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Steinhardt School of Culture,
Education, and Human Development
Announcement for the 123rd and 124st Sessions
New York University
Washington Square
New York, New York 10003
NOTICE: The policies, requirements, course offerings, schedules, activities, tuition, fees, and calendar of the school and its departments and
programs set forth in this bulletin are subject to change without notice at any time at the sole discretion of the administration. Such changes
may be of any nature, including, but not limited to, the elimination of the school or college, programs, classes, or activities; the relocation of or
modification of the content of any of the foregoing; and the cancellation of scheduled classes or other academic activities.
Payment of tuition or attendance at any classes shall constitute a student’s acceptance of the administration’s rights as set forth in the
above paragraph.
An Introduction
to New York
University
T
he founding of New York University in 1831 by a
The result of the founders’ foresight is today a university
group of eminent private citizens was a historic
that is recognized both nationally and internationally as
event in American education. In the early 19th
a leader in scholarship. Of the more than 3,000 colleges
century, a major emphasis in higher education
and universities in America, only 60 institutions are
was on the mastery of Greek and Latin, with little attention
members of the distinguished Association of American
given to modern or contemporary subjects. The founders of
Universities. New York University is one of the 60. Students
New York University intended to enlarge the scope of higher
come to the University from all 50 states and from over
education to meet the needs of persons aspiring to careers
130 foreign countries.
in business, industry, science, and the arts, as well as in law,
The University includes 18 schools, colleges, and institutes
medicine, and the ministry. The opening of the University of
at major centers in Manhattan, Brooklyn, Abu Dhabi (UAE),
London in 1828 convinced New Yorkers that New York, too,
and Shanghai. In addition, the University operates a branch
should have a university.
campus program in Rockland County at St. Thomas Aquinas
The first president of New York University’s governing
College. Certain of the University’s research facilities, notably
council was Albert Gallatin, former adviser to Thomas
the Nelson Institute of Environmental Medicine, are located
Jefferson and secretary of the treasury in Jefferson’s cabinet.
in Sterling Forest, near Tuxedo, New York. Although the
Gallatin and his cofounders said that the new university was
University as a whole is large, its divisions are small- to
to be a “national university” that would provide a “rational and
moderate-sized units—each of which has its own traditions,
practical education for all.”
programs, and faculty.
The Schools, Colleges, Institutes, and Programs of the University
(in order of their founding)
4
1832
College of Arts and Science
cas.nyu.edu
1900
Leonard N. Stern School of Business
www.stern.nyu.edu
1965
Tisch School of the Arts
www.tisch.nyu.edu
1835
School of Law
www.law.nyu.edu
1922
Institute of Fine Arts
www.nyu.edu/gsas/dept/fineart
1972
Gallatin School of Individualized Study
www.nyu.edu/gallatin
1841
School of Medicine
school.med.nyu.edu
1934
School of Continuing and
Professional Studies
www.scps.nyu.edu
1972
Liberal Studies Program
www.liberalstudies.nyu.edu
1865
College of Dentistry
www.nyu.edu/dental
(including the College of Nursing
[1947], www.nyu.edu/nursing)
2006
1934
Courant Institute of
Mathematical Sciences
cims.nyu.edu
Institute for the Study of the
Ancient World
www.nyu.edu/isaw
2010
1938
Robert F. Wagner Graduate
School of Public Service
wagner.nyu.edu
New York University Abu Dhabi
nyuad.nyu.edu
1854
Polytechnic Institute of
New York University
www.poly.edu (affiliated 2008)
1886
Graduate School of Arts and Science
www.gsas.nyu.edu
1890
Steinhardt School of Culture,
Education, and Human
Development
steinhardt.nyu.edu
1960
Silver School of Social Work
www.nyu.edu/socialwork
AN INTRODUCTION TO NEW YORK UNIVERSITY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2013–2015
New York University and New York
NEW YORK UNIVERSITY
LIBRARIES
and to research academic freedom and
materials and work with faculty and
promote public discussion of its history
graduate students in every field of
The Elmer Holmes Bobst Library,
and role in our society. Tamiment’s
study at NYU. The staff also includes
designed by Philip Johnson and
Robert F. Wagner Labor Archives
specialists in undergraduate outreach,
Richard Foster, is the flagship of a
contain, among other resources, the
instructional services, preservation,
six-library system that provides access
archives of the Jewish Labor Committee
electronic information, and digital library
to the world’s scholarship and serves
and of more than 200 New York City
technology.
as a center for the NYU community’s
labor organizations.
The Barbara Goldsmith Preservation
volumes, 68,000 serial subscriptions,
and Conservation Department in Bobst
volumes, over 6 million microforms,
50,000 electronic journals, half a million
Library comprises laboratories for book,
480,000 government documents,
e-books, 105,000 audio and video
film, and audio/video conservation. Its
142,000 sound and video recordings,
recordings, and 25,000 linear feet of
preservation projects often provide
and a wide range of electronic
archival materials, the collections are
training for students in many aspects of
resources. Bobst Library is visited by
uniquely strong in the performing arts,
book, paper, and media preservation. In
more than 6,800 users per day and
radical and labor history, and the history
a groundbreaking initiative funded by
circulates about one million books
of New York and its avant-garde culture.
the Andrew W. Mellon Foundation, the
annually.
The library’s website, library.nyu.edu,
Division of Libraries in 2008 completed
received 2.8 million visits in 2008–2009.
development of rationales and strategies
fine arts museum, presents three to
The Grey Art Gallery, the University’s
for all aspects of moving image and
four innovative exhibitions each year
stacks and approximately 2,500 seats
audio preservation, consulting with
that encompass all aspects of the visual
for student study. The Avery Fisher
a variety of other institutions to
arts: painting and sculpture, prints and
Center for Music and Media, one of the
identify and test best practices and
drawings, photography, architecture
world’s largest academic media centers,
disseminating them throughout the
and decorative arts, video, film, and
has 134 carrels for audio listening and
archival community.
performance. The gallery also sponsors
Bobst Library offers 28 miles of open
video viewing and three multimedia
Beyond Bobst, the library of
lectures, seminars, symposia, and film
classrooms. Last year the center filled
the renowned Courant Institute of
series in conjunction with its exhibitions.
more than 70,000 research requests for
Mathematical Sciences focuses on
Admission to the gallery is free for NYU
audio and video material. The Digital
research-level material in mathematics,
staff, faculty, and students.
Studio offers a constantly evolving,
computer science, and related fields.
leading-edge resource for faculty and
The Stephen Chan Library of Fine
Collection, founded in 1958, consists
student projects and promotes and
Arts at the Institute of Fine Arts (IFA)
of more than 5,000 works in a wide
supports access to digital resources
houses the rich collections that support
range of media. The collection primarily
for teaching, learning, research, and
the research and curricular needs
comprises late 19th-century and 20th-
arts events. The Data Service Studio
of the institute’s graduate programs
century works; its particular strengths
provides expert staff and access
in art history and archaeology. The
are American painting from the 1940s to
to software, statistical computing,
Jack Brause Real Estate Library at
the present and 20th-century European
geographical information systems
the Real Estate Institute, the most
prints. A unique segment of the NYU
analysis, data collection resources, and
comprehensive facility of its kind, serves
Art Collection is the Abby Weed Grey
data management services in support of
the information needs of every sector of
Collection of Contemporary Asian
quantitative research at NYU.
the real estate community. The Library
and Middle Eastern Art, which totals
of the Institute for the Study of the
some 1,000 works in various media
within Bobst Library, is home to the
Ancient World (ISAW) is a resource
representing countries from Turkey to
unparalleled Fales Collection of English
for advanced research and graduate
Japan.
and American Literature; the Food
education in ancient civilizations from
Studies Collection, a rich and growing
the western Mediterranean to China.
THE LARGER CAMPUS
trove of cookbooks, food writing,
Complementing the collections of the
New York University is an integral part
pamphlets, paper, and archives dating
Division of Libraries are those of the
of the metropolitan community of New
from the 1790s; and the Downtown
libraries of NYU’s School of Medicine,
York City—the business, cultural, artistic,
Collection, an extraordinary multimedia
Dental Center, and School of Law.
and financial center of the nation and
The Fales Library, a special collection
The New York University Art
The NYU Division of Libraries
the home of the United Nations. The
New York art world since 1975. Bobst
continually enhances its student
city’s extraordinary resources enrich
Library also houses the Tamiment
and faculty services and expands its
both the academic programs and the
Library, the country’s leading repository
research collections, responding to the
experience of living at New York Uni-
of research materials in the history of
extraordinary growth of the University’s
versity.
left politics and labor. Two fellowship
academic programs in recent years and
programs bring scholars from around
to the rapid expansion of electronic
activities include service as editors for
the world to Tamiment to explore the
information resources. Bobst Library’s
publishing houses and magazines; as
history of the Cold War and its wide-
professional staff includes more than
advisers to city government, banks,
ranging impact on American institutions
30 subject specialists, who select
school systems, and social agencies;
archive documenting the avant-garde
5
The Libraries of New York University
collections include more than 5.1 million
intellectual life. With four million print
Professors whose extracurricular
AN INTRODUCTION TO NEW YORK UNIVERSITY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2013–2015
and as consultants for museums and
famous for its contributions to the
national origin, ethnicity, citizenship
industrial corporations bring to teaching
fine arts, literature, and drama and
status, veteran or military status,
an experience of the world and a
its small-scale, European style of
age, disability, and any other legally
professional sophistication that are
living. New York University makes a
protected basis.
difficult to match.
significant contribution to the creative
Inquiries regarding the application
activity of the Village through the high
of the federal laws and regulations
work or in outside activities, tend to be
concentration of faculty and students
concerning affirmative action and
involved in the vigorous and varied life
who reside within a few blocks of the
antidiscrimination policies and
of the city. Research for term papers in
University.
procedures at New York University may
Students also, either through course
the humanities and social sciences may
University apartment buildings
be referred to Mary Signor, Executive
take them to such diverse places as the
provide housing for over 2,100 members
Director, Office of Equal Opportunity,
American Museum of Natural History,
of the faculty and administration, and
New York University, Elmer Holmes
the Museum of Modern Art, a garment
University student residence halls
Bobst Library, 70 Washington Square
factory, a deteriorating neighborhood,
accommodate over 11,500 men and
South, 12th Floor, New York, NY 10012;
or a foreign consulate.
women. Many more faculty and students
212-998-2352. Inquiries may also be
reside in private housing in the area.
referred to the director of the Office
Students in science work with their
of Federal Contract Compliance, U.S.
professors on such problems of immediate importance for urban society
A PRIVATE UNIVERSITY
as the pollution of waterways and the
Since its founding, New York University
congestion of city streets. Business
has been a private university. It operates
the Association of American Universities
majors attend seminars in corporation
under a board of trustees and derives
and is accredited by the Middle States
boardrooms and intern as executive as-
its income from tuition, endowment,
Association of Colleges and Schools
sistants in business and financial houses.
grants from private foundations and
(Commission on Higher Education of the
The schools, courts, hospitals, settle-
government, and gifts from friends,
Middle States Association of Colleges
ment houses, theatres, playgrounds,
alumni, corporations, and other private
and Schools, 3624 Market Street,
and prisons of the greatest city in the
philanthropic sources.
