Courses

Fame, notoriety, renown – the desire to be recognized and immortalized -- is the most enduring and perhaps most desirable form of power. Culture, commerce, politics, and religion all proffer promises of fame – whether for fifteen minutes or fifteen centuries. What is fame? Why do people want it? How do they get it? What can they do with it? Drawing on texts from history, ethnography, theory, literature, philosophy, and contemporary media, this course reflects on the ethics, erotics, pragmatics and pathologies of fame.

• Department: Media, Culture, and Communication

Fame—celebrity, notoriety, renown—confers recognition and immortality. It is an
enduring and desirable form of power; a uniquely human ambition and a central force in sociallife. Culture, commerce, politics, and religion all proffer promises of fame, whether for 15 minutes or 15 centuries. Drawing on texts from history, anthropology, sociology, this course reflects on the ethics, erotics, pragmatics and pathologies of fame. We compare fame to other forms of recognition and look at how it transforms across space-time, social boundaries, and technological conditions.

• Department: Media, Culture, and Communication

The main objective of this course is to help students develop an understanding of the complexities of the relationships between family and school systems by taking a look at the nature of both as they relate to child development. The course will be taught from a developmental-ecological-systems perspective, with a focus on issues related to education of children in urban, low-income environments.

• Department: Applied Psychology

Examination of the complex relationships between family & school systems, with a special focus on low-income urban communities as they relate to child development. Topics explore the roles culture, immigration, & racial/ethnic diversity play in establishing effective partnerships between families & schools.

• Department: Applied Psychology

This course examines fashion both from its diffusion in a globalized society, and as a form of communication and culture. We will examine how fashion has been valued through social sciences - history and sociology on the one hand, and economy on the other hand, from its production to its consumption. The course will address fashion in terms of issues of consumerism and sustainability in a post-industrialized society.

This course examines fashion as a form of communication and culture. We examine how fashion makes meaning and how it has been valued through history, popular culture and media institutions, focusing on the relationship between fashion, visual self-presentation, and power. The course situated fashion both in terms of its production and consumption, addressing its role in identity and body politics (gender, race, sexuality, class), art and status, nationhood and the global economy, celebrity and Hollywood culture, youth cultures and subversive practices.

• Department: Media, Culture, and Communication

Why do fashion designers and brands exert such influence in contemporary society? What explains the trajectory from The House of Worth to Chanel to this season’s hottest label? This course investigates the interlocking forces shaping fashion: the designer system, celebrities, technology, politics, the arts and media. Through lectures and film viewings, readings, discussions, and individual research, students explore fashion as a crucial aspect of culture and how the fashion system evolved from roots in Parisian couture to become a global phenomenon.

Liberal Arts Core/MAP Equivalent - satisfies the requirement for Expressive Cultures for Steinhardt students.

• Department: Art and Art Professions
• Liberal Arts Core: Expressive Culture

Issues related to methods of food production, distribution, marketing, trade and politics, and the impact of these methods on foods intake and the environment in contemporary societies.

• Department: Nutrition and Food Studies

In this course students think across disciplines to consider what it means to satisfy our literal and metaphorical hunger. Students analyze the relationships between body and soul, self and surrounding, hunger and satiety and visit NYC-based institutions like Essex Street Crossing and the Street Vendor Project to further understand how feeding body and soul works outside of the classroom. Liberal Arts Core/CORE Equivalent- satisfies the requirement for Cultures and Contexts.

• Department: Nutrition and Food Studies
• Liberal Arts Core: Cultures and Contexts

On-site consultation for in-service personnel by faculty on such problems as goal selection, curriculum development, or evaluation. In-service personnel and faculty sponsor mutually identify a problem and develop and implement a plan. May be taken on group or individual basis. Registration requires submission of field consultation from and approval of faculty sponsor and program director.

• Department: Teaching and Learning

Participation and experience in the professional field of major interest and seminar discussion of professional career options and responsibilities. Application must be filed during the previous term.

• Department: Nutrition and Food Studies

This course explores the connection between language teaching observation and reflective practice. Students are required to observe language teaching in 30+ hours of fieldwork in a variety of local educational settings. Students will connect field observations to seminar discussions, presentations, and reports. This course is a prerequisite for LANED-GE.2035 (Seminar/Practicum in Adult Second/World Language Education).

• Department: Teaching and Learning

This course is designed to introduce prospective teachers to the broad and diverse array of institutions that educate children and youth. Working in pairs or small groups, students visit and observe in two or three sites such as museums, settlement houses, schools, child care centers, and volunteer social service programs

• Department: Teaching and Learning

University supervised field experiences with young children in a variety of early childhood settings will be used to support coursework.

• Department: Teaching and Learning

This course applies students' learned knowledge and skills to real-world situations in pediatric settings. Students prepare to be active learners, independent thinkers, and critical analyzers of information. Topics include interprofessional practice, cultural and linguistic responsiveness, evidence-based practice, counseling, employment preparation, and other professional issues. The field placement is under the supervision of ASHA-certified and state-licensed speech-language pathologists in pediatric settings.

• Department: Communicative Sciences and Disorders

This clinical seminar allows students to apply knowledge and skills learned in the classroom to real-life situations in a variety of adult settings including hospitals, skilled nursing facilities, rehabilitation centers, and private practices. The lecture meets weekly and examines the culture, research and professional practices that guide decision making in a variety of adult settings. Topics include but are not limited to: interdisciplinary interaction, cultural and linguistic diversity, models of intervention and evidence-based practice, counseling; and the team approach. The lecture is paired with off-campus clinical practica under the supervision of ASHA certified & New York State licensed speech-language pathologists in adult settings.

• Department: Communicative Sciences and Disorders

Students are enrolled in this course to satisfy incomplete field placement requirements. This course includes synchronous meetings with interactive learning approaches and lectures to promote application of clinical competencies and a self-paced asynchronous component to encourage reflection. Students apply knowledge and skills to real-life situations in various medical/non-medical field placement settings, under the supervision of licensed and certified speech–language pathologists.

• Department: Communicative Sciences and Disorders

Field ecology at Black Rock Forest is a concentrated spring graduate field course in ecology and biology. Student become familiar with the flora and fauna of the Hudson Highlands region of New York as they study the major natural habitats within the area (A visit to Central Park before the trip permits comparison of urban versus rural issues in ecology). Field exercises have included plant community sampling, paleoecological analysis of sediment cores, characterization of shrub communities using diagnostic keys, and survey of birds/insects/amphibians/aquatic invertebrates. Readings from Science, Nature, Ecology and other literature are carefully coordinated with our field studies.

• Department: Teaching and Learning

We investigate New York City immigrant history and the fabric of today’s emerging communities. In addition to historical and contemporary readings, we “walk” the community through exploring restaurants, community centers, food markets, street vendors, historic and cultural sites. Students explore these communities not as outsiders looking in, but rather through their eyes and through their perspective, and learn GIS mapping tools.

• Department: Nutrition and Food Studies

Taken in conjunction with the series of required foundational and program-specific courses that precede the student teaching experience, it is designed to introduce prospective teachers to the broad and diverse array of settings that educate children and youth. Successful completion of this course will create a record of the student's satisfaction of the New York State requirement of pre-student teaching field work.

• Department: Teaching and Learning