n e w yo r k u n i v e r s i t y
St ein ha rdt Sc ho o l o f c u lt u re , E du c at i on, and H u man de v e lop me nt
G r a d u at e 2 0 1 5 - 2 0 1 7
Applied Psychology
Art
Health
Media
Music
2 0 1 5 - 2 0 1 7 g r a d u at e b u l l e t i n
Education
G r a d u at e 2 0 1 5 - 2 0 1 7
Steinhardt School of Culture,
Education, and Human Development
Announcement for the 125th and 126th Sessions
New York University
Washington Square
New York, New York 10003
NOTICES
About this Bulletin
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.
Fieldwork Placement Advisory
Please be advised that fieldwork placement facilities that provide training required for your program
degree, and agencies that issue licenses for practice in your field of study, each may require you to
undergo general and criminal background checks, the results of which the facility or agency must
find acceptable before it will allow you to train at its facility or issue you a license. You should inform
yourself of offenses or other facts that may prevent obtaining a license to practice in your field of
study. NYU Steinhardt will not be responsible if you are unable to complete program requirements or
cannot obtain a license to practice in your field because of the results of such background checks.
Some fieldwork placement facilities in your field of study may not be available to you in some
states due to local legal prohibitions.
Campus Security Report
In compliance with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act,
NYU prepares an annual campus security and fire safety report containing information about crimes
and policies related to security and safety at the University. All prospective students may view the full
text of this report onnyu.edu/life/safety-health-wellness/be-safe/public-safety/crime-reports-statistics.
html. The report is also available in hard copy by contacting Rebecca Holland, Vice President for
Global Standards and Compliance in the Department of Public Safety, at [email protected]. Table of Contents
An Introduction to New York University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
The Schools and Colleges of the University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
New York University and New York . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
An Introduction to the Steinhardt School of Culture,
Education, and Human Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Academic Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Program and Concentration Codes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Teacher Certification Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Application Deadlines; Classification of Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Course Number Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Department of Administration, Leadership, and Technology. . . . . . . . . . . . . . . . . . . . 20
Department of Art and Art Professions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Department of Communicative Sciences and Disorders . . . . . . . . . . . . . . . . . . . . . . . . 47
Department of Humanities and Social Sciences in the Professions. . . . . . . . . . . . . . . 54
Department of Media, Culture, and Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Department of Music and Performing Arts Professions. . . . . . . . . . . . . . . . . . . . . . . . . 75
Department of Nutrition, Food Studies, and Public Health. . . . . . . . . . . . . . . . . . . . . 109
Department of Occupational Therapy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Department of Physical Therapy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Department of Applied Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Department of Teaching and Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Program in Rehabilitation Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Registration and Advisement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Tuition, Fees, and Expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Student Activities/School and University Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Community Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Graduate Study/General Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Degree and Certificate Programs
as Registered by the New York State Education Department . . . . . . . . . . . . . . . . 213
Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Travel Directions to the Washington Square Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Frequently Called Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
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)
1832College of Arts and Science
cas.nyu.edu
1900Leonard N. Stern School of Business
www.stern.nyu.edu
1965Tisch School of the Arts
www.tisch.nyu.edu
1835School of Law www.law.nyu.edu
1922Institute of Fine Arts
www.nyu.edu/gsas/dept/fineart
1972Gallatin School of Individualized Study
www.nyu.edu/gallatin
1841School of Medicine
school.med.nyu.edu
1934School of Continuing and
Professional Studies
www.scps.nyu.edu
1972Liberal Studies Program
www.liberalstudies.nyu.edu
1865College of Dentistry www.nyu.edu/dental
(including the College of Nursing [1947], www.nyu.edu/nursing)
1886Graduate School of Arts and Science
www.gsas.nyu.edu
1890Steinhardt School of Culture, Education, and Human
Development
steinhardt.nyu.edu
4
1934Courant Institute of
Mathematical Sciences
cims.nyu.edu
1938Robert F. Wagner Graduate School of Public Service
wagner.nyu.edu
1960Silver School of Social Work
www.nyu.edu/socialwork
2006Institute for the Study of the
Ancient World
www.nyu.edu/isaw
2010New York University Abu Dhabi
nyuad.nyu.edu
1854Polytechnic Institute of
New York University
www.poly.edu (affiliated 2008)
An introduction to new york university the steinhardt school of culture, education, and human development bulletin 2015–2017
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 2015–2017
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, BA, MA, PhD, JD, President
Linda G. Mills, BA, JD, MSW, PhD, Vice
Debra A. LaMorte, BA, JD, Senior Vice
[through December 31st, 2015]
Chancellor for Global Programs and
President for Development and Alumni
University Life, NYU; Associate Vice
Relations
Alexander Hamilton, BSc, MSc, Ph.D.,
President [as of January 1, 2016]
Chancellor for Admissions and Financial
Support, NYU Abu Dhabi; Lisa Ellen
Goldberg Professor
Ron Robin, BA, MA, PhD, Senior Vice
Provost for Global Faculty Development,
NYU; Senior Vice Provost for Faculty
David W. McLaughlin, BS, MS, PhD,
Ellen Schall, BA, JD, Senior Presidential
Development, NYU Abu Dhabi and NYU
Provost
Fellow
Shanghai
Richard S. Baum, BA, Chief of Staff to
Diane C. Yu, BA, JD, Deputy President
Matthew S. Santirocco, BA, BA
the President
Robert Berne, BS, MBA, PhD, Executive
Vice President for Health
Martin S. Dorph, BS, MBA, JD, Executive
Vice President, Finance and Information
Technology
Katherine Fleming, BA, MA, PhD, Deputy
Provost and Vice Chancellor, Europe
Richard Foley, BA, MA, PhD, Vice
Chancellor for Strategic Planning
[Cantab.]; MPhil, MA [Cantab.], PhD;
hon.: MA, Senior Vice Provost for
Terrance Nolan, BA, JD, LLM, General
Counsel and Secretary of the University
Academic Affairs
Katepalli R. Sreenivasan, BE, ME, MA,
Lynne P. Brown, BA, MA, PhD, Senior
PhD; hon.: DSc, Executive Vice Provost
Vice President for University Relations
for Engineering and Applied Sciences;
and Public Affairs
Dean, Polytechnic School of Engineering
Norman Dorsen, BA, LLB, Counselor to
Marc L. Wais, BS, MBA, EdM, EdD, Senior
the President
Vice President for Student Affairs
Paul M. Horn, BS, PhD, Senior Vice
Provost for Research; Senior Vice
Alison Leary, BS, Executive Vice
Dean for Strategic Initiatives and
President for Operations
Entrepreneurship, Polytechnic School of
Engineering
6
An introduction to new york university the steinhardt school of culture, education, and human development bulletin 2015–2017
DEANS AND DIRECTORS
Roger Bagnall, BA, MA, PhD, Director,
Allyson Green, BFA, MFA, Dean, Tisch
Michael D. Purugganan, BS, MA, PhD,
Institute for the Study of the Ancient
School of the Arts
Dean for Science, Faculty of Arts and
World
Robert I. Grossman, BS, MD, Saul J.
Gérard Ben Arous, BS, MSc, PhD,
Farber Dean, NYU School of Medicine;
Paul Romer, BS, PhD, Director, Marron
Director, Courant Institute of
Chief Executive Officer, NYU Hospitals
Institute of Urban Management
Mathematical Sciences; Vice Provost for
Center
Science and Engineering Development
Anna Harvey, BA, MA, PhD, Interim
Michael Steinhardt Director, Institute of
Lauren Benton, BA, PhD, Dean, Graduate
Dean, Graduate School of Arts and
Fine Arts
School of Arts and Science [until June
Science [as of July 1, 2015]
30, 2015]
Cheryl G. Healton, BA, MPA, DrPH,
of Liberal Studies, Faculty of Arts and
Charles N. Bertolami, DDS, DMedSc,
Director, Global Institute of Public
Science
Herman Robert Fox Dean, College of
Health; Dean of Global Public Health
Katepalli R. Sreenivasan, BE, ME, MA,
Dentistry
Peter Blair Henry, BA, BA, PhD, Dean,
PhD; hon.: DSc, Dean, Polytechnic
Alfred H. Bloom, BA, PhD; hon.: LLD,
Leonard N. Stern School of Business
School of Engineering; Executive Vice
Vice Chancellor, NYU Abu Dhabi
Steven E. Koonin, BS, PhD, Director,
Dominic Brewer, BA, MA, PhD, Gale
Center for Urban Science and Progress
and Ira Drukier Dean, Steinhardt School
Michael Laver, BA (hons.), MA, PhD,
of Culture, Education, and Human
Dean for Social Sciences, Faculty of Arts
Development
and Science
Thomas J. Carew, BA, MA, PhD; hon.:
Jeffrey S. Lehman, BA, JD, MPP, Vice
MA, Anne and Joel Ehrenkranz Dean,
Chancellor, NYU Shanghai
Faculty of Arts and Science
Joy Connolly, BA, PhD, Dean for
Humanities, Faculty of Arts and Science
Carol A. Mandel, BA, MA, MSLS, Dean of
Libraries
Geeta Menon, BA, MA, PhD, Dean,
Dennis Di Lorenzo, BA, Harvey J.