Philadelphia, PA 19104; 215-662-5606).
world form a regular part of the educa-
The University is committed to
Department of Labor.
New York University is a member of
Individual undergraduate, graduate,
tional scene for students of medicine,
a policy of equal treatment and
and professional programs and schools
dentistry, education, social work, law,
opportunity in every aspect of its
are accredited by the appropriate
business and public administration, and
relations with its faculty, students, and
specialized accrediting agencies.
the creative and performing arts.
staff members, without regard to race,
The chief center for undergraduate
color, religion, sex, sexual orientation,
and graduate study is at Washington
gender and/or gender identity or
Square in Greenwich Village, long
expression, marital or parental status,
Senior University Administration
John Sexton, B.A., M.A., Ph.D., J.D.,
R. May Lee, B.A., J.D., Vice Chancellor,
Debra A. LaMorte, B.A., J.D., Senior Vice
President
Asia Strategic Initiatives
President for Development and Alumni
Linda G. Mills, B.A., J.D., M.S.W., Ph.D.,
David W. McLaughlin, B.S., M.S., Ph.D.,
Vice Chancellor for Global Programs
R. May Lee, B.A., J.D., Associate Vice
Provost
and University Life, NYU; Associate Vice
Chancellor, Asia
Michael C. Alfano, D.M.D., Ph.D.,
Senior Presidential Fellow
Richard S. Baum, B.A., Chief of Staff to
Chancellor for Admissions and Financial
Support, NYU Abu Dhabi
Diane C. Yu, B.A., J.D., Deputy President
Robert Berne, B.S., M.B.A., Ph.D.,
Bonnie S. Brier, B.A., J.D., Senior
Executive Vice President for Health
Vice President, General Counsel, and
Martin S. Dorph, B.S., M.B.A., J.D.,
Secretary of the University
Executive Vice President, Finance and
Lynne P. Brown, B.A., M.A., Ph.D.,
Information Technology
Senior Vice President for University
Katherine Fleming, B.A., M.A., Ph.D.,
Ron Robin, B.A., M.A., Ph.D., Senior
Vice Provost for Planning; Senior Vice
Provost, NYU Abu Dhabi
Matthew S. Santirocco, B.A., B.A.
the President
6
Relations
Relations and Public Affairs
[Cantab.]; M.Phil., M.A. [Cantab.], Ph.D.;
hon.: M.A., Senior Vice Provost for
Undergraduate Academic Affairs
K. R. Sreenivasan, B.E., M.E., M.A.,
Ph.D.; hon.: D.Sc., Senior Vice Provost
for Science/Technology for the Global
Network University; Provost, Polytechnic
Deputy Provost and Vice Chancellor,
Jules Coleman, B.A., Ph.D., M.S.L., Senior
Institute of NYU; Acting President,
Europe
Vice Provost for Academic Planning
Polytechnic Institute of NYU
Richard Foley, B.A., M.A., Ph.D., Vice
Norman Dorsen, B.A., LL.B., Counselor
Chancellor for Strategic Planning
to the President
Alison Leary, B.S., Executive Vice
Paul M. Horn, B.S., Ph.D., Senior Vice
President for Operations
Provost for Research
AN INTRODUCTION TO NEW YORK UNIVERSITY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2013–2015
DEANS AND DIRECTORS
Roger Bagnall, B.A., M.A., Ph.D., Director,
Robert I. Grossman, B.S., M.D., Saul J.
Richard L. Revesz, B.S.E., M.S., J.D.,
Institute for the Study of the Ancient
Farber Dean, NYU School of Medicine;
Dean, School of Law
World
Chief Executive Officer, NYU Hospitals
Gérard Ben Arous, B.S., M.Sc.,
Center
Ph.D., Director, Courant Institute of
Bjorn Hanson, B.S., M.B.A., Ph.D.,
Mathematical Sciences; Vice Provost for
Co-Interim Dean, School of Continuing
Science and Engineering Development
and Professional Studies, and Divisional
Lauren Benton, B.A., Ph.D., Dean,
Graduate School of Arts and Science
Charles N. Bertolami, D.D.S., D.Med.Sc.,
Herman Robert Fox Dean, College of
Dentistry
Alfred H. Bloom, B.A., Ph.D.; hon.: LL.D.,
Vice Chancellor, NYU Abu Dhabi
Mary M. Brabeck, B.A., M.S., Ph.D., Gale
and Ira Drukier Dean, Steinhardt School
of Culture, Education, and Human
Development
Mary Schmidt Campbell, B.A., M.A.,
Ph.D.; hon.: D.F.A., D.H.L., Ph.D., Dean,
Tisch School of the Arts
Thomas J. Carew, B.A., M.A., Ph.D.; hon.:
M.A., Dean, Faculty of Arts and Science
Joy Connolly, B.A., Ph.D., Dean for
Humanities, Faculty of Arts and Science
Dennis DiLorenzo, B.A., Co-Interim Dean
and Vice Dean, School of Continuing and
Professional Studies
Dean, Preston Robert Tisch Center
for Hospitality, Tourism, and Sports
Patricia Rubin, B.A., M.A., Ph.D., Judy
and Michael Steinhardt Director, Institute
of Fine Arts
Ellen Schall, B.A., J.D., Dean, Robert
F. Wagner Graduate School of Public
Service
Management, School of Continuing and
Fred Schwarzbach, B.A., M.A., Ph.D.,
Professional Studies
Dean of Liberal Studies, Faculty of Arts
Cheryl G. Healton, B.A., M.P.A., Dr.P.H.,
and Science
Director, Global Institute of Public
K. R. Sreenivasan, B.E., M.E., M.A., Ph.D.;
Health; Dean of Global Public Health
hon.: D.Sc., Provost, Polytechnic Institute
Peter Blair Henry, B.A., B.A., Ph.D., Dean,
Leonard N. Stern School of Business
Michael Laver, B.A. (hons.), M.A., Ph.D.,
Dean for Social Sciences, Faculty of Arts
and Science
Jeffrey S. Lehman, B.A., J.D., M.P.P., Vice
Chancellor, NYU Shanghai
of NYU; Acting President, Polytechnic
Institute of NYU); Senior Vice Provost
for Science/Technology for the Global
Network University
G. Gabrielle Starr, B.A., M.A., Ph.D.,
Seryl Kushner Dean, College of Arts and
Science
Eileen Sullivan-Marx, B.S.N., M.S., Ph.D.,
Carol A. Mandel, B.A., M.A., M.S.L.S.,
CRNP, RN, FAAN, Dean, College of
Dean of Libraries
Nursing
Geeta Menon, B.A., M.A., Ph.D., Dean,
Lynn Videka, B.S.N., M.A., Ph.D., Dean,
Undergraduate College, Leonard N.
Silver School of Social Work
Stern School of Business
Susanne L. Wofford, B.A.; B.Phil.
Michael D. Purugganan, B.S., M.A., Ph.D.,
[Oxon.], Ph.D., Dean, Gallatin School of
Dean for Science, Faculty of Arts and
Individualized Study
Science
Yu Lizhong, B.Sc., Ph.D., Chancellor, NYU
Shanghai
Board of Trustees
Martin Lipton, B.S. in Econ., LL.B., Chair
Ronald D. Abramson, B.A., J.D.; hon.:
D.F.A.
Kelly Kennedy Mack, B.A., M.B.A.
Barry Diller
Donald B. Marron
Gail Drukier, B.S.
Howard Meyers, B.S.
Joel S. Ehrenkranz, B.S., M.B.A.,
Constance J. Milstein, B.A., J.D.
Khaldoon Khalifa Al Mubarak
LL.B., LL.M.
Phyllis Putter Barasch, B.S., M.A., M.B.A.
Laurence D. Fink, B.A., M.B.A.
Maria Bartiromo, B.A.
Jay M. Furman, B.S., J.D.
Marc H. Bell, B.S., M.S.
H. Dale Hemmerdinger, B.A.
William R. Berkley, B.S., M.B.A.
Jonathan M. Herman, B.A., J.D.
Daniel J. Brodsky, B.A., M.U.P.
Charles J. Hinkaty, B.S., M.S.
Heather L. Cannady, B.A., J.D.
Mitchell Jacobson, B.A., J.D.
Arthur L. Carter, B.A., M.B.A.
Richard D. Katcher, B.A., LL.B.
Evan R. Chesler, B.A., J.D.
Richard Jay Kogan, B.A., M.B.A.
William T. Comfort, III, B.S.B.A., J.D.,
Jerry H. Labowitz, B.A.
LL.M. (in Taxation)
Michael R. Cunningham, B.B.A., M.A.,
Ph.D.
7
Florence A. Davis, B.A., J.D.
Kenneth G. Langone, B.A., M.B.A.
Jeffrey H. Lynford, B.A., M.P.A., J.D.
David C. Oxman, B.A., LL.B.
John Paulson, B.S., M.B.A.
Lester Pollack, B.S., LL.B.
Catherine B. Reynolds, B.A.
Courtney Sale Ross, B.A.
William C. Rudin, B.S.
Suresh Sani, B.A., J.D.
John Sexton, B.A., M.A., Ph.D., J.D.
Constance Silver, B.S., M.S.W., Ph.D.
Lisa Silverstein, B.A.
Jay Stein
Joseph S. Steinberg, B.A., M.B.A.
AN INTRODUCTION TO NEW YORK UNIVERSITY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Judy Steinhardt, B.A., Ed.M.
Michael H. Steinhardt, B.S.
Chandrika Tandon, B.A., M.B.A.
Daniel R. Tisch
John L. Vogelstein
Casey Wasserman, B.S.
Anthony Welters, B.A., J.D.
Maurice R. Greenberg, LL.B.; hon.: J.D.,
LL.D.
Henry Kaufman, B.A., M.S., Ph.D.; hon.:
L.H.D., LL.D.
Helen L. Kimmel, B.A.
Thomas S. Murphy, B.S.M.E., M.B.A.
L. Jay Oliva (President Emeritus), B.A.,
M.A., Ph.D.; hon.: D.H.L., Litt.D., LL.D.,
Shelby White, B.A., M.A.
Ph.D.
Leonard A. Wilf, B.A., J.D., LL.M. (in
Herbert M. Paul, B.B.A., M.B.A., J.D.,
Taxation)
LL.M.
William D. Zabel, B.A., LL.B.
Charles M. Zegar, B.S., M.S, M.S.
Life Trustees
Diane Belfer
Mamdouha Bobst, B.A., M.A., M.P.H.;
TRUSTEE ASSOCIATES
Bruce Berger, B.S.
Leonard Boxer, B.S., LL.B.
Jane Eisner Bram, B.A., M.S.W., Ph.D.
Betty Weinberg Ellerin, B.A., J.D.
Norman Goodman, B.A., J.D.
Marvin Leffler, B.S., M.B.A.
E. John Rosenwald, Jr., B.A., M.B.A.
William R. Salomon
Marie Schwartz
Larry A. Silverstein, B.A., LL.B.
Joel E. Smilow, B.A., M.B.A.
hon.: L.H.D.
Sheldon H. Solow
John Brademas (President Emeritus),
Henry Taub, B.S.
B.A.; D.Phil. [Oxon.]; hon.: D.C.L., L.H.D.,
Lillian Vernon
Litt.D., LL.D.
Robert F. Wright, B.A., M.B.A.
