Courses

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.

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 obtain an independent study approval from the adviser.

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.

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.

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.

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.

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.

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.

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.

​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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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.

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.

This course is an analysis of changing trends in marketing ranging from corporate social responsibility to guerrilla and viral marketing. Discussion of theoretical concepts are applied through fieldwork and project-based learning. Guest lectures on emerging topics are featured.

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.

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.

MCC Research Inquiry Seminars, taken early in the major, expose students to the department’s culture of scholarly inquiry. Course topics reflect faculty research interests, offering students a chance to explore emerging issues in the field of media studies.

Look behind the curtain of study abroad and international exchange at the world’s
leading global university: NYU. In this experiential course students examine the processes underlying international student exchange and study abroad across NYU’s global academic centers. Students meet and work with leadership and staff at NYU’s global programming offices and explore the extensive planning, coordination, logistics, and collaboration involved with creating and executing international education experiences.

Strategies of observation and assessment, identifying strengths, individualizing instructional plans, and adapting classroom environments, curriculum and instructional methodologies to support highest levels of achievement and development for young children with diverse needs. Topics will also include strategies for promoting positive classroom behavior and social interaction skills, facilitation of language development across all cognitive and social domains, the use of assistive and instructional technology, and strategies for using assessment and observational data to plan or modify instruction.