Undergraduate College, Leonard N.
Stedman Dean, School of Professional
Stern School of Business
Studies
Sherry L. Glied, BA, MA, PhD, Dean,
Trevor W. Morrison, BA (hons.) [British
Science
Patricia Rubin, BA, MA, PhD, Judy and
Fred Schwarzbach, BA, MA, PhD, Dean
Provost for Engineering and Applied
Sciences
G. Gabrielle Starr, BA, MA, PhD, Seryl
Kushner Dean, College of Arts and
Science
Eileen Sullivan-Marx, BSN, MS, PhD,
CRNP, RN, FAAN, Dean, College of
Nursing
Lynn Videka, BSN, MA, PhD, Dean, Silver
School of Social Work
Susanne L. Wofford, BA; BPhil
[Oxon.], PhD, Dean, Gallatin School of
Individualized Study
Columbia]; JD, Dean, School of Law
Robert F. Wagner Graduate School of
Public Service
Board of Trustees
Martin Lipton, BS in Econ., LLB, Chair
[through September 2015]
William Berkley, BS, MBA, Chair [as of
October 2015]
Steven M. Cohen, BA, JD
Jonathan C. Kim, BS
William T. Comfort, III, BSBA, JD, LLM
Charles Klein, BA, JD
(in Taxation)
Florence A. Davis, BA, JD
Michael Denkensohn, BS
Ronald D. Abramson, BA, JD; hon.: DFA
Khaldoon Khalifa Al Mubarak
Ralph Alexander, BS, MS, MS
Phyllis Putter Barasch, BS, MA, MBA
Maria Bartiromo, BA
Marc H. Bell, BS, MS
William R. Berkley, BS, MBA
Casey Box, AA, BA, MPA
Bill Brewer, BA, JD, LLM
Heather L. Cannady, BA, JD
Sharon Chang, BA, MA
Evan R. Chesler, BA, JD
7
Barry Diller
Gale Drukier, BS
Joel S. Ehrenkranz, BS, MBA, LLB, LLM
Laurence D. Fink, BA, MBA
Luiz Fraga, BA, MBA
Mark Fung, BA, MA, JD, PhD
Lisa Yoo Hahn, BA, JD
Jonathan M. Herman, BA, JD
Natalie Holder, BS, JD, Executive MBA
Mitchell Jacobson, BA, JD
Boris Jordan, BA
Andre J. L. Koo, BA, MBA
Mark Leslie, BA
Brian A. Levine, BS, MS, MD
Jeffrey H. Lynford, BA, MPA, JD
Kelly Kennedy Mack, BA, MBA
Mimi M. D. Marziani, BA, JD
Howard Meyers, BS
Steven S. Miller, BA, JD
Constance J. Milstein, BA, JD
David C. Oxman, BA, LLB
John Paulson, BS, MBA
Catherine B. Reynolds, BA
Brett B. Rochkind, BS, MBA
William C. Rudin, BS
An introduction to new york university the steinhardt school of culture, education, and human development bulletin 2015–2017
Suresh Sani, BA, JD
Life Trustees
Marie Schwartz
John Sexton, BA, MA, PhD, JD
Diane Belfer
Larry A. Silverstein, BA, LLB
Constance Silver, BS, MSW, PhD
Mamdouha Bobst, BA, MA, MPH; hon.:
Joel E. Smilow, BA, MBA
Lisa Silverstein, BA
LHD
Jay Stein
John Brademas (President Emeritus),
Joseph S. Steinberg, BA, MBA
Judy Steinhardt, BA, EdM
BA; DPhil [Oxon.]; hon.: DCL, LHD, LittD,
Chandrika Tandon, BA, MBA
Daniel R. Tisch, BA
John L. Vogelstein
Robert F. Wright, BA, MBA
Arthur L. Carter, BA, MBA
William D. Zabel, BA, LLB
Geraldine H. Coles
Baroness Mariuccia Zerilli Marimò
Maurice R. Greenberg, LLB; hon.: JD,
LLD
Trustee Associates
Henry Kaufman, BA, MS, PhD; hon.: LHD,
Bruce Berger, BS
LLD
Casey Wasserman, BS
Helen L. Kimmel, BA
Anthony Welters, BA, JD
Shelby White, BA, MA
Leonard A. Wilf, BA, JD, LLM (in
Taxation)
Fred Wilson, BS, MBA
Tamara Winn, BA, JD, MBA
Charles M. Zegar, BS, MS, MS
8
John J. Creedon, BS, LLB, LLM
Wenliang Wang
Nina Weissberg, BA, MA
Lillian Vernon
LLD
Michael H. Steinhardt, BS
Jessica Swartz, BA, MA, PhD
Sheldon H. Solow
Richard Jay Kogan, BA, MBA
Kenneth G. Langone, BA, MBA
Donald B. Marron
Leonard Boxer, BS, LLB
Jane Eisner Bram, BA, MSW, PhD
Betty Weinberg Ellerin, BA, JD
Norman Goodman, BA, JD
Marvin Leffler, BS, MBA
Thomas S. Murphy, BSME, MBA
Herbert M. Paul, BBA, MBA, JD, LLM
Lester Pollack, BS, LLB
E. John Rosenwald, Jr., BA, MBA
An introduction to new york university the steinhardt school of culture, education, and human development bulletin 2015–2017
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
current professionals from a diverse range of backgrounds
Dominic Brewer, BA, MA,
Jeanne Bannon, BA, MA,
PhD, Gale and Ira Drukier
Director, Student Services
Dean
and experiences to enter or advance their careers in health,
Director, Faculty Affairs
the arts, culture, and media in addition to teacher education,
Ted Magder, BA, MA, PhD,
leadership, and applied psychology. We offer specialized
Vice Dean for Academic
professional and scholarly education within the context of
Affairs
one of the country’s premier centers for scholarly and creative
inquiry, applied research, and field-based practice. Our students find a warm and supportive environment in which they
can explore new ideas and practices with faculty and student
Pamela Morris, BA, MA, PhD,
Vice Dean for Research and
Faculty Affairs
colleagues. They work with researchers, scholars, and teachers
Rebecca Brandriff, BS, MBA,
who are intellectually adventurous and socially conscious.
Associate Dean of Operations
They learn in the expansive environment of a great research
university and use the urban neighborhoods of New York
City and countries around the world as their laboratory. They
embrace the challenges of our complex and interconnected
world.
Claude Blenman, BA, MA,
Patricia M. Carey, BA, MA,
PhD, Associate Dean for
Student Affairs
Erich Dietrich, BA, MA, PhD,
Judith Costello, BS, Director,
Institutional Research
Mary Beth Fenlaw, BMus,
MBA, Director, Marketing
Lee Frissell, BA, MA, Director,
Field Projects
Heather Herrera, BA, MA,
PhD, Director, Academic
Affairs
Roger Ho, BS, Director,
Human Resources
Associate Dean for Global
Zachary Klim, BA, MA,
University established a School of Pedagogy. With its found-
and Academic Programs
Director of Academic
ing, the University achieved another milestone in American
Charlton McIlwain, BA, MHR,
education. It was the first time that a graduate school for
PhD, Associate Dean for
preparing teachers was established in a major university,
Development and Diversity
The school traces its origins to 1890, when New York
placing the School of Pedagogy at equal rank with other
professional schools, such as law and medicine. From its
Robert Rowe, BM, MA, PhD,
Initiatives and Global
Programs
Jacqueline McPhillips, BA,
MS. Ed., Director, CCTOP
Associate Dean for Research
John S. Myers, BA, MA,
diversity, and included women among its first doctoral
and Doctoral Studies
Director, Enrollment
graduates and African Americans in its student body and
Lindsay Wright, BS, PhD,
faculty in the early 20th century.
