows MPAPE-GE 2026 $102 ALL Recital a student to pay 50 percent of the MPAPE-GE 2356 $129 ALL Private Lesson net balance due for the current term MPASS-GE 2111 $129 ALL Private Lesson on the payment due date and defer MPASS-GE 2112 $129 ALL Private Lesson the remaining 50 percent until later MPASS-GE 2121 $102 ALL Recital in the semester. This plan is available MPATC-GE 2026 $102 ALL Recital to students who meet the following MPATC-GE 2321 $105 ALL Private Lesson eligibility requirements: MPAVP-GE 2111 $129 ALL Private Lesson MPAVP-GE 2113 $129 ALL Private Lesson ■ Matriculated and registered for 6 or MPAVP-GE 2121 $102 ALL Recital more units MPAVP-GE 2410 $129 ALL Private Lesson ■ Without a previously unsatisfactory MPAWW-GE 2111 $129 ALL Private Lesson University credit record

■ Not in arrears (past due) for any Nutrition and Food Studies University charge or loan FOOD-GE 2025 $150 ACTIVITY FEE FOOD-GE 2030 $50 ACTIVITY FEE The plan includes a nonrefundable FOOD-GE 2160 $60 ACTIVITY FEE application fee of $50, which is to be FOOD-GE 2216 $95 ACTIVITY FEE included with the initial payment on FOOD-GE 2233 $72 ACTIVITY FEE the payment due date. Interest at a rate FOOD-GE 2261 $100 ACTIVITY FEE of 1 percent per month on the unpaid balance will be assessed if payment is Physical Therapy not made in full by the final installment PT-GE 2120 $65 ALL Lab due date. A late payment fee will be as- GEPTPSDPT Variable DPT Flat Rate sessed on any late payments.

194 TUITION, FEES, AND EXPENSES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Tuition, Fees, and A separate deferred payment plan WITHDRAWAL AND Withdrawal within the second calendar Expenses, continued application and agreement is required REFUND OF TUITION week from the opening date of the term for each semester this plan is used. The A student who for any reason finds it ...... 70% tuition only Deferred Payment Plan application will impossible to complete a course for be available at www.nyu.edu/bursar/ which he or she has registered should Withdrawal within the third calendar forms in July for the fall semester and in consult with an academic adviser and week from the opening date of the term December for the spring semester. file a completed Change of Program ...... 55% tuition only For additional information, please form with the Office of the Bursar. visit the Office of the Bursar website (Note: An official withdrawal must be Withdrawal within the fourth calendar at www.nyu.edu/bursar/payment.info/ filed if a course has been canceled, and, week from the opening date of the term plans.html or call 212-998-2806. in this case, the student is entitled to a ...... 25% tuition only refund of tuition and fees paid.) With- TUITIONPAY PLAN drawal does not necessarily entitle the Withdrawal after completion of the TuitionPay (formerly called AMS) is a student to a refund of tuition paid or a fourth calendar week of the term payment plan administered by SallieMae. cancellation of tuition still due. A refund ...... NONE The plan is open to all NYU students of tuition will be made provided such with the exception of the School of withdrawal is filed within the scheduled A student may not withdraw from a Continuing and Professional Studies refund period for the term (see schedule class during the last three weeks of the noncredit division. This interest-free plan below). fall or spring term or the last three days allows for all or a portion of a student’s Merely ceasing to attend a class does of each summer session. educational expenses (including tuition, not constitute official withdrawal, nor Exceptions to the published refund fees, room, and board) to be paid in does notification to the instructor. A schedules may be appealed in writing monthly installments. stop payment of a check presented for to the refund committee of the school The traditional University billing cycle tuition does not constitute withdrawal, and should be supported by appropriate consists of one large lump-sum payment nor does it reduce the indebtedness to documentation regarding the circum- due at the beginning of each semester the University. The nonreturnable reg- stances that warrant consideration of an (August for the fall semester and Janu- istration and services fee and a penalty exception. Exceptions are rarely granted. ary for the spring semester). TuitionPay of $20 for a stopped payment must be Students who withdraw should review is a budget plan that enables a student charged in addition to any tuition not the “Refunds” page on the Office of the to spread payments over the course of canceled. Bursar’s website at www.nyu.edu/bursar. the academic year. By enrolling in this The date on which the Change of Federal regulations require adjust- plan, a student spreads fall semester Program form is filed, not the last date ments reducing financial aid if a student tuition payments over a four-month of attendance in class, is considered the withdraws even after the NYU refund period (June through September) and official date of withdrawal. It is this date period. Financial aid amounts will be spring semester tuition payment over that serves as the basis for computing adjusted for students who withdraw another four-month period (November any refund granted the student. through the ninth week of the semester through February). This allows a student The refund period (see schedule be- and have received any federal grants or to budget the cost of tuition and/or low) is defined as the first four calendar loans. This adjustment may result in the housing, after deducting any financial weeks of the term for which application student’s bill not being fully paid. NYU aid to be received and/or any payments for withdrawal is filed. The processing of will bill the student for this difference. made directly to NYU. refunds takes approximately two weeks. The student will be responsible for pay- A nonrefundable enrollment fee ment of this bill before returning to NYU of $50 is required when applying for Refund Period Schedule and will remain responsible for payment the fall and spring TuitionPay plan. A (Fall and Spring Terms Only) even if he or she does not return to student must enroll in both the fall and Please visit https://www.nyu.edu/ NYU. spring plans. Monthly statements will be students/student-information-and- For any semester a student receives mailed by TuitionPay, and all payments resources/bills-payments-and-refunds/ any aid, that semester will be counted should be made directly to them. For refunds-and-withdrawals.html in the satisfactory academic progress additional information, contact Tuition- standard. This may require the student Pay at 800-635-0120 or visit the NYU Withdrawal of all courses on the second to make up credits before receiving any Bursar website at www.nyu.edu/bursar/ day after the official opening date of further aid. payment.info/plans.html. the term through the end of the first calendar week1 The first calendar week consists of the first seven (7) calendar days beginning 1The registration and services fee is not with the official opening date of the returnable beginning with the second term, not the first day of the class day after the official opening date of meeting. the term.

195 TUITION, FEES, AND EXPENSES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Financial Aid

New York University believes that HOW TO APPLY Withdrawal students should be able to choose the Students must submit the Free Applica- Students should follow the official college that offers them the best range tion for Federal Student Aid (FAFSA), academic withdrawal policy described in of educational opportunities. In order and later, New York State residents this bulletin. Those receiving federal aid to make that choice possible, New York must also complete the New York State who withdraw completely may be billed University attempts to aid students Tuition Assistance Program (TAP) appli- for remaining balances resulting from who are in need of financial assistance. cation. (The TAP application is available the mandatory return of funds to the US Financial aid is awarded in an effort online. See www.nyu.edu/financial.aid/ government. The amount of federal aid to help students meet the difference tap.html.) “earned” up to that unit is determined between their own resources and the The FAFSA (available online at by the withdrawal date and a calculation cost of education. All awards are subject www.fafsa.ed.gov) is the basic form based on the federally prescribed to availability of funds and the student’s for all student aid programs; be sure formula. Generally, federal assistance is demonstrated need. Renewal of assist- to complete all sections. Students earned on a pro rata basis. ance depends on annual reevaluation should give permission on the FAFSA of a student’s need, the availability of for application data to be sent directly UNIVERSITY-SPONSORED AND funds, the successful completion of the to New York University. (NYU’s federal ADMINISTERED PROGRAMS previous year, and satisfactory progress code number is 002785.) Through the generosity of its alumni toward completion of degree require- Students requiring summer financial and other concerned citizens, as well ments. In addition, students must meet aid are required to submit two FAFSAs, as from funds supplied by the federal the published filing deadlines. Detailed one from the prior academic year and government, the University is able information on financial aid is available one for the upcoming academic year. to provide an extensive financial aid on the Graduate Admissions website, program for its students. Awards are steinhardt.nyu.edu/financial_aid and on ELIGIBILITY competitive and based on academic the NYU Office of Financial Aid website, To be considered for financial aid, achievement, test scores, and, in most www.nyu.edu/financial.aid. students must be officially admitted cases, financial need. Many awards are granted purely on to NYU or matriculated in a degree the basis of scholastic merit. Others program and making satisfactory Scholarships and Grants are based on financial need. However, academic progress toward degree Scholarships and grants awarded by it is frequently possible to receive a requirements. Students in certain the school generally range from $500 combination of awards based on both. certificate or diploma programs may to full tuition. Thus, scholarships or fellowships may be also be eligible for consideration. granted by themselves or in conjunction Generally, University-administered aid is Part-Time Employment with student loans or Federal Work- awarded to full-time students. Half-time Most financial aid award packages Study employment. To ensure that students (at least 6 units per semester) include work-study. This means that maximum sources of available support may be eligible for a federal Stafford students are eligible to participate in the will be investigated, students must Student Loan or a federal PLUS Loan, Federal Work-Study Program and may apply for financial aid by the appropri- but they must also maintain satisfactory earn up to the amount recommended in ate deadline. academic progress. their award package. Work-study wages A student who has received a finan- are paid directly to the student on a cial aid award must inform the NYU Citizenship biweekly basis and are normally used Office of Financial Aid or the Office of In order to be eligible for aid both for books, transportation, and personal Graduate Admissions if he or she sub- from NYU and from federal and state expenses. sequently decides to decline all or part government sources, students must It is not necessary to be awarded of that award. To neglect to do so may be classified either as US citizens or as work-study earnings in order to use the prevent use of the award by another eligible noncitizens. Students are services of the Wasserman Center for student. If a student has not claimed his considered to be eligible for financial aid Career Development and its extensive or her award (has not enrolled) by the if they meet the criteria listed on NYU’s listings of on-campus and off-campus close of regular (not late) registration Financial Aid website at www.nyu.edu/ jobs. Students may use the center as and has not obtained written permission financial.aid. soon as they have paid their tuition from the Office of Financial Aid and the deposit and may also wish to use Office of Graduate Admissions for an Renewal Eligibility the center as a resource for summer extension, the award will be canceled, Financial aid awards are not auto- employment. and the student may become ineligible matically renewed each year. Continuing As one of the largest urban areas to receive scholarship or fellowship aid students must submit a FAFSA each in the world, New York City offers a in the future. year by the NYU deadline, continue wide variety of opportunities for part- Determination of financial need is to demonstrate financial need, make time work. Many students work in also based on the number of credits satisfactory progress toward degree order to gain experience in a field that for which the student indicates he or requirements, and be in good academic they wish to enter after graduation and she intends to register. A change in standing. to help meet educational expenses. registration therefore may necessitate Many employers list positions with the an adjustment in financial aid. Wasserman Center. The Wasserman