Geraldine H. Coles
Baroness Mariuccia Zerilli Marimò
John J. Creedon, B.S., LL.B., LL.M.
8
AN INTRODUCTION TO NEW YORK UNIVERSITY THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2013–2015
INTRODUCTION TO THE
Steinhardt School of
Culture, Education, and
Human Development
The Steinhardt School of Culture, Education, and Human
Steinhardt’s faculty and students continually evaluate and
Development is a professional school with a wide range
redefine processes, practices, and policies in their respective
of undergraduate and graduate programs, all designed
fields. They bring global and community perspectives to their
to advance knowledge, creativity, and innovation at the
studies and research and to their careers.
crossroads of human learning, culture, development, and wellbeing. Our integration of education, media studies, health, and
Welcome to NYU Steinhardt. We are proud to have you be
part of our tradition of excellence and our vision for the future.
the arts into a single college makes us unique in the nation
and offers unrivaled opportunities for inquiry and exploration.
Many of our programs are especially committed to activities
Administration
aimed at improving the urban environment for communities,
families, and children.
At the graduate level, the school prepares aspiring and
Mary M. Brabeck, B.A., M.S.,
Claude Blenman, B.A., M.A.,
Ph.D., Dean
Director, Faculty Affairs
current professionals from a diverse range of backgrounds
and experiences to enter or advance their careers in health,
Beth C. Weitzman, B.A.,
the arts, culture, and media in addition to teacher education,
M.P.A., Ph.D., Vice Dean
leadership, and applied psychology. We offer specialized
professional and scholarly education within the context of
one of the country’s premier centers for scholarly and creative
inquiry, applied research, and field-based practice. Our stu-
Patricia M. Carey, B.A., M.A.,
Ph.D., Associate Dean for
Student Affairs
Institutional Research
Mary Beth Fenlaw, B.Mus.,
M.B.A., Director, Marketing
Lee Frissell, B.A., M.A.,
Director, Field Projects
dents find a warm and supportive environment in which they
Perry Halkitis, B.A., M.S.,
can explore new ideas and practices with faculty and student
Ph.D., Associate Dean for
Bart Grachan, B.A., M.S.T.,
colleagues. They work with researchers, scholars, and teachers
Research and Doctoral Studies
M.A., Ed.D. Director,
who are intellectually adventurous and socially conscious.
Robert A. Knight, B.A.,
They learn in the expansive environment of a great research
M.B.A., Associate Dean for
university and use the urban neighborhoods of New York
Administration and Finance
City and countries around the world as their laboratory. They
embrace the challenges of our complex and interconnected
world.
Lindsay Wright, B.S., Ph.D.,
Community College Transfer
Opportunity Program
Kathy Heins, B.A., M.A,
Director, Development
Associate Dean for Planning
Roger Ho, B.A., M.A., Director,
and Communication
Human Resources
University established a School of Pedagogy. With its found-
Erich Dietrich, B.A., M.A.,
Jeffrey Lane, B.A., M.A.,
ing, the University achieved another milestone in American
Ph.D., Assistant Dean for
M.A., Director, Administrative
education. It was the first time that a graduate school for
Global and Academic Affairs
Services and Information
The school traces its origins to 1890, when New York
preparing teachers was established in a major university,
placing the School of Pedagogy at equal rank with other
Barbara Kotlikoff, B.A.,
Technology
Assistant Dean for
John S. Myers, B.A., M.A.,
Development and Alumni
Director, Enrollment
Relations
Management
graduates and African Americans in its student body and
Leslie Brown, B.A., Executive
Debra Weinstein, B.A., M.A.,
faculty in the early 20th century.
Director, Financial Planning
Director, Publications and
and Operations
Creative Projects
and classes, including on-campus and study abroad courses
Jeanne Bannon, B.A., M.A.,
David A. Zapotocky,
during winter and summer sessions; outstanding fieldwork
Director, Student Services
B.S., M.A., Ph.D., Director,
professional schools, such as law and medicine. From its
earliest years, NYU Steinhardt recognized the importance of
diversity, and included women among its first doctoral
Today, NYU Steinhardt offers a broad array of programs
sites for applied practice; award-winning faculty; and exceptional academic and research opportunities. Through rigorous
research and education, both within and across disciplines,
9
Judith Costello, B.S., Director,
INTRODUCTION THE STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Registration Services
DEPARTMENT OF
Applied
Psychology
DEPARTMENT CHAIR: LA RUE ALLEN
D EG R E E S
KIMBALL HALL, 246 GREENE STREET, NEW YORK, NY 10003–6674
M.A., Psy.D., Ph.D., Advanced Certificate
TELEPHONE: 212-998-5555 | FAX: 212-995-3654 | WEBSITE: steinhardt.nyu.edu/appsych
CO N T E NTS
Faculty ..............................................................122
Special Departmental Features ................123
Counseling and Guidance
and Counseling for Mental Health
T
he Department of Applied Psy-
Departmental faculty have ongoing research
chology includes both theoretical
projects in many areas, including cognition, lan-
and applied courses in the fields
guage, social and emotional development, health
of psychology and counseling, as
and human development, applied measurement
well as courses in research meth-
and research methods, working people’s lives,
ods and measurement. At the doctoral level,
spirituality, multicultural assessment, group and
Counseling Psychology (Ph.D.).................126
students study to become scientific practitioners,
organizational dynamics, psychopathology and
Educational Psychology (M.A.).................126
researchers, and scholars. At the master’s level,
personality, sexual and gender identities, trauma
General Educational Psychology ....... 127
students are offered opportunities to pursue pro-
and resilience, self-regulation and academic
Psychological Measurement
fessional preparation and/or studies foundational
achievement, intervention and social change,
and Evaluation ..........................................128
to further graduate work. As part of an urban
schools and communities, and cultural contexts
Human Development and
university, the Department is concerned with the
and immigration. The Counseling Psychology
Social Intervention (M.A.) ...........................128
multiethnic, multicultural issues, and problems
doctoral program provides the opportunity for
Psychological Development (Ph.D.) .......129
that characterize New York City and other urban
graduates to sit for the New York State Psy-
environments. As a epartment in the Stein-
chology Licensing Examination, provided they
and Wellness (M.A., Cert.)...........................124
hardt School of Culture, Education, and Human
also meet the experiential requirements, some
Psychology and Social Intervention
Development, faculty and students are actively
of which are postdoctoral. The Ph.D. degree in
(Ph.D.) ................................................................132
involved in research and community outreach,
Counseling Psychology is fully accredited by the
Financial Aid Opportunities .......................133
with particular emphasis on promoting positive
American Psychological Association. The M.A.
Courses ..............................................................133
human development.
program in Counseling for Mental Health and
The Department houses doctoral, certificate,
Wellness provides the credentials required for
and master’s programs in several areas of applied
graduates to sit for the New York State Examina-
For information about the mission
psychology, including counseling and guidance,
tion as a Licensed Mental Health Counselor. The
and student learning outcomes for
mental health and wellness, human development
M.A. program in School Counseling leads to New
each of our programs, please see the
and social intervention, counseling psychology,
York State Certification.
department website.
psychological development, psychology and
social intervention. Innovative joint offerings
across program areas, collaborative research, and
Notice: The programs, requirements,
curricular offerings reflect the current needs of
and schedules listed herein are subject
the field.
to change without notice. A directory
of classes is published each term with a
current schedule. For the most up-to-date
schedule changes, please consult ALBERT,
NYU’s student information website.
121
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Faculty
J. Lawrence Aber, Distinguished
Erin Brooke Godfrey, Assistant
Ronald Moglia, Associate Professor of
Professor of Applied Psychology and
Professor of Applied Psychology.
Applied Psychology. B.S. 1966, Ursinus
Public Policy. B.A. 1973, Harvard; Ph.D.
B.A. 1997, Oberlin College; Ph.D. 2010,
College; M.S. 1968, Ed.D. 1976, Temple.
1982, Yale.
New York.
Alisha Ali, Associate Professor of
Arnold H. Grossman, Professor of
Psychology. B.A. 1990, Columbia; M.A.
Applied Psychology. B.Sc. 1992, M.Sc.
Applied Psychology. B.S. 1963, City
1996, Ph.D. 1998, Cornell.
1996, Ph.D. 1998, Toronto.
College (CUNY); M.S.W. 1965, Ph.D. 1970,
Pamela A. Morris, Professor of Applied
New York; LMSW, ACSW.
Randolph L. Mowry, Clinical Associate
Professor of Applied Psychology. B.A.
LaRue Allen, Raymond and Rosalee
Weiss Professor of Applied Psychology.
Perry N. Halkitis, Professor of Applied
1975, College of William and Mary; Ph.D.
Department Chair. B.A. 1972, Radcliffe
Psychology and Associate Dean for
1985, Tennessee (Knoxville).
College; M.S. 1977, Ph.D. 1980, Yale.
Research and Doctoral Studies. B.A.
1984, Columbia; M.S. 1988, Hunter
Sumie Okazaki, Professor of Applied
Judith L. Alpert, Professor of Applied
College (CUNY); M.Phil. 1993, Ph.D.
Psychology. B.S. 1988, Michigan;
Psychology. B.A. 1966, Tufts; M.A. 1969,
1995, Graduate Center (CUNY).
M.A. 1990, Ph.D. 1994, California
(Los Angeles).
Ph.D. 1973, Columbia.
Diane Hughes, Professor of Applied
Joshua Aronson, Associate Professor of
Psychology. B.A. 1979, Williams College;
C. Cybele Raver, Professor of Applied
Applied Psychology. B.A. 1986, California
M.S. 1983, Ph.D. 1988, Michigan.
Psychology. B.A. 1986, Harvard; Ph.D.
1994, Yale.
(Santa Cruz); Ph.D. 1992, Princeton.
Shabnam Javdani, Assistant Professor
Jennifer Astuto, Research Assistant
of Applied Psychology. B.A. 2004,
Mary Sue Richardson, Professor of
Professor of Applied Psychology. B.A.
UC Berkley. M.A. 2008, University of
Applied Psychology. B.A. 1967,
1994, M.A. 1998, New York; Ph.D. 2006,
Illinois Urbana-Champaign. Ph.D. 2012,
Marquette; Ph.D. 1972, Columbia.
City University of New York.
University of Illinois Urbana-Champaign.
Clancy Blair, Professor of Cognitive
Samuel Juni, Professor of Applied
Psychology. B.S. 1963, Pennsylvania
Psychology. B.A. 1984, McGill; M.A.
Psychology. B.S. 1973, Brooklyn College
State M.A. 1965, Temple; Ph.D. 1969,
1993, M.P.H. 1996, Ph.D. 1996, Alabama
(CUNY); M.A. 1975, Ph.D. 1979, SUNY
Kentucky.
(Birmingham).
(Buffalo).
Mary M. Brabeck, Professor of Applied
Robert Landy, Professor of Educational
Professor of Applied Psychology. B.S.
Psychology and Gail and Ira Drukier
Theatre and Applied Psychology. B.A.
1971, Wheaton College; M.S. 1977, Bank
Dean of the NYU Steinhardt School
1966, Lafayette; M.S. 1970, Hofstra; Ph.D.
Street College of Education; Ed.D., 1984,
of Culture, Education, and Human
1975, California (Santa Barbara).
Harvard University; Ph.D. 1992, Pacific
Edward Seidman, Professor of Applied
Julia Shiang, Clinical Associate
Graduate School of Psychology.
