Graduate Courses

In this course, residents learn how to design experiences that help all learners to engage in science as a process of figuring out natural phenomena. Science is not a series of facts to be memorized, but rather a process of learning about the natural world. Residents in this course explore teaching learners to engage in the scientific process, including how to center lessons around natural phenomena and engage
learners in practices of science such as questioning, investigating, analyzing data, and constructing explanations.

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.

This course offers an in-depth journey into the mental processes that drive knowledge acquisition and understanding, examining how our minds encode, store, and retrieve information over time. Grounded firmly in cognitive science, the course emphasizes not only the theoretical underpinnings of human thought—such as memory structures, representation systems, and developmental trajectories—but also the practical ways in which these insights inform the creation of instructional media.

This course deepens the exploration begun in How Humans Learn I by examining the Learning Sciences’ theoretical lenses—constructivism, constructionism, socio-constructivism, situativity, and cultural-context frameworks—and applying them to analyze real-world learning environments. Through weekly readings, collaborative annotations, in-class activities, and a semester-long field observation project, students bridge theory and practice, developing skills to evaluate and design instructional settings across material, social, and cultural contexts.

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.

This is a basic anatomy lab course for occupational therapy clinical doctorate students. It will facilitate the study of anatomy through the dissection of human cadavers and examination of the skeletal, muscular, and nervous systems. The relationship between structure and function will be stressed as well as integration of these and other body systems during typical and atypical function.

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 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 surveys development from conception through middle childhood. Introduces universal design and curriculum planning; intellectual growth, personal and social adjustment; and development and education. Includes a field work component that introduces prospective teachers to the broad and diverse array of settings that educate children and youth in New York City. Successful completion of this course creates a record of the student's satisfaction of the New York State requirement of pre-student teaching field work.

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.

"Contemporary (im)migration is a global phenomenon that shapes populations and nations of inequality. Each semester will focus on a different national context of schooling and education. This course serves as an introduction to different theoretical and empirical scholarship on the role of education in the social adaptation on (im)migrants, and how race/ethnicity, social class,and gender matter.

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.

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.