196 TUITION, FEES, AND EXPENSES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Financial AId, Center for Career Development is The Juventud Española de Brooklyn of six hours in blocks of no less than continued located at 133 East 13th Street, Scholarship. This scholarship was two hours during the school day (8:30 2nd Floor; 212-998-4730. established to provide financial a.m. to 3:00 p.m.). Tutors must have a assistance to matriculated students Federal Work-Study Program allotment NYU STEINHARDT SCHOOL- who intend to earn a degree that will determined on the basis of the FAFSA. SPONSORED PROGRAMS enable them to teach Hispanic culture For more information, please visit www. Application deadlines, criteria, award and/or language. Individuals interested nyu.edu/students/getting-involved/ amounts, and other detailed information in applying for this scholarship should leadership-and-service/volunteer- for school-based scholarships and forward a letter of interest, an official service/america-reads-america-counts. fellowships may be found on the transcript of previous college work, and html. Graduate Admissions website at two letters of recommendation to the steinhardt.nyu.edu/financial_aid. Office of the Associate Dean for Student STEINHARDT DOCTORAL Affairs, Steinhardt School of Culture, FELLOWS PROGRAM AND SCHOLARSHIPS Education, and Human Development, RESEARCH ASSISTANTSHIPS There are a number of scholarships New York University, Pless Hall, 2nd The Steinhardt School offers all full-time available to both master’s and doctoral Floor, 82 Washington Square East, New PhD students a complete funding and students and for full-time and part-time York, NY 10003-6680. The letter of mentoring program. The Steinhardt study. Scholarships typically provide interest should show evidence of the Fellows program is designed to help partial tuition support, and decisions are seriousness of purpose the applicant has PhD students undertake full-time study based on merit and need. School-based to teach Hispanic culture and language. and research, to participate in superior scholarships include the following: academic and scholarly experiences, UNIVERSITY FELLOWSHIPS and to complete their studies in a timely Full-Time Study AND ASSISTANTSHIPS manner. Depending on the student’s 21st Century Scholarships program of study and degree require- Steinhardt Graduate Study Scholarships Resident Assistantships. Resident ments, financial support includes NYU Opportunity Scholarships assistants are student paraprofessional tuition and fees for required courses, Deans Opportunity Scholarships staff members living on individual floors an annual stipend, and student health Peace Corps Returnee Scholarships and assigned areas in each resident insurance through the fourth year. In AmeriCorps Scholarship hall. Resident assistants are the first addition, each of the school’s academic Teach for America Scholarship resource for residents concerning departments has developed a set of Historically Black Colleges and roommate relations; programming benchmarks and milestones, such as Universities (HBCU) Scholarships information; referrals to other offices conference presentations, exhibitions, Health Professions Opportunity or staff; or general information authored manuscripts, grant submis- Scholarships about the University, the city, or the sions, and sample syllabi, that faculty neighborhood. Resident assistants are mentors help their students achieve in Part-Time Study carefully selected and trained to provide order to prepare them academically and Centennial Scholarships support and assistance. The application professionally for postdoctoral work. Jonathan Levin Urban Education and selection process for this highly Selected doctoral students may Scholarships selective leadership position begins late alternatively be appointed to a research Mayor’s Graduate Scholarship Program in the fall term. Students interested in assistantship. Research assistants are becoming resident assistants should funded by external grants and work Internship in Student Personnel contact the Office of Residential with a principal investigator on a funded Administration. The Program in Higher Life and Housing Services, New York research project. Unlike Steinhardt and Postsecondary Education offers University, 726 Broadway, 7th Floor, New Fellows, research assistants agree to paid internships in a variety of student York, NY 10003; 212-998-4600 or www. work 20 hours per week on an ongoing personnel positions at NYU and at area nyu.edu/students/student-information- research project, typically with a team colleges. Interns enroll in three courses and-resources/housing-and-dining/ of faculty and other students. Steinhardt per term and work 20 hours per week on-campus-living/staff.html. Fellows may become research assistants for compensation, which includes when Steinhardt faculty win funding for various contributions of stipend, NYU’s America Reads/Counts. NYU’s projects that require research assistance. tuition, and room and board. Internship program is the largest in the nation. This All admitted full-time PhD students candidates must be applicants to or is an excellent opportunity for graduate without alternate funding resources are current students in the MA Program in students to earn money while working in eligible for full funding package and are Higher and Postsecondary Education. a rewarding job. Under the supervision assigned to a faculty mentor. There is For information, contact the Program in of classroom teachers, NYU students no special application for this funding Higher and Postsecondary Education, work to help school children acquire program. Steinhardt School of Culture, Education, literacy and/or math skills. Tutors need and Human Development, New York not be enrolled in a teacher preparation University, Pless Hall, 7th Floor, 82 program or have prior tutoring Washington Square East, NY 10003- experience, but they must be able to 6674; 212-998-5656. make a minimum weekly commitment

197 TUITION, FEES, AND EXPENSES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Financial AId, OTHER SOURCES OF AID Veterans Benefits Federal Direct PLUS Loan. This loan continued State Grants and Fellowships Various programs provide educa- is available to qualifying graduate New York State and other states offer tional benefits for spouses, sons, and and professional students. Direct a variety of grants. Although each daughters of deceased or permanently PLUS loans help pay for education application is made directly to the state disabled veterans as well as for veterans expenses up to the cost of attendance and grants are awarded by the state, and in-service personnel who served on minus all other financial aid received. the amount each student is expected active duty in the United States Armed The US Department of Education will to receive is estimated and taken into Forces after January 1, 1955. In these evaluate the borrower’s credit history account by the University when drawing programs the amount of benefits varies. to determine if they are eligible to up the student’s financial aid package. Applications and further information use this loan. Interest is accruing and Applications for state scholarship aid may be obtained from the student’s charged annually for this loan. If the should be filed at least two months regional office of the Department of borrower’s has adverse credit history, before bills are due or by the deadline Veterans Affairs or by visiting www. they may be denied this loan. Borrowers the state specifies, whichever is earlier. va.gov. Additional guidance may be ob- may contact the Department of Educa- tained at http://www.nyu.edu/students/ tion at 800-848-0979 for additional New York State Tuition Assistance student-information-and-resources/ information. Program. Legal residents of the state of registration-records-and-graduation/ New York who are enrolled in a full-time veteran-benefits.html. Private Loans degree program of at least 12 units a NYU students should apply for all term, or the equivalent, may be eligible Federal Loans eligible financial assistance available for awards under this program. The Federal loans are secured and disbursed before considering a private, alternative award varies depending on income and to the student in cooperation with the loan. Private loan interest rates, terms, tuition cost. For more information visit US Department of Education. Your conditions and eligibility requirements https://www.tap.hesc.ny.gov/totw/. award package may include information will vary, and the borrower (and about a “suggested loan.” This means co-borrower, if applicable) should first States Other Than New York. Some that you are eligible for the type and compare a variety of private student students from outside New York State amount of loan specified, based upon loans offered by banks and other may qualify for funds from their own the information the University has about education loan providers and apply state scholarship programs that can be you at the time the award is offered. only for the alternative loan that best used at New York University. Contact It does not mean you will automatically suits their needs. your state financial aid agency (call 800- receive the loan, but rather informs you Please think carefully about your 433-3243 to get the applicable telephone of your current eligibility and how to obligations as a borrower before number and address for your state) apply. The suggested loan amount in pursuing any educational loan. Consider to ask about program requirements your award package is the maximum your educational investment at NYU, and application procedures. When you you are eligible for and is the amount as well as your long-term financial receive an eligibility notice from your that NYU has certified for you. commitments when borrowing. state program, submit it to the New Federal Direct Loans are offered York University Office of Financial Aid in to students and parents to help pay Private (nonfederal) Alternative Loan advance of registration. for the cost of a student’s education Programs. This kind of loan may be a after high school. The lender is the US financing option for students and fami- Scholarships and Grants From Department of Education. Direct Loans lies who are not eligible for federal aid Other Organizations include the Subsidized, Unsubsidized, or who need additional funding beyond In addition to the sources of gift aid Parent PLUS, and Graduate PLUS Loans. the maximum amounts offered by feder- described above, students may also To be eligible, the student must file the al loans. For more information on private be eligible for a private scholarships Free Application for Federal Student alternative loans visit our website www. or grants from an outside agencies or Aid (FAFSA) and meet other eligibility nyu.edu/financial.aid/private-loans.php organizations. Some sources to explore criteria. are employers, unions, professional Student Employment organizations, and community and Federal Direct Unsubsidized Loan. New York University provides a wide special interest groups. NYU students Graduate students will be eligible only range of employment opportunities also have access to use a new free for unsubsidized loans. Unsubsidized for students, and all are encouraged scholarship search tool called Scholly at means that the federal government does to take advantage of the placement https://app.myscholly.com/NYU. not pay the interest while the student is services (including summer jobs) in school; instead, the interest is accrued offered by the Wasserman Center for and added to the principal of the loan Career Development. Students may use upon payment. For details about see the center immediately upon payment www.nyu.edu/admissions/financial- of their tuition deposit. aid-and-scholarships/federal-direct- loans.html.

198 TUITION, FEES, AND EXPENSES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Financial AId, Federal Work-Study Employee Education Plans continued Financial aid award packages may Many companies pay all or part of include work-study, depending on need. the tuition of their employees under A student who is eligible to participate tuition refund plans. Employed students in the Federal Work-Study Program may attending the University should ask earn up to the amount recommended in their personnel officers or training the package. Federal Work-Study jobs, directors about the existence of a averaging from 15 to 20 hours per week, company tuition plan. Students who are secured through the Wasserman receive tuition reimbursement and NYU Center for Career Development, located employees who receive tuition remission at 133 East 13th Street. Positions in from NYU must notify the Office of various on-campus departments and Financial Aid if they receive this benefit. organizations are available (though not guaranteed). Work-study is not deducted from a student’s Bursar bill. Work-study wages are paid directly to the student on a biweekly basis and are normally used for books, transportation, and personal expenses.

199 TUITION, FEES, AND EXPENSES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Student Activities/ School and University Services

The Office of the Associate Dean process. Our goal is to enrich the The staff works closely with the aca- for Student Affairs (Pless Hall, 2nd educational experience and embody demic units of the school in facilitating Floor, 212-998-5025, steinhardt.nyu. the school’s concern for all phases of the advisement process and other edu/studentaffairs) is integral to the student development and the diversity policies and procedures that derive school’s educational mission of human of student needs. from faculty and school actions such development, collaborating with faculty, The Office of Student Affairs includes as student academic progress, student other school and University offices, and the Office of Counseling and Student discipline, student awards and honors, students to provide programs, services, Services, the Office of Advisement and and the New Student Seminars. and opportunities that are responsive to Registration Services, Teacher Certifica- the dynamic nature of the educational tion, and Special Student Advisement.

School Services

OFFICE OF COUNSELING pre-advisement, co-curricular work- For all matters pertaining specifically AND STUDENT SERVICES shops, school receptions, and student to student visas, international students Jeanne Bannon, Director colloquia. The Office of Counseling and are directed to the Office of Global Pless Hall, 2nd Floor Student Services works collaboratively Services, 383 Lafayette Street. Telephone: 212-998-5065 with student services and activities E-mail: [email protected] offered throughout the University. The GRADUATE STUDENT professional staff serves in an advisory ORGANIZATION Counseling Services capacity to the Graduate Student Orga- The Graduate Student Organization To help promote healthy personal, nization. (GSO) develops programs, activities, educational, and career development and services to help meet the cultural, within a diverse undergraduate INTERNATIONAL STUDENT social, and professional needs of its and graduate student body while SERVICES constituency. The GSO is governed by complementing the excellence of the The Office of Counseling and Student an executive board of officers and rep- academic program, a professional Services provides liaison services and resentatives from each department at staff offers a range of individual and assists in the guidance and advisement NYU Steinhardt. The GSO, in conjunction group counseling, as well as skills of international students. The Office with the USG (Undergraduate Student development workshops and seminars. of Counseling and Student Services Government), funds student-initiated This staff includes on-site counselors is responsible for overseeing the New projects and plays an active role in the from the Student Health Center and Graduate Student Seminar for Inter- governance of the school and Univer- the Wasserman Center for Career national Students (SAHS-GE 2003), a sity and is responsible for appointing Development. required noncredit course that meets students to serve on designated school/ for eight weeks during the student’s University committees. Additional infor- Student Services first semester at the school. The seminar mation may be obtained by contacting Student services include recruitment assists in orienting new students to the the GSO Office, Pless Hall, 3rd Floor; activities for prospective students, ori- services and requirements of the school, 212-998-5351; [email protected]. entation programs for new students, the University, and the New York City community.

200 STUDENT ACTIVITIES/SCHOOL AND UNIVERSITY SERVICES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 SPECIAL AWARDS FOR STUDENT EXCELLENCE AND SERVICE RESEARCH/CREATIVE TO THE SCHOOL PROJECTS GRANT The Office of Student Affairs administers Outstanding graduate students in special awards for scholarship and the Steinhardt School of Culture, service to the school. Nominations Education, and Human Development for these awards are solicited from are invited to apply for the Student all members of the NYU Steinhardt Research and Creative Project Grant. community. The John W. Withers Graduate students may be awarded Memorial Award and the E. George up to $1,000 to explore a faculty- Payne Memorial Award are awarded sponsored independent research project to graduating seniors and graduate or a specific component of thesis or students who have shown evidence dissertation work, e.g., instrument of exemplary scholarship and service development and/or validation or a to the school. The Ida Bodman Award pilot study. Proposed research must be and the Samuel Eshborn Service Award conducted within the time specified and are given on the basis of the quality must adhere to guidelines established of service that a student has given to by the University Committee on the school. The Arch Award is given to Activities Involving Human Subjects. undergraduate and graduate students Grant recipients are expected to submit based on the unique and beneficial a written report once research is quality of their cumulative record of completed, including the question under service to their fellow students, faculty, investigation, research methods, results, and administration of the school. conclusions, and how the monies from Information regarding applications the grant were used. Grant recipients are and a complete listing of awards and also expected to present their findings deadlines for awards can be found at a Steinhardt research forum. For details steinhardt.nyu.edu/graduation/awards. and to download an application, visit steinhardt.nyu.edu/research/student.