Associate Dean for Planning
Debra Weinstein, BA, MA,
and Communication
Director, Publications and
earliest years, NYU Steinhardt recognized the importance of
Today, NYU Steinhardt offers a broad array of programs
and classes, including on-campus and study abroad courses
during winter and summer sessions; outstanding fieldwork
sites for applied practice; award-winning faculty; and exceptional academic and research opportunities. Through rigorous
Jeffrey Lane, BA, MA,
Management
Creative Projects
Executive Director, Facilities
David Zapotocky, BS, MA,
Planning and Technology
PhD, Director, Registration
research and education, both within and across disciplines,
9 introduction
the steinhardt school of culture, education, and human development bulletin 2015–2017
Services
Academic
Programs
Program and Concentration Codes
(See page 16-17 for
teacher certification
programs)
CodesDegrees
ADMINISTRATION,
LEADERSHIP & TECHNOLOGY
Business Education
Business and Workplace Education
GEBWEMMAM.A.
Workplace Learning
GEBEWLADCR
Advanced Certificate
Business and Workplace Education
GEBWECADCR
Advanced Certificate
Educational Administration
Educational Administration
GEEDADEDDEd.D.
Educational Administration
GEEDADPHD
Ph.D.
Educational Leadership
Educational Leadership: School Building Leader
GEELSBMAM.A
Educational Leadership: School District Leader
GEELSDADCR
Educational Leadership, Politics & Advocacy
GEELPAMAM.A
Advanced Certificate
Educational Communication and Technology
Educational Communication and Technology
GEEDCTPHD
Ph.D.
Digital Media Design for Learning
GEDMDLADCR
Advanced Certificate
Digital Media Design for Learning
GEDMDLMAM.A.
Games for Learning
GEGLETMSM.S
Higher Education
Higher Education & Student Affairs
GEHESAMAM.A.
Higher Education Administration
GEHIAEEDDEd.D.
Higher and Postsecondary Education
GEHIPSPHD
Ph.D.
APPLIED PSYCHOLOGY
Counseling & Guidance
Bilingual School Counseling K-12
GECNGUMA: GECBG001
M.A.
Counseling & Guidance
GECNGUADCR: GECGU001
Advanced Certificate
Counseling for Mental Health Wellness
GECMHWMAM.A.
LGBT Health, Education, and Social Services
GELGBTADCR
Advanced Certicate
LGBT Health, Education and Social Services GELGBDADCR
Advanced Certificate/MPH Global Public Health
School Counseling K-12
GECNGUMA: GECGS001M.A.
Counseling for Mental Health and Wellness/
LGBT Health, Education, and Social Services
GEHCMLGMAM.A.
Counseling for Mental Health and Wellness/
* Leads to New York State
certification.
†Professional license
qualifying.
‡Students are no
longer admitted into this
program.
LGBT Health, Education, and Social Services
GEHCMLGADC
Advanced Certicate
GECNPSPHD
Ph.D.
GEPSSIPHD
Ph.D.
Counseling Psychology
Counseling Psychology
Psychology & Social Intervention
Psychology & Social Intervention
Human Development & Social Intervention
Human Development & Social Intervention
GEHDSIMAM.A.
Human Development & Social Intervention/
LGBT Health, Education, and Social Services
GEHDLGMAM.A.
1 0 Academic
programs the steinhardt school of culture, education, and human development bulletin 2015–2017
Programs and
Human Development & Social Intervention/
Concentration Codes,
continued
LGBT Health, Education, and Social Services
GEHDLGADCR
Advanced Certicate
GEPSDVPHD
Ph.D.
GEPSCHPSYD
Psy.D.
Developmental Psychology
Developmental Psychology
School Psychology
Professional Child/School Psychology ART & ART PROFESSIONS
Studio Art
Studio Art/Teaching Art, All Grades
UEARAG/GEAREDB.F.A./M.A
Studio Art
GEARTCADCR
Studio Art
GEARSAMFAM.F.A.
Advanced Certificate
Studio Art
GEARSTMAM.A. (3 Summer Program)
Teaching Art/Social Studies 7-12
GEARESMAM.A.
Teaching Art/Social Studies 7-12(dual degree,
GEARESMAM.A.
initial/professional certification)
Art Education
Art Education
GEARTDEDDEd.D.
Art Education and Community Practice
GEAECPMAM.A.
Teaching Art: All Grades
GEAREPMAM.A.
Teaching Art/Social Studies 7-12 Dual Degree
GEARESMAM.A.
Art Therapy
Art Therapy
GEARTTMAM.A.
Visual Arts Administration
Visual Arts Administration
GEARVAMAM.A.
Visual Culture-Costume Studies
GEARCSMAM.A.
Visual Culture-Costume Studies/
Library and Information Science
GECSLSMAM.A. (dual degree LIU)
Visual Culture and Education:
Art Education Dual Degree
GEAVCEPHD: GEAED007
Ph.D.
COMMUNICATIVE SCIENCES & DISORDERS
Communicative Sciences & Disorders
GECSDCADCR
Communicative Sciences & Disorders
GECSDMMSM.S.
Advanced Certificate
Communicative Sciences & Disorders
GECSDPPHD
Ph.D.
Humanities & Social Sciences in the Professions
Applied Statistics in Social Research
Applied Statistics in Social Research
GEASSRMSM.S.
History of Education
History of Education
GEHSEDMAM.A.
History of Education
GEHSEDPHD
Ph.D.
Education & Jewish Studies
Education & Jewish Studies
GEEDJSMAM.A.
Education & Jewish Studies/
Hebrew & Judaic Studies
Education & Jewish Studies
GEEJHJMAM.A. (Dual Degree with GSAS)
GEEJSTPHD
Ph.D.
Education & Social Policy
Education & Social Policy
GEEDSPMAM.A.
International Education
International Education:
* Leads to New York State
certification.
†Professional license
qualifying.
‡Students are no
longer admitted into this
Cross-Cultural Exchange and Training
International Education: Global Education
GEINTEPHD: GECII001
Ph.D.
GEINTEPHD: GEGED001
Ph.D.
GEINTEPHD: GECOP001
Ph.D.
International Education:
International Development Education
International Education
GEINTSMAM.A.
International Education
GEINTSADCR
Advanced Certificate
International Education
GEINTEPHD
Ph.D.
program.
1 1 Academic
programs the steinhardt school of culture, education, and human development bulletin 2015–2017
Programs and
Sociology of Education
Concentration Codes,
Sociology of Education
GESOEDMAM.A.
continued
Sociology of Education
GESOEDPHD
Sociology of Education: Education Policy
GESOEDMA: GEEDP001M.A
Ph.D.
Sociology of Education:
Social & Cultural Studies of Education
GESOEDMA: SCS001M.S.
MEDIA, CULTURE & COMMUNICATION
Media, Culture & Communication
GEMDCCMAM.A.
Media, Culture & Communication
GEMCCDPHD
Ph.D.
Media, Culture & Communication/
Library & Info Services(dual degree LIU)
GEMCLSMAM.A.
MUSIC & PERFORMING ARTS PROFESSIONS
Educational Theatre
Educational Theatre: All Grades
GEEDTAMAM.A.
Educational Theatre: All Grades and English 7-12
GEETEDMAM.A
Educational Theatre:
All Grades and Social Studies 7-12
GEETSSMAM.A
Educational Theatre in Colleges and Communities GEEDTCMA/GEEDTCPHDM.A./ Ph.D.
Music - Instrumental
Instrumental Performance/
UEMSNDBMUS:
UEEDU007B.Mus/M.A
Teaching Music All Grades. Dual Degree
Instrumental Performance
GEMUIPMMM.M.
Instrumental Performance: GEMUIPMM:
GEJIP001M.M.
Jazz Instrumental Performance
Music - Piano
Piano Performance/
Teaching Music All Grades. Dual Degree
UEMSPDBMUS: UEEDU005B.Mus/M.M
Piano Performance
GEMUPPMMM.M
Piano Performance: Collaborative Piano
GEMUPPMM: GECPI001M.M
Piano Performance: Solo Piano
GEMUPPMMGESPI001M.M.