Development. B.A. 1967, Minnesota; M.S.
1970, St. Cloud; Ph.D. 1980, Minnesota.
Elise Cappella, Assistant Professor of
Jacqueline S. Mattis, Professor of
Applied Psychology. B.A. 1989,
Selçuk R. Sirin,
Associate Professor of
¸
New York; Ph.D. 1995, Michigan.
Applied Psychology. B.S. 1991, Middle
East Technical (Ankara, Turkey); M.S.
Applied Psychology. B.A. 1993, Yale; M.A.
2000, Ph.D. 2004, California (Berkeley).
Sandee McClowry, Professor of Applied
1998, SUNY (Albany); Ph.D. 2003,
Psychology and Teaching and Learning.
Boston College.
Kesia Constantine, Clinical Associ-
B.S. 1980, M.S. 1981, Northern Illinois,
ate Professor of Applied Psychology.
Ph.D. 1988, California (San Francisco);
Lisa Suzuki, Associate Professor of
B.A. 1996, Swarthmore College; Ed.M.
1999 postdoctoral fellow, Yale.
Applied Psychology. B.A. 1983, Whitman
College; M.Ed. 1985, Hawaii (Manoa);
1997, Harvard; Ph.D. 2006, New York
University.
Mary McRae, Associate Professor of
Ph.D. 1992, Nebraska (Lincoln).
Applied Psychology. B.A. 1971, City
Iris E. Fodor, Professor of Applied
College (CUNY); M.S. 1976, Brooklyn
Catherine Tamis-LeMonda, Professor
Psychology. B.A. 1956, City College
College (CUNY); Ed.D. 1987, Columbia.
of Applied Psychology. B.A. 1983, Ph.D.
1987, New York.
(CUNY); M.A. 1957, Ph.D. 1964, Boston.
Gigliana Melzi, Associate Professor of
Carol Gilligan, University Professor
Applied Psychology. B.A. 1989, Clark;
Niobe Way, Professor of Applied
of Applied Psychology and the
M.A. 1992, Ph.D. 1998, Boston.
Psychology. B.A. 1985, California
Humanities. B.A. 1958, Swarthmore
(Berkeley); Ed.D. 1994, Harvard.
College; M.A. 1961, Radcliffe College;
Ph.D. 1964, Harvard.
122
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Faculty, continued
Willavene Wolf, Professor of Applied
Internship Coordinator
Psychology. B.S. 1954, Rio Grande
Corinne Miller Weinman, Applied
College; M.A. 1957, Ph.D. 1969, Iowa
Psychology, Masters Programs in
(Iowa City).
Counseling. B.A. Ed. 1969, City College
Number of Adjunct Faculty: 41
of New York; M.A. 1977, New York; 1984,
Graduate Fellow, American Institute for
Psychotherapy and Psychoanalysis
(New York). Licensed Mental Health
Counselor, Licensed Psychoanalyst,
Certified Rehabilitation Counselor.
Special Departmental Features
STUDY ABROAD
children entering preschool/elemen-
Hughes, Diane Ruble, Ronit Kahana Kal-
The Department of Applied Psychology
tary school and high school are Latino,
man, and Hirokazu Yoshikawa.
offers a range of study abroad
Asian or African American, and how well
opportunities during winter sessions,
these children and their families adjust
Center for Research on Culture, Devel-
intersessions, and summers. Further
to these high-stake transitions will have
opment, and Education website, www.
information is provided through the
long-term implications for children’s
steinhardt.nyu.edu/crcde.
Office of Academic Initiatives and
developmental trajectories as well as the
Global Programs, www.steinhardt.nyu.
future of the United States.
edu/studyabroad.
THE CHILD AND FAMILY
POLICY CENTER
among the nation’s children, system-
The chief mission of the Child and
THE CENTER FOR HEALTH,
IDENTITY, BEHAVIOR, AND
PREVENTION STUDIES
(CHIBPS)
atic inquiry into the developmental
Family Policy Center is to bring state-
processes and experiences of children
of-the-field knowledge about how
from different cultural communities
to promote healthy childhood devel-
during periods of major transitions is ur-
opment and school success to the
The Center for Health, Identity, Behavior,
gently needed. In response, faculty and
forefront of policymaking and program
and Prevention Studies (CHIBPS) in the
students at NYU’s Center for Research
implementation. The Center conducts
Steinhardt School of Culture, Education,
on Culture, Development, and Educa-
applied research that can inform efforts
and Human Development at New York
tion (CRCDE), seek to advance scientific
to develop effective programs and
University is a leading HIV, substance
theory and findings on children’s social,
policies for young children and families.
abuse, and mental health, behavioral
emotional, and cognitive development
Through conferences, technical as-
research center that is focused on the
in longitudinal studies of ethnically
sistance activities, partnership projects,
well-being of all people, including sexu-
diverse families with young children
and publications, the Center also com-
al, racial, ethnic, and cultural minorities
(infancy through 1st grade) and adoles-
municates important knowledge about
and other marginalized populations.
cents (age 13–17) as children transition
children and families to policymakers,
to preschool/elementary school, and
leaders in the nonprofit sector, practitio-
knowledge to improve the lives of
high school, respectively. This work is
ners, the media, and other stakeholders.
those affected with or by HIV, sub-
being extended to cross-cultural studies,
stance abuse, and mental health burden
including ongoing collaborations with
is uniquely positioned to stimulate and
through the rigorous application of
colleagues in China and Korea.
support new initiatives that will benefit
CHIBPS advances research and
social science and public health research
123
In the context of growing diversity
For more information, visit the
The scientific innovation of the
The Child and Family Policy Center
children in New York City and New York
paradigms. The team at CHIBPS envi-
CRCDE research includes the generation
State. The Center’s director, Dr. LaRue
sions, develops, and enacts research
of new, culturally grounded knowledge
Allen, is a leading child development
with and for the communities they
on the development and experiences
scholar who currently directs a number
study. The center is directed by Dr.
of ethnically diverse children across
of projects involving University-commu-
Perry Halkitis. For more information,
multiple domains (language, cognitive,
nity partnerships. The Center also draws
visit www.steinhardt.nyu.edu/appsych/
social, emotional) and in different social
on expertise from other sectors of the
chibps.
settings (home, school, community).
University and the Steinhardt School.
Through community partnerships, the
New York University’s Steinhardt School
THE CENTER FOR RESEARCH
ON CULTURE, DEVELOPMENT,
AND EDUCATION
CRCDE also works on building capacity
of Culture, Education, and Human
of programs in its efforts to support
Development brings together the disci-
parenting and child development. Its dy-
plines of applied psychology, education
By 2040, people identified as “ethnic
namic and culturally sensitive approach
studies (e.g., early childhood, special
minority” will comprise half the U.S.
highlights individual trajectories, mecha-
education), and health programs.
population. New waves of immigrants
nisms of change, and cultural variability,
continue to arrive, ensuring fundamental
thereby moving beyond static and eth-
but unknown changes in the intercul-
nocentric assessments of development.
tural dynamics of homes and schools.
Center faculty includes Drs. Catherine
In urban cities, the vast majority of
S. Tamis-LeMonda, Niobe Way, Diane
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Special Departmental
Features, continued
INSTITUTE FOR HUMAN
DEVELOPMENT AND
SOCIAL CHANGE
Social Change (IHDSC) at New York
interdisciplinary research center on
University addresses these urgent
the NYU Washington Square Campus.
societal questions. The institute aims
The Institute’s governing committee
Global forces are dramatically changing
to break new intellectual ground
includes Professor Lawrence Aber;
the environments of children, youth,
through its support for interdisciplinary
Professor Christopher Flinn, Department
and adults both in the United States
research and training across a range
of Economics, FAS; Professor Cathie
and throughout the world. First- and
of disciplines. IHDSC has fostered
Tamis-Lemonda, Department of Applied
second-generation immigrant children
a network of more than 40 faculty
Psychology; Paul Horn, Senior Vice
are on their way to becoming a majority
affiliates from the social, behavioral,
Provost; C. Cybele Raver, Vice Provost
in the U.S., bringing linguistic and
health, and policy sciences in
for Academic, Faculty, and Research
cultural diversity to the institutions
performing cutting edge research
Affairs; Dean Perry Halkitis, Professor of
with which they come into contact.
to study how complex social forces
Psychology, Public Health and Medicine
Technological developments will
such as globalization, technology, and
and Associate Dean for Research and
proceed at a pace that may outstrip
immigration affect human development.
Doctoral Studies; and Professor Larry
the capacity of school systems to
The IHDSC is a joint initiative of
Wu, Department of Sociology, FAS, who
adequately prepare children. Families
the Steinhardt School of Culture,
also serves as the Deputy Director of the
will increasingly be concentrated in
Education, and Human Development;
Institute. The Institute’s director is Dr.
mega-cities of unprecedented size and
the Wagner School of Public Service;
Richard Arum, Professor of Sociology
potentially unprecedented poverty.
the Faculty of Arts and Sciences; and
and Education.
How does human development
the Office of the Provost. With a total
unfold in the context of these
portfolio of over $40 million in active
rapidly changing social forces? The
federally and privately funded research
Institute for Human Development and
and training grants, IHDSC is the largest
Counseling and Guidance: School Counseling
or Bilingual School Counseling
Counseling and Guidance for Mental Health
and Wellness
CO -DI RECTORS
The counseling programs in the
Health Counselor and additionally are
counseling program move on to
Alisha Ali
Department of Applied Psychology are
eligible to take the National Counselors
positions in elementary, middle, and
Randolph Mowry
committed to generating, advancing,
Exam to become a national certified
high schools, working with students on
and disseminating knowledge related
counselor.
counseling and guidance-related issues.
Kimball Hall
to research and practice in counseling
Counseling and Guidance: School
Graduates of the program in Counseling
212-998-5555
and guidance. The principles informing
Counseling or Bilingual School
for Mental Health and Wellness will
their work include understanding people
Counseling, which trains students
be well-placed to seek careers in both
DEGREE
across the life span in cultural contexts,
interested in working as school
public and private agencies, including
M.A., Advanced
promoting equity and social justice, and
counselors in grades K–12. Graduates
community mental health programs,
Certificate
helping all people craft lives of wellness,
are eligible for New York State
university counseling centers, hospitals,
health, and meaning.
certification as school counselors
HIV and AIDS outreach programs, and
and additionally eligible to take the
substance abuse treatment centers.
Students wishing to pursue master’s-
FAC ULT Y
Ali, Grossman, Halkitis,
level graduate study in counseling may
National Certified School Counselor
Completion of New York State licensure
Javdani, Juni, Mattis,
choose one of two programs:
Exam to become national certified
requirements allows one to engage in
school counselors.
private psychotherapy practice. Some
McClowry, McRae,
graduates go on to pursue advanced
Mowry, Okazaki,
Counseling for Mental Health and
Richardson, Shiana,
Wellness, which prepares graduates
The Certificate of Advanced Study is
Suzuki
as mental health counselors working
available to individuals who possess
degrees, including doctoral study.
with both individuals and groups in a
a master’s degree in counseling and
DEGREE REQUIREMENTS
AFF ILIATED FACULT Y
broad spectrum of settings, including
provides post-M.A. study in individually
Master of Arts in Counseling and
Landy
community agencies, university
selected areas of counseling.
