Graduate Courses

This Module focuses on developing curriculum that is meaningful and culturally relevant, and responds to the individualized needs and abilities of diverse learners. Topics include theories of learning and instruction, accommodations and modifications for individuals, techniques for improved student performance, and using technologies to promote meaningful instruction. Module explores using learning characteristics to develop content-rich lesson plans to challenge and engage all learners while building on learners’ previously acquired skills, abilities, and knowledge.

This module addresses characteristics and services for students with low-incidence disabilities, including significant intellectual disabilities, multiple disabilities, autism, and sensory disabilities. Our focus is on curriculum and instruction balancing access to grade-level content and inclusion with peers with individualized content that supports functional skills. Instructional methods in varied learning environments including home, school, and community-based settings, related services, and assistive technology are central to course content.

Course takes place during the Residency I requirement of the Online Ed.D. Program. The course explores various learning theories such as adult learning, workplace learning, and K- 12 learning development. Industry guest speakers will share their expertise throughout the course to provide current perspectives on the field.

Structure and function of the skeletal, muscular, nervous and circulatory systems. The course is given in lecture format and enhanced with models, slides, handouts, and videotapes.

Follows and complements the lecture material presented in the Fall semester. Students dissect human cadavers for the purpose of learning the skeletal, muscular, nervous, and circulatory systems.

Explores the theory and practice of interdisciplinary teaching in the humanities, focusing primarily on integrating English and History - using novels, short stories, folklore, historical scholarship and primary sources. Involves designing thematic humanities unites that enable adolescents to develop an understanding of the relationship between literature and the historical eras in which it emerged. Explores the role of language and literacy in teaching and learning both disciplines and developing students writing skills. Considers the benefits and potential problems involved in trying to create and enact an integrated curriculum.

This course surveys development, from conception through middle childhood, with emphasis on aspects relevant for educators. This course: 1) introduces universal design and curriculum planning, 2) covers intellectual growth, personal and social adjustment and 3) addresses topics in development and education. Students will become critical consumers of research and theory. Assignments and in class exercises are designed to help students think like a ‘developmentalist’ with an eye toward issues in education

This course introduces students to concepts of human development within the contexts and intersections of the visual and performing arts. Themes of interdisciplinarity, creativity, imagination, identity, social justice, and culturally sustaining pedagogy frame and inform our investigations.

This course introduces students to the major theories that explain human growth & development throughout the life span from birth to death. Multiple factors that influence one’s development, including biology & culture, will be discussed. Students will gain the skills they need to critically evaluate & apply evidence-based knowledge when working with children, adolescents & adults

In keeping with recent federal Institute of Education Sciences funding for an interdisciplinary predoctoral training program, this graduate seminar focuses on experimental & quasi-experimnetal approaches to causal inference in education sciences. Through both internal research presentations from NYU faculty & presentations by outside research scientists, seminar topics will include introduction & consolidation of students’ advanced understanding of the concepts of internal, external, construct, & statistical validity.

In keeping with recent federal Institute of Education Sciences funding for an interdisciplinary predoctoral training program, this graduate seminar focuses on experimental and quasi-experimnetal approaches to causal inference in education sciences. Through both internal research presentations from NYU faculty and presentations by outside research scientists, seminar topics will include introduction and consolidation of students' advanced understanding of the concepts of internal, external, construct, and statistical validity.

Exploration of the images of women in diverse styles of dramatic literature from the Hellenic period to the present. Students participate in scenes and class discussion and investigate women currently in theatre as actresses, playwrights, directors and critics.

This course explores the relationship between improvisational theatre and mental health. Students learn core principles and practices of improv and how these can inform the therapeutic process and relationship. Through reading, discussion, group improvisation, and experiential learning exercises students identify aspects of therapeutic improv that promote wellbeing such as co-creation, humor, laughter, and spontaneity. This course supports mental health providers and students with taking creative risks to achieve personal goals and improve mental health.

Rehearsal techniques and special problems in ensemble performance.

Study and performance of chamber music.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student?s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student?s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student?s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student's department prior to registering for independent study, each student obtain an independent study approval from the adviser.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student's department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.