Courses

This course is designed by the student and sponsoring faculty to investigate an area or field of specialization not normally offered in scheduled course offerings. It is an opportunity to work one-on-one with a faculty member to engage in fieldwork/internship, research, curriculum development, or another independent project. Students must consult with the advisors and faculty before undertaking independent study.

• Department: Teaching and Learning

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to 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.

• Department: Teaching and Learning

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.

• Department: Art and Art Professions

It should be noted that independent study requires a minimum of 45 hours of work per unitt. 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.

• Department: Administration, Leadership, and Technology

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.

• Department: Administration, Leadership, and Technology

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.

• Department: Administration, Leadership, and Technology

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.

• Department: Applied Psychology

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.

• Department: Art and Art Professions

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.

• Department: Applied Statistics, Social Science, and Humanities

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.

• Department: Applied Statistics, Social Science, and Humanities

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.

• Department: Applied Psychology

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.

• Department: Applied Psychology

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.

• Department: Administration, Leadership, and Technology

​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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• Department: Music and Performing Arts Professions

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.

• Department: Administration, Leadership, and Technology

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.

• Department: Administration, Leadership, and Technology

This variable-topic course examines emerging practices and debates in marketing, advertising, branding, and consumer culture. Each section focuses on a specific area of innovation, which may include social impact marketing, platform strategy, influencer and viral campaigns, experiential marketing, audience research, or brand communication for specific contexts. Because topics vary by section, students should consult the Albert class notes for the focus of each offering.

• Department: Media, Culture, and Communication

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.

• Department: Nutrition and Food Studies

Inquiries I explores two themes: Learners and Learning and Teachers and Teaching. Students are introduced to teaching and learning by reconstructing, critiquing and sharing their own educational histories, and by reading and responding to the autobiographies and memoirs of learners and teachers of diverse backgrounds, needs, and experiences. The course focuses on way to promote and assess learning, support learners' interests, foster effective communication, honor diversity, create democratic learning environments, and enable teachers to fulfill their responsibility to self, others, school and community. By applying relevant professional literature to their micro teaching and their observations in school settings, students examine how the classroom context shapes the acquisition of knowledge, attitudes, and skills.

• Department: Teaching and Learning

Introduces graduate level preservice teachers to the complexities of teaching by exploring four major themes -- learning, knowledge and knowing, teachers and teaching, schools and schooling. Each theme is investigated by analyzing issues of the learner's autobiography, the challenges of diversity, the power of collaboration, and uses of reflection. Students read and respond to a range of relevant tests, engage in observation of an elementary or secondary school classroom, create a classroom portrait with a focus on a particular learner, and produce a learning portfolio.

• Department: Teaching and Learning