Courses

This class focuses on examining the function and facilitation skills of the 'Joker' (the facilitator role in Theatre of the Oppressed) across a diversity of contexts and communities as well as examining the history and practice of Invisible Theatre, Rainbow of Desire, and Legislative Theatre techniques. These components of Theatre of the Oppressed are at the heart of the intersection between theory, theatre, civic and political engagement, and personal and social change. These techniques allow us to more introspectively examine the ways in which we interact as human beings in an ever-changing society. The course focuses on both the theoretical foundations of the work, as well as the application of these techniques in practice.

Fame—celebrity, notoriety, renown—confers both recognition and immortality.
It is the most enduring and desirable form of social power; a uniquely
human ambition and a central force in social life. Culture, commerce,
politics, and religion all proffer promises of fame, whether for fifteen
minutes or fifteen centuries. Drawing on texts from history, anthropology,
sociology, literature, philosophy, and contemporary media, this course
will reflect on the ethics, erotics, pragmatics and pathologies of fame. We
will compare fame to other forms of recognition (reputation, honor,
charisma, infamy, etc.), and look at how fame operates in various social
and historical circumstances, from small agricultural communities to
enormous, hyper-mediated societies such as our own. How does the fame of
the oral epic differ from the fame of the printed book or the fame of the
photograph? We'll consider the enduring question of fame as it transforms
across space, time, social boundaries, and technological conditions.

Fame, notoriety, renown – the desire to be recognized & immortalized is the most enduring & perhaps the most desirable form of power. Culture, commerce, politics, & religion all proffer promises of fame – whether for fifteen minutes or fifteen centuries. This course will investigate this subject by asking, what is fame? Why do people want it? How do they get it? What can they do with it? In other words, what kind of good is fame? Drawing on texts from history, ethnography, theory, literature, philosophy, & contemporary media, this course will reflect on the ethics, erotics, pragmatics & pathologies of fame.

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.

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.

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.

This course examines fashion as a form of communication and culture. Through cultural and media studies theory, we will 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 will situate fashion both n terms of its production and consumption, addressing its role in relation to 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.

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.

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

Advanced course addressing market needs, research methods, trend projections, feasibility, evaluation strategies, capital budgets, and financing for development of food service projects.

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.

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.

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.

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).

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

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

This clinical seminar allows students to apply knowledge and skills learned in the classroom to real-life situations in a variety of pediatric settings including schools, therapeutic preschool programs and private practices. The lecture meets weekly and examines the culture, research and professional practices that guide decision making in a variety of pediatric settings. Topics include but are not limited to models of service delivery, individualized educational programming, language and curriculum development, professional writing, multicultural and bilingual considerations, family counseling and the team approach. The lecture is paired with off-campus clinical practica under the supervision of ASHA certified and New York State licensed speech-language pathologists in pediatric settings.

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.

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.

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.