Undergraduate Courses

One semester supervised student teaching in a childhood special education classroom for a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum.

One semester supervised student teaching in a science education classroom in high school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching problems and practices as they relate to actual classroom teaching.

One semester supervised student teaching in a science education classroom in middle school a minimum of 180 hours within 20 days. Student teaching experiences will be used to support theoretical and practical applications of the planning and implementation of the curriculum. Participation is required in a weekly student teaching seminar which offers a practical examination of teaching problems and practices as they relate to actual classroom teaching.

This course is designed to give students a comprehensive overview of developmental psychology following a chronological approach. The course covers major theories and research findings on human development, and provides students with the opportunity to appreciate the practical significance of sound theory and research. The course has two distinguishing features: (1) a cross-cultural focus and, (2) an applied emphasis.
By the end of the semester, students will be able to: (a) summarize the major theories, concepts and research methods in developmental psychology, especially as these relate to the study of child development in different contexts, (b) identify basic developmental processes and milestones, and (c) apply developmental concepts to real life situations through the observation of children in their natural settings.

The concept of sustainability is important in our current moment, yet we use the term in a variety of ways and via different frameworks of understanding. This course explores how we talk about and understand the concept of sustainability, including as environment and climate change, food production and consumption, and individual and community health. Students will examine the concept of sustainability through these different lenses, exploring the connections among them.

This course explores Tango as an aesthetic, social and cultural formation that is articulated in interesting and complex ways with the traditions of culture and politics in Argentina and Latin America more generally. During the rapid modernization of the 1920s and 1930s, Tango (like Brazilian Samba), which had been seen as a primitive and exotic dance, began to emerge as a kind of modern Field available for additional information in footer primitive art form that quickly came to occupy a central space in nationalist discourse. The course explores the way that perceptions of a primitive and a modern converge in this unique and exciting art. In addition, the course will consider tango as a global metaphor with deeply embedded connections to urban poverty, social marginalization, and masculine authority.
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This class introduces students to the art of tap dance, including its history, artists and technique. Beginning students develop a working tap dance vocabulary of steps and sequences, including classic repertory, as well as the rudiments of tap improvisation and choreography. More advanced students focus on more difficult steps as well as on developing virtuosity and expressiveness in their dancing.

Basic course in jazz tap, waltz clog, & soft-shoe styles of tap dance. Relates the cultural & generic origins of these styles to their introduction to & development in theatre as performing art. Includes fundamental skills & traditional steps & sequences for creating tap dance choreography.

Models of learning, methods, instructional strategies, and resources for teaching a foreign language to elementary school children. Emphasis is on the development of communicative skills. Includes field observation.

The colloquium provides a setting for students and faculty to share ideas and examine problems/issues common to teacher education and their experience at NYU. Students will discuss broad issues of the profession, career and research opportunities, and foster deeper ties to the department through discussions with faculty, alumni, current students, and administrators on campus, learn more about teaching, resources, and opportunities available to them through our department.

A practical examination of specific teaching problems and practices as they relate to middle school social studies education. Class sessions are based upon student teaching experiences.

A practical examination of specific teaching problems and practices as they relate to actual classroom teaching. Class sessions are based on student teaching experiences.

This course complements the content Mathamatical Proof and Proving course and provides pedagogical aspects of teaching and learning mathematical proof and proving. The focus is on: 1. Students' difficulties in interpreting the meaning of mathematical; 2. Students' understandings of the roles of examples in determining the validity of mathematical statements; 3. The teaching of various forms and methods of mathematical proofs and bridging between informal and formal proof. Special attention is given to developing students' language precision in mathematics and its implications for teaching, in the course of writing and presenting proofs.

This course introduces students to music teaching and learning, focusing on curricular strategies and models that foster creativity and problem solving in the elementary music classroom setting. Themes of constructivism, interdisciplinarity, and culturally responsive teaching will inform our work together. Format will includes a combination of discussion, workshop activities, reading, student presentation, and performance.

Music in the general curriculum. Developing an understanding and perception of the process of musical thought applicable to youth. Students observe in selected schools.

This course provides a link between teachers' mathematical knowledge & understanding of the major skills & concepts of algebra & trigonometry to the effective & appropriate teaching of these topics in grades 7 through 12.

Course is designed to introduce students to the pedagogical approaches & practices associated with teaching computer science at the secondary level. Students will learn methods of teaching secondary CS, but also to become practitioner researchers, taking an evidence-based, questioning, design oriented, analytical, & reflective lens on their teaching practices. Topics include developing learning objectives, theories of learning in CS & computational thinking, instructional approaches, lesson design & implementation, & assessment.

This course provides a link between teachers' mathematical knowledge and understanding of the major skills and concepts of pre-calculus mathematics to the effective and appropriate teaching of these topics in grades 7 through 12.

This course provides a link between teachers' mathematical knowledge and understanding of the major skills and concepts of ratios, proportions, percents, decimals and fractions to the effective and appropriate teaching of these topics in grades 5-12.

The relationship between learning outcomes and assessment is considered in relation to how it influences instructional decisions especially with respect to development of curriculum. The roles of instructional strategies, motivation, classroom management, curriculum and technology are addressed as a means of sustaining learner interest and cooperation.