Guidance: School Counseling or
Bilingual School Counseling
counseling programs, mental health
DI RECTOR OF INTERNS HIP
centers, hospitals, HIV and AIDS
CAREER OPPORTUNITIES
Students in this program complete 48
Weinman
outreach programs, and substance
A degree in counseling can open
units of coursework. All students are
abuse treatment centers. Graduates
the door to a range of professional
required to take 36 units in the follow-
of the program are eligible for New
opportunities. Graduates of the
ing courses: Professional Orientation
York State Licensure as a Mental
school counseling or bilingual school
and Ethical Issues in School Counsel-
124
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Counseling and
ing APSY-GE.2650, Foundations of
Foundations of Counseling for Mental
consult with an adviser to develop this
Guidance and
School Counseling APSY-GE.2662,
Health and Wellness APSY-GE.2661,
applied content area sequence.
Counseling for Mental
Counseling: Theory and Process APSY-
Counseling: Theory and Process APSY-
Health and Wellness,
GE.2657, Research and Evaluation in
GE.2657, Individual Counseling Practice:
Comprehensive Exams
continued
Behavioral Sciences APSY-GE.2070, Indi-
Labs I and II APSY-GE.2658, 2659, Cross-
All students in the M.A. Programs in
vidual Counseling Practice Labs I and
Cultural Counseling APSY-GE.2682,
Counseling must pass the Counselor
II APSY-GE.2658, 2659, Cross-Cultural
Research and Evaluation in Behavioral
Preparation Comprehensive
Counseling APSY-GE.2682, Developmen-
Sciences APSY-GE.2070, Human Growth
Examination (CPCE) for satisfaction of
tal Psychology APSY-GE.2271 or Human
and Development APSY-GE.2138,
the terminal experience requirement.
Growth and Development APSY-GE.2138
Abnormal Psychology APSY-GE.2038,
This exam is produced by the Center
or Adolescent Development: Theory and
Group Dynamics: Theory and Practice
for Credentialing and Education, Inc.
Research APSY-GE.2272, Group Dynam-
APSY-GE.2620, Dynamics of Vocational
(CCE), an affiliate of the National Board
ics APSY-GE.2620, Career Counseling
Development APSY-GE.2634, Program
for Certified Counselors, Inc. (NBCC).
APSY-GE.2635, Program Development
Development and Evaluation APSY-
The exam is held in the spring and
and Evaluation APSY-GE.2663, and
GE.2663, and Interpretation and Use
fall semesters, and students can take
Interpretation and Use of Tests in
of Tests in Counseling Adults APSY-
the exam up to two times. If they are
Counseling Children and Adolescents
GE.2672. In addition to the curriculum
unsuccessful in their initial attempt,
APSY-GE.2673.
specified above, students also complete
they must also complete a designated
a 6-unit year-long (600 hours)
project.
In addition to the basic curriculum, students in the school counseling
supervised internship. The internship
program complete a year-long, 6-unit
experience is chosen by the student
ADMISSION REQUIREMENTS
(400 hours) internship in a school that
in consultation with the director of
Applications are reviewed for fall
is selected by the student in consulta-
internships.
entrance only.
tion with the director of internships.
Coursework for this sequence
This is a full-time master’s program
Coursework for this sequence includes
includes Internship in Counseling for
with strict course sequencing and a
Internship in School Counseling I
Mental Health and Wellness I APSY-
research requirement that is best com-
APSY-GE.2667 (3 units) and Internship
GE.2655 (3 units) and Internship in
pleted on a full-time basis. Part-time
in School Counseling II APSY-GE.2668
Counseling for Mental Health and
matriculation will only be considered
(3 units).
Wellness II APSY-GE.2656 (3 units).
on an exceptional, case-by-case basis.
Students must also take one course
In addition, students choose one
in applied content area (see below), as
course (3 units) that focuses on special
well as one course (3 units) that focuses
populations, including women and
CERTIFICATE OF
ADVANCED STUDY
on special populations, including women
mental health; gay, lesbian, bisexual,
A Certificate of Advanced Study is
and mental health; gay, lesbian, bisexual,
and transgender people; and substance
available to individuals already possess-
and transgender people; and substance
abusers, among others.
ing a master’s degree in counseling.
abusers, among others.
Graduates of the School Counseling,
Students must also take 12 units in
applied content areas.
K–12 concentration, are eligible for
This program is designed to meet the
specialized and diverse needs for professional education beyond a counseling
certification in New York State as school
Please be advised that licensing
M.A. Students who have completed their
counselors in grades K–12. Students who
agencies and fieldwork placement
Master’s in counseling and are a school
wish to become certified as bilingual
facilities in your field of study may
or mental health counselor can take four
school counselors may pursue this goal
require that you undergo a criminal
or five courses (12-15 units) from the
within the framework of the school
background check, the results of
Master’s in Counseling Programs offer-
counseling program, with an additional
which the agency or facility must
ings, as well as courses from programs
bilingual concentration.
find acceptable prior to placement
in Drama Therapy, Art Therapy, and
or licensure.
Music Therapy. Course selections may
Please be advised that licensing
also include some doctoral-level courses
agencies and fieldwork placement
Applied Content Area
by advisement. In consultation with a
facilities in your field of study may
To fulfill their requirements for applied
faculty advisor, students will design
require that you undergo a criminal
content area credits, students may
their course of study to develop areas of
background check, the results of
choose courses from offerings in the
interest or need, or to build on existing
which the agency or facility must
program, department, and school that
knowledge. Students design their own
find acceptable prior to placement
enable them to pursue specialized
program of study in consultation with
or licensure.
interests. Students may also elect
faculty advisers.
to take applied coursework in other
125
Master of Arts in Counseling for
schools within the University. Applied
Mental Health and Wellness
content areas may include grief and
Students in Counseling for Mental
bereavement counseling; career
Health and Wellness must complete 60
counseling; women and mental health;
units of coursework. All students are
gay, lesbian, bisexual, and transgender
required to take 39 units in the following
studies; drama therapy, art therapy, or
courses: Professional Orientation and
music therapy; and marriage and family.
Ethical Issues in Counseling for Mental
Students in the Program in Counseling
Health and Wellness APSY-GE.2651,
for Mental Health and Wellness should
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Counseling Psychology
DIRECTOR
The Ph.D. Program in Counseling
DEGREE REQUIREMENTS
students admitted with a bachelors
Sumie Okazaki
Psychology is fully accredited by the
For completion of the doctorate,
degree (36 credits for students
American Psychological Association
79 points beyond the bachelor’s
admitted with a master’s degree).
Kimball Hall
(APA). Counseling psychologists
degree are required. Additionally
212-998-5555
are defined as those who enter
as part of undergraduate or other
Please be advised that licensing
into professional relationships with
graduatework, 18 credits in psychology
agencies and fieldwork placement
DEGREE
individuals and groups and bring to
are prerequisites to the Ph.D. program.
facilities in your field of study may
Ph.D.
those relationships knowledge of
In the Counseling Psychology required
require that you undergo a criminal
psychology as a science, knowledge
curriculum (46 credits), students
background check, the results of
FACULTY
of counseling theory and research,
complete work in counseling theory
which the agency or facility must
Ali, Constantine,
a personally integrated theory of
and process, cross-cultural counseling,
find acceptable prior to placement
Grossman, Halkitis,
counseling, and an ethical responsibility
group counseling, abnormal psychology,
or licensure.
Javdani, Juni, Mattis,
The major principles underlying the
program seminar, seminars in vocational
McClowry, McRae,
Program in Counseling Psychology are a
development and counseling theory, and
ADMISSION REQUIREMENTS
Okazaki, Richardson,
focus on a developmental understand-
practica in individual counseling and
Applicants to the Program in Counseling
Suzuki
ing of clients; commitment to a health
counselor training. Students also must
Psychology must follow both the
model of intervention; and appreciation
takebasic psychological competency
Steinhardt School’s and the program’s
of the gendered, cultural, and insti-
courses (21) credits and counseling
admission procedures and deadlines. All
tutional contexts of people’s lives, as
psychology specialty electives (12
admissions materials must be received
these contexts affect both clients and
credits); Students also must complete
by December 1. The GRE must be taken
counselors. The program follows s—
departmental and state licensure
in time to allow the required five weeks
the scientist-practitioner model of
course requirements covering history
for scores to arrive by December 1.
training—and is organized in three areas:
and systems, principles of learning,
Psychology GRE scores are not required.
general psychology, including statistics
personality, developmental psychology,
Applicants must also submit an
and research methodology; counseling
social psychology, and the biological
autobiographical statement, following
and vocational psychology; and patterns
basis of behavior.
a program outline, and three letters of
of learning experiences designed to
In addition to course requirements,
recommendation. Contact the program
meet the professional goals of program
students must pass a comprehensive
directly for full details on program
matriculants.
examination to be admitted to candi-
admission criteria.
dacy, complete a full-year internship,
CAREER OPPORTUNITIES
have an approved dissertation proposal
Graduates of the program are eligible to
and dissertation, and pass a final oral
sit for the New York State psychology
examination of the dissertation.
licensing examination and are prepared
Some courses may be waived,
to practice in diverse settings such as
exempted or passed by examination.
colleges, clinics, hospitals, and commu-
A minimum of 54 credits must be
nity agencies, as well as pursue careers
completed at New York University for
STEINHARDT FELLOWS
PROGRAM AND RESEARCH
ASSISTANTSHIPS
See page 180.
in research and teaching.
Educational Psychology
DIRECTOR
The program is currently in accredited,
individuals in our society—particularly
student’s studies in his or her selected
LaRue Allen
inactive status and is no longer accepting
those living in the multicultural
areas of emphasis. In most instances, the
new applicants.
environment of urban New York City.
fieldwork/research experience will focus
In addition to taking foundation
Kimball Hall
on a timely, applied issue in psychology,
The M.A. Program in Educational Psy-
courses in applied psychology, students
situated in contexts such as family,
chology offers students a solid graduate
select a series of courses from one of
hospital, school, or community.
DEGREE
foundation in psychology, including
two concentrations that match their
M.A.
developmental psychology, personal-
specific interests and professional
concentrations: general educational
212-998-5555
Students may choose from two
ity theories, social psychology, and
goals. Toward the end of the M.A.
psychology and psychological
FACULTY
measurement and research methods
degree program, students apply their
measurement and evaluation.
Aber, Allen, Aronson,
in the context of an individualized and
theoretical knowledge base to a relevant
Blair, Halkitis, Jordan,
goal-directed plan of study.
fieldwork or research experience under
CAREER OPPORTUNITIES
the supervision of a faculty member
In addition to being a basic entry into
acquire a solid base in psychological
who shares a scholarly interest in
doctoral study in psychology, the M.A.
theory and consider the ways that basic
the student’s chosen topic. These
degree program in applied psychology
psychological research might be applied
independently pursued projects should
offers the basic training for employment
to address the challenges faced by
be related to and emerge out of the
in such areas as research and data col-
Melzi, Tamis-LeMonda,
Way, Wolf
126
During the course of study, students
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Educational
lection for hospitals and community
ality APSY-GE.2039, Psychological
As part of this culminating experience,
Psychology,
agencies, advertising agencies, and
Disturbances in Children APSY-GE.2181,
students complete a comprehensive
continued
private industry as well as for school
Cognitive Development APSY-GE.2198,
paper regarding their own fieldwork/
systems and other learning environ-
and Learning Theories APSY-GE.2214.
research project.
ments. It also offers educators an
Concentration Requirements (24 units):
appropriate program to satisfy M.A.
