Graduate Courses

The seminar provides additional orientation and guidance to the school, the university, and the city, explores professional issues, and provides opportunities for students to enhance their writing, discussion, and presentation skills for the American classroom.

The course focuses on advanced knowledge in counseling assessment and therapy, appreciation for contemporary issues in professional development, fostering skills in peer-supervision and support, and improving clinical case presentation skills. Students participate in an active, seminar-style discussion on clinical cases and professional issues. Students provide peer support and supervision of cases treated within an externship placement and formally make case presentations with an opportunity for feedback.

Explores the role of the literacy specialist as agent of ongoing school literacy reform. Attention to school professional learning communities, the role of data analysis in school reform, professional coaching, literacy program implementation and supervision, and the development of a comprehensive school literacy model.

This class focuses on examining the function and facilitation skills of the 'Joker' (the facilitator role in Theatre of the Oppressed) across a diversity of contexts and communities as well as examining the history and practice of Invisible Theatre, Rainbow of Desire, and Legislative Theatre techniques. These components of Theatre of the Oppressed are at the heart of the intersection between theory, theatre, civic and political engagement, and personal and social change. These techniques allow us to more introspectively examine the ways in which we interact as human beings in an ever-changing society. The course focuses on both the theoretical foundations of the work, as well as the application of these techniques in practice.

Fame—celebrity, notoriety, renown—confers recognition and immortality. It is an
enduring and desirable form of power; a uniquely human ambition and a central force in sociallife. Culture, commerce, politics, and religion all proffer promises of fame, whether for 15 minutes or 15 centuries. Drawing on texts from history, anthropology, sociology, this course reflects on the ethics, erotics, pragmatics and pathologies of fame. We compare fame to other forms of recognition and look at how it transforms across space-time, social boundaries, and technological conditions.

The main objective of this course is to help students develop an understanding of the complexities of the relationships between family and school systems by taking a look at the nature of both as they relate to child development. The course will be taught from a developmental-ecological-systems perspective, with a focus on issues related to education of children in urban, low-income environments.

Advanced course addressing market needs, research methods, trend projections, feasibility, evaluation strategies, capital budgets, and financing for development of food service projects.

On-site consultation for in-service personnel by faculty on such problems as goal selection, curriculum development, or evaluation. In-service personnel and faculty sponsor mutually identify a problem and develop and implement a plan. May be taken on group or individual basis. Registration requires submission of field consultation from and approval of faculty sponsor and program director.

Participation and experience in the professional field of major interest and seminar discussion of professional career options and responsibilities. Application must be filed during the previous term.

This course explores the connection between language teaching observation and reflective practice. Students are required to observe language teaching in 30+ hours of fieldwork in a variety of local educational settings. Students will connect field observations to seminar discussions, presentations, and reports. This course is a prerequisite for LANED-GE.2035 (Seminar/Practicum in Adult Second/World Language Education).

University supervised field experiences with young children in a variety of early childhood settings will be used to support coursework.

This clinical seminar allows students to apply knowledge and skills learned in the classroom to real-life situations in a variety of pediatric settings including schools, therapeutic preschool programs and private practices. The lecture meets weekly and examines the culture, research and professional practices that guide decision making in a variety of pediatric settings. Topics include but are not limited to models of service delivery, individualized educational programming, language and curriculum development, professional writing, multicultural and bilingual considerations, family counseling and the team approach. The lecture is paired with off-campus clinical practica under the supervision of ASHA certified and New York State licensed speech-language pathologists in pediatric settings.

This clinical seminar allows students to apply knowledge and skills learned in the classroom to real-life situations in a variety of adult settings including hospitals, skilled nursing facilities, rehabilitation centers, and private practices. The lecture meets weekly and examines the culture, research and professional practices that guide decision making in a variety of adult settings. Topics include but are not limited to: interdisciplinary interaction, cultural and linguistic diversity, models of intervention and evidence-based practice, counseling; and the team approach. The lecture is paired with off-campus clinical practica under the supervision of ASHA certified & New York State licensed speech-language pathologists in adult settings.

Students are enrolled in this course to satisfy incomplete field placement requirements. This course includes synchronous meetings with interactive learning approaches and lectures to promote application of clinical competencies and a self-paced asynchronous component to encourage reflection. Students apply knowledge and skills to real-life situations in various medical/non-medical field placement settings, under the supervision of licensed and certified speech–language pathologists.

Field ecology at Black Rock Forest is a concentrated spring graduate field course in ecology and biology. Student become familiar with the flora and fauna of the Hudson Highlands region of New York as they study the major natural habitats within the area (A visit to Central Park before the trip permits comparison of urban versus rural issues in ecology). Field exercises have included plant community sampling, paleoecological analysis of sediment cores, characterization of shrub communities using diagnostic keys, and survey of birds/insects/amphibians/aquatic invertebrates. Readings from Science, Nature, Ecology and other literature are carefully coordinated with our field studies.

No Course Description Available

Taken in conjunction with the series of required foundational and program-specific courses that precede the student teaching experience, it is designed to introduce prospective teachers to the broad and diverse array of settings that educate children and youth. Successful completion of this course will create a record of the student's satisfaction of the New York State requirement of pre-student teaching field work.

The course provides students with an opportunity to study a topic of interest relevant to social transformation and educational reform in South Africa. The first part covers the practical side of identifying appropriate study topics and sites for their projects. The second part is the actual field based project where students work with/meet/interview those in the setting, culminating in a formal paper on their experiences and what they have learned.

No Course Description Available.

Fieldwork I in the spring semester as a continuation of Fieldwork I in the fall semester. Students integrate academic learning with clinical practice.