Courses

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

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.

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.

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.

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.

The course provides students with an opportunity to study a topic of interest relevant to social transformation and educational reform in South Africa. The first part covers the practical side of identifying appropriate study topics and sites for their projects. The second part is the actual field based project where students work with/meet/interview those in the setting, culminating in a formal paper on their experiences and what they have learned.

Participation and experience in the professional field of major interest.

This course focuses on data collection. This includes a focus on gaining access to a field site, selecting a case, matching a research question with a methodology, and the nuts and bolts of taking and writing field notes. The course is designed primarily for doctoral students who would like training in this method for their dissertation work.

This is the first of two fieldwork II placements where students gain and apply knowledge in a variety of practice settings treating clients and patients across the lifespan. Students participate in supervised full-time practice in various agencies and
institutions. Students are assigned caseloads consisting of patients/clients with whom they are expected to demonstrate progressively higher levels of performance and responsibility as fieldwork advances. Department faculty consult with individual sites to assist in the development of their fieldwork programs and the supervision of our students. Students must show initiative and respond appropriately to supervision. Students must demonstrate ethical professional behavior. Students should demonstrate entry-level skill with the population to whom they have been assigned.

Supervised fieldwork oriented to the development of skills in occupational therapy evaluation and intervention through observation and practice. Clinical work, seminars, and independent projects.

Observations, conferences, and apprenticeships in dance in postgraduate, professional studio, community or therapeutic settings.

This course explores the aesthetics and history of music in cinema. Through examination of scenes from seminal films, assigned readings of historical texts, lectures, and class discussion, the course examines the history of cinema from the viewpoint of its music and provides students with the tools to cogently analyze music for cinema. During the class, students learn to apply historical, cultural, and semiotic analytical methods to unfold the cultural and artistic significance of a movie and its music. No prior training in music is required.

An exploration of film as a medium of information, conveyor and creator of culture and a form of aesthetic expression. Course examines the historical development of film as both a cultural product and industry.

This course culminates the studies in Art Education and is taken in the semester the student plans to graduate. Broadly conceived as visual research, it is a guided individual inquiry into an issue or question that has particular significance to the student's own art making and/or pedagogical practice.

Students complete a thesis project that integrates their acquired theoretical knowledge, clinical intership experience, and applied critical thinking.

The second course in the thesis sequence (following ARCS-GE 2022), this class is conducted through a series of individual meetings. Beginning with a review of structural requirements, research plans and scheduling, students complete their required thesis papers.

Final Project supports project proposals approved in ARVA-GE 2299. Each week students present work-in-progress for insight and reflection, and deepen their understanding of their concepts and the concepts of their classmates. Students appreciate how project development is an evolving process, and master their topic area, build time management skills, vital for successful leadership in the arts. The semester culminates in a public showcase of completed projects in a Department event.

Review & integration of leading conceptions encountered in the program through critical analysis of major conceptual writings on environmental issues. Formulation & completion of a thesis.