Students pursue a series of courses
Please be advised that licensing
degree requirements in their school
prescribed by one of the two concentra-
agencies and fieldwork placement
systems.
tions (general educational psychology
facilities in your field of study may
and psychological measurement and
require that you undergo a criminal
DEGREE REQUIREMENTS
evaluation). Specific course require-
background check, the results of
Students in the M.A. program complete
ments are described in the following
which the agency or facility must
36 units of coursework. The curriculum
sections, which detail the concentration
find acceptable prior to placement
includes the following areas:
requirements.
or licensure.
Terminal Experience (3 units): Applied
Requirements (9 units): Survey of
Psychology Integrative Seminar APSY-
Developmental Psychology/Advanced
GE.2335 serves as the capstone to all
APSY-GE.2271, plus two courses from
students in the M.A. program. Students
the following: Social Psychology
pursue independent projects under
APSY-GE.2003, Abnormal Psychology
faculty supervision and meet to discuss
APSY-GE.2038, Theories of Person-
their fieldwork and research projects.
General Educational Psychology Concentration
DEGREE REQUIREMENTS
Electives: Under faculty advisement,
Academic Prerequisites: A minimum
students are encouraged to pursue
of 18 undergraduate semester hours in
courses (6 units) that complement
behavioral sciences, including courses
their programs of study, such as
in personality, social psychology, and
multiculturalism and diversity,
developmental psychology. These
counseling, or women’s studies.
requirements may be met by taking
additional courses as part of the
Group A: Psychological Foundations
program.
and Development: Neuropsychology
This concentration requires 36 units
of Behavior APSY-GE.2001, Social
for completion. The curriculum includes
Psychology APSY-GE.2003, Theories
the following:
of Personality APSY-GE.2039, Social
Development of Children and Adoles-
Requirements (9 units): Survey of
cents APSY-GE.2097, Psychological
Developmental Psychology/Advanced
Research in Infancy APSY-GE.2115, APSY-
APSY-GE.2271, plus two courses from
GE, Human Growth and Development
the following: Social Psychology
APSY-GE.2138, Perceptual Development
APSY-GE.2003; Abnormal Psychology
APSY-GE.2197, Cognitive Development
APSY-GE.2038; Theories of Personality
APSY-GE.2198, Adolescent Develop-
APSY-GE.2039; Psychological
ment/Advanced APSY-GE.2272.
Disturbances in Children APSY-GE.2181;
Group B: Educational Psychology and
Cognitive Development APSY-GE.2198;
Learning: Child Development and
Learning Theories APSY-GE.2214; and
the Program of Childhood Education
Culture, Context, and Psychology APSY-
E25.2021, Curriculum in Early Childhood
GE.2105.
Education CHDED-GE.2037, Education
Concentration Requirements (24
of Infants and Toddlers CHDED-GE,
units): Measurement: Classical Test
Survey of Individual Cognitive Tests
Theory APSY-GE.2140; two courses in
APSY-GE.2019, Educational Psychol-
research methods (e.g., Educational
ogy APSY-GE.2114, Infant and Toddler
Statistics RESCH-GE.2001, Evaluation
Assessment APSY-GE.2116, Learning
Methodology in the Behavioral Sciences
Theories APSY-GE.2214, Psychological
I and II APSY-GE.2173, 2174); and a total
Foundations of Learning Disabilities
of four courses completed from Group
SPCED-GE.2131.
A and Group B, as listed below. Note:
127
Students must complete at least one
Terminal Experience (3 units): Applied
course from each group; students must
Psychology Integrative Seminar APSY-
select courses not already completed
GE.2335 serves as the capstone to all
under Core Requirements.
students in the M.A. program.
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Educational
Psychological Measurement and Evaluation Concentration
Psychology,
continued
The demand for those with training
DEGREE REQUIREMENTS
Culture, Context, and Psychology APSY-
in psychological measurement and
Academic prerequisites: a minimum
GE.2105.
evaluation has increased. This 36-unit
of 12 semester hours in the behavioral
Concentration Requirements (24
concentration prepares individuals
sciences. These requirements may be
units): Educational Statistics I and II
in the application of measurement,
met by taking additional courses as part
RESCH-GE.2001, 2002, Measurement:
research, and evaluation principles in
of the concentration.
Classical Test Theory APSY-
various settings in educational, social,
community, health, and business sectors
The concentration provides
theoretical and applied training
The psychological measurement
GE.2140, Measurement: Modern Test
and evaluation concentration requires
Development APSY-GE.2141, Evaluation
36 units for completion. The curriculum
Methodology in the Behavioral Sciences
includes the following:
I and II APSY-GE.2173, 2174.
Electives: Under faculty advisement,
and experience through a carefully
sequenced selection of courses in
Core Requirements (9 units): Survey of
students are encouraged to pursue
measurement, test construction, and
Developmental Psychology/Advanced
courses (6 units) that complement their
research methods. In addition, students
APSY-GE.2271, plus two courses from
program of study, such as advanced
choose courses from various areas in
the following: Social Psychology
methods, health, special education, or
psychology, such as developmental,
APSY-GE.2003; Abnormal Psychology
personnel selection.
learning, and personality. As a final
APSY-GE.2038; Theories of Personality
Terminal Experience (3 units): Applied
project, each student conducts a field-
APSY-GE.2039; Psychological
Psychology Integrative Seminar APSY-
based research study and prepares a
Disturbances in Children APSY-GE.2181;
GE.2335 serves as the capstone to all
journal-quality paper.
Cognitive Development APSY-GE.2198;
students in the M.A. program.
Learning Theories APSY-GE.2214; and
Human Development and Social Intervention
I NTER IM DI RECTOR
The M.A. in Human Development and
Jennifer Astuto
Social Intervention offers a distinct
curriculum that emphasizes the practical
4. Conceptualization and analysis of
individual and social change;
5. Research methodology including
CAREER OPPORTUNITIES
The degree prepares students to pursue
careers as research project directors,
Kimball Hall
skills of research design and methods,
program management and evaluation;
research coordinators, grant writ-
212-998-5555
grant writing and management, and
and
ers, research scientists, and program
program development and evaluation
DEGREE
from a community psychology
M.A.
perspective. The curriculum is firmly
6. Grant preparation and grant
management.
evaluators in university-based research
centers, community agencies, hospitals,
school systems, and private industry,
rooted in the traditions and lexicon
In addition to a core of research
including evaluation research firms. In
FACULTY
of community, social, personality, and
methodology and psychology courses,
addition, the program prepares students
Aber, Allen, Astuto,
developmental psychology. Students will
students will also pursue one of the
to pursue doctoral study in the social
Blair, Halkitis,
learn how issues such as poverty, race,
following three areas of study:
sciences, such as human development,
Mattis, McClowry,
gender, and culture influence the daily
Developmental Psychology:
public policy, or social and community
Melzi, Seidman,
lives of individuals. Hands-on research
Students will examine classical as
psychology.
Tamis-LeMonda, Way
and grant writing will aid students in
well as contemporary literature on
efforts to apply social interventions to
developmental changes in emotional,
DEGREE REQUIREMENTS
these issues.
social, and cognitive areas, with
Academic prerequisites: Prior to ma-
specific attention to the roles of
triculation in the graduate program,
college graduates with backgrounds
culture and context (e.g., family,
students must have completed a basic
in the social sciences, including
school, community) in these processes.
statistics course (with content similar
psychology; social work; sociology;
Health: Students will examine the
to Basic Statistics I RESCH-GE.2085)
anthropology; and race, gender or
individual level, socioecological,
within the past three years. Students
ethnic studies, as well as those who
and sociopolitical factors that
also must have completed five courses
have work or volunteer experiences in
shape physical and mental health
in psychology prior to matriculation in
nonprofit organizations, schools, health
outcomes for individuals, families, and
the graduate program.
facilities, and community centers and
communities.
seek to further or change the direction
Methodology: Students will gain
for completion. The curriculum includes
of their careers. All students in this
expertise in research design and in the
the following:
program will receive training in
use of various methods of quantitative
The program is designed for recent
1. Theories of human development;
2. Theories and techniques of preventive
and promotive interventions;
3. Theories and concepts of the
128
The HDSI program requires 42 units
and qualitative reasoning and analysis
Required Core Courses (15 units): Grant
of data.
Writing and Grant Management for the
Social Sciences APSY-GE.2077; Culture,
Context, and Psychology APSY-GE.2105;
Survey of Developmental Psychology:
influence of culture and context in
Advanced APSY-GE.2271; Risk and Resil-
various settings;
ience APSY-GE.2279; Development and
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Human Development
Prevention Science APSY-GE 2094.
opportunity each spring to participate
and Social
Required Courses in Statistics and
in the department’s annual research
Intervention,
Research Methods (15 units): Basic Sta-
conference for MA students. Second
continued
tistics II RESCH-GE.2086, Measurement:
year HDSI students are required to sub-
Classical Test Theory APSY-GE.2140,
mit an application for this conference.
Evaluation Methodology in Behavioral
Terminal Experience: Students com-
Science I APSY-GE.2173, Evaluation
plete a thesis under the supervision of
Methodology in Behavioral Science II
a faculty member, meeting monthly
APSY-GE.2174, Research Project Seminar
throughout the second year to discuss
I APSY-GE.2837 (0 units), Research Proj-
their field and research experiences and
ect Seminar II APSY-GE.2838.
to provide feedback to one another
Area of Specialization Electives
about the process of psychological
(12 units): Under advisement, students
research and application. This is the final
choose four courses for specialization
requirement for completion of Evalua-
in one of three areas of study:
tion Methodology in Behavioral Sciences
Developmental Psychology, Health,
I APSY-GE.2174.
or Methodology.
Research Requirement: For the intern-
Please be advised that licensing
ship requirement, students participate
agencies and fieldwork placement
on a research team for 10–12 hours a
facilities in your field of study may
week each semester. During the summer
require that you undergo a criminal
between the first and second year or
background check, the results of
during the final semester, students com-
which the agency or facility must
plete an externship at a research site
find acceptable prior to placement
off campus in order to strengthen and
or licensure.
broaden their skills. Students have an
Psychological Development
The mission of the Ph.D. Program
The core areas of developmental psy-
Social and emotional development
DI RECTOR
in Psychological Development is
chology with a focus on how current
among urban ethnic-minority children
Clancy Blair
to provide students with a strong
research methodologies are applied to
and adolescents in the United States
foundation in developmental
issues in human development
and worldwide
Kimball Hall
theories and research from a lifespan
A wide range of quantitative and
Family, school, and cultural influences
212-998-5555
perspective. Students examine
qualitative research methodologies,
on human development
individual and environmental influences
including longitudinal, experimental,
Etiology of risk behaviors, resiliency,
DEGREES
on the development of infants, children,
observational, ethnographic, narrative,
and coping in at-risk populations
Ph.D.
adolescents, and adults, especially
and case study methods
School-, family-, and community-based
those situated in urban environments.
