Graduate Courses

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.

This course is designed to provide students with an opportunity to gain or enhance their knowledge in psychology by exploring an area of their interest under the guidance of a full-time professor. Students may enroll in credit-bearing, paid or unpaid internship work directly related to their major field of study under the guidance of an NYU full-time professor through an independent study. This course cannot substitute for specific coursework required in licensure or certification preparation programs.

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 for 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 option 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 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.

This course examines approaches to research by and for Indigenous communities.
Readings appraise the lived consequences of research for Indigenous peoples. Discussions and assignments attend to participatory ethics and practices, Indigenous data sovereignty, and Indigenous feminist interventions on research. This course is designed for students engaging in a larger project such as a culminating research project, inquiry project, creative project, or curriculum project.

This is the second part of the two-part experiential laboratory course. Student will be exposed to the development of the counseling process over time through the use of videotaped dyads or a 100-hour field placement (practicum) in schools. The emphasis is on student development of advanced communication skills, self and interpersonal awareness in order to appraise the clinical presentation and provide appropriate strategies for intervention with children, adolescents, and adults across the developmental spectrum.

Review of classical & contemporary theories of counseling from major counseling traditions. Addresses application to social & emotional development children, adolescents & adults with a focus on view of human nature, & normal & abnormal personality development. Introduces students to the evidence-base for the various theories & to the contribution of neuroscience to counseling. Reviews the application to school & mental health settings.

This course is designed to explore the role of the K-12 educational sector on college completion. The course will consider factors such as a changing demography, segregation, and the role of early, middle, and high school interventions on postsecondary success. The course will also examine theoretical frameworks from sociology and economics to understand how student experiences in the early part of the educational continuum may have implications for longer-term educational outcomes for various student groups in the U.S.

​This course will focus on historical writings and recordings; practices will be examined from ca. 1750 to the present, focusing in detail on the pianists and pedagogues of the recorded era who have significantly influenced contemporary performance aesthetics. Class discussions will examine pianists’ biographies, discographies, and individual traditions, as well as their performance aesthetics, pedagogical methods, and influence on contemporary culture.
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The integration of concepts related to understanding the development and evaluation of workplace learning practices. Students combine business management and adult learning concepts as a framework to plan for and evaluate a wide range of training approaches in organizations.

Designed to examine, compare, and evaluate theoretical approaches and conceptual models for the study of complex organizations.Theoretical bases for research and organization analysis are explored.

Three waves of migration from different parts of the world have shaped the
American diet. The first consisted of Northern Europeans and Chinese (until 1882), followed by a Mediterranean and Eastern European wave (1880-1924). The 1965-2023 wave consisted of migrants from Asia and Latin America. Each wave brought the taste for its produce, stimulating American demand for products such as olive oil, avocados and chilies. We interrogate the transformation of American foodways with each wave of migration in terms of ethnic entrepreneurship and taste.

Domestic climate policy focusing on food and agriculture has evolved since the turn of the 21st century, prompted by disruptions caused by climate events such as drought and flooding. The intersection of climate events, advocacy, politics, and research sets an environment for federal food and agriculture policies that target climate change. Examining the process of policy creation and related government programming allows us to understand the potential for agriculture and food systems to both withstand and address the existential threat of climate change.

This course explores how technology has shaped our contemporary food system
while contributing to the form of globalization we currently live in. At the same time, technology is not just the neutral result of scientific research but reflects those same social, economic, and political dynamics that determine the way we think about food, its quality, and its value. The course will also explore emerging technologies, from blockchain and e-agriculture to CRISPR and the attempts at harnessing the microbiome.

This course examines the corpus of literature that uses social network theory to
describe the evolution of taste. Social networks consist of groups of people who are connected through socially meaningful exchanges. Studies based on social networks examine how groups of people interact, including creation of social capital as well as the exclusion of some individuals.

Using an intersectional lens, this course explores the contemporary legacy of
structural racism on the food system and food culture in the United States. Students will learn strategies for promoting racial justice and equity, then use this knowledge to analyze and address real-world issues in their food studies interest areas. By the end of this course, students will be he knowledge and tools to advocate for, develop, and implement racial equity initiatives in the field of food studies.

The consequences of agricultural exceptionalism, migration laws, income
inequality, and climate change reverberate throughout the food system. This course examines the interplay among these factors, identifying how they lead to disproportionate impacts on vulnerable groups (for example, farmworkers). Students will analyze the successes and failures of policy to reduce the inequities.