Music - Voice/Vocal Performance
Vocal Performance/
Teaching Music All Grades. Dual Degree
UEMUSVBBMUS: UEEDU003B.Mus/M.A.
Vocal Performance
GEMUVPMMM.M.
Vocal Performance: Classical Voice
GEMUVPMM: GECLV001M.M.
Vocal Performance. Music Theatre Performance
GEMUVPMM: GEMTP001M.M.
Music Business
Music Business
GEMUBGMAM.A.
Music Business: Music Technology
GEMUBGMA: GETTT001M.A.
Music Education
Music Education,
For College and University Faculty
GEMUSEMA:MCUM.A.
Music Education,
For College and University Faculty
GEMUSEEDD: GEMCU001Ed.D.
Music Education,
For College and University Faculty
GEMUSEPHD: GEMCU003
Ph.D.
GEMUSEADCR: GEMES004
Advanced Certificate
Teachers of Music in Elementary and
Secondary Schools, Music Teacher K-12
Music Education, Music Teacher K-12 GEMUSEEDD: GEMES001Ed.D.
Music Education: Music Teacher K-12 GEMUSEPHD: GEMES003
Teaching Music All Grades
GEMUSAMAM.A.
Ph.D.
Teaching Music: All Grades (Dual Degree)
GEMUSDMAB.Mus/M.A.
Music Technology
Music Technology (Dual Degree)
UEMTBDBMUS/GEMTMDMMB.Mus./M.M
Music Technology
GEMUMTMMM.M. Music Technology
GEMUTDPHD
Ph.D.
Theory and Composition
Theory and Composition/
Teaching Music All Grades Dual Degree
UEMTCDBMUSB.Mus/M.A.
1 2 Academic
programs the steinhardt school of culture, education, and human development bulletin 2015–2017
Programs and
Music Theory & Composition
GEMATCMMM.M.
Concentration Codes,
Music Theory & Composition
GEMTACMM: GEFMS001M.M.
continued
Music Theory & Composition
GEMTACMM: GESDW001M.M.
Dance and Dance Education
Teachers of Dance - All Grades
GEDATPMAM.A.
Teaching Dance: All Grades
GEDATCMAM.A.
Teaching Dance-All Grades
GEDATDADCR
Teaching Dance in the Professions
GEDAPRMAM.A.
The American Ballet Theater Pedagogy
GEDAPRMA: GEABT002M.A.
Teaching Dance: All Grades/Dance (MFA)
GEDEDAMAM.A./M.F.A.
Advanced Certificate
Drama Therapy
Drama Therapy
GEDRMTMAM.A.
Music Therapy
Music Therapists
GEMUSTMAM.A.
Music Performance and Composition
Music Performance & Composition
GEMUCPPHD
Ph.D.
For Composers
GEMUCPPHD: GECMP001 Ph.D.
Music Performance & Composition: Performance
GEMUCPPHD: GEPER001 Ph.D.
Vocal Pedagogy
GEMVPCADCR
Advanced Certificate
Vocal Pedagogy/Vocal Performance Dual Degree
GEMVPRMM/GEMVPDMMM.M.
Vocal Performance: Classical Voice
GEMUVPMM:GEVCLM.M.
Music Performance & Composition:
Vocal Pedagogy
Vocal Performance:
Musical Theatre Performance
GEMUVPMM:GEMTHM.M.
Vocal Performance/Vocal Pedagogy
Classical Voice (dual degree)
GEMVPRMM: GECLV003M.M./Advanced Certificate
Vocal Performance/Vocal Pedagogy
Musical Theatre (dual degree)
GEMVPRMM: GEMTH001M.M./Advanced Certificate
Vocal Performance/Teaching Music: All Grades
(dual degree)
Vocal Performance: Musical Theatre/
Teaching Music: All Grades (dual degree)
UEMSVDBMUS: UEMVOB.Mus/M.A
Performing Arts Administration
Performing Arts Administration
GEAADPMAM.A.
Theater (B.F.A.)/Performing Arts Administration
GEAAPDMAB.F.A./M.A.
Nutrition, Food Studies & Public Health
Nutrition & Dietetics
Nutrition and Dietetics, Clinical Nutrition
GEHONDMS: GECNU002M.S.
Nutrition and Dietetics, Foods and Nutrition
GEHONDMS: GEFNU001M.S.
Nutrition and Dietetics
GEHONDPHD Ph.D.
Food Studies
Food Studies—food culture
GEFOODMA: GECUL001M.A.
Food Studies—food systems
GEFOODMA: GESYS001M.A.
Food Studies & Food Management
GEHOFPHD Ph.D.
Occupational Therapy Occupational Therapy
GEOTHRMSM.S.
Occupational Therapy
GEOTHSDPS
D.P.S.
Research in Occupational Therapy
GEOTHXPHD Ph.D.
Post Professional Occupational Therapy
Advanced Occupational Therapy
GEOTTHMAM.A.
Physical Therapy Physical Therapy
(for entry level Physical Therapists)
GEPTPSDPT
D.P.T.
GEPTPPDPT
D.P.T.
Physical Therapy
(for practicing Physical Therapists)
1 3 Academic
programs the steinhardt school of culture, education, and human development bulletin 2015–2017
Programs and
Orthopedic Physical Therapy
GEPTHDADCR
Concentration Codes,
Physical Therapy: Pathokinesiology
GEPTHPMA: GEKIN001M.A.
continued
Research in Physical Therapy
GEPTHRPHD Advanced Certificate
Ph.D.
Teaching & Learning
Early Childhood and Elementary Education
Childhood Education
GECHEDMAM.A.
Childhood Education
GECHEPMA M.A.
Childhood Education/
Special Education, Childhood
Early Childhood Education
GECSECMAM.A.
GEECEDMA
Advanced Certificate
Early Childhood/
Special Education, Early Childhood
GEESEEMAM.A.
Positions of Leadership:
Early Childhood & Elementary Education
GEELLDADCR
Advanced Certificate
GEELLDPHD Ph.D.
GEENGEPHD Ph.D.
GEENGEPHD: GEAPL001
Ph.D.
GEENGCPHD: GELRM001 Ph.D.
GEENGCADCR
Advanced Certificate
Positions of Leadership:
Early Childhood & Elementary Education
English Education
English Education Secondary & College
English Education Secondary & College:
Applied Linguistics
English Education Secondary & College:
Literature, Reading, Media Education,
Composition Education &
Curriculum Development
Teachers of English Language
& Literature in Colleges
English Education: Teachers of English 7-12
GEENGPMAM.A.
English Education: Teaching English 7-12
GEENGLMAM.A. English Education: Clinically-Based
English Education
GECBEEADCR
Advanced Certificate
English Education: Clinically-Based
English Education
GECBEEMAM.A.
English and American Literature/Teaching
English 7-12 (dual degree, initial certification)
GEENGDMAM.A.
Teachers of English 7-12/Teaching Students
with Disabilities 7-12 GEENGGMAM.A.
Environmental Conservation Education
Environmental Conservation Education
GEENYCMAM.A.
Literacy Education
Literacy B-6
GELITBMAM.A.
Literacy 5-12
GELITCMAM.A.
Mathematics Education
Professors of Mathematics &
Mathematics Education in Colleges
GEMAECPHD Teachers of Mathematics 7-12
GEMTHPMAM.A.
Ph.D.
Teaching Mathematics 7-12
GEMTHEMAM.A.
Mathematics/Teaching Mathematics 7-12
GEMTEDMAM.A.
Bilingual Education
Bilingual Education for Teachers
GEBILMMAM.A.
Bilingual Education(initial/professional
GEBILNPHD
Ph.D.
Bilingual Education for Teachers
certification)
GEBILCADCR
Advanced Certificate
Post-Masters Study in Bilingual Education
GEBEPMADCR
Advanced Certificate
Foreign Language Education
GEFLEDMA
Foreign Language Education
GEFLEDMAM.A.
Teaching a Foreign Language 7-12: Chinese
GEFLCEMAM.A.
Teaching a Foreign Language 7-12: Chinese
(Mandarin)
GEFLCEMA: MANM.A.
Teachers of Chinese 7-12 GEFLCPMAM.A.
Teaching a Foreign Language 7-12 French
GEFLFHMAM.A.
Teachers of French 7-12
GEFLFPMAM.A.