University Services and Student Activities

STUDENT ACTIVITIES Ticket Central Box Office Palladium Athletic Facility Student Resource Center Skirtball Center 140 East 14th Street Kimmel Center for University Life 566 La Guardia Place Telephone: 212-992-8500 60 Washington Square South, Suite 210 Telephone: 212-998-4949 Website: www.nyu.edu/ Telephone: 212-998-4411 Website: www.nyu.edu/ticketcentral palladiumathleticfacility Email: student.resource.center@ nyu.edu Website: www.nyu.edu/src ALUMNI ACTIVITIES BOOKSTORES Office for University Development Main Bookstore Center for Student Activities, and Alumni Relations 726 Broadway Leadership, and Service 44 West 4th Street, New York, NY 10012 Telephone: 212-998-4667 Kimmel Center for University Life Telephone: 212-998-4040 Website: www.bookstores.nyu.edu 60 Washington Square South, Suite 704 Email: [email protected] Telephone: 212-998-4700 Website: alumni.nyu.edu Computer Store Email: [email protected] 726 Broadway Website: www.osa.nyu.edu ATHLETICS Telephone: 212-998-4672 Department of Athletics, Email: [email protected] Fraternity and Sorority Life Intramurals, and Recreation Website: www.bookstores.nyu.edu Kimmel Center for University Life 404 Fitness 60 Washington Square South, Suite 704 404 Lafayette Street CAREER SERVICES Telephone: 212-998-4710 Telephone: 212-998-2021 Wasserman Center for Email: [email protected] Email: [email protected] Career Development Website: www.gonyuathletics.com 133 East 13th Street, 2nd Floor Program Board Telephone: 212-998-4730 Kimmel Center for University Life Fax: 212-995-3827 60 Washington Square South, Suite 707 Website: www.nyu.edu/ Telephone: 212-998-4984 careerdevelopment Email: [email protected]

201 STUDENT ACTIVITIES/SCHOOL AND UNIVERSITY SERVICES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 COMPUTER SERVICES AND Immunizations RELIGIOUS AND INTERNET RESOURCES Telephone: 212-443-1199 SPIRITUAL RESOURCES Information Technology Services (ITS) Catholic Center 10 Astor Place, 4th Floor Insurance 238 Thompson Street Client Services Center Telephone: 212-443-1020 Telephone: 212-995-3990 Telephone Help Line: 212-998-3333 Email: [email protected] Website: washingtonsquarecatholic.org Website: www.nyu.edu/its Website: www.nyu.edu/shc/about/ insurance.html Edgar M. Bronfman Center for COUNSELING SERVICES Jewish Student Life — Hillel at NYU Counseling and Behavioral Health Pharmacy Services 7 East 10th Street Services (CBH) Telephone: 212-443-1050 Telephone: 212-998-4114 726 Broadway, Suite 471 Website: www.nyu.edu/shc/ Website: www.nyu.edu/bronfman Telephone: 212-998-4780 medservices/pharmacy.html Email: [email protected] Protestant Campus Ministries Website: www.nyu.edu/counseling HOUSING Kimmel Center for University Life Office of Residential Life and 60 Washington Square South, DINING Housing Services Room 207 NYU Campus Dining Services 726 Broadway, 7th Floor Telephone: 212-998-4711 Telephone: 212-995-3030 Telephone: 212-998-4600 Website: www.protestantministrynyu. Website: www.nyudining.com Fax: 212-995-4099 com Email: [email protected] DISABILITIES, SERVICES FOR Website: www.nyu.edu/Life/living-at-nyu Hindu Students Council STUDENTS WITH Website: www.nyu.edu/clubs/hsc Henry and Lucy Moses Center for Office of Off-Campus Housing Students with Disabilities 4 Washington Square Village The Islamic Center 726 Broadway, 2nd Floor (corner of Mercer and Bleecker) Kimmel Center for University Life Telephone: 212-998-4980 Telephone: 212-998-4620 60 Washington Square South, (voice and TTY) Website: www.nyu.edu/Life/living-at- Room 207 Website: www.nyu.edu/csd nyu/off-campus-living Telephone: 212-998-4712 Website: www.icnyu.org HEALTH Summer Housing Wellness Exchange Telephone: 212-998-4621 Spiritual Diversity Network 726 Broadway, Suite 402 Website: www.nyu.edu/summer Telephone: 212-998-4956 Telephone: 212-443-9999 Email: [email protected] Website: www.nyu.edu/999 INTERNATIONAL STUDENTS Office of Global Services For a complete list of student religious Student Health Center (SHC) 383 Lafayette Street and spiritual clubs and organizations at 726 Broadway, 3rd and 4th Floors Telephone: 212-998-4720 NYU, visit www.osa.nyu.edu/clubdocs/ Telephone: 212-443-1000 Email: [email protected] website.php. Website: www.nyu.edu/health Website: www.nyu.edu/oiss SAFETY ON CAMPUS Counseling (see Counseling Services) International Student Center Department of Public Safety 60 Washington Square South, Suite 704 7 Washington Place Emergencies and After-Hours Telephone: 212-998-4411 Telephone: 212-998-2222; Crisis Response 212-998-2220 (TTY) • For a life- or limb-threatening LESBIAN, GAY, BISEXUAL, AND Email: [email protected] emergency, call 911. TRANSGENDER STUDENTS Website: www.nyu.edu/public.safety • For a non-life-threatening emergency, Office of Lesbian, Gay, Bisexual, and call Urgent Care Services at SHC, Transgender Student Services 212-443-1111. When the SHC is closed, Kimmel Center for University Life call the NYU Department of Public 60 Washington Square South, Suite 602 Safety, 212-998-2222. Telephone: 212-998-4424 • For mental health emergencies, call Email: [email protected] the Wellness Exchange hotline at Website: www.nyu.edu/lgbt 212-443-9999 or the NYU Department of Public Safety at MULTICULTURAL EDUCATION 212-998-2222 to be connected to a AND PROGRAMS crisis response coordinator. Center for Multicultural Education and Programs (CMEP) Kimmel Center for University Life 60 Washington Square South, Suite 806 Telephone: 212-998-4343 Website: www.cmep.nyu.edu

202 STUDENT ACTIVITIES/SCHOOL AND UNIVERSITY SERVICES THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Graduate Study/ General Requirements

CONTENTS NEW INTERNATIONAL GRADUATION The general requirements for each STUDENT SEMINAR Students may officially graduate in graduate degree or certificate program Participation in the seminar (SAHS-GE September, January, or May. The Com- in the Steinhardt School of Culture, 2003) is required of all new graduate mencement ceremony for all schools is Education, and Human Development international students during their first held in May. A student must apply for are described in this section. term in residence (Occupational Therapy graduation through Albert, which can be Post Professional MA students enroll accessed via an NYUHome account. In General Requirements ...... 206 in OT-GE 2000 New Student Seminar order to graduate in a specific semester, Master’s Degree ...... 206 in Occupational Therapy. International a student must apply for graduation Graduation Requirements: students in this program also register within the application deadline period Master’s Programs ...... 208 in OT-GE 2601 New International indicated on the calendar. (Students may Advanced Certificate/Diploma Graduate Student Seminar. Instrumental view the graduation deadlines calendar Programs ...... 209 Performance students registered for and general information about gradu- Doctor of Philosophy/ additional English Language support ation on the Office of the University Doctor of Education Programs ...... 210 also enroll in MPASS-GE 2601 Extended Registrar’s webpage at www.nyu.edu/ New Graduate Student Seminar for registrar.) If students do not successfully International Students.) The seminar complete all academic requirements by explores professional issues and provides the end of the semester, they must reap- additional orientation and guidance ply for graduation for the following cycle. to the school, University, and city. For A student must be enrolled for further information, consult the Office of either course work or maintenance of the Associate Dean for Student Affairs, matriculation during the academic year Pless Hall, 2nd Floor; 212-998-5065. of graduation.

Master’s Degree

The student must complete satisfacto- work after establishment of matriculation rily a minimum of 30 units in graduate (which occurs at the time of their first courses. A thesis may be substituted for registration), even if this involves taking 4 units of residence courses on the first more courses than minimally required. level, if program requirements allow. At Coursework in progress during the semes- least 24 of these units must be earned ter in which matriculation is established under the auspices of the Steinhardt may be counted toward this requirement. School of Culture, Education, and Human This policy applies to all new students Development in courses of the second (2) who register as nonmatriculated special level or above, taken under advisement in students (nondegree) but who plan on the Steinhardt School of Culture, Educa- applying for a degree. tion, and Human Development. Master’s The student’s program of study is de- degree students are required to take a termined through consultation with the minimum of 18 units of graduate course- program adviser. The residence require-

203 GRADUATE STUDY/GENERAL REQUIREMENTS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 ment for a master’s degree consists of Students should consult their curric- of Teachers: Drug and Alcohol 24 units, all of which must be in courses ulum advisers well in advance regarding Education/Child Abuse Identification/ on the second (2) level or above. Un- prerequisites for clearance for student School Violence Prevention/DASA dergraduate (0-level or 1-level) courses teaching as well as requirements for or EMAT-GE 2030 What Are My may not be counted as credit toward a successful completion of the student Professional Responsibilities? master’s degree. teaching course(s). Full-time employ- 2. The Education Department also At least one year, fall and spring ment concurrent with student teaching requires employees in New York terms, must elapse between the confer- is prohibited. State school districts, Boards of ment of the bachelor’s and master’s Cooperative Educational Services degrees. A student is not permitted GENERAL REQUIREMENTS (BOCES), or charter schools to be to be matriculated for more than one FOR ALL APPLICANTS FOR fingerprinted. The legislation does degree at a time. STUDENT TEACHING not require a student teacher or a

■ All applicants must have an overall person in a field placement to be GRADE AVERAGE grade average of 2.5. fingerprinted unless such an individual

A scholastic average of 2.5 for both ■ Gr aduate transfer students from other is being compensated for their the total record and for courses in the institutions must have completed service and therefore considered to student’s specialization is required a minimum of 8 units of credit at be an employee. For students in early for graduation. Individual academic New York University, selected in childhood education, assignments in programs may have higher average consultation with their curriculum a pre–school-age setting may require grade requirements. advisers, prior to the term in which fingerprinting under the auspices of student teaching is undertaken. the New York City Health Department

MAINTENANCE OF ■ All applicants must submit to the prior to entering the field. MATRICULATION Office of Clinical Studies a completed 3. All prospective teachers must pass To maintain matriculation, a candidate Student Teaching Health Assessment the required New York State Teacher must complete at least 3 units at New Form prior to the first student teaching Certification Examinations. Scores are York University under the auspices placement. This form requires proof of automatically reported to the New of the Steinhardt School of Culture, up-to-date immunization records. York State Education Department.

Education, and Human Development ■ All applicants must be interviewed Please consult your departmental each academic year (fall and spring) or, by the appropriate department certification liaison for details in lieu of such completion, must pay a faculty and recommended for student 4. All prospective teachers in early maintenance fee per semester. teaching. childhood and childhood education

A candidate for a master’s degree ■ S tudents need approval of their must have the following, on either must complete all requirements within advisers to register for field experience the undergraduate or graduate six years of the date of matriculation. courses. For each semester, an online level: 1). College-level work in If a master’s student does not maintain Request for Placement Form must be English, mathematics, science, social continuous matriculation, the faculty will completed following attendance of a studies, and a language other than reevaluate the student’s credentials, and Student Teaching Convocation event. English (American Sign Language is only those courses completed within the acceptable); and 2) a concentration in last 10-year period will be credited. TEACHER CERTIFICATION one of the liberal arts or sciences. On satisfactory completion of teaching SUPERVISED programs (including student teaching) Notice: New York State and Title II of STUDENT TEACHING and degree conferral, students will have the 1999 National Higher Education Act Courses in supervised student teach- completed academic requirements for specify that the institutional pass rates ing and field experiences are open only teacher certification in New York State on State Teacher Exams be published to matriculated students who have for schools offering teacher education satisfactorily completed courses in the Notes programs. Statistics on the New York content area of the subject(s) they plan 1. The New York State Education State Teacher Certification Examinations to teach, in the necessary pre–student Department requires that all for the Steinhardt School of Culture, teaching fieldwork, and in professional prospective teachers receive Education, and Human Development at study, which would lead to state certi- instruction relating to the nature and New York University are as follows for fication. effects of alcoholic drinks, narcotics, graduates of the 2018 class: a total of Students in pre–student teaching habit-forming drugs, school violence 160 graduates completed the Educating fieldwork are assigned to a variety of prevention and intervention, and signs All Students (EAS) test with a pass rate educational settings to complete a of child abuse and discrimination, of 99 percent. 172 graduates completed minimum 100 hours of observation and intimidation, taunting, harassment, Content Knowledge Tests (CSTs), participation prior to student teaching. and bullying, including instruction in yielding a pass rate of 98 percent. The Office of Clinical Studies in conjunc- the best methods of teaching these All 8 students completing the ATS-W tion with the course instructors arrange subjects. This requirement is met by Elementary Assessment of Teaching placements. successful completion of TCHL-GE Skills-Written) passed, resulting in a 2999, The Social Responsibilities 100% pass rate.

