Graduate Courses

This course covers issues that arise from the diversity of music therapy theory and practice. It examines the clinical, theoretical, professional, and ethical concerns that constitute the contemporary debate over the nature of music therapy practice and the identity of the discipline and its practitioners.
The NYU program is contextualized within the broader profession of music therapy and the profession as a whole is contextualized within a variety of social contexts.

Critical analysis of recent research, trends, and public policy issues in selected areas of nutrition and health.

A multi-disciplinary examination and application of the implications of critical theory for curriculum and pedagogy and the ways in which the educative environment can reflect this framework in music education. Particular attention will be paid to the performing arts and the ways in which our marginal status provides a powerful entry point into the conversation of "general education."

No course description available.

Introduction to academic and professional resources at New York University and to career opportunities in food studies and food management, nutrition and dietetics, or public health. Class meets three or four times during the first semester of study.

Explores how the curriculum and instructional practice are shaped by research in Literacy and English Language Arts. Topics to be discussed include teacher-initiated research on curriculum and instruction, the relationship between research and curriculum development, and the role of the teacher in interpreting research. This course fulfills the culminating experience requirement for English Education MA degrees.

An overview of various junior and senior high school mathematics curricula and methods of assessment with a focus on their differences and how they are implemented in an actual classroom environment.

Explores how curriculum and instructional practice are shaped by research in Literacy and English Language Arts. Topics to be discussed include teacher-initiated research on curriculum and instruction, the relationship between research and curriculum development, and the role of the teacher in interpreting research. This course fulfills the culminating experience requirement for the English Education MA degrees.

Principles and sources of curriculum construction and development in higher education:academic plans, internal and external influences, evaluation criteria for curricula; review of research.

This course focuses on curriculum development for young children with a focus on science and social studies. Program planning & use of resources: the out-of-doors, maps, globes, books, pictures & other media is emphasized. This includes techniques for integrating the two content areas, evaluating current materials, & adapting programs for special students in regular classrooms. Hands-on experience with microcomputers & selected software.

Examination of principles in administration, curriculum, instruction, and evaluation of dance programs in higher education and arts organizations.
Current trends in college dance curricula and arts organizations are explored, framed in the history of dance in higher education and the structure of arts organizations.

Seminar & laboratory experiences integrating multiple movement choices within a developmental framework so that students can create differentiated dance activities to engage the strengths & meet the needs of children & adolescents who have emotional, behavioral, learning, sensory, &/or physical challenges.

An in-depth exploration of the vocabulary, structure, methods & uses of data by
decision makers in the music industry. Topics include background study of
data applications in related industries; sources & uses of data in music services
& within the music enterprise; & design & management of data projects.

Data is often considered the domain of scientists and statisticians, but its increasing
dominance across nearly all aspects of life – from political and advertising campaigns to social media, dating, education, and public health — has social, political, and ethical consequences, presenting both new possibilities and new hazards. In this course we think critically about how collecting, aggregating, and analyzing data affects individual and social life, with a focus on the ways in which it reproduces and creates new structural inequalities and power asymmetries.

This course explores the purposes of assessment in discipline areas, such as science, and developments in policy that have impacted assessment in schools. The course will cover how to identify and address specific student learning problems, as well as the closing of achievement gaps and planning for continuous school improvement.

The course will cover how to identify and address specific student learning problems- as well as the closing of achievement gaps and planning for continuous school improvement. Students will learn a variety of methods to assess student achievement in science- both in the classroom and across a school.

Course focuses on the competencies required and the issues that arise Course focuses on how analysts use data and quantitative evidence to impact policy and practice. Students will learn how to gather and analyze data to address questions about program efficacy and efficient targeting of resources. Topics will include how to choose organizational partners, implement change, build trust with organizations and civic agencies, satisfy the needs of stakeholders and manage legal, ethical, and logistical constraints. Students will discuss real case studies and appropriate ways to address them.

The goal of this course is to learn how to effectively, honestly, and persuasively
communicate about empirical research. Students develop competencies in writing, visualization, and oral presentation of technical material to both technical and lay audiences. Students learn practical strategies with ample opportunity to practice new skills. Assignments and discussion emphasize and explore the tension between concision and accuracy. Students receive feedback from the instructor, peers, and exemplars of intended audiences (e.g. employers who hire data scientists).

Increasingly, data is a primary factor in every step of the decision making process in education administration—from informing lines of inquiry to determining courses of action. In this course, students acquire the skills necessary to work with and analyze administrative and survey data and, in the process, describe school-related inputs, outcomes, relationships, and trends.

Data-centric technologies are transforming public policy, enabling new approaches for evaluating policies both retrospectively and prospectively; for detecting discriminatory practices; and for auditing and designing “fair” algorithmic systems. While current computational and statistical methods often promise increased efficiency, equity, and transparency, their use also raises complex legal, social,
and ethical questions. In this course, we will discuss such methods in a variety of applications, and will examine the relationships between law, policy, and data.