1 4 Academic
programs the steinhardt school of culture, education, and human development bulletin 2015–2017
Programs and
Teaching a Foreign Language 7-12, Italian
GEFLINMAM.A.
Concentration Codes,
Teachers of Italian 7-12
GEFLIPMAM.A.
continued
Teaching a Foreign Language 7-12 Japanese
GEFLJEMAM.A.
Teachers of Japanese 7-12, M.A.
GEFLJPMAM.A.
Teaching a Foreign Language 7-12, Spanish)
GEFLSHMAM.A.
Teachers of Spanish 7-12.
GEFSSPMAM.A.
Teaching French as a Foreign Language
(Joint Degree - GSAS)
SGFLTFMA: SGFLT001M.A.
Teaching French as a Foreign Language/
and TESOL(Joint Degree - GSAS)
SGFLTFMA-SGESL001M.A.
Teaching Spanish as a Foreign Language
(Joint Degree - GSAS)
SGFLTSMA: SGM.A.
Post-Masters Study for Teachers of
Foreign Languages in Colleges
GEFLPMADCR
Advanced Certificate
Science Education
Science Education:
Clinically Rich Integrated Science Program
Teachers of Biology 7-12 GECRSPMAM.A.
GESBLPMAM.A.
Teaching Biology 7-12
GESBLYMAM.A.
Teachers of Chemistry 7-12 GESCHPMAM.A.
Biology/Teaching Biology 7-12
GESBIDMAM.A.
Teaching Chemistry 7-12
GESCHYMAM.A.
Chemistry/Teaching Chemistry 7-12
GESCHDMAM.A.
Teachers of Physics 7-12 GESPHPMAM.A.
Teaching Physics 7-12
GESPHYMAM.A.
Physics/Teaching Physics 7-12
GESPHDMAM.A.
Social Studies Education
Teaching Social Studies 7-12
GESSSTMAM.A.
Teachers of Social Studies 7-12
GESSSPMAM.A.
History/Teaching Social Studies 7-12 GESSTDMAM.A.
Teaching Social Studies 7-12/Teaching Students
with Disabilities 7-12 GESOCGMAM.A.
Clincially Based Social Studies 7-12/
with 5-6 extension GEARESMAM.A.
Clincially Based Social Studies 7-12/
with 5-6 extension GESSSSPMA
Advanced Certificate
GETEPBADCR
Advanced Certificate
GETEPMADCR
Advanced Certificate
Teaching English to Speakers of Other Languages
Post-Baccalaureate Study in Teaching English to
Speakers of Other Languages
Post-Masters Study in TESOL in
Colleges, Advanced Certificates
Teaching English to Speakers of
Other Languages - All Grades
GETSOGMAM.A.
Teachers of English to Speakers of
Other Languages
GETSOLMAM.A.
Teaching a Foreign Language 7-12 and
Teaching English to Speakers of Other Languages GEFLTSMAM.A.
Teaching English to Speakers of
Other Languages in College
GEENTCPHD
Ph.D.
Teaching & Learning
GETLEDGEDD
Ph.D.
Teaching & Learning
GETLPHGPHDEd.D.
Doctoral Programs
Special Education
Special Education Childhood, M.A. GESECHMAM.A.
Special Education: Early Childhood, M.A. GESEECMAM.A.
INTERDISCIPLINARY, INTER-PROFESSIONAL PROGRAM
MInterdisciplinary Sciences
GERHSCPHD
1 5 Academic
programs the steinhardt school of culture, education, and human development bulletin 2015–2017
Ph.D.
Teacher Certification Programs*
codes
degrees
Art and Art Professions
Studio Art/Teaching Art, All Grades, dual degree
(initial/professional certification)
UEARAGBFA/GEAREDMAB.F.A./M.A
Teaching Art: All Grades (professional certification)
GEAREPMAM.A.
Teaching Art: All Grades (initial/professional certification)
GEAREIMAM.A.
Teaching Art: All Grades/Teaching Social Studies 7-12
(initial/professional certification)
GEARESMA/GESSSPMAM.A.
Communicative Sciences & Disorders
Communicative Sciences & Disorders
(initial/professional certification)
GECSDMMSM.S.
Music and Performing Arts Professions
Educational Theatre: All Grades (initial/professional certification) GEEDTAMAM.A.
Educational Theatre: All Grades and English 7-12
(dual certification, initial/professional certification)
GEETEDMAM.A.
Educational Theatre: All Grades and Social Studies 7-12
(dual certification, initial/professional certification)
GEETSSMAM.A
Instrumental Performance/Teaching Music All Grades,
dual degree (initial/professional certification)
UEMSNDBMUS: UEEDU007B.Mus/M.A
Piano Performance/Teaching Music All Grades
(initial/professional certification)
UEMSPDBMUS: UEEDU005M.M
Vocal Performance/Teaching Music All Grades
(initial/professional certification) UEMUSVBBMUS: UEEDU003B.Mus/M.A.
Theory and Composition/Teaching Music All Grades
(initial/professional certification)
UEMTCDBMUSB.Mus/M.A.
Teachers of Dance: All Grades (professional certification)
GEDATPMAM.A.
Teaching Dance: All Grades (initial/professional certification)
GEDATCMAM.A.
Teaching Dance: All Grades for M.A.’s/M.F.A.’s
(initial/professional certification)
GEDATDADCR
Advanced Certificate
Teaching Dance: All Grades/Dance (initial/professional
certification)
GEDEDAMAM.A.
Teaching and Learning
Childhood Education (initial certification)
GECHEDMAM.A.
Childhood Education (professional certification)
GECHEPMA M.A.
Childhood Education/Childhood Special Education,
Childhood (dual certification, initial/professional certification)
Early Childhood Education (professional certification)
GECSECMAM.A.
GEECEDMA
Advanced Certificate
Early Childhood/Early Childhood Special Education,
Early Childhood GEESEEMAM.A
English Education: Teachers of English 7-12
(professional certification)
GEENGPMAM.A.
English Education: Teaching English 7-12
* Many of these
(initial/professional certification)
programs are
English Education: Clinically-Based
approved by the
English Education (initial certification)
Department of
English Education: Clinically-Based English Education
(initial/professional certification)
GEENGLMAM.A. GECBEEADCR
Advanced Certificate
Veterans Affairs.
Please consult
Teaching English 7-12/Teaching Students with Disabilities
with the Office of
Graduate Admissions
Literacy B-6, (initial/professional certification)
GELITBMAM.A.
for further
Literacy 5-12 (initial/professional certification)
GELITCMAM.A.
information.
Bilingual Education for Teachers (initial/professional certification) GEBILCADCR
Advanced Certificate
Bilingual Education for Teachers ( professional certification)
M.A.
(initial/professional certification)
GECBEEMAM.A.
GEENGGMAM.A.
GEBILMMA
Special Education Childhood, M.A.
(initial/professional certification)
GESECHMAM.A.
Special Education: Early Childhood, M.A.
(initial/professional certification)
GESEECMAM.A.
1 6 Academic
programs the steinhardt school of culture, education, and human development bulletin 2015–2017
codes
degrees
Teacher Certification
Bilingual Education
Programs, continued
Bilingual Education for Teachers (initial/professional certification) GEBILCADCR
Advanced Certificate
Bilingual Education for Teachers ( professional certification)
M.A.
GEBILMMA
Teaching a Foreign Language 7-12:
(initial/professional certification)
Chinese
GEFLCEMAM.A.
Chinese: Mandarin
GEFLCEMA: MANM.A.
French
GEFLFHMAM.A.
Italian
GEFLINMAM.A.
Japanese
GEFLJEMAM.A.
Spanish
GEFLSHMAM.A.
(Professional certification)
Teacher of Chinese
GEFLCPMAM.A.
Teacher of Chinese: Mandarin
GEFLCPMA: MANM.A.
Teacher of French
GEFLFPMAM.A.
Teacher of Italian
GEFLIPMAM.A.
Teacher of Japanese
GEFLJPMAM.A.
Teacher of Spanish
GEFSSPMAM.A.
Teaching French as a Foreign Language (Joint Degree-GSAS)
(dual certification, initial/professional certification)
SGFLTFMA: SGFLT001M.A.
Teaching French as a Foreign Language/and TESOL
(Joint Degree-GSAS) (dual certification,
initial/professional certification)
SGFLTFMA-SGESL001M.A.