204 GRADUATE STUDY/GENERAL REQUIREMENTS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 NEW YORK STATE TEACHER York State. Requirements include accepted for transfer will be determined CERTIFICATION an appropriate master’s degree and by the program adviser. Credit may Initial Certificate. The first teaching three years of teaching experience, be granted for graduate coursework, certificate obtained by a candidate including one year of mentored teaching completed at an accredited graduate who has met the requirements of the experience. Holders of the Professional institution, not applied to another current regulations. Requirements Certificate are required to complete degree, and not more than 10 years include the completion of a program 100 Continuing Teacher and Leader old if a grade of B or better was earned registered under these regulations and Education (CTLE) hours of professional for any such coursework. In all cases, passing scores on the required New development every five years. the 24-unit residency requirement York State Teacher Certification exams. must be met. The Initial Certificate will be issued only TERMINAL EXPERIENCE to students completing programs that An appropriate terminal academic are registered as leading to the Initial experience is required for all students. Certificate. Candidates receiving an Students completing a thesis as the Initial Certificate will need to qualify for terminal experience should consult their a Professional Certificate. academic programs for details. Professional Certificate. The Professional Certificate is the final TRANSFER CREDIT teaching certificate awarded that Students will be allowed to transfer up qualifies a candidate who has met the to (but not to exceed) 30 percent of requirements of the current regulations the total number of credits required by to teach in the public schools of New the program. The number of courses

Graduation Requirements: Master’s Programs

ApplyApply for for graduation graduation on on Albert Albert by bthey ■ For those already matriculated, the beginning of your final semester. transfer credit may be accepted beginning of your final semester. It is It is the student’s responsibility to for a maximum of 30 percent of a the student’s responsibility to apply for apply for graduation within the student’s graduate program (including graduationspecified withingradua thetion specified application any advanced standing previously graduationperiod. Apply application by clicking period. the Apply by approved upon initial matriculation).

clicking“Apply thefor gr“Applyadua fortion” graduation” link under link ■ Transfer credit may be accepted underAcademics Academics in your in Syourtudent Student Cent er. only if a minimum grade of B has Center.Exact deadline Exact deadline dates ar datese av ailableare been earned for such coursework. https://www.nyu.edu/students/student-information-and-resources/registration-records-and-graduation/graduation-and-diplomas/graduation-information.html#Applyhere: https://www.nyu.edu/students/ Count the number of credits taken in available here: student-information-and-resources/ 2000-level nonprerequisite courses at registration-records-and-graduation/ NYU or transferred in. Do not count graduation-and-diplomas/graduation- courses taken as prerequisites.

information.html#Apply ■ Total credit requirements are a minimum of 30 credits. (Program Transfer credit allowances: requirements vary and may exceed Upon admission, students are allowed this number.)

to transfer credits up to (but not ■ The grade unit requirement is a exceeding) 30 percent of the total minimum 2.5 grade point average. required by the program. The number of courses accepted for transfer will be determined by the program adviser. Credit may be granted for graduate course work completed at an accredited graduate institution not applied to another degree and not more than 10 years old. In all cases, the 24-unit residency requirement must be met.

205 GRADUATE STUDY/GENERAL REQUIREMENTS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Advanced Certificate/Diploma Programs

The school offers advanced certificate MAINTENANCE OF ■ Of these 30 units, a minimum of 24 programs ranging from 12 to 30 units MATRICULATION units must be completed in residence.

and advanced diploma programs in To maintain matriculation in any ■ Of these 30 units, a maximum of instrumental performance for 18 units. advanced certificate or diploma 6 units of advanced standing may program, a candidate must complete be applied for prior graduate-level CERTIFICATE/DIPLOMA at least 3 units at New York University, coursework completed an accredited REQUIREMENTS under the auspices of the Steinhardt graduate institution with a grade of Post-baccalaureate advanced School of Culture, Education, and B or better, not applied to another certificate/diploma programs are Human Development, each academic degree.

only open to students holding a year (fall and spring) or, in lieu of such ■ While professional work experience baccalaureate degree from a recognized completion, must pay a maintenance is not required prior to matriculation institution. Post-master’s advanced fee per semester. Students have four in the 30-unit advanced certificate, certificate/diploma programs are open years to complete all requirements the certificate will be granted only only to students holding a master’s for advanced certificate or diploma after the student has had three years degree from a recognized institution. programs of less than 24 units. of satisfactory, related professional experience, obtained either before GRADE AVERAGE Certificates of Advanced or during the pursuit of the 30-unit A scholastic average of 3.0 in required Study: 30 Units advanced certificate program.

courses is necessary for graduation For advanced certificate programs of 30 ■ Students have six years following the from post-master’s advanced certificate units (often referred to as certificates date of matriculation to complete all programs. A scholastic average of 2.5 of advanced study), the following requirements for the 30-unit advanced in required courses is necessary for conditions must be met. certificate. If a student has not

graduation from post-baccalaureate ■ A minimum of 15 units must be maintained continuous matriculation, advanced certificate or diploma completed under the auspices of the program director may reevaluate programs. the Steinhardt School of Culture, the students’ credentials and may Education, and Human Development credit only those courses completed after the term in which matriculation within the last 10-year period toward is approved. program requirements.

206 GRADUATE STUDY/GENERAL REQUIREMENTS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Doctor of Philosophy/ Doctor of Education Programs

The purposes of the doctoral programs EdD in Leadership and Innovation are TRANSFER CREDIT in the school are to prepare people who accepted twice a year. All admitted There is no provision for advanced will advance and transmit knowledge doctoral students are expected to enroll standing at the doctoral level. Graduate and to prepare people for educational, for the semester they are accepted or study completed at an accredited insti- administrative, and other professional must reapply for admission for the next tution; not applied to another graduate services. Doctoral programs require a academic year (reapplication does not degree; completed with a grade of A, minimum of three academic years of guarantee readmission). B, or Pass; and not more than 10 years full-time graduate-level study after the old may be presented for consideration baccalaureate degree, or their equiva- Advisement and Registration. of exemption from certain coursework, lent in part-time study. In the Steinhardt Applicants who are accepted and if appropriate, without reference to School of Culture, Education, and Hu- permitted to register and who wish transfer of units. man Development, full-time academic to begin their programs as full-time study is defined as 12 credits per term students may register during no more ADMISSION TO CANDIDACY unless otherwise defined by a specific than one term for a maximum of 18 units All doctoral students are required to academic program. prior to the establishment of official satisfy a departmental candidacy re- Students are reminded that, in gener- matriculation. Similarly, applicants who quirement. Departments and programs al, the degree requirements applying to wish to begin as part-time students may use different methods for determining them are defined in the bulletin for the register during no more than two terms a student’s eligibility for admission to academic year in which their matricula- for a maximum of 18 units prior to the degree candidacy, e.g., written tests, tion is established. establishment of official matriculation. oral tests, research papers, performanc- In all matters relating to the program es, or other creative work, alone or in REQUIREMENTS FOR of specialization, the student works combination. DOCTORAL MATRICULATION closely with the program adviser. This Successful completion of the depart- All applicants for admission to includes information on any additional mental candidacy requirement in the doctoral study in the Steinhardt prescreening procedures or other condi- program of specialization provides the School of Culture, Education, and tions unique to the division or program basis of acceptance into doctoral can- Human Development must submit (such as residency requirement, didacy following formal matriculation. a completed admission application; additional prescreening procedures, Below are the two schoolwide prereq- official transcripts documenting higher selection, and sequence of courses in uisites for the candidacy examination education; if required, official scores specialization, etc.). as well as regulations concerning the from the Graduate Record Examination examination itself. (GRE) general test, including the Establishment of Formal Matriculation verbal, quantitative, and analytical in Doctoral Programs. Each program Matriculation Prerequisite. Only sections; and payment of the required has a doctoral admissions committee doctoral students who are fully fees, along with any other program- that evaluates the applicant’s matriculated are eligible for depart- specific requirements as outlined in the application based on the following: mental candidacy. Matriculation is

Application for Graduate Admissions. ■ The applicant’s grade unit average established during the first semester of The Test of English as a Foreign from previous degree programs registration in the doctoral program.

Language (TOEFL) is mandatory for ■ If required, the applicant’s scores all applicants whose native language on the Graduate Record Examina- Good Academic Standing Prerequisite. is not English and who did not receive tion (GRE). All GRE scores must be All doctoral students are required to a bachelor’s degree at an English- official as determined by the Office have a cumulative, doctoral grade unit speaking college or university. of Graduate Admissions. average of 3.0 to qualify for departmen-

Applicants should arrange to take the ■ All supplemental materials required tal candidacy. GRE through the Educational Testing by the program At an early stage of doctoral study,

Service, Princeton, NJ 08541. ■ Personal interview, when appropri- doctoral students should confer with Scores, to be official, must be re- ate their departmental advisers in order to

ported through the Educational Testing ■ The applicant’s work and academic plan the remaining courses necessary Service to the Office of Graduate Admis- background as preparation for candidacy. Doctoral sions (Institution Code 2556), Steinhardt Full-time doctoral students are students may not sit for the candi- School of Culture, Education, and Hu- required to complete the degree within dacy examination more than twice. man Development, New York University, eight years of the date of matriculation. In the event that a student fails the Pless Hall, 3rd Floor, 82 Washington Part-time doctoral students are required candidacy examination a second time, Square East, New York, NY 10003-6680. to complete the degree within 10 years matriculation in the doctoral program is Applications for on-campus doctoral of the date of matriculation. A student automatically terminated. study are considered for the fall semes- is not permitted to be matriculated for Candidacy examination applications ter only; applications for the online more than one degree at a time. are available at the Office of Doctoral Studies, Pless Hall, 2nd Floor, 82 Wash- ington Square East.

207 GRADUATE STUDY/GENERAL REQUIREMENTS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 If doctoral candidacy is not ac- Dean for Academic Affairs. A two-mem- the candidate is expected to indicate cepted, matriculation will be suspended. ber committee, at the written request of clearly and concisely what is proposed, If candidacy is subsequently accepted, the student and the chairperson, may be where information is to be obtained, the original date of matriculation will be increased to a three-member commit- and how the research or project is to be restored. tee. carried out. Guidelines for submission Students may request, by excep- of the proposal are available on line and Maintaining Matriculation. All doctoral tion, the appointment of a four-member in the Office of Doctoral Studies, Pless students must maintain matriculation committee. As is the case with three- Hall, 2nd Floor. either by registering for credit-bearing member committees, the chair and at coursework or enrolling in MAINT-GE least one member must be full-time DISSERTATION/CULMINATING 4747 Maintenance of Matriculation each members of the faculty of New York PROJECT semester, exclusive of summers. University, holding the rank of professor, Candidates for the PhD degree must Doctoral students who are beyond associate professor, or assistant profes- show ability for independent research the maximum allowable matriculation sor with an earned doctorate. Students and scholarly technique by means of a period are required to register each requesting a four-member committee dissertation, the preparation of which semester (exclusive of summers) for should submit an additional “Request will usually represent a substantial DCADV-GE 3400 Doctoral Advisement, for Appointment of Dissertation Com- amount of research activity. 1 credit . mittee” form with the signature of the Candidates for the EdD must present committee chair, the fourth member, a successfully completed dissertation APPOINTMENT OF PHD and the department chair. or culminating project involving ap- DISSERTATION COMMITTEES Students may request the appoint- plied research in the field of education. The following regulations apply to dis- ment of a dissertation committee The culminating project should be an sertation committee appointments for chairperson without simultaneously inquiry-based project of value for in- all PhD candidates in NYU Steinhardt. requesting the appointment of the forming practice and contributing to the The dissertation committee chair- remaining members of the committee advancement of knowledge. Guidelines person and at least one committee by following the instructions on the must be academically appropriate and member must be full-time members committee appointment form. Students reasonable to the medium of prac- of the faculty of New York University, who elect to request the advance ap- tice. Each program will have its own holding the rank of professor, associate pointment of a chairperson will have discipline-specific guidelines on file with professor, or assistant professor with one year from the date of the approval the Office of Academic Affairs. an earned doctorate. The chairperson of the chairperson’s appointment to re- No dissertation or final document or is to come from the student’s program quest the appointment of the remaining culminating project will be read regard- of specialization. Further, in order to member(s) of the complete dissertation less of any other consideration unless ensure a diversity of perspectives during committee. the English is technically accurate and the proposal and dissertation develop- the style and appearance satisfactory. ment process, at least one member of EdD Doctoral Committees Committee (Consult steinhardt.nyu. edu/policies_ the committee must hold professorial Composition. A doctoral committee doctoral/deadlines for dates for filing appointment in a program different will consist of at least three members. the dissertation.) from the student’s program. Part-time The chair should be a full-time tenured, adjunct faculty, clinical assistant profes- tenure-track, or appropriate clinical FINAL ORAL EXAMINATION sors, and persons with an affiliation faculty member in the candidate’s A commission of five faculty members other than New York University may program of study. The committee will conduct the final oral examination serve as committee members with the should include a practice-active faculty for doctoral degrees. If a two-member approval of the Department Chairperson member. A practicing professional from dissertation or doctoral committee is and the Vice Dean for Academic Affairs. outside the university, who is a leader appointed, the final oral examination Students requesting the appointment in the relevant field of practice, may be commission shall be composed of four of such a member will be required appointed as a third committee member members. If a four-member dissertation to submit a copy of the proposed either in place of or in addition to the or doctoral committee is appointed, the member’scurriculum vitae or faculty practice-active faculty member. final oral commission shall be com- bio along with the required dissertation posed of six members. A candidate is committee appointment form to the Of- DISSERTATION/CULMINATING eligible for this examination only after fice of Doctoral Studies. All committee PROJECT PROPOSAL the approved dissertation or culminat- members must have earned doctorates. Following appointment of the doctoral ing project, abstract, and necessary Students may request, by excep- committee, the candidate will prepare forms (which may be obtained from the tion, the appointment of a two-member an original proposal for the dissertation Office of Doctoral Studies) have been committee. This request must be made or culminating project for approval by transmitted for examination purposes in writing and must be countersigned by the committee and for review by the and all other scholastic requirements the dissertation committee chairperson. appropriate proposal review panel. All have been met. Consult steinhardt.nyu. Three-member committees that have proposals must also be submitted to the edu/policies_doctoral/forms for dates been officially appointed may only be Office of Doctoral Studies. The proposal for filing dissertations and for the final reduced to two-member committees by must be approved before data collection oral examination calendar. Final oral exception and with the approval of the and writing for the dissertation or cul- exams may not be scheduled outside of Department Chairperson and the Vice minating project begins. In the proposal, the final oral examination period posted

