Graduate Courses

This course prepares students to engage in the process of clinical internship. In this practicum course students will synthesizes their clinical readings from the lecture portion of Internship in Drama Therapy with on-site internship experience. This processing will occur through the use of action methods like role-playing, projective techniques, and psychodramatic techniques as well as conversation/reflection to explore relevant issues in the treatment process. The internship will occur at two different clinical settings but not limit to hospitals, rehabilitation centers, nursing homes, special education facilities, prisons, day treatment programs, and acute care facilities. Students work with on-site supervisors with whom they meet regularly, and a classroom teacher who guides them through a range of clinical issues including transference and contrertransference, parallel process, diagnosis and evaluation, and professional orientation and ethic in the profession of drama therapy.

Each student is assigned to a selected superintendent, supervising principal, or official of an educational organization who serves as a supervising administrator. The student's activities include field experiences in administration and community leadership.

Students spend one semester in a business, organization, school, or center that is involved in environmental education. Each placement & identification of responsibilities will be negotiated in light of student interests & the activities of the cooperating institution. Students attend a biweekly internship seminar to facilitate their internship work experience.

Internship experience in student personnel & academic administration, including regularly scheduled seminar meetings. Students explore the history & scope of higher education & student affairs. They will also discuss problems, investigate issues in professional practice, & conduct case studies pertinent to student roles & responsibilities.

Seminar for students in the Human Development Research and Policy (HDRP) MA program to support their 135-hour, semester-long internship. Focus is on managing complex projects; communicating ideas clearly and impactfully; giving and receiving constructive feedback; and engaging in effective negotiations. Readings, assignments, and class activities are grounded on insights and practices from organizational and personality psychology, human-resource management, and business. Class meetings are practice based and combine individual, pair, and group exercises.

Supervised fieldwork in the student's clinical specialization area. The internship helps the student develop advanced skills in music therapy practice. Seminar and independent projects are included.

Supervised fieldwork in the student's clinical specialization area. The internship helps the student develop advanced skills in music therapy practice. Seminar and independent projects are included.

Depending on the type of program delivery, this first internship course requires a minimum of 200 or minimum of 300 hours of supervised counseling experience in an approved elementary, middle or high school setting & participation in a weekly university seminar. Course provides opportunities for students to examine the range of their professional experiences as counselors-in-training. Areas include: individual & group counseling, consultation, classroom guidance, prevention, crisis intervention, multicultural, & ethical issues. Students are expected to adhere to ASCA & ACA ethical guidelines.

Depending on the type of program delivery, students complete a minimum of 200 or minimum of 300 hours of supervised counseling experience in their P-12 school setting & participate in a weekly university seminar. Students provide individual & group counseling, as well as career development & transition experiences for students P-12. Interns consult & collaborate with students, faculty, administrators, parents & other stakeholders on academic, career, & social/emotional issues based upon National Standards for School Counseling Programs (or in accordance with the ASCA model). Students are expected to adhere to ASCA & ACA ethical guidelines.

This third term of internship requires a minimum of 200 hours of supervised counseling experience in an approved P-12 school setting and participation in a weekly university seminar. In addition to continued attention to the range of professional issues addressed in the first and second terms of the seminar, the focus of this seminar is on higher level professional development and the supervision of students" counseling interventions within their schools. Students are expected to adhere to ASCA and ACA ethical guidelines.This third term of internship requires 200 hours of supervised counseling experience in an approved school setting and participation in a weekly university seminar. In addition to continued attention to the range of professional issues addressed in the first and second terms of the seminar, the focus of this seminar is on the supervision of students" counseling interventions with individuals and groups, including children, teachers and parents, and in a range of different kinds of counseling modalities.

Individual internships in New York City with major artists, notable museums, distinguished galleries, art publishers, and art organizations under the guidance of a sponsor at the host institution. Students also work closely with the internship coordinator to assess their progress & define learning goals. Internships should be arranged during the term prior to the actual internship, be approved by the internship coordinator and academic advisor in advance, and students must register by the drop/add deadline.

This course supports Sociology of Education students pairing an internship or fieldwork experience with coursework for course credit. Through course meetings and assignments, along with working in a professional setting, students develop the necessary skills for their career. Students complete at least 45 hours of work per credit.

Assigned, supervised, and evaluated responsibilities at major New York cultural centers, including training in programming, publicity, development, marketing, general management, and fiscal affairs. Open to matriculated students in the program.

Assigned, supervised, and evaluated responsibilities at major New York cultural centers, including training in programming, publicity, development, marketing, general management, and fiscal affairs. Open to matriculated students in the program.

The internship program promotes the integration of academic theory with practical experience. Internships expand student understandings of the dynamics of the ever-changing field of communication.

The internship will allow students to apply the skills they are learning in the Education & Social Policy program directly to an organization working in the field of education policy. Students will become acquainted with current practices in the field, & be exposed to everyday life in the profession. The course will help students build their resume, & allow students to create a professional network as they begin their permanent job search. This is an especially valuable experience for students who are new to the field of education policy.

This course explores interpersonal communication choices and outcomes in our ever-changing digital landscape. The class focuses on interpersonal relationships such as family, friends, and romantic relationships and will tackle topics such as online identity, listening, starting and ending relationships, social saturation, parasocial relationships, conflict, and deception. The class will critically discuss how today’s technology (e.g., social media, email) impacts the quality of our interactions so that we have the tools needed to create successful relationships.

Introduction to formal assessment. Includes surveys of vocational personality, & aptitude tests & structured experience in administration & scoring. The synthesis of various tests with background & behavioral information is stressed, as are interviewing techniques necessary for introducing & interpreting test batteries to clients. Source of clients to be tested is highly desirable.

A survey that examines contemporary issues in the exhibition and display of art and material culture. The theory that underpins practice is considered within thematic groups: art world ecosystems; typologies and frameworks for exhibition making; curatorial roles; interpretation; authenticity and identity; establishing value; and interventionist initiatives. Examples are drawn from an international selection of museums, galleries, periodic exhibitions, and heritage sites. The discussion framework includes the physical and conceptual contexts, motivation, and educational goals that shape interpretation and presentation.

Focuses on understanding early childhood development & intervention strategies aimed at preschool age children at-risk; addresses the emotional, cognitive, & behavioral development of preschool children, & risks associated with growing up in the context of poverty; reviews the history of preschool intervention strategies designed to improve outcomes for low-income children & the evaluation literature focused on preschool intervention services.