Graduate Courses

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

This fieldwork course is designed to integrate academic learning with clinical practice. Students are assigned to two clinical placements during the course of the semester. The first assignment is for 8 consecutive Mondays & the second is for 8 consecutive days. Weekly seminars focus on discussing students’ experiences as well as clinical, ethical, & professional issues; & practicing clinical skills, problem solving, & documentation.

Supervised full-time practice in various agencies and institutions in the New York area or elsewhere. Students gain and apply knowledge in a practice setting. Students are assigned caseloads that match individual learning needs. Students show initiative and respond appropriately to supervision. Students demonstrate ethical professional behavior. Students should demonstrate entry-level skill with the population to whom they have been assigned. Mandatory attendance is required at one academic seminar, for students affiliating within the New York area, during each student's initial Fieldwork II experience.

Supervised fieldwork oriented to the development of skills in occupational therapy evaluation and intervention through observation and practice. Clinical work, seminars, and independent projects.

Supervised fieldwork in dance inclusive of both elementary and secondary placements in public or private school settings. Fieldwork includes classroom observations, critical field reports, goal setting and feedback conferences, as well as assisting, teaching, and participation in school dance projects.

Observations, conferences, and apprenticeships in dance in postgraduate, professional studio, community or therapeutic settings.

This graduate-level seminar is primarily intended for doctoral students and reviews the fundamentals of data analysis for qualitative and ethnographic fieldwork projects, specifically focused on the analysis of ethnographic and observational data and the integration of coded data into write-ups in articles, reports, and dissertation/book chapters. Students enrolling in this course must have original data that they have collected during Fieldwork: Data Collection (or, by prior approval of the instructor, for other projects such as dissertations).

This course focuses on data collection. This includes a focus on gaining access to a field site, selecting a case, matching a research question with a methodology, and the nuts and bolts of taking and writing field notes. The course is designed primarily for doctoral students who would like training in this method for their dissertation work.

This course culminates the studies in Art Education and is taken in the semester the student plans to graduate. Broadly conceived as visual research, it is a guided individual inquiry into an issue or question that has particular significance to the student's own art making and/or pedagogical practice.

Students complete a thesis project that integrates their acquired theoretical knowledge, clinical intership experience, and applied critical thinking.

The second course in the thesis sequence (following ARCS-GE 2022), this class is conducted through a series of individual meetings. Beginning with a review of structural requirements, research plans and scheduling, students complete their required thesis papers.

Final Project supports project proposals approved in ARVA-GE 2299. Each week students present work-in-progress for insight and reflection, and deepen their understanding of their concepts and the concepts of their classmates. Students appreciate how project development is an evolving process, and master their topic area, build time management skills, vital for successful leadership in the arts. The semester culminates in a public showcase of completed projects in a Department event.

Review & integration of leading conceptions encountered in the program through critical analysis of major conceptual writings on environmental issues. Formulation & completion of a thesis.

The purpose of this course is to introduce you to the concepts of financial reporting, the language of business, and its underlying assumptions as applied within the arts administration context. We will discuss the uses and limitations of the financial statements. Procedural aspects of accounting will be discussed in order to enhance your understanding of the content of the financial statements. The emphasis of the class is on using accounting information in the evaluation of business performance and risk in the arts.

This course provides an introduction to theories and research that support a rich understanding of oral language development and the multiple important roles that oral language plays in providing a foundation for learning to read and write. We will investigate the development of the major domains of oral language (phonology, vocabulary, grammar, and extended discourse) from birth through adolescence, and we will explore oral language development for both monolingual English speakers and children who are learning English as a second language. We will also explore how this deep understanding of oral language development can inform educators" practical decision-making about language instruction.

Theoretical and practical aspects of physical fitness. Students to evaluate, design, and implement fitness and conditioning programs. Health, safety, injury prevention will be discussed. The importance of an active lifestyle, as a health behavior, and the role of physical activity in preventing cardiovascular disease and promoting health and longevity will be discussed.

Rehearsal techniques and special problems in ensemble performance.

We examine broad issues that currently shape our food system and explore ways to mobilize legal and policy tools in order to strategically respond to these issues. Topics include legal and policy underpinnings of the United States’ and global food systems, economic and social conditions, inequities of access to adequate healthy food, and public health and environmental crises. Students gain an understanding of the legal and policy pathways and develop effective actions to address the many complex issues that characterize—and threaten—our food system.

We explore a broad range of advocacy tools and techniques to address issues that currently shape and challenge our food system. Topics include the legal and policy underpinnings of current food systems, economic and social conditions, inequities of access to healthy food, and public health concerns. Students gain an understanding of the policy, social and legal underpinnings of the food system, and learn to creatively and collaboratively develop effective approaches to address the many complex issues that characterize and threaten it.

We identify the meaning and significance of food in different cultures by exploring the way that ethnicity, gender, race, socioeconomic status and religion influence our food choices and food preserves culture. We look critically at the following questions: how can food have different meanings and uses for individuals, groups, or societies? How does food function both to foster community feeling and drive wedges among people? What are some prevailing academic theories that help us identify and understand individual and collective identities?