208 GRADUATE STUDY/GENERAL REQUIREMENTS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 on the website. The examination need not be restricted to a defense of the dis- sertation or culminating project

Note: If a candidate fails the oral examination, he or she may appeal to the Vice Dean of Academic Affairs who may grant the privilege of a second oral examination by the same examining commission, provided that the examina- tion shall not be given before six months have elapsed and provided further that no more than two oral examinations shall be permitted any one candidate. Such an appeal should be filed in the Office of Doctoral Studies.

TERMINATION OF CANDIDACY A member of the faculty or disser- tation committee may at any time recommend to the Associate Dean for Student Affairs the termination of a student’s candidacy for a doctoral degree, provided that such recommen- dation is accompanied by substantiating evidence. Matriculation is automatically terminated under the following circumstances:

■ Expiration of the matriculation period without an approved extension

■ Two outcomes of fail on the departmental candidacy examination

■ Two outcomes of fail on the final oral examination

209 GRADUATE STUDY/GENERAL REQUIREMENTS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Active Degree and Certificate Programs as Registered by the New York State Education Department

Degrees HEGIS 1 Number DANCE AND DANCE EDUCATION HEGIS1 HEGIS1 Programs/Concentrations ConferredDegrees Conferred Number Programs/Concentrations Degrees Conferred Number

ART AND ART PROFESSIONS DANCE AND DANCE EDUCATION Art Education and Community Teaching Dance in the Professions MA 1008 Practice MA 1002 Teaching Dance in the Professions: Art Therapy MA3 1099 ABT Pedagogy MA 1008 Costume Studies MA 1099 Costume Studies/Library and DRAMA THERAPY Information Science MA/MSLIS 1099/1601 Studio Art MFA 1002 EARLY CHILDHOOD AND ELEMENTARY EDUCATION Positions of Leadership: Early ARTS ADMINISTRATION Childhood and Elementary Performing Arts Administration MA 1099 Education Adv. Cert. PhD 0802 Visual Arts Administration MA 1099 Adv. Cert. MA; 0899 EDUCATION AND JEWISH STUDIES BILINGUAL EDUCATION Adv. Cert. MA; PhD 0899 Education and Jewish Studies MA 0899 PhD Education and Jewish Studies PhD 1510 COMMUNICATIVE SCIENCES AND DISORDERS Communicative Sciences EDUCATION AND SOCIAL POLICY MA 2199 and Disorders MS; PhD 1220 Communicative Sciences and EDUCATIONAL ADMINISTRATION Disorders: Bilingual Educational Administration EdD; PhD 0827 Teacher Extension MS2 1220 EDUCATIONAL COMMUNICATIONS COUNSELOR EDUCATION AND TECHNOLOGY PhD 0605 Counseling and Guidance Adv.Adv . Cert.,Cert., MA2MA23, PhD 0826.01 0826. 01 Counseling and Guidance/ 3, PhD 0826.01/ 2101 EDUCATIONAL LEADERSHIP LGBT Health, Education Educational Leadership, and Social Services MA/Adv. Cert.4 0826.01/ 2101 Politics and Advocacy MA 0899 Counseling for Mental Health and Educational Leadership: Wellness MA3 0826.01 School Building Leader MA 0827 Counseling for Mental Health and Educational Leadership: Wellness/LGBT Health, Education School District Leader Adv. Cert.2 0827 and Social Services4 MA/Adv. Cert.3 0826.01/2101 Leadership and Innovation EdD 0827 Counseling Psychology PhD3 2004 Human Development and EDUCATIONAL THEATRE

NOTES Social Intervention/LGBT Health, Educational Theatre in Colleges 4 1HEGIS: Higher Education Education and Social Services MA/Adv. Cert. 2099/2101 and Communities MA; PhD 1007 General Information LGBT Health, Education and Social Services Adv. Cert. 2101 Survey, New York LGBT Health, Education and State Education Social Services/MPH Adv. Cert./MPH3 2101 Department, Office of Higher Education, State Education Building, 89 Washington Avenue, 2nd Floor, West Mezzanine, Albany, NY 12234; www. highered.nysed.gov. 2Pr ofessional license qualifying 3Leads to New York State certification 4Dual degree

210 DEGREE AND CERTIFICATE PROGRAMS AS REGISTERED BY THE NEW YORK STATE EDUCATION DEPARTMENT THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 NUTRITION AND DIETETICS MS, PhD 1306

Degree and Certificate HEGIS1 HEGIS1 Programs as Programs/Concentrations Degrees Conferred Number Programs/Concentrations Degrees Conferred Number Registered by the New ENGLISH EDUCATION NUTRITION AND DIETETICS MS, PhD 1306 York State Education English Education: Department, continued Secondary and College PhD 1501 OCCUPATIONAL THERAPY MS, OTD 1208 Teachers of English Language Advanced Occupational Therapy MA 1208 and Literature in College Adv. Cert.; MA 1501 Research in Occupational Therapy PhD 1208

GAMES FOR LEARNING MS 0899 PHYSICAL THERAPY Orthopedic Physical Therapy Adv. Cert. 1212 HIGHER AND POSTSECONDARY EDUCATION Physical Therapists3 MA 1212 Higher and Postsecondary Physical Therapy DPT 1212 Education PhD 0827 Physical Therapy for Practicing Higher Education Administration EdD 0827 Physical Therapists DPT 1212 Higher Education and Student Affairs MA, PhD 0826 Research in Physical Therapy PhD 1212

HISTORY OF EDUCATION MA, PhD 0821 PSYCHOLOGY Counseling Psychology PhD 2004 INTERNATIONAL EDUCATION Counseling and Guidance MA 0826 International Education Adv. Cert. 0801 Counseling for Mental Health International Education PhD 0899 and Wellness MA 0826 Developmental Psychology PhD 2009 LITERACY EDUCATION Educational Psychology MA 0822 Literacy Education: B-6 MA 0830 Human Development and Literacy Education: 5-12 MA 0830 Social Intervention MA 2099 Human Development and Social MEDIA, CULTURE, AND Intervention/LGBT Health, Education, COMMUNICATION and Social Services3 MA/Adv. Cert. 2099/2101 Media, Culture, and Communication MA, PhD 0601 LGBT Health, Education, and Media. Culture, and Communication/ Social Services Adv. Cert. 2101 Library and Information Science MA/MSLIS4 0601/1601 Psychology and Social Intervention PhD 1099

MUSIC AND PERFORMING ARTS PROFESSIONS Classical Instrumental Performance Adv. Dip 1004 Instrumental Performance MM 1004 Jazz Instrumental Performance Adv. Dipl. 1004 Music Business MA 1099 Music Education MA; EdD, PhD 0832 Music Performance and Composition MA; EdD; PhD 1004 Music Technology MM; PhD 1099 Music Theory And Composition MM 1004 Music Therapists MA3 0832 Piano Performance MM 1004 Piano Performance/Piano Performance And Pedagogy MM/Adv. Cert.4 10 04/1004 Piano Performance And Pedagogy Adv. Cert. 1004 Professional Studies In Music Adv. Cert. 0832 Vocal Pedagogy Adv. Cert. 0832 Vocal Performance MM 1004 Vocal Performance and Vocal Pedagogy MM/Adv. Cert.4 0832/1004

211 DEGREE AND CERTIFICATE PROGRAMS AS REGISTERED BY THE NEW YORK STATE EDUCATION DEPARTMENT THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 HEGIS1 Degree and Certificate Programs/Concentrations Degrees Conferred Number Programs as

Registered by the New REHABILITATION SCIENCES PhD 1299 York State Education Department, continued SOCIOLOGY OF EDUCATION MA, PhD 2208

STATISTICS Applied Statistics in Social Science Research MS 1702

TEACHER PREPARATION3 Childhood Education MA 0802 Childhood Education/ Special Education: Childhood4 MA 0802 Early Childhood Education MA 0823 Early Childhood Education/Special Education: Early Childhood MA 0823 Educational Theatre, All Grades MA 1007 Educational Theatre, All Grades and English 7-12 MA 1007 Educational Theatre, All Grades and Social Studies 7-12 MA 1099 Secondary Education MAT 0803 Special Education: Childhood MA 0808 Special Education: Early Childhood MA 0808 Teaching Art, All Grades MA 0831 Teaching Art, All Grades/Social Studies 7-12 with 5-6 extension MA 0899 Teaching Dance, All Grades Adv. Cert., MA 1008 Teaching Dance, All Grades/Dance4 MA 1008/1008 Teaching English, Grades 7-12 MA 1501 Teachers of English, Grades 7-12 MA 1501 Teaching English to Speakers of Other Languages, All Grades MA 2201 Teaching a Foreign Language, Grades 7-12: Chinese MA 1107 Teaching a Foreign Language, Grades 7-12: French MA 1102 Teaching a Foreign Language, Grades 7-12: Italian MA 1104 Teaching a Foreign Language, Grades 7-12: Japanese MA 1108 Teaching a Foreign Language, Grades 7-12: Spanish MA 1105 Teaching a Foreign Language, Grades 7–12 and TESOL (All Grades) MA 1508 Teaching Mathematics, Grades 7–12 MA 1701 Teachers of Mathematics 7-12 MA 1701 Teaching Social Studies, Grades 7–12 MA 2201 Teaching Social Studies 7–12 with 5–6 extension/Students with Disabilities 7–12 MA 2201

212 DEGREE AND CERTIFICATE PROGRAMS AS REGISTERED BY THE NEW YORK STATE EDUCATION DEPARTMENT THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Programs Accredited by Professional Associations

PROGRAM ASSOCIATION Art Therapy Commission on Accreditation of Allied Health Education Programs Communicative Sciences and Disorders American Speech-Language/Hearing Association Counseling Psychology, PhD American Psychological Association Dietetics (Dietetic Internship) Accreditation Council for Education in Nutrition and Dietetics Didactic Program in Dietetics Accreditation Council for Education in Nutrition and Dietetics Drama Therapy National Association for Drama Therapy Mental Health and Wellness Masters in Psychology and Counseling Accreditation Council Music Therapy American Music Therapy Association Music Therapy National Association of Schools of Music Occupational Therapy Accreditation Council for Occupational Therapy Education Physical Therapy American Physical Therapy Association School Building Leadership Council for the Accreditation of Educator Preparation School Counseling Masters in Psychology and Counseling Accreditation Council Teacher Education Council for the Accreditation of Educator Preparation

213 DEGREE AND CERTIFICATE PROGRAMS AS REGISTERED BY THE NEW YORK STATE EDUCATION DEPARTMENT THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Calendar for the OTD and All On-Campus Programs

Event/Milestone Date Fall 2019 Labor Day Monday, September 2, 2019 No classes scheduled/University Holiday

Fall 2019 classes begin Tuesday September 3, 2019

Late registration begins Thursday, September 12, 2019 Initial registration between September 12, 2019, and September 30, 2019, will be charged a late registration fee Fee for undergraduate and diploma students: $50.00 Fee for graduate students: $25.00

Last day to drop/add on Albert for all students Monday, September 16, 2019

Last day of initial registration on Albert for all Students Monday, September 16, 2019

Last day to drop a class and receive a refund of Monday, September 16, 2019 100% of tuition and fees for undergraduate, graduate, and diploma students who completely withdraw from all courses during the semester; please see Refund Schedule for Complete Withdrawal.