The skills to identify the roles of
interventions
FACULTY
The Ph.D. program offers the advanced
family members, peers, schools,
Children’s learning, academic achieve-
Aronson, Blair, Gilligan,
student a program of study that
neighborhoods, and communities in
ment, and emotional self-regulation in
Melzi, Raver, Sirin,
focuses on current issues in the
the life of the individual, as well as how
school settings
Tamis-LeMonda, Way
dynamic and complex field of human
the individual shapes his or her own
Quantitative modeling of high-risk
development, while also emphasizing
experiences
health behaviors and decisions
AFF ILIATED FACULTY
a basic foundation in psychological
An understanding of how ethnicity,
Test and scale development, validity
Aber, Allen
theory and research. Research takes
race, social class, gender, and culture
and reliability studies, and the study of
place in laboratories at NYU as well
influence human development within
individual differences
as in the homes, hospitals, schools,
and across national boundaries
neighborhoods, and community settings
The application of assessment tools
CAREER OPPORTUNITIES
of the multiethnic and richly diverse city
to address the needs of diverse
Graduates are prepared for careers
of New York.
populations
as professors in academic settings;
A proficiency in implementing
researchers in academic and gov-
Development educates its students to
and evaluating primary preventive
ernmental agencies; human service
think creatively about how psychological
interventions with parents and children
professionals in hospitals, schools, and
theory and research can address the
from at-risk populations
community settings; directors and
The Program in Psychological
social challenges that individuals face.
evaluators of mental health and health-
Through their coursework and research
Areas of research focus for doctoral
promotion programs; as well as primary
experiences, students in the Ph.D.
students may include the following:
prevention programs.
Program in
Psychological Development gain
expertise in the following:
Cognitive, emotional, and social
development in infants and young
children
129
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Psychological
DEGREE REQUIREMENTS
Courses in developmental psychol-
ADMISSION REQUIREMENTS
Development,
Students take between 45 and 72
ogy (e.g., cognitive, emotional, social,
Admission to this program requires
continued
units, depending on prior graduate
language, perceptual)
a bachelor’s or a master’s degree in
coursework. Academic offerings and
Advanced content seminars in human
psychology or a related field, GRE
requirements include the following:
development
scores (verbal and quantitative), three
Sequences in research designs, meth-
letters of recommendation, prior
Courses in the foundational areas
ods, and statistics
research experience, and a personal
of psychology (e.g., developmental,
Active research involvement and
interview with the program faculty.
social, personality, cognitive,
attendance at weekly research
learning, experimental, historical,
colloquia
neuropsychology)
Completion of a data-based dissertation
See general admission section,
page 167.
STEINHARDT FELLOWS
PROGRAM AND RESEARCH
ASSISTANTSHIPS
See page 180.
130
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Psychology and Social Intervention
DI RECTOR
The goal of the Ph.D. Program in
Pamela A. Morris
Psychology and Social Intervention is to
influence individual functioning and
policy, programs) and preventive and
train action scientists to work in a vari-
well-being and receive theoretical and
policy interventions (psychological,
Kimball Hall
ety of settings in order to understand,
methodological training in the con-
social, education, and health programs)
212-998-5555
transform, and improve the contexts
ceptualization and assessment of such
locally, nationally, and internationally.
and systems (ranging from families,
ecologies. Students also learn about
Program faculty members also conduct
DEGREE
small groups, schools, communities, and
successful and unsuccessful efforts in
research on how cultural factors and
Ph.D.
neighborhoods to public policies) in
these domains across multiple levels of
identities influence and interact with
which humans develop across the lifes-
analysis. Students are expected to have
experiences of these ecologies and
FACULTY
pan. The program has a strong emphasis
an interest in studying and understand-
interventions. The University’s New
Aber, Allen, Cappella,
on (a) understanding and assessing
ing various forms of diversity and
York City location provides an ideal
Godfrey, Hughes,
social settings, systems, and policies;
structural inequality among groups of
urban setting for studying many
Morris, Seidman
(b) creating, improving, implementing
individuals, institutions, communities,
kinds of communities, combined with
and evaluating prevention and interven-
and societies.
gateways to the world at large. The
ecologies (e.g., schools, neighborhoods,
The program maintains a heavy
main objectives of the program are to
various forms of diversity and structural
focus on research in applied settings
provide students with basic grounding
inequality among individuals, institu-
for the purposes of understanding
in fundamentals of psychology and
tions, communities, and societie.
and changing social settings. Program
behavioral science and intensive training
faculty members study a wide range of
in theories of ecological psychology;
tion programs; and (c) understanding
132
Students learn how varied ecologies
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Psychology and Social
theories and techniques of preventive
in health, education, and social service
interventions and analysis; and three
Intervention,
and promotive interventions; program
organizations, and students will be
letters of recommendation.
continued
and policy formation, implementation,
positioned to contribute to the design
and evaluation; conceptualization and
and implementation of such strategies.
page 167.
and research methodology for multilevel
DEGREE REQUIREMENTS
and cross-level analysis.
Students take 72 units, depending
FINANCIAL AID
OPPORTUNITIES
on prior graduate coursework.
Tuition remission and stipends are
Requirements for program completion
provided to all doctoral students in
include:
the first three years. During the fourth
See the general admission section,
analysis of individual and social change;
Areas of research focus may include
the following:
The analysis and change of human
year, doctoral students are provided
service and community-based
organizations
Courses in psychology and social
with a stipend to cover living expenses.
Consequences of poverty, social
intervention (e.g., Theories of Change
Doctoral students are also funded via
exclusion, and discrimination
in Applied Psychology, Psychological
research grants from the faculty in the
The analysis and restructuring of
Approaches to Conceptualizing and
Department of Applied Psychology. In
ecological transitions (e.g., between
Measuring Human Environments,
addition, the Department of Applied
neighborhoods, between school and
and Developmental and Prevention
Psychology offers Monroe Stein
work)
Science)
and Raymond and Rosalee Weiss
The design and evaluation of
Design, methodology, and statistics
Awards. Information on scholarships is
prevention and promotion programs
sequence (e.g., Research Design
available on the Steinhardt Graduate
Analysis and evaluation of public
and Methodology in the Behavioral
Admissions website under financial
policies relevant to health, education,
Sciences, Intermediate Quantitative
aid. All applicants who are interested
and well-being
Statistics, and Multivariate Statistics).
in being considered for school-based
Experiences of racial, ethnic,
Intervention-research or policy-
scholarships must complete the Free
sexual, and other minorities, as
research practica (two semesters)
Application for Federal Student Aid
well as immigrant populations, in
Psychology and social intervention
(FAFSA) by going to www.fafsa.ed.gov
organizational, community, and
elective courses (at least three)
and submitting it electronically to NYU.
transnational contexts
Participation in area seminar
Check the Graduate Admissions web
Setting level influences on intergroup
Completion of a second-year empirical
pages for detailed instructions. The
disparities or relationships
paper
deadline for submitting the FAFSA form
Completion of a comprehensive
to NYU is February 1 for the fall term.
CAREER OPPORTUNITIES
examination requirement
Please note that the earliest time one
The program prepares students for
Completion of an independent,
can access the form is January 1.
diverse roles in academia and social
empirically based dissertation
For more details, contact the
Department of Applied Psychology.
research. In the academic arena,
students are well-positioned for jobs
ADMISSION REQUIREMENTS
in schools of human development,
Requirements for admission include
education, public health, and public
strong academic background as
policy. In the area of social research,
evidenced by standard indicators, such
students are prepared for positions in
as GPA and GRE scores; evidence of
research, advocacy, and social service
prior research experience; evidence of
organizations. Indeed, there is increasing
interest in human ecologies, systems-
demand for evidenced-based strategies
level interventions, and/or policy
See general financial aid section,
page 178.
Courses
The courses listed
herein are to be
APPLIED PSYCHOLOGY/
APSY-GE
offered in 2013–2015.
N OT ES TO CO U RSE S
*Registration closed
to special students.
†Pass/fail basis.
Experimental Psychology
Health Psychology and Human
APSY-GE.2005 45 hours: 3 units.
Development
Prerequisite: one year of statistics
APSY-GE.2022 30 hours: 3 units.
Neuropsychology of Behavior
or measurement, or permission of
APSY-GE.2001 30 hours: 3 units.
instructor.
or educational psychology.
Cognitive Behavior Therapy:
Theory and Applications
Prerequisite: a course in psychology
Sexual Decision Making and
APSY-GE.2025 30 hours, 3 units.
Risk Taking in Adolescence
Social Psychology
APSY-GE.2008 30 hours: 3 units.
Abnormal Psychology
APSY-GE.2038 30 hours: 3 units.
APSY-GE.2003 30 hours: 3 units.
Prerequisite: a course in general or
Psychology of Women
Prerequisite: APSY-GE.2039 or
educational psychology.
APSY-GE.2014 30 hours: 3 units.
equivalent.
Prerequisites: a course in general
psychology or equivalent.
133
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Courses, continued
Theories of Personality
Human Growth and Development
Adolescent Development:
APSY-GE.2039 30 hours: 3 units.
APSY-GE.2138 30 hours: 3 units.
Theory and Research
APSY-GE.2272 30 hours: 3 units.
Prerequisite: a graduate course
Please be advised that
in general, developmental, or
Measurement: Classical Test Theory
Prerequisites: a course in
licensing agencies and
educational psychology.
APSY-GE.2140 (formerly APSY-GE.2035)
developmental psychology and a course
45 hours: 3 units.
in sociology, social psychology, or the
placement facilities
study of cultures.
in your field of study
Women and Mental Health
may require that you
APSY-GE.2041 30 hours: 3 units.
Measurement: Modern Test Theory
undergo a criminal
Prerequisite: a course in general
APSY-GE.2141 (formerly APSY-GE.2037)
Risk and Resilience
background check,
psychology or equivalent.
45 hours: 3 units.Prerequisite: APSY-
APSY-GE.2279 30 hours: 3 units.
GE.2140 or equivalent, or permission of
Prerequisite: a graduate-level course
instructor.
in developmental psychology or work
the results of which
the agency or facility
Action Approaches to Mental Health
must find acceptable
Counseling
prior to placement or
APSY-GE.2045 30 hours: 3 units.
experience in the area of developmental
Evaluation Methodology in the
psychology.
Behavioral Sciences I
licensure.
The Development of Child Language
APSY-GE.2173 45 hours: 3 units.
Independent Study
APSY-GE.2055* 45 hours: 3 units.
Prerequisites: RESCH-GE .2001,
APSY-GE.2300 45 hours per unit: 1–6
Prerequisite: a course in developmental
APSY-GE.2041.
units. Hours to be arranged.
psychology or linguistics.
Evaluation Methodology in the
Applied Psychology:
Issues in Counseling People with
Behavioral Sciences II
Integrative Seminar
Disabilities
APSY-GE.2174 45 hours: 3 units.
APSY-GE.2335 30 hours: 3 units.
APSY-GE.2068 30 hours: 3 units.
Prerequisite: APSY-GE.2173.
Open only to master’s candidates in
Research and Evaluation in the
Psychological Disturbances in Children
Behavioral Sciences
APSY-GE.2181 30 hours: 3 units.
applied psychology.
Research Design and Methodology in
Academic Achievement Gaps:
Socio-psychological Dynamics
APSY-GE.2070 45 hours: 3 units.
Temperament-Based Intervention
APSY-GE.2345 45 hours: 3 units.