Teaching Spanish as a Foreign Language (Joint Degree-GSAS)
(dual certification, initial/professional certification)
SGFLTSMA: SGM.A.
Teaching a Foreign Language 7-12 and Teaching English
to Speakers of Other Languages (dual certification,
initial/professional certification) GEFLTSMAM.A.
Teaching English to Speakers of Other Languages:
All Grades (initial/professional certification)
GETSOGMAM.A.
Teaching a Science
Science Education: Clinically Rich Integrated Science Program
(initial/professional certification)
Teachers of Biology 7-12 (professional certification)
GECRSPMAM.A.
GESBLPMAM.A.
Teaching Biology 7-12 (initial/professional certification)
GESBLYMAM.A.
Biology/Teaching Biology 7-12 (dual degree, initial certification)
GESBIDMAM.A.
Teachers of Chemistry 7-12 (professional certification)
GESCHPMAM.A.
Teaching Chemistry 7-12 (initial/professional certification)
GESCHYMAM.A.
Chemistry/Teaching Chemistry 7-12
(dual degree, initial certification)
GESCHDMAM.A.
Teaching Mathematics 7-12 (initial/professional certification)
GEMTHEMAM.A.
Teachers of Mathematics 7-12 (professional certification)
GEMTHPMAM.A.
Mathematics/Teaching Mathematics 7-12
(dual degree, initial certification)
Teachers of Physics 7-12 (professional certification)
GEMTEDMA
M.A.
GESPHPMAM.A
Teaching Physics 7-12 (initial/professional certification)
GESPHYMAM.A.
Physics/Teaching Physics 7-12 (dual degree, initial certification)
GESPHDMAM.A.
Teaching Social Studies 7-12 (initial/professional certification)
GESSSTMAM.A.
Teachers of Social Studies 7-12 (professional certification)
GESSSPMAM.A.
History/Teaching Social Studies 7-12
(dual degree, initial certification)
GESSTDMAM.A.
Teaching Social Studies 7-12/Teaching Students with Disabilities
(initial/professional certification)
GESOCGMAM.A.
Clincially Based Social Studies 7-12/with 5-6 extension (initial/professional certification)
GEARESMAM.A.
Clincially Based Social Studies 7-12/with 5-6 extension
(initial certification)
GESSSSPMA
1 7 Academic
programs the steinhardt school of culture, education, and human development bulletin 2015–2017
Advanced Certificate
Application Deadlines
It is always advisable to apply early,
DOCTORAL PROGRAMS
SPRING SEMESTER PROGRAMS
since many programs have very firm
Ph.D. and Ed.D. programs (fall only)—
Several master’s and advanced
deadlines. It is the responsibility of the
December 15
certificate programs and the D.P.S.-
applicant to ensure that all materials are
OTHS review applications midyear in
in the Office of Graduate Admissions by
D.P.T. entry-level program PTPS
the spring semester. To determine if
the appropriate deadline. All deadlines
(summer only)—December 1
a program reviews applications in the
are “in-office” and not postmarked
spring, please visit the online Graduate
deadlines. The Office of Graduate
D.P.S. program OTHS (fall or spring)—
Application Guide at www.steinhardt.
Admissions reserves the right to return
March 15 for fall or November 1 for
nyu.edu/guide.
any application that arrives after the
spring
deadline. Should any deadline fall on a
weekend or official holiday, the in-office
deadline will be the next business day.
MASTER’S AND ADVANCED
CERTIFICATE PROGRAMS
Deadlines vary by program. Specific
dates are posted in the online
Application Guide located at www.
steinhardt.nyu.edu/guide. Candidates
may also contact Graduate Admissions
at 212-998-5030 or steinhardt.
[email protected].
Classification of Courses
The following pages contain descriptions of the courses offered at the Steinhardt School of Culture, Education, and
Human Development.
All courses at New York University are assigned a two- to five-letter program code as a prefix, followed by a two-letter
level (undergraduate/graduate) school identifier and a one- to four-digit course number. Within a given department/program,
courses are listed in numerical order.
For example:
■
A hyphen between the numbers (e.g. ENGED-GE.2601-2602)
indicates a two-semester course in which the first course
(ENGED-GE.2601) is a prerequisite for the second course
ENGED-GE.2601
(ENGED-GE.2602)
■
A comma between the numbers (e.g. ENGED-GE.2601, 2602)
ENGED-GE.2601 indicates a course in English Education
indicates a two-semester course in which the first course
in the Steinhardt School of Culture, Education, and Human
(ENGED-GE.2601) is not a prerequisite for the second course
Development for master’s and doctoral students,
(ENGED-GE.2602,) which may be taken as a stand-alone
course.
ENGEDindicates the course is in the Program in English
■
Education
Undergraduate courses in the Steinhardt School of Culture,
Education, and Human Development are required to meet for
15 hours per credit which includes four or nine and one-half
GEindicates the course is given at the graduate level
in the Steinhardt School of Culture, Education, and
hours of outside study per class meeting
■
Human Development
Graduate courses in the Steinhardt School of Culture,
Education, and Human Development are required to meet
for 10 hours per credit, which includes seven hours of outside
The four digits after the decimal indicates both eligibility
to take the course and the course number within the given
study per class meeting
■
department or program:
Undergraduates within 12 credits of the baccalaureate may
upon approval of their advisor and the instructor of the
course register for a 2000 level course.
ELIGIBILITY
■
Undergraduates within 32 credits of the baccalaureate
1–999 freshman, sophomore
may, upon approval of their advisor, the instructor, and the
1000–1999
junior, senior
chairperson of the department offering the course, register
2000–2999
master’s, doctoral
for a 2000 level course.
3000–3999
doctoral
4000–4999cross-school courses restricted to specific
majors within approved schools
1 8 Academic
programs the steinhardt school of culture, education, and human development bulletin 2015–2017
Course Number Prefixes
Department/Program
Code
Department/Program
Administration, Leadership and Technology
AMLT-GE
Nutrition, Food Studies, and Public Health
Code
Educational Leadership EDLED-GE
Food Studies
FOOD-GE
Educational Communication and TechnologyEDCT-GE
Nutrition and Dietetics
NUTR-GE
Higher and Post Secondary Education
Public Health
PUHE-GE
HPSE-GE
Applied PsychologyAPSY-GE
Occupational Therapy OT-GE
American Sign Language
ASL-GE
Art and Art Professions
ARTP-GE
Art Education
ARTED-GE
Art Therapy
ARTT-GE
Bilingual EducationBILED-GE
Art Theory and Critical Studies
ARTCR-GE
Childhood Education
Costume Studies
ARCS-GE
Early Childhood and Elementary EducationECED-GE
Studio Art
ART-GE
English EducationENGED-GE
Visual Arts Administration
ARVA-GE
Environmental Conservation EducationENYC-GE
Communicative Sciences and Disorders
CSCD-GE
Physical Therapy
PT-GE
Teaching and LearningTCHL-GE
CHDED-GE
Foreign Language EducationFLGED-GE
Language EducationLANED-GE
Literacy EducationLITC-GE
Humanities and Social Sciences in
Mathematics EducationMTHED-GE
the Professions
HMSS-GE
Reading Recovery
RDREC-GE
Applied Statistics
APSTA-GE
Science and Mathematics Education
SCMTH-GE
Arts and Humanities Education, Studies in
AHUM-GE
Science Education
SCIED-GE
Education and Jewish StudiesEJST-GE
Social Studies Education
SOCED-GE
Education and Social PolicyEDPLY-GE
Special Education
SPCED-GE
History of Education
HSED-GE
Teachers of English to Speakers of
International Education
INTE-GE
Other LanguagesBILED-GE
Philosophy of Education
PHED-GE
Teaching English as a Second Language
Sociology of Education
SOED-GE
Interdepartmental Research StudiesRESCH-GE
Media, Culture, and Communication
(graduate)
MCC-GE
Music and Performing Arts Professions
Dance EducationMPADE-GE
Drama TherapyMPADT-GE
Music TherapyMPAMT-GE
Performing Arts AdministrationMPAPA-GE
Educational TheatreMPAET-GE
Music EducationMPAME-GE
Instrumental
StringsMPASS-GE
JazzMPAJZ-GE
PercussionMPAPS-GE
BrassMPABR-GE
WoodwindsMPAWW-GE
PianoMPAPE-GE
VoiceMPAVP-GE
Music BusinessMPAMB-GE
Music TechnologyMPATE-GE
Theory and CompositionMPATC-GE
1 9 Academic
programs the steinhardt school of culture, education, and human development bulletin 2015–2017
TESOL-GE
Department Of
Administration,
Leadership, and
Technology
department chair: Colleen L. Larson
D EG R E E S
JOSEPH AND VIOLET PLESS Hall
M.A., Ed.D., Ph.D., Advanced Certificate
82 WASHINGTON SQUARE EAST, SUITE 700 | NEW YORK, NY 10003
TELEPHONE: 212-998-5520 | FAX: 212-995-4041 | WEBSITE: steinhardt.nyu.edu/alt
CO N TE NTS
Faculty ................................................................. 21
Educational Leadership................................. 22
Programs in Educational Technology...... 24
Programs in Higher and Postsecondary
Education...................................................... 26
Courses................................................................ 28
T
he Department of Administration,
Leadership, and Technology prepares
leaders, researchers, teaching
faculty, multimedia specialists,
technology designers, and trainers
for schools, colleges, nonprofit agencies, and
business settings. The department’s programs
lead to master’s and doctoral degrees and
For information about the mission
advanced study. Courses of study address the
and student learning outcomes for
needs of the increasingly diverse clientele served
each of our programs, please see the
by urban institutions. Students acquire knowl-
department website.