Last day to drop fall 2019 classes and not receive a Monday, September 16, 2019 grade of W

Courses dropped after the first two weeks of the Tuesday, September 17, 2019 semester: No refund of tuition or fees for undergraduate, graduate, and diploma students who are dropping classes, but will remain enrolled in at least one course.

All students who wish to perform initial registration Tuesday, September, 17, 2019 or a registration transaction to add a class must goto their academic adviser or their academic department in order to initiate this request.

Beginning today students who want to withdraw Tuesday, September 17, 2019 from a class should use the Request Class Withdrawal process.

Graduate fall payment due Tuesday, September 17, 2019

Initial registration on or after today Tuesday, October 1, 2019 will be charged a revised late registration fee

Fall recess Monday, October 14, 2019 No classes scheduled

214 CALENDAR THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Fall 2019 continued

Event/Milestone Date Legislative Day classes will meet according to a Tuesday, October 15, 2019 Monday schedule

Midterm grades deadline Monday, November 4, 2019

Last day to use the Leave and Withdrawal process Monday, November 4, 019 to submit a fall semester term withdrawal request or submit a request to withdraw from a course

Thanksgiving recess Wednesday, November 27, 2019 through No classes scheduled Friday, November 29, 2019

Last day of fall 2019 classes Friday, December 13, 2019

Reading days December 14, 2019-December 15, 2019

Fall semester exams Monday, December 16, 2019 through Friday, December 20, 2019

Final grades deadline Grades are due 72 hours after scheduled final exam date.

Winter recess Saturday, December 21, 2019 through Sunday, January 5, 2020

Winter recess for University offices Tuesday, December 24, 2019 through Wednesday January 1, 2020

The University, including the Office of the University of Registrar, will be closed

The University reopens Thursday, January 2, 2020

Event/Milestone Date

January 2020 January term 2020 course search and registration Friday, September 27, 2019 status features available on Albert Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes

January 2020 registration begins at 9:00 a.m. Monday, October 7, 2019 Eastern Standard Time for most undergraduate, graduate, and diploma students

The January term tuition payment is due Tuesday, December 3, 2019

January term 2020 classes begin Monday, January 6, 2020

Last day to drop a class and receive a refund Monday, January 6, 2020 100% of tuition

215 CALENDAR THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 January 2020 continued Event/Milestone Date The last day to drop a class without the issuance Monday, January 6, 2020 of a W grade

Last day for all students to use Albert to add or Monday, January 6, 2020 drop January term classes

Beginning today students who want to withdraw Tuesday, January 7, 2020 from a class should use the Request Class Withdrawal process. All students who wish to perform initial registration or a registration transaction to add a class must go to their academic adviser or their academic department in order to initiate this request.

Beginning today students will be issued a grade W Tuesday, January 7, 2020 if they drop a class from their January term schedule or withdraw for the term.

Martin Luther King, Jr. Day Monday, January 20, 2020

No classes scheduled/University holiday

Last day of January term 2020 classes Friday, January 24, 2020

Spring 2020 Event/MilestoneSpring 2020 course search and registration status DateFriday, October 11, 2019 features available on Albert. Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes

Spring 2020 registration begins by appointment Monday, November, 11, 2019 for undergraduate, graduate, and diploma students

Spring 2020 classes begin Monday, January 27, 2020

Graduate spring payment due Tuesday, February 4, 2020

Late registration begins Wednesday, February 5, 2020 Initial registration between February 5, 2020, and February 23, 2020, will be charged a late registration fee Fee for undergraduate and diploma students: $50.00 Fee for graduate students: $25.00

Last day to drop spring 2020 classes and not receive Sunday, February 9, 2020 a grade of W

Last day to drop a class and receive a refund of 100% Sunday, February 9, 2020 of tuition and fees for undergraduate, graduate and diploma students who are dropping classes, but will remain enrolled in at least one course. For under- graduate, graduate, and diploma students who completely withdraw from all courses during the semester; please see the Refund Schedule for Complete Withdrawal.

216 CALENDAR THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Spring 2020 Event/Milestone Date continued

Last day of initial registration on Albert for Sunday, February 9, 2020 all students

Last day to drop/add on Albert for all students Sunday February 9, 2020

Beginning today students will be issued a grade Monday, February 10, 2020 of W if they drop a class from their spring schedule or withdraw for the term.

Courses dropped after the first two weeks of the Monday, February 10, 2020 semester: No refund of tuition or fees for under- graduate, graduate, and diploma students who are dropping classes, but will remain enrolled in at least one course.

All students who wish to perform initial registration Monday, February 10, 2020 or a registration transaction to add a class must go to their academic adviser or their academic department in order to initiate this request.

Beginning today students who want to withdraw Monday, February 10, 2020 from a class should use the Request Class Withdrawal process.

Presidents’ Day Monday, February 17, 2020 No classes scheduled/University holiday

Initiation registration on or after today Monday, February 24, 2020 24 will be charged a revised late registration fee Fee for undergraduate and diploma students: $100.00 Fee for graduate students: $50.00

Spring recess Monday, March 16, 2020 through Sunday, March 22, 2020 No classes scheduled

Last day to use Term Withdrawal Form to submit Friday, April 3, 2020 a spring semester term withdrawal request or submit a request to withdraw from a course Faculty deadline for entering midterm grades Friday, April 3, 2020

Last day of spring 2020 classes Monday, May 11, 2020

Reading day Tuesday, May 12, 2020

Spring semester exams Final grades deadline: grades are due 72 Wednesday, May 13, 2020 through Tuesday, May 19, 2020 hoursS afterprin gscheduled semest efinalr e xexamams date. Wednesday, May 13, 2020 through Tuesday, May 19, 2020

Final grades deadline: grades are due 72 hours after the scheduled final exam date.

Commencement (tentative date) Wednesday, May 20, 2020

217 CALENDAR THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Event/Milestone Date

Summer 2020 Summer 2020 course search and registration status Friday, January 10, 2020 features available on Albert Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes

Registration begins by appointment for Monday, February 10, 2020 undergraduate graduate, and diploma students

The summer tuition payment is due. Tuesday, May 12, 2020 Failure to meet the payment deadline may result in the cancellation of class reservations.

Memorial Day Monday, May 25, 2020 No classes scheduled/University Holiday

Last day to drop a class scheduled in Special Session Monday, May 25, 2020 and receive a refund of 100% tuition and fees

Last day to enroll on Albert for those classes Monday, May 25, 2020 scheduled during the Special Session

First day of summer term for classes scheduled in Tuesday, May 26, 2020 in the following sessions: 12-week, 10-week, 7-week, first 6-week, first 3-week, and Special Session

Last day to drop a class scheduled in the first 3-week Wednesday, May 27, 2020 session and receive a refund of 100% tuition and fees

Last day to drop a class scheduled in the first 3-week Wednesday, May 27, 2020 session and not be issued a grade of a W

Last day to enroll on Albert for those classes Wednesday, May 27, 2020 scheduled during the first 3-week session

Beginning today, withdrawal from a class scheduled Thursday, May 28, 2020 In the first 3-week sessions will result in the issuance of a W grade

Last Day to enroll on Albert for classes scheduled Friday, May 29, 2020 during the 12-week session, 10-week session, 7-week session and the first 6-week session

Last day to drop on Albert for classes scheduled Friday, May 29, 2020 during the 12-week session, 10-week session, 7-week session, and the first 6-week session and receive a refund of 100% tuition and fees

Beginning today, withdrawal from a class scheduled Saturday, May 30, 2020 during the following sessions will result in the issuance of a W grade: 12-week, 10-week, 7-week, and first 6-week

218 CALENDAR THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Summer 2020 Event/Milestone Date continued Legislative Day Saturday, June 6, 2020 Classes will meet according to a Monday schedule

Last day of classes: first 3-week session Sunday, June 14, 2020

First day of summer term for classes scheduled in Monday, June 15, 2020 the second 3-week session

Last day to drop a class scheduled in the second Tuesday, June 16, 2020 3-week session and not be issued a grade of W

Last day of active waitlists for classes scheduled Tuesday, June 16, 2020 during the second 3-week session on Albert

Last day to enroll a class scheduled during the Tuesday, June 16, 2020 second 3-week session on Albert

Beginning today, withdrawal from a class scheduled Wednesday, June 17, 2020 in the Second 3-week session will result in the issuance of a W grade.

Legislative Day for Friday classes, if requested by Saturday, June 27, 2020 instructor

Independence Day (observed) Friday, July 3, 2020

Last day of classes: first 6-week session and Sunday, July 5, 2020 second 3-week session

First day of summer term for classes scheduled in Monday, July 6, 2020 the second 6-week session and the third 3-week session

Last day of active waitlists for classes scheduled Tuesday, July 7, 2020 in the second 6-week session and the third 3-week session

Last day to enroll on Albert for those classes Tuesday, July 7, 2020 scheduled during the third 3-week session

Last day to drop a class scheduled in the third Tuesday, July 7, 2020 3-week session and receive a refund of 100% tuition and fees

Last day to drop a class scheduled in the third Tuesday, July 7, 2020 3-week session and not issued a grade of a W

Beginning today, withdrawal from a class scheduled Wednesday, July 8, 2020 during the third 3-week session will result in the issuance of a W grade

219 CALENDAR THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Summer 2020 Event/Milestone Date continued Last day of active waitlists for classes scheduled in Thursday, July 9, 2020 the second 6-week session

Last day to enroll on Albert for classes scheduled Thursday, July 9, 2020 during the second 6-week session

Last day to drop a class scheduled in the second Thursday, July 9, 2020 6-week session and receive a refund of 100% tuition and fees

Last day to drop a class scheduled in the second Thursday, July 9, 2020 6-week session and not be issued a grade of a W

Beginning today, withdrawal from a class scheduled Friday, July 10, 2020 in the second 6-week session will result in the issuance of a W grade

Last day of classes: 7-week session Sunday, July 12, 2020

Last day of classes: third 3-week session Sunday, July 26, 2020

First day of summer term for classes scheduled in Monday, July 27, 2020 the fourth 3-week session

Last day of active waitlists for classes scheduled Tuesday, July 28, 2020 during the fourth 3-week session

Last day to enroll on Albert for those classes Tuesday, July 28, 2020 scheduled during the fourth 3-week session

Last day to drop a class scheduled in the fourth Tuesday, July 28, 2020 3-week session and receive a refund of 100% tuition and fees

Last day to drop a class scheduled in the fourth Tuesday, July 28, 2020 3-week session and not be issued

Beginning today, withdrawal from a class scheduled Wednesday, July 29, 2020 in the fourth 3-week session will result in the issuance of a W grade

Last day of classes: 10-week session Tuesday, August 4, 2020

Last day of classes: 12-week session, second Sunday, August 16, 2020 6-week session, fourth 3-week session, and the Special Session

Final grade deadline. Grades are due 72 hours Sunday, August 16, 2020 after the scheduled final.

220 CALENDAR THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Event/Milestone Date Fall 2020 Fall 2020 course search and registration status Friday, March 20, 2020 features available on Albert

Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes

Registration begins by appointment for Monday, April 20, 2020 undergraduate graduate, and diploma students

Fall 2020 classes begin Wednesday, September 2, 2020

Labor Day Monday, September 7, 2020 No classes scheduled/University holiday

Legislative Day Wednesday, September 9, 2020 Classes will meet according to a Monday schedule

Fall recess Monday, October 8, 2018 No classes scheduled

Thanksgiving recess Thursday, November 26 through No classes scheduled Friday, November 27, 2020

Last day of fall 2018 classes Sunday, December 13, 2020

Reading day Monday, December 14, 2020

Fall semester exams Tuesday, December 15 through Monday, December 21, 2020

Final Grades Deadline: Grades are due 72 hours after the scheduled final exam date

Winter recess Thursday, December 24, 2020 through Sunday, No classes scheduled January 3, 2021

The University re-opens Monday, January 4, 2021

Event/Milestone Date January 2021 January term 2021 course search and registration Thursday, September 24, 2020 status features available on Albert

Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes

Registration begins by appointment for Monday, October 19, 2020 undergraduate, graduate, and diploma students

221 CALENDAR THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 January 2021 continued Event/Milestone Date

The University re-opens Monday, January 4, 2021

January term 2021 classes begin Monday, January 4, 2021

Martin Luther King, Jr. Birthday Monday, January 18, 2021 No classes scheduled/University holiday

Last day of January term 2021 classes Friday, January 22, 2021

Event/Milestone Date Spring 2021 Spring 2021 course search and registration Friday, October 16, 2020 Status features available on Albert Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes

Registration beings by appointment for Monday, November 16, 2020 undergraduate, graduate, and diploma students

Spring 2021 classes begins Monday, January 25, 2021

Presidents’ Day Monday, February 15, 2021 No class scheduled/University holiday

Spring recess Monday, March 15, 2021-Sunday, March 21, 2021 No classes scheduled

Last day of spring 2021 classes Monday, May 10, 2021

Reading day Tuesday, May 11, 2021

Spring semester exams Wednesday, May 12, 202 through Tuesday, May 18, 2021

Commencement Wednesday, May 19, 2021

Event/Milestone Date Summer 2021 Summer 2021 course search and registration Friday, January 8, 2021 Status features available on Albert Please review the withdrawal schedule to determine when a grade of W will be issued when dropping classes

222 CALENDAR THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Calendar for the Online MA Programs in Counseling and Guidance and Counseling for Mental Health and Wellness

Event/Milestone Date Fall 2019 Last day to drop fall 2019 classes and not receive a Sunday, September 22, 2019 grade of W

Last day to submit a request to withdraw from a Friday, November 1, 2019 semester; declare a course pass/fail

Last day of classes Friday, December, 13, 2019

Winter 2020 Event/milestoneCourse search opens and registration status DateFriday, October 17, 2019 features available on Albert

Registration begins Monday, November 18, 2019

First day of classes Thursday January 2, 2020

Last day of drop/add Wednesday, January 8, 2020

Last day to drop winter 2020 classes and Wednesday, January 8, 2020 not receive a grade of W

Last day to submit a request to withdraw from a Wednesday, February 19, 2020 Semester; declare a course pass/fail

Last day of classes Wednesday, March 18, 2020

Spring 2020 Event/MilestoneCourse search opens and registration status DateFriday, January 10, 2020

Registration begins Monday, February 10, 2020

First day of classes Monday, March 23, 2020

Last day of drop/add Sunday, March 29, 2020

Last day to drop fall 2020 classes and not receive a Sunday, March 29, 2020 grade of W

Last day to submit a request to withdraw from a Friday, May 8, 2020 Semester; declare a course pass/fail

Last day of classes Monday, June 8, 2020

223 CALENDAR THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Event/Milestone Date

Summer 2020 Course search opens and registration status Friday, April 3, 2020

Registration begins Monday, May 4, 2020

First day of classes Monday June 15, 2020

Last day of drop/add Sunday, June 21, 2020

Last day to drop winter 2020 classes and not Sunday, June 21, 2020 receive a grade of W

Last day to submit a request to withdraw from a Friday, July 31, 2020 semester; declare a course pass/fail

Last day of classes Friday, August 28, 2020

Event/Milestone Date Fall 2020 First day of classes Monday, September 14, 2020

Last day of classes Friday, December 4, 2020

Event/Milestone Date Winter 2021 First day of classes Monday, January 4, 2021

Last day of classes Friday, March 19, 2021

Event/Milestone Date Spring 2021 First day of classes Wednesday, March 24, 2021

Last day of classes Tuesday, June 8, 2021

Event/Milestone Date Summer 2021 First day of classes Monday, June 14, 2021

Last day of classes Monday, August 30, 2021

224 CALENDAR THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 NYU Washington Square Map VdeÿqXcpÿUVWrdc`Whqÿsÿ`hdWVfbcth

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1 Building105 Eas Infot 17th Street (B-1) 6 Palladium Athletic Facility (C-1) 12 Founders Hall (C-1) 18 Alumni Hall (C-2) 2 Carlyle Court (B-1) 140 East 14th Street 120 East 12th Street 33 3rd Avenue 25 Union Square West 6 Palladium Hall (C-1) 13 Third Avenue North 19 Barney Building (C-2) 3 Coral Towers (C-1) 140 East 14th Street Residence (C-1) 34 Stuyvesant Street 129 3rd Avenue 7 60 Fifth Avenue (B-1) 75 3rd Avenue 20 22 Washington Square 4 Thirteenth Street Residence 8 School of Professional Studies 14 Rubin Hall (B-2) North (A-2) (A-1) (SPS) (B-1) 35 5th Avenue 21 19 Washington Square North 47 West 13th Street 7 East 12th Street 15 Bronfman Center (B-2) (NYUAD) (A-2) 5 University Hall (B-1) 9 838 Broadway (B-1) 7 East 10th Street 22 Glucksman Ireland House (B-2) 110 East 14th Street 10 Casa Italiana Zerilli-Marimò 16 Brittany Hall (B-2) 1 6 Wasserman Center for (A-1) 55 East 10th Street 23 Graduate School of Arts and Career Development (C-1) 24 West 12th Street 17 Lillian Vernon Center (A-2) Science (B-2) 140 East 14th Street 58 West 10th Street 1/2 5th Avenue

225 MAP AND LEGEND THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021

Building Map Number New York University | Building Info Steinhardt map 24 Faculty of Arts and Science 50 Moses Center for Students 67 Lipton Hall (A-2) 83 StudentLink Center continued (B-2) with Disabilities (B-2) 33 Washington Square West Consolidated Services for 5 Washington Square North 726 Broadway 68 Provincetown Playhouse (A-3) Bursar, Financial Aid, 25 Silver School of Social Work 50 Residential Life and Housing 133 MacDougal Street Registrar, Global Programs, (B-2) Services (B-2) 68 Wilf Hall (A-3) and Global Services (C-3) 1 Washington Square North 726 Broadway 139 MacDougal Street 383 Lafayette Street 26 La Maison Française (B-2) 50 Student Health Center (B-2) 69 School of Law (A-3) 85 D’Agostino Hall (A-3) 16 Washington Mews 726 Broadway 40 Washington Square South 110 West 3rd Street 26 Institute of French Studies (B-2) 50 Bookstore and Computer 69 Vanderbilt Hall (A-3) 86 130 MacDougal Street (A-3) 15 Washington Mews Store (B-2) 40 Washington Square South 89 Copy Central (B-3) 27 Africa House (B-2) 726 Broadway 70 Kevorkian Center (A-3) 547 LaGuardia Place 44 Washington Mews 50 726 Broadway (B-2) 50 Washington Square South 89 Mail Services (B-3) 28 Deutsches Haus (B-2) 51 411 Lafayette Street (C-2) 71 King Juan Carlos I of Spain 547 LaGuardia Place 42 Washington Mews 52 20 Cooper Square (C-2) Center (A-3) 90 Washington Square Village 29 John W. Draper Program (B-2) 53 Joseph & Violet Pless Building 53 Washington Square South (B-3) 14 University Place (B-2) 71 Skirball Department (A-3) 1-4 Washington Square Village 31 13-19 University Place (B-2) 82 Washington Square East 53 Washington Square South 91 Hayden Hall (B-3) 32 Cantor Film Center (B-2) 53 Virginia and Muriel Pless 72 Furman Hall (A-3) 240 Mercer Street 36 East 8th Street Building (B-2) 245 Sullivan Street 92 665 Broadway (B-3) 33 Weinstein Hall (B-2) 82 Washington Square East 73 Global Center for Academic 92 College of Global Public 11 University Place 53 Washington Square and Spiritual Life (B-3) Health (B-3) 34 Rufus D. Smith Hall (B-2) Windows (B-2) 238 Thompson Street 665 Broadway 25 Waverly Place 80 Washington Square East 74 Kimmel Center for University 93 Second Street Residence (C-3) 35 10 Astor Place (B-2) 53 Steinhardt School of Life (B-3) 1 East 2nd Street 36 Seventh Street Residence (C-2) Culture, Education and 60 Washington Square South 94 Silver Towers (B-3) 40 East 7th Street Human Development (B-2) 74 Skirball Center for the 100 & 110 Bleecker Street 37 111-113 Second Avenue (C-2) 82 Washington Square East Performing Arts (B-3) 97 Wagner Graduate School of 38 Grey Art Gallery (B-2) 54 Pless Annex (B-2) 566 LaGuardia Place Public Service (C-3) 100 Washington Square East 26 Washington Place 74 Student Resource Center (B-3) 295 Lafayette Street 38 for Arts and 55 Academic Resource Center 60 Washington Square South 97 (C-3) Science (B-2) (B-2) 75 Bobst Library (B-3) 295 Lafayette Street 100 Washington Square East 18 Washington Place 70 Washington Square South 38 College of Arts and Science 55 East Building (B-2) 76 Schwartz Plaza (B-3) Broome Street Residence (B-2) 239 Greene Street 77 Shimkin Hall (B-3) (not on map) 100 Washington Square East 56 Goddard Hall (B-2) 50 West 4th Street 400 Broome Street 39 Waverly Building (B-2) 79 Washington Square East 77 Stern School of Business, College of Dentistry 24 Waverly Place 56 Washington Square East Graduate Program (B-3) (not on map) 40 Brown Building (B-2) Galleries (B-2) 44 West 4th Street 345 East 24th Street 29 Washington Place 80 Washington Square East 77 Jeffrey S. Gould Welcome Gramercy Green (not on map) 41 Kimball Hall (B-2) 57 Education Building (B-2) Center (B-3) 310 3rd Avenue 246 Greene Street 35 West 4th Street 50 West 4th Street Greenwich Hotel (not on map) 41 Torch Club (B-2) 57 Loewe Theater (B-2) 77 Kaufman Management Center 636 Greenwich Street 18 Waverly Place 35 West 4th Street (B-3) Institute for the Study of 42 Center for Genomics and 59 Arthur L Carter Hall (B-2) 44 West 4th Street the Ancient World Systems Biology (B-2) 10 Washington Place 78 (B-3) (not on map) 12-16 Waverly Place 60 19 West 4th Street (B-2) 79 Stern School of Business, 15 East 84th Street 43 285 Mercer Street (B-2) 61 Global Inclusion, Diversity, Undergraduate College (B-3) Institute of Fine Arts 44 244 Greene Street (B-2) and Strategic Innovation 40 West 4th Street (not on map) 46 Card Center (B-2) Office (B-3) 79 Tisch Hall (B-3) 1 East 78th Street 7 Washington Place 240 Greene Street 40 West 4th Street Lafayette Residence Hall 46 Public Safety (B-2) 62 Alumni Relations (B-2) 80 Warren Weaver Hall (B-3) (not on map) 7 Washington Place 25 West 4th Street 251 Mercer Street 80 Lafayette Street 47 Philosophy Building (B-2) 62 Bonomi Family NYU 80 Courant Institute of Rory Meyers College of 5 Washington Place Admissions Center (B-2) Mathematical Sciences (B-3) Nursing (not on map) 48 Tisch School of the Arts (B-2) 27 West 4th Street 251 Mercer Street 433 1st Avenue 721 Broadway 96 194-196 Mercer Street, 81 Mercer Plaza (B-3) SPS Midtown Center 49 Gallatin School of 627 Broadway (B-3) 82 14 East 4th Street (not on map) Individualized Study (B-2) 62 25 West 4th Street (B-2) (NYU Shanghai) (B-3) 11 West 42nd Street 1 Washington Place, 63 Meyer Hall (B-2) 83 Admissions Office (C-3) SPS Woolworth Building 715 Broadway 4 Washington Place 383 Lafayette Street (not on map) 50 Global Liberal Studies (B-2) 63 Psychology Building (B-2) 83 Global Programs (C-3) 15 Barclay Street 726 Broadway 6 Washington Place 383 Lafayette Street 50 Liberal Studies (B-2) 64 404 Fitness (B-2) 83 Global Services (C-3) Not on map 726 Broadway 404 Lafayette Street 383 Lafayette Street

226 MAP AND LEGEND THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021

Building Map Number Travel Directions to the Washington Square Campus*

Lexington Avenue Subway (#6): Local Seventh Avenue Subway (#1): Local to Broadway Bus: Bus numbered 6 to to Astor Place Station. Walk west on Christopher Street – Sheridan Square Waverly Place. Walk west to Washington Astor Place to Broadway, then south on Station. Walk east on West Fourth Square. Broadway to Waverly Place, and west on Street to Washington Square. Waverly Place to Washington Square. Eighth Street Crosstown Bus: Bus Port Authority Trans-Hudson (PATH): numbered 8 to University Place. Walk Broadway Subway (N, R): Local to To Ninth Street Station. Walk south south to Washington Square. Eighth Street Station. Walk south on on Avenue of the Americas (Sixth Broadway to Waverly Place, then west Avenue) to Waverly Place, then east to on Waverly Place to Washington Square. Washington Square. *See Washington Square Campus map and key for specific addresses. Sixth or Eighth Avenue Subway (A, B, Fifth Avenue Bus: Bus numbered 1 C, D, E, F, M): To West Fourth Street – to Broadway and Ninth Street. Walk Washington Square Station. Walk east south on Broadway to Waverly Place, on West Fourth Street or Waverly Place and west to Washington Square. Buses to Washington Square. numbered 2, 3, and 5 to Eighth Street and University Place. Walk south to Washington Square.

*See Washington Square Campus map and key for specific addresses.

227 TRAVEL DIRECTIONS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Index

A C Term Page number(s) A TermC Page Discipline 191 Academic programs 10-16 Calendar number(s)214-224 Dissertation 208 AccreditationAccreditation 36, 66, 71, 8933,, 93, 66, 99 , Campus safety 202 Doctoral Advisement Fee System 103, 112, 114, 125, 140, 143, 150 Candidacy, doctoral termination of 209 (Maintenance of Matriculation) 208 71, 89, Administration,Administr Leadership,ation, Leadership and, and Career Development, Wasserman Doctor of Education 207-209 93, 99, Career Development, Wasserman Technology, Technology Department, Department of of 20-30 Center for 196-197, 201 Doctor of Philosophy 207-209 103, Center for Admission 184-186184-186 Certificate of Advanced Study 206 Doctor of Physical Therapy 141-143 Application deadlines 112,18, 184 Certification, teacher 149-150 Drama Therapy 112-113 Application with international 114, Child and Family Policy Center 33 Drop/ add policy 188 credentials 125,185- 186 Childhood Education 156-158 See also individual programs 140, Classification of courses 17-18 E Advisement 190-191 Codes, program and concentration 10-16 E 143, 150 Alumni activities 201 Communicative Sciences and Disorders, TermEarly Childhood and Page Applied Psychology, Department of 31-45 Department of 75-81 Childhood Education number(s)156-158 Applied Statistics, Social Science, Computer services and Education and Jewish Studies 49 and Humanities, Department of 46-58 Internet resources 202 Education and Social Policy 50 Athletics 201 ComputerComputer Scienc Sciencee, see Educational see Educational Technology 24-25 Applied Statistics 48 Communication and Technology, Educational Leadership 22-23 Educational Arrears policy, diploma 190 Music Technology, Studio Art Educational Theatre 95-99 Communication Art and Art Professions, Department of 59-74 Computer Store 201 Employment, student 198 and Art Education 65-66 Costume Studies 69-70 EnglishEnglish as a secsecondond language language, see Teacherssee Technology, Art Therapy 70-71 Counseling and Guidance and of English to Speakers of Teachers Arts Administration Counseling for Mental Health Music Other Languages English of English Performing 109-111 and Wellness Technology,35-36 English Education 158-160 to Visual 67-68 Counseling Psychology Studio3 7 Enrollment verification, how to request 189 Arts Management Programs, Counseling Services Environmental Art Activism Speakers64 Art of Other Council C onouncil on 68,68,10 1,101,109 School 200 Environmental Conservation Education 161 Attendance 190 University 202 Examinations Languages 109 AuditingAuditing 187-188 Craft Media 65 Doctoral candidacy English207 187-188 GRE 184 D Oral, final 208 D TOEFL 184,207 Term Page B Dance Education 92-94 Bilingual Education 166 Degree / certificate requirements number(s) F BilingualTerm Education 166Page number(s) Bookstores, NYU 201 Advanced Certificate/ Diploma 206 F Business, Music 100-101 Doctoral 207-209 TermFaculty index Page Faculty index See Master’s 203-206 See individual departments number(s) individual See also individual programs Fees and expenses 193-194 departments DegreeDegree andand CCertificateertificate Pr Programsograms 210-212 Fellowships Fellowships see financial aid see registered registered by by the the NewNew YYorkork S Statetate Field Experiences financial150 Education Department 210-212 Financial aid 196-199 Education Department aid Developmental Psychology 41 Firearms, simulated, NYU policy on 192 DigitalDigital Art Art 64 64 Food Studies 126-127 Directory:Directory: FrequentlyFrequently CalledCalled Numbers 226 Foreign Language Education 167 Disabilities, students with 202 Full-time equivalency 188 Numbers

228 INDEX THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 L G G L N Term Page Term Page TermGay, lesbian, bisexual, and Page Learning disabled students, New York State Education Department Gay, lesbian, bisexual, and number(s) number(s) transgender courses number(s)39-40 support program for 202 degree and certificate program transgender courses GlobalGlobal Programs, Programs, GraduateGraduate See Leave of absence 188-189 registration 210-212 See individual departments individual Lesbian, Gay, Bisexual, and New York University, Grade average departments204 Transgender Student Services 202 Administration 6-7 Grades 190 Literacy Education 162-163 Introduction to 4 Graduate Commission 191 Libraries 5 Board of Trustees 7-8 Graduate Record Examination 184 LoansLoans, see Financial Aid see Deans & Directors 9 Graduate Student Organization 200 Financial Map 228

Graduate Study 203-209 M Aid Travel Directions 229 Graduation 189, 193 M Notices 2 Term Page Grants, see Financial Aid Map, Washington Square Campus 225 Nutrition and Food Studies 123-130 Grants, see Financial Aid Guidance see number(s) Guidance, see Counseling Master of Fine Arts 59 Nutrition and Dietetics 127-128 Counseling Master of Music 91 H Mathematics Education 164-165 O TermH Page Matriculation, maintenance of TermO Page Health Center, Student 202 Doctorates 207 Occupational Therapy, Department of 131-137 number(s) number(s) Health insurance 193 Master’s 204 Higher and Postsecondary Education 26-27 Sixth-Year Program 206 P History of Education 51 See also Fees and expenses P Term Page Housing 202 Measurement and Evaluation, Painting and Drawing 62 number(s) Human Development and Psychological 41 Palladium Athletic Facility 201 Social Intervention 38 Media, Culture, and Communication, Pass/fail option 191 Department of 82-88 Patents, University policy on 192 I Moses Center for Students with Pathokinesiology 140 TermI Page Disabilities, The Henry and Lucy 202 Payment plans, tuition 194-195 Independent Study 190 Multicultural Education and Programs, Performing Arts Administration 109-111 number(s) Interdepartmental Research Studies 53 Center for 202 Performing Art Therapies 112-114 International Credentials 185 Multilingual and Multicultural Studies 166-168 Permitted course load 189 International Education 52 MuseumMuseum, see Visual Arts Administrationsee Philosophy and Education Courses 58 International Students Music and Performing Arts Professions, Photography 64 Visual Admission 185-186 Department of 89-122 Physical Therapy, Department of 138-145 Arts Office of Global Services 202 Music Business 100-101 PlacementPlacement, see Career Development, see Administration Introduction to New York University 4 Music Education 102-103 Wasserman Center forPlagiarism, Career191 Introduction to The Steinhardt School Music Performance and Music policies concerning 191 Introduction to The Steinhardt 9 Development for Culture, Education, And Human Composition 104-105 Printmaking 64 School for Culture, Education, And Development 9 Music Technology 106-108 ProbationProbation, see Grades see Development Admission, Steinhardt 9, 184 Music Theatre 104 Program Board Grades201 Music Therapy 114 Program Accredited by Professional J organizations 213 J Psychological Development 41 Item Page number(s) Jewish Studies, Education and 50 Psychology, Applied, Department of 31-45 Psychology and Social Intervention 42

K K Term Page KinesiologyKinesiology, see Physical therapy see Physical number(s) therapy

229 INDEX THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Index continued R T R T Term Page Term Page Refund of tuition 195 Teacher Certification, Number(s) Registration and advisement 187-192 New York State Programs number(s)212 Rehabilitation Sciences 146-147 Examination pass rate 204 Religious and spiritual resources 202 Teaching Residency: Research on Culture, Development, Teaching in Secondary Education 176 and Education, Center for 33 Teaching and Learning, Research and Evaluation of Advanced Department of 148-183 Technologies in Education, Doctoral Programs in 153-154 Consortium for 24 Teachers of English to Speakers of Research in Physical Therapy 143 Other Languages (TESOL) 167 Residence requirement Terminal experience, master’s 205 Doctoral 207 Thesis,Thesis, MasMasterter of of Arts, Arts see terminal see Master’s 203 experience terminal Ticket Central Box Office experience201 S TOEFLTOEFL (T(Testest of of English English as as a F aor eign see S Foreign Language Language)), see Foreign credentials Foreign Term Page ScholarshipsScholarships, see Financial aid see Transcript, official credentials189 Science Education number(s)170 Transfer credit 191 Financial Sculpture 64 Travel directions to the aid Sculpture: Craft Media 64 Washington Square campus 229 Services, School and University 200-202 Tuition 193-194 Sixth-Year Certificate 206 V Social Studies Education 170-171 Sociology of Education 54 V Term Page Sororities 204 Veterans benefits 187,201 number(s) Special Education 172-174 Video 64 Special students 184,187 Visual Arts Administration 67-68 Speech-Language-Hearing Clinic 79 SportsSports, see Athletics see W SteinhardtSteinhardt School School of of Culture, Culture, Education,Athletics9 W Term Page number(s) Education, and and Human Human Development Weapons, NYU policy on 192 Development Introduction Introduction to to 9 Withdrawal from courses 188 Student activities/school and Work-Study Program, Federal, 196 University services 200-202 Student Resource Center 201 Student Services, Office of Counseling and 200 Student Teaching, Supervised 150 Studio Art 62-64 StudyStudy abroad abroad, see individual departmentssee individual departments

230 INDEX THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021 Frequently Called Numbers

Admissions (Graduate) Housing (Off-Campus) Art and Art Professions 212-998-5030 212-998-4620 212-998-5700 Pless Hall Student Resource Center, 60 Barney Building 82 Washington Square East, 3rd floor Washington Square South, Room 210 34 Stuyvesant Street, 3rd floor

Bobst Library Jeffrey S. Gould Welcome Center Communicative Sciences and Disorders 212-998-2500 212-998-4636 212-998-5230 70 Washington Square South Shimkin Hall, 50 West 4th Street, 665 Broadway, 9th floor 1st floor NYU Bookstore Applied Statistics, Social Science, 212-998-4667 Office of Global Services and Humanities 726 Broadway 212-998-4720 212-992-9477 383 Lafayette Street Kimball Hall Bursar 246 Greene Street, 3rd floor 212-998-2806 Lost and Found 383 Lafayette Street 212-998-4850 Media, Culture, and Communication 14 Washington Place 212-998-5191 Counseling and Student Services East Building 212-998-5065 Registration Services 239 Greene Street, 8th floor Pless Hall 212-998-5054 82 Washington Square East, Pless Hall Music and Performing Arts Professions 2nd floor 82 Washington Square East, 2nd floor 212-998-5424 Education Building Counseling Services, University Safety, Campus 35 West 4th Street, 10th floor 212-998-4780 212-998-2222 726 Broadway 7 Washington Place Nutrition and Food Studies 212-998-5580 Students with Disabilities Adviser 411 Lafayette Street, 5th floor 212-998-4980 (voice and TTY) THE STEINHARDT SCHOOL 719 Broadway, 2nd floor OF CULTURE, EDUCATION, Occupational Therapy AND HUMAN DEVELOPMENT 212-998-5825 Financial Aid DEPARTMENTS 82 Washington Square East, 6th floor 212-998-4444 383 Lafayette Street Administration, Leadership, and Physical Therapy Technology 212-998-9400 Student Health Center 212-998-5520 380 Second Avenue, 4th floor 212-443-1000 82 Washington Square East, 7th floor 726 Broadway Teaching and Learning Applied Psychology 212-998-5470 Housing (University) 212-998-5555 East Building 212-998-4600 Kimball Hall 239 Greene Street, 6th floor 383 Lafayette Street, 1st floor 246 Greene Street, 8th floor

231 FREQUENTLY CALLED NUMBERS THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2019–2021