Courses

This course prepares students to lead arts organizations by exploring current challenges in the field. Through seminar discussions, case studies and essays, students develop conceptual, analytical, and interpersonal skills. The curriculum covers cultural and economic theories from art criticism, management, and sociology, culminating in a final strategic planning project for an arts organization.

Develops awareness & understanding of the dynamics of change. Theoretical frameworks are used to aid students in improving their ability to undertake leadership responsibility & to facilitate school improvement. Planning & analysis of school reforms address issues of classroom organization, school community, & relationships between schools & communities.

This course combines leadership theory with practical skill sets that can be immediately used in the students' current professional organization. Topics include (1) Asset based leadership using StrengthsFinder and Myers Briggs, (2) Leading vs. Managing, (3) Fostering Collaborations, (4) Leading
within a Bureaucracy, and (5) Leading in Diverse Contexts. The course also includes a Capstone deliverable of the auto-ethnography.

This course expands upon the leadership theory discussed in the Leadership I course and applies them to situations that arise in the education sector. Topics include (1) Leadership in Education, (2) Framing Power & Politics, (3) Leading in Crisis/Turbulence, (4) Coping with Challenges that Arise, and (5) Defining Leadership Moments.

Leadership in Higher Education is designed to give students an understanding of several major theoretical approaches to understanding leadership, & to study how leadership functions within higher education. Students explore many theories of leadership, using case studies to evaluate their usefulness. Readings include approaches to the analysis of colleges & universities including an assessment of which leadership styles & strategies can be most effective.

This course explores occupational therapy leadership in complex and diverse health
care environments and integrates leadership theory with practice through topical readings,discussion, and guest presentations. Leadership theory, leadership competencies and the identification of emerging leadership opportunities and the development of a personal leadership philosophy and skills will be emphasized throughout the course.

What is the most important thing to which I should be devoting my life? This course explores the existential concerns animating questions like this, ones that inspire our lifelong, liberal learning. It focuses on classic works in Western philosophy, literature, and film and examines them as texts of education. Class meetings will be devoted to a mix of lecture and discussion.

Liberal Arts Core/CORE Equivalent - satisfies the requirement for Texts & Ideas for Steinhardt students.

What is the most important thing to which I should be devoting my life? This course explores the existential concerns animating questions like this, ones that inspire our lifelong, liberal learning. It focuses on classic works in Western philosophy, literature, and film and examines them as texts of education. Class meetings will be devoted to a mix of lecture and discussion.

Promotes culturally responsive, positive and management of learning environments in support of healthy social emotional and behavioral development for students with disabilities, including preventative and prosocial strategies for supporting students with challenging behaviors. Knowledge/skill development aligned with policy requirements for teacher analysis of group interactions and individual student behaviors and individualized planning. Focus in on strategies for professional collaboration, conflict resolution, and family partnerships.

Strategies for creating classroom environments and behavior support plans to promote development of positive classroom behaviors and positive social interaction skills.

Explores processes for designing effective learning experiences, bridging theory (cognitive science, psychology, learning sciences) and practice through case studies and a semester‑long challenge project. We cover models from ADDIE to SAM and human‑centered design, examining analysis, design, development, implementation, evaluation phases, and their integration with agile and waterfall methodologies. Students apply frameworks to diverse settings—classrooms, online communities, museums, game worlds—designing environments that enable meaningful learning interactions

This graduate seminar focuses on learning disciplinary concepts & practices, both in & out of formal instructional settings. Most theories of learning presume classrooms as settings for learning, though it is clear that people learn across a variety of places & over their entire lifespan. In this class, we consider how learning is organized within & across varied settings beyond the classroom. These include workplaces, sports or ensemble performance, commercial
& non-profit community centers designed to support youth development, families & home environments, & online spaces. We will think broadly about learning on & off the “grid” of formal schooling, & begin to develop new research on how people learn in & out of school.

This course examines the evolution and use of learning technologies with a focus on the rise of artificial intelligence in education. Students explore foundational concepts in machine learning, large language models, and other AI architectures, while also considering established and emerging digital tools for education. Through theoretical analysis, hands-on experimentation, and structured critiques, the course builds skills needed to assess and design with AI-driven technologies that enhance learning while addressing ethical, social, and pedagogical implications.

In this graduate seminar, students investigate theories of learning that have guided education research, and some that are transforming the field. Students critically examine the development of key theories, explore how theory drives research (and vice versa), and consider the methodological and practical consequences that emerge from theoretical choices. The course provides a foundation in learning theories in education research, and introduces students to practices involving selecting and developing theoretical frames for their own research questions.

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The course looks at legal psychological research and how to improve criminal investigations and judicial decision-making. We look at factors that affect witness statements and how to improve their reliability, child witnesses, and dangerousness assessment of offenders. The course has an inter-disciplinary approach, examining the influence of societal and cultural factors on legal practices. The course ends with a mock trial, based on real case materials, in which students adopt the role of either a psychological expert or a lawyer.

Students begin to integrate academic learning with clinical practice. Students are assigned to two clinical placements during the course of the semester. The first assignment is for 8 consecutive Mondays and the second is for 8 consecutive days. Weekly seminars focus on discussing students’ experiences as well as clinical, ethical, and professional issues such as practicing clinical skills, problem solving, and documentation.

Level I Fieldwork Experience 3 in the spring semester of second year is a continuation of Level I Fieldwork Experience 1 in the fall semester. Students continue to integrate academic learning with clinical practice.