edge and expertise to be effective leaders in
a variety of educational settings. They think
critically about how organizations function and
Notice: The programs, requirements,
learn to identify the needs of the individuals
and schedules listed herein are subject
they will serve. They develop technological
to change without notice. A directory
competence and appropriate research and
of classes is published each term with a
evaluation skills to promote equitable, humane,
current schedule. For the most up-to-date
and effective educational practice in their
schedule changes, please consult ALBERT,
chosen fields.
NYU’s student information website.
20
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2015–2017
Faculty
Gary L. Anderson, Professor. B.A. 1971,
Ricki Goldman, Professor. B.A. 1969,
Bridget N. O’Connor, Professor. B.A.
Iowa; M.A. 1981, Columbia University;
British Columbia; M.A. 1984, Hebrew;
1973, Evansville; M.S. 1978, Ph.D. 1983,
Ph.D. 1990, Massachusetts Institute of
Indiana.
Ph.D. 1988, Ohio State.
Technology.
Jan L. Plass, Professor, Paulette
Noel Scott Anderson, Clinical Professor.
B.A. 1993, Brooklyn College; M.S.Ed.
Christopher Hoadley, Associate
Goddard Chair in Digital Media and
1994, University of Pennsylvania; Ph.D.
Professor. B.S. 1991, Massachusetts
Learning Science. M.A. 1990, Ph.D. 1994,
2002, New York University.
Institute of Technology; M.S. 1998,
Erfurt (Germany).
Ph.D. 1999, University of California
Terry A. Astuto, Professor. B.A. 1967,
(Berkeley).
Frances King Stage, Professor. B.S.
1972, Miami University; M.S. 1973, Drexel
Cardinal Stritch College; M.S. 1974,
University of Wisconsin (Milwaukee);
Colleen L. Larson, Department Chair,
University; Ph.D. 1986, Arizona State
Ed.D. 1984, Indiana.
Associate Professor. B.A. 1976, M.S. 1979,
University.
Ph.D. 1984, University of Wisconsin.
Maaike Bouwmeester, Visiting Clinical
Assistant Professor. B.A. 1992, University
Ann Marcus, Professor. B.A. 1965,
of Michigan; M.A. 1999, Ph.D. 2011, New
Brandeis; M.Sc. 1966, London School
York University.
Number of Adjunct Faculty: 16
of Economics; Ed.D. 1989, Columbia
University.
Affiliated Faculty
1996, Beloit College; M.A. 2000, Ph.D.
Camillia F. Matuk, Associate Professor.
Joan Malczewski, Assistant Professor.
2002, University of Michigan.
B.Sc. 2002, The University of Windsor;
B.A. 1985, University of Michigan; M.A.
M.Sc. 2004, University of Toronto; Ph.D.
1995, Ph.D. 2002, Columbia University.
Edward Fergus, Assistant Professor. B.A.
Stella M Flores, Associate Professor.
2010, Northwestern University.
Leslie Santee Siskin, Research
B.A. 1996, Rice University, Universidad
De Chile; M.P.A.ff 1998, University of
Matthew J. Mayhew, Associate Professor.
Associate Professor. B.A. Middlebury
Texas; Ed.M. 2002, Ed.D. 2007, Harvard
B.A. 1996, Wheaton College; M.A. 1999,
College; M.A. 1987, Ph.D. 1992, Stanford
University.
Brandeis; Ph.D. 2004, University of
University.
Michigan.
Catharine R. Stimpson, Professor;
Michael Sean Funk, Clinical Assistant
Professor. B.A. 1993, Edinboro
Teboho Moja, Clinical Professor. B.A.
B.A. 1958, Bryn Mawr. B.A. 1960, M.A.
University; M.A. 2000, New York
1977, B.Ed. 1979, North (South Africa);
1966, Cambridge; Ph.D.1967, Columbia
University; Ed.D. 2012, University of
M.Ed. 1982, Witwatersrand (South
University.
Massachusetts, Amherst.
Africa); Ph.D. 1985, University of
Wisconsin (Madison).
Antoinette G. Gifford, Visiting
Harold Wechsler, Professor; B.A.
1967, M.A., 1969, Ph.D. 1973, Columbia
Clinical Assistant Professor. B.A.
W. Russell Neuman, Professor. B.A. 1967,
1985, Swarthmore College; M.A. 1987,
Cornell University; M.A. 1969, Ph.D. 1975,
University of California, Berkely; Ph.D.
University of California, Berkeley.
University.
2011, New York University.
21
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2015–2017
Educational Leadership
Director
The Program in Educational Leader-
challenges of professional practice. Our
Gary Anderson
ship prepares students for leadership
graduate students participate in critical
cal levels and learn to employ multiple
positions in education and policy at the
examinations of the conceptual, organi-
approaches to inquiry and research.
82 Washington
community, school, district, state, and
zational, political, social, interpersonal,
Students choose electives from a wide
Square East
national levels. The demands of effective
and technical dimensions of schools and
array of options in education public
7th Floor, Suite 700
and responsive professional practice in
the communities they exist to serve.
New York, NY 10003
education are increasingly complex. The
and policy at the federal, state, and lo-
policy, not-for-profit organizations, child
and family services, and research.
Tel: 212-998-5177
curriculum addresses those complexi-
CAREER OPPORTUNITIES
Fax: 212-995-4041
ties by including a solid grounding in
Graduates of the Educational Leadership
credits of coursework and continuous
understanding multiple perspectives in
program assume key leadership roles in
field-based experience. It is designed
Degrees
a multicultural environment. Students
education, nationally and internationally.
to accommodate full-time or part-time
M.A., Ed.D., Ph.D.,
critically examine the conceptual, orga-
Among them are superintendents,
study; coursework typically starts each
Advanced Certificate
nizational, political, social, managerial,
principals, directors, and supervisors
September (but students can also start
The program of study consists of 36
interpersonal, and technical dimensions
of various programs, school business
spring semester or summer session),
of leading schools as well as the social
administrators, assistant principals,
and full-time students can complete the
Anderson, Anderson,
and educational support organizations
university professors, policy researchers,
program in three 12-credit semesters, or
Astuto, Fergus, Larson
that are vital to increasing educational
policy analysts, community organizers,
two semesters and two summers. Each
opportunity for children and youth liv-
and advocates.
course examines multiple theoretical
DEGREE REQUIREMENTS
justice, a focus on the needs and experi-
Faculty
Adjunct Faculty
DiFiore, Feijoo, Gibson, agendas of the faculty and students
Guerriero, James
perspectives, themes of equity and social
ing in urban communities. The research
center on the nexus between theory and
The Educational Leadership program
ences of low-income children and youth,
practice and explore critical issues facing
offers two options leading to master’s
and implications for leadership within
educational leaders and policymak-
degrees. Although the programs
and outside of educational settings.
ers today. Collaborations between and
are distinct, students in both share
Eighteen of the 36 credits represent
required courses focusing on content
among faculty and students and linkages
some common requirements and
with practicing educational leaders are
have opportunities to create learning
requirements: Advocacy and Education
important components of the program.
experiences that join the perspectives of
EDLED-GE.2205, Internship in Educa-
those who work in and with schools. Core
tional Leadership, Politics, and Advocacy
tional Leadership program has begun
faculty for both programs collaborate
EDLED-GE.2160, Organizational Theory
accepting applications for doctoral
with talented senior practitioners in
I AMLT-GE.2053, Politics of Education
studies every other year. Hence, no ap-
relevant fields to create academic and
EDLED-GE.2341, Participatory Action
Effective immediately the Educa-
plications will be reviewed in academic
professional experiences that enable
Research RESCH-GE.2130, Demographic
year 2015/2016 for fall 2017 matriculation.
students to learn about key issues and
Analysis and School/Community Plan-
Prospective applicants will need to apply
emerging practices in their chosen fields.
ning EDLED-GE.2367.
during academic year 2016 for fall 2017
matriculation.
In both programs, students study
issues of politics and policy in education
that can prepare those who will want
organizations, schools, or research cen-
to pursue future study in educational
ters. Placements take into consideration
Our program is grounded in the belief
leadership, policy studies, non-profit
each student’s interests. Additional field-
that advanced graduate study relevant
management, or other related fields of
based opportunities are also embedded
to urban education and leadership
advanced study.
in coursework throughout the program.
OVERVIEW
The remaining 18 credits represent elec-
requires an inquiry-based orientation to
professional learning. Our curriculum is
The Master of Arts Degree in
tives. Based on the recommendations of
grounded in the contemporary context
Educational Leadership, Politics,
faculty advisers, students pursue addi-
of educational practice. Students ac-
and Advocacy
tional study relevant to one of the three
tively engage in a process that: develops
This program prepares students who
major foci of the program: leadership,
habits of scholarship that are vital to
want to work toward social and educa-
politics, or advocacy.
understanding schools and communi-
tion equity through leadership, politics
ties; stimulates intellectual growth; and
and policy, and advocacy positions.
viduals who have a sound background
enhances the practical wisdom of good
Graduates work in child, youth, and
in education as well as for those who
leaders. Our programs of study cultivate
community advocacy organizations;
have little formal experience but want to
a deep understanding of life in schools
policy and research centers; public, pri-
study and work at the nexus of lead-
This program is well-suited for indi-
and their communities and introduces
vate, charter, and independent schools;
ership, politics, policy, and advocacy
the best of research to make sense of
and international and nongovernmental
within the current sociocultural, political,
and inform leadership practice.
organizations (NGOs).
Our commitment is to support the
22
All students participate in an internship in community-based advocacy
The curriculum offers students consid-
and economic context of education.
Strong candidates for this program are
work of leaders who care about enhanc-
erable flexibility in creating a program of
interested in building capacity in and
ing opportunities for children and youth
study that will best serve each student’s
around schools and universities by creat-
through programs that are relevant,
purposes and goals. Students can pursue
ing collaborative networks, engaging in
engaging, challenging, and authentically
multiple paths toward analyzing and
research and policy analysis, and enhanc-
linked to both the daily and enduring
critically assessing issues of leadership
ing communication between educational
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2015–2017
Educational
systems, human service providers, and
ful candidates develop a leadership
designed for individuals who intend
Leadership, continued
the broader public they serve.
portfolio that provides evidence of the
to pursue leadership positions in the
competencies they have developed, re-
practicing profession. The Doctor of
York State Certification as a School
flections on their field experiences, and
Philosophy (Ph.D.) program is designed
Building Leader (SBL) (assistant princi-
their plans for continuous learning.
for those who wish to pursue careers
pal or principal). Students interested in
Candidates who successfully
obtaining state certification through a
complete the M.A. program will be
work emphasizes critical analysis of
This program does not lead to New
master’s degree participate in the M.A.
eligible for the Master of Arts degree in
contemporary problems of practice in
Program in Educational Leadership:
Educational Leadership: School Building
collaborative study environments with
School Building Leader.
Leader. Completion of the M.A. means
professors, school administrators, and
that students will have successfully
colleague doctoral students. The Ed.D.
Master of Arts Degree in Educational
completed the academic preparation
and Ph.D. programs require 42–60 cred-
Leadership: School Building Leader
leading to New York state certification
its of coursework beyond the master’s
This program prepares students who
as a School Building Leader. Students
degree. The minimum of 42 credits
want to work toward equitable and
are eligible for the state certification
applies to students who have earned
good schools for all children and youth.
as a School Building Leader when they
two master’s degrees or a master’s
Graduates of the program work as
have also met all other state require-
degree and a Certificate of Advanced
teacher leaders, as principals, and in a
ments, including successful completion
Study; however, these are not required
variety of other educational leadership
of the assessment for all School Building
for admission.
positions in public and private schools.
Leader candidates administrated by the
Administrative Core (15 credits):
New York State Education Department.
Educational Reform and Leadership
opportunities for continuous leadership
Certificate of Advanced Study in
Organizational Theory II AMLT-GE.2054,
experiences. Each course incorporates
Educational Leadership: School
Professional Seminar in Administration
multiple perspectives, themes of equity
District Leader
I EDLED-GE.3097, Information Strate-
and social justice, a focus on the needs
This program is appropriate for individuals
gies for Educational Policy and Practice
The master’s degree program consists
in the New Economy AMLT-GE.3301,
of 36 credits of coursework that provide
and experiences of diverse children and
interested in leadership opportunities as a
EDLED-GE.3015, Educational Policy
youth, and implications for leadership.
superintendent, associate superintendent,
Analysis EDLED-GE.3005.
Research in the Ed.D. Program (15
Twenty-one of the 36 credits are required
or other district-level administrator. Prior
courses that focus on the content re-
to admission to the program, candidates
credits): Dissertation Proposal Seminar
quirements, and three credits are linked
must have completed both a master’s
AMLT-GE.3400, Research in Educational
to the culminating internship. Required
degree in education and the requirements
Leadership EDLED-GE.3001, and nine
courses include Professional Seminar in
for certification in School Building Leader-
credits of research electives.
Educational Leadership EDLED-GE.2005,
ship (or its equivalent). The Certificate of
Excellent School Seminar I—School
Advanced Study consists of 24 cred-
credits): Dissertation Proposal Seminar
Research in the Ph.D. Program (21
Design EDLED-GE.2080, Excellent School
its, including 21 credits of coursework,
AMLT-GE.3400, Research in Educational
Seminar II—Teachers and Students
continuous leadership experiences, and a
Leadership EDLED-GE.3001, and 15
EDLED-GE.2085, Leadership for School
three-credit culminating internship.
Improvement EDLED-GE.2305, Politics of
Required courses include School
credits of research electives in qualitative and quantitative studies.
Multicultural School Communities EDLED-
Finance, Budget, and Facilities EDLED-
GE.2342, Data-Driven Decision Making
GE.2012, School District Leadership
ADMISSION APPLICATION
and Leadership EDLED-GE.2343, and
EDLED-GE.2035, Education Law
Applicants must follow the school-
Organizational Theory I AMLT-GE.2053.
EDLED-GE.2207, Leadership for School
wide application requirements for NYU
The additional 12 credits represent
Improvement EDLED-GE.2305, Politics
Steinhardt degree programs. In doing
electives in which candidates, on the
of Education EDLED-GE.2341, Data-
so, applicants should specify profes-
recommendation of their advisers, pursue
Driven Decision Making and Leadership
sional experiences in schools and other
additional study relevant to school
Development EDLED-GE.2343, and
organizations that work with children
improve­ment, teaching and learning, and
Demographic Analysis and School/Com-
and youth, including volunteer work with
community engagement and collabora-
munity Planning EDLED-GE.2367
nonprofit organizations, service learning
tion based on their individual expertise
Candidates are required to develop
projects, community organizing activi-
and experience. Electives may be selected
a portfolio that provides evidence of
ties, or any other leadership activities in
from courses in the Educational
the competencies they have developed,
the community and/or other relevant or
Leadership Program; from departmental
reflections on their field experiences, and
related experiences; address an interest
courses in educational technology and in
their plans for continuous learning. Can-
in and potential for educational leadership in their statement of purpose; and
higher and postsecondary education; and
didates who complete the program are
from courses throughout the University in
eligible for the Certificate of Advanced
provide two letters of