APSY-GE.2184 30 hours: 3 units.
Prerequisite: course in educational
or developmental psychology, or
the Behavioral Sciences I
APSY-GE.2073* 45 hours: 3 units.
Cognitive Development
Required of doctoral students in the
APSY-GE.2198 30 hours: 3 units.
permission of instructor.
HIV Prevention and Counseling:
Department of Applied Psychology.
Cross-Cultural Research Methods
Psychoeducational Perspectives
APSY-GE.2222 30 hours: 3 units.
APSY-GE.2450 30 hours: 3 units.
the Behavioral Sciences II
Emotional Development in Childhood:
Trauma: Theoretical and Clinical
APSY-GE.2074* 45 hours: 3 units.
Organization and Neurobiology
Perspectives
Prerequisite: APSY-GE.2073 or
APSY-GE.2261 30 hours: 3 units.
APSY-GE.2500 30 hours: 3 units.
permission of instructor.
Prerequisite: Introductory graduate-level
Prerequisite: a course in general
course in statistics and developmental
psychology or equivalent.
Open by permission of instructor.
Research Design and Methodology in
Grant Writing and Grant Management
psychology.
Case Seminar in Trauma Studies:
for the Social Sciences
APSY-GE.2077 30 hours: 3 units.
Early Childhood: The Development of
Transdisciplinary Perspectives of
Prerequisites: APSY-GE.2271 and
Self-Regulation
Clinical Work
APSY-GE.2105.
APSY-GE.2265 30 hours: 3 units.
APSY-GE.2505 30 hours: 3 units.
Prerequisite: Introductory graduate-level
Prerequisite: APSY-GE.2500 or
Gestalt Therapy: An Overview of
course in statistics and developmental
permission of instructor.
Theory and Practice
psychology.
Social Psychology, Intervention, and
APSY-GE.2093 30 hours: 3 units.
Intervention/Prevention in Early
Social Change
Developmental and Prevention Science
Childhood Contexts
APSY-GE 2605 30 hours: 3 units
APSY-GE.2094 30 hours: 3 units.
APSY-GE.2270 30 hours: 3 units.
Prerequisite: Introductory graduate-level
Group Dynamics: Theory and Practice
Social Development of Children and
course in developmental psychology or
APSY-GE.2620* 45 hours: 3 units.
Adolescents
permission of instructor.
Advanced Group Dynamics:
APSY-GE.2097 30 hours: 3 units.
Survey of Developmental Psychology:
Consultation and Facilitation
Culture, Context, and Psychology
Advanced
APSY-GE.2625*† 45 hours: 3 units.
APSY-GE.2105 30 hours: 3 units.
APSY-GE.2271 30 hours: 3 units.
Prerequisite: APSY-GE.2620
Prerequisite: an introductory course in
Psychological Research in Infancy
APSY-GE.2115 30 hours: 3 units.
psychology or educational psychology.
Dynamics of Vocational Development
APSY-GE.2634 30 hours: 3 units.
Prerequisite: a course in developmental
or educational psychology.
134
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Courses, continued
Career Counseling
Interpretation and Use of Tests in
Advanced Seminar in Psychology and
APSY-GE.2635 30 hours: 3 units.
Counseling Children and Adolescents
Social Intervention
Prerequisites: APSY-GE.2634 and
APSY-GE.2673* 45 hours: 3 units.
APSY-GE.2830* (formerly Advanced
APSY-GE.2657.
Prerequisite: APSY-GE.2657 or
Seminar in Community Psychology,
equivalent.
G89.3290) 30 hours: 3 units.
Only open to doctoral students in
Professional Orientation and Ethical
Issues in School Counseling
Cross-Cultural Counseling
psychology and social intervention,
APSY-GE 2650* 20 hours: 2 units.
APSY-GE.2682 30 hours: 3 units.
or permission of instructor.
Prerequisite: APSY-GE.2657 or
Professional Orientation and Ethical
equivalent.
Families and Schools
APSY-GE 2831 30 hours: 3 units.
Issues in Counseling for Mental Health
and Wellness
Grief and Bereavement Counseling
APSY-GE.2651* 20 hours: 2 units.
APSY-GE.2683 30 hours: 3 units.
Child Development and Social Policy
Prerequisite: APSY-GE.2681 or related
APSY-GE.2832 (formerly Child
work experience.
Development and Social Policy,
Internship in Counseling for Mental
G89.2292) 30 hours: 3 units.
Health and Wellness I and II
APSY-GE.2655*, 2656* 45 hours: 4 units
Marriage, Couple, and Family
Prerequisite: graduate course in
per term. Hours arranged. APSY-GE.2655
Counseling
developmental psychology or
is prerequisite for APSY-GE.2656.
APSY-GE.2684 30 hours: 3 units.
equivalent.
Prerequisite: APSY-GE.2657 or
Individual Counseling:
equivalent.
APSY-GE.2657 45 hours: 3 units.
Research: Using Mixed Methods
APSY-GE.2835 30 hours: 3 units.
Theory and Process
Special Topics in Applied Psychology:
Prerequisites: RESCH-GE.2140 and
Workshop on Research Development
APSY-GE.2073.
Individual Counseling: Practice I
APSY-GE.2686 15 hours per unit:
APSY-GE.2658*† 50 hours: 3 units;
0–6 units.
Project Research Seminar I
hours to be arranged.
Prerequisite or co-requisite: Basic
APSY-GE.2837 30 hours: 0 units.
graduate-level research design or
Only open to master’s students
Individual Counseling: Practice II
statistics. Only open to graduate
in human development and social
APSY-GE.2659*† 50 hours: 3 units.
students in applied psychology.
intervention.
Prerequisite: APSY-GE.2658.
Drug Use, Abuse, and Addiction:
Project Research Seminar II
Foundations of Counseling for Mental
Bio-psychosocial Perspectives
APSY-GE.2838 30 hours: 3 units.
Health and Wellness
APSY-GE.2691 30 hours: 3 units.
Prerequisite: APSY-GE.2837.
Only open to master’s students
APSY-GE.2661* 20 hours: 2 units.
Substance Use, Abuse, and Addiction:
in human development and social
Foundations of School Counseling
Treatment Perspectives
intervention.
APSY-GE.2662* 20 hours: 2 units.
APSY-GE 2692 30 hours: 3 units.
Program Development and Evaluation
Special Topics in Crisis Intervention and
in Counseling
Management: Disaster Mental Health
APSY-GE.2663* 30 hours: 3 units.
APSY-GE 2701 30 hours: 3 units.
Project Research Seminar: PSI
Play and Drama Therapy with Children
and Adolescents
Prerequisite: APSY-GE.2070 or
equivalent, or permission of instructor.
APSY-GE 2839 30 hours: 3 units.
Understanding and Measuring the
APSY-GE.2840 (formerly E86.2120)
Social Contexts for Development
30 hours: 3 units.
Internship in School Counseling I
APSY-GE.2825 (formerly Organizational
APSY-GE.2667* 45 hours: 4 units.
and Community Processes, G89.2290)
Positive Psychological Development:
Hours arranged.
30 hours: 3 units.
Innovations in Theory, Research,
Internship in School Counseling II
Intervention and Social Change
APSY-GE.2668* 45 hours: 4 units.
APSY-GE.2826 (formerly G89.2269)
Hours arranged.
30 hours: 3 units.
and Practice
APSY-GE.2870 30 hours: 3 units.
Psychology of Gender Roles and
Sex Differences
Prerequisite: APSY-GE.2667.
Practicum in Intervention Research or
APSY-GE.2880 30 hours: 3 units.
Religiosity and Spirituality: Theory,
Policy Research I and II
Research, and Counseling
APSY-GE.2827 (formerly Practicum
Gay, Lesbian, Bisexual, and
APSY-GE.2669 30 hours: 3 units.
in Community Research, G89.3287)
Transgender People: Individual Study
45 hours: 3 units. APSY-GE.2828
APSY-GE.2892 20 hours per unit:
Interpretation and Use of Tests in
(formerly Practicum in Community
2–3 units.
Counseling Adults
Research, G89.3288) 45 hours: 3 units.
Requires permission of the instructor.
APSY-GE.2672* 45 hours: 3 units.
Prerequisite: APSY-GE.2657 or
Counseling Gay, Lesbian, Bisexual,
equivalent.
and Transgender Youth
APSY-GE.2895 30 hours: 3 units.
135
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015
Courses, continued
Counseling Gay, Lesbian, Bisexual, and
Counseling Psychology Program
Transgender Adults and Older Adults
Seminar
APSY-GE.2896 30 hours: 3 units.
APSY-GE.3611, 3612* 60 hours: 3 units
each term.Prerequisite: doctoral
Dissertation Proposal Seminar in
matriculation. Required of all doctoral
Applied Psychology
students in counseling psychology
APSY-GE.3001* 30 hours: 3 units.
during the first or second year in
Open only to doctoral students in
the program.
applied psychology, or by permission
of instructor.
Forum in Counseling Psychology
APSY-GE 3620 30 hours : 3 units.
Departmental Seminar: Theories of
Prerequisite: doctoral matriculation.
Change in Applied Psychology
Required of all doctoral students in
APSY-GE.3009* 30 hours: 3 units.
counseling psychology during the first
Open to doctoral candidates in applied
or second year in the program.
psychology.
Practicum in Counselor Training
Internship in Counseling Psychology
APSY-GE.3629*† 45 hours: 3 units.
APSY-GE.3016 0 units.
Prerequisite: permission of instructor.
Full-time one-year internship required
Enrollment limited to advanced
of all doctoral students in counseling
sixth-year and doctoral students in
psychology.Prerequisites: Doctoral
counseling psychology.
candidacy and approved doctoral
dissertation proposal.
Seminar in Counseling Theory and
Research
Seminar: Current Issues in
APSY-GE.3633* 30 hours: 3 units.
Developmental Psychology
Open to advanced sixth-year and
APSY-GE.3021* 30 hours: 3 units.
doctoral students in counseling
Prerequisite: open only to doctoral
psychology.
students in developmental psychology;
other doctoral students by permission
Seminar in Vocational Development
of instructor.
Theory and Research
APSY-GE.3657 30 hours: 3 units.
Listening Guide Method of
Prerequisite: Open to advanced
Psychological Inquiry
sixth-year and doctoral students in
APSY-GE.3040 30 hours: 3 units.
counseling psychology.
Advanced Listening Guide
Clinical Assessment in Counseling
APSY-GE.3045 30 hours: 3 units.
Psychology I and II
APSY-GE.3665, 3666* 45 hours: 3 units
Historical Perspectives of
each term.
Psychological Theory
Prerequisites: graduate courses in test
APSY-GE.3103 30 hours: 3 units.
interpretation, abnormal psychology,
and personality theory.
Supervised Advanced Counseling
Practicum: Individual and Group I, II
IES-Predoctoral Interdisciplinary
APSY-GE.3607, 3608*† 225 hours: 2
Training Seminar on Causal
units each term. Hours arranged.
Interference I and II
Registration by permission of program
APSY-GE 3901, 3902 30 hours: 3 units
adviser and practicum director. Open to
each term.
candidates in counseling psychology.
136
DEPARTMENT OF APPLIED PSYCHOLOGY THE STEINHARDT SCHOOL OF CULTURE EDUCATION AND HUMAN DEVELOPMENT BULLETIN 2013–2015