Graduate Courses

Students explore ideas through discussion, library research, and other means for the purpose of selecting topics for their projects or proposals. Individual presentations are scheduled and students obtain feedback from the instructor and the other students. Topics involving research, such as human subjects protection requirements, appropriate statistical procedures, instrumentation, proper writing style and scholarly referencing, or database search techniques and library usage are covered as needed. After completion of the 3 required credits students are expected to attend weekly meetings until the completion of the proposal.

Investigates issues and research in the linguistic theory to educational problems. Distinguishes between traditional (common sense) and progressive (uncommon sense) approaches to such issues as language and gender, language and learning, literacy as a sociocultural phenomenon.

All new doctoral students register for this integrative seminar. The focus is on higher & workplace education as a professional field, on the conduct of literature reviews, on writing a synthesis, of the research literature & on understanding research. The goal of the seminar is the production of a paper that can with additional development help the student achieve candidacy.

This course provides an introduction to the content and methods of current research on reading comprehension. The course draws on a developmental and componential view of literacy that emphasizes the multidimensional, interactive nature of reading comprehension. Key topics include theoretical models of reading comprehension development, individual differences in reading skills, bilingual and second-language reading development, discipline-specific reading processes, and evidence-based instructional approaches to improve students’ reading comprehension.

Examines theory and research in the teaching of composition. Also considers the role of the practitioner in creating knowledge in the areas of composition teaching.

Focuses on current issues in the field and brings to bear various research methodologies in reviewing current literature and developing novel approaches to the underlying problem.

Rehearsal techniques and special problems in ensemble performance.

This course fosters connections between arts-based activities and classroom curriculum. Participants become familiar with artistic strategies for integrating curricula in school and alternative education settings. Exploration focused on, but not limited to: situated learning as a theory for effective lesson planning, drama as a curricular entry point, dramatic investigation of source material, methods of engaging in reflection through drama, and potential adaptations for target populations.

Site visits to cultural houses, educational institutions, & community venues which specialize in drama & youth. Investigation & studies of new global initiatives.

An overview of current global approaches to approaches to youth theatre, drama in education, and theatre for young audiences.

Relationships of theories of dramatic art to general educational principles; present practices and potential of education drama at all levels of instruction. Uses of theatre and drama in education from the Greeks to present day. The history and philosophy of drama in education as they relate to a variety of classroom strategies, including the use of new technologies. The impact of human developmental processes, such as culture, personal safety, and nutrition on learning through theatre and drama. Individualizing instruction to prepare students with special needs for their highest levels of achievement.

Relationships of theories of dramatic art to general educational principles; present practices and potential of education drama at all levels of instruction. Uses of theatre and drama in education from the Greeks to present day. The history and philosophy of drama in education as they relate to a variety of classroom strategies, including the use of new technologies. The impact of human developmental processes, such as culture, personal safety, and nutrition on learning through theatre and drama. Individualizing instruction to prepare students with special needs for their highest levels of achievement.

This course provides students with an understanding of drama therapy in the context of aging from midlife to elderhood. It is divided into four modules in which students will be introduced to lifespan development from the lens of positive psychology; examine intersectional perspectives on aging, ageism, and their own narratives about getting older; compare and evaluate examples of drama therapy practice;and bereavement

The theory and techniques of drama therapy will be examined in relationship to the needs of individuals treated in clinical facilities such as day treatment centers and inpatient psychiatric clinics. Clinical applications will be discussed and demonstrated in class. Appropriate drama therapy theory will be discussed as it informs clinical treatment. We will visit an acute care facility and shadow a creative arts therapist. Furthermore, we will prepare and implement several workshop sessions with a chronic mentally ill adult population. We will also examine and evaluation as they related to drama therapy with clinical populations.

This course will examine the ways in which drama therapy is utilized in K-12 school settings within the private and public education system in the US. Students will investigate historical, political, economic, and socio-cultural frameworks that shape educational systems, particularly in NYC. The course will examine differentiated drama therapy interventions that support all students with varied and intersecting differences in ability, age, gender, race and ethnicity, religion, linguistic competencies, sexual orientation, learning styles, and legal status.

This practical course is designed to introduce drama activities to students and professionals who work with young people with special needs. With increased number of inclusion classrooms and mainstreaming of students with special needs this course is designed for both special and general education educators. Participants will review the current trends and classifications of special education and explore the development and implementation of drama curricula for emotionally disturbed and learning disabled populations. Participants will learn curriculum design and adaptation, effective drama strategies for classroom management, receive an overview of terms and definitions for special education. Appropriate for K-12 educators.

Methods and materials for role-playing, story dramatization, mask, puppetry, and improvisation as applied to the elementary classroom, in such areas as learning processes, motivation, communication and classroom management. Relationship of drama and theatre to the elementary curriculum. Student will use drama and theatre to address the human development processes that impact on the K-6 child's readiness to learn, such as culture, nutrition, personal safety and community. Laboratory experience required: 15 hours. .

Theories and practices of dramatic art in relation to principles and curriculum of secondary education. Attention given to assembly programs, creative and formal techniques of play production for school, extracurricular club, camp, and playground

Assignments, critiques and demonstrations for the more advanced drawing student. Combines perceptual learning with initial conceptual basics for drawing. This includes line usage, shape inventing, size differentiating, brightness contrast, location, and overlap. Students develop the skill to discuss their drawing as well as the drawing of others and learn to observe and empathize with the genres of landscape, still life, and figure. Individual and group critiques, slide lectures, and museum and gallery visits support studio activities.

An introduction to the role and responsibilities of teachers, school administrators, and pupil personnel staff in the coordinated school health programs. Course content covers mandated health subjects, e.g., recognition and prevention of substance abuse, HIV/AIDS, child abduction; child abuse recognition (2 hours), safety education, including fire and arson prevention, and violence prevention (2 hours). Meets NYS Education Department certification requirements for instruction in school violence prevention, identification and reporting of child abuse. Fulfills training required for certification/licensure under the Dignity for All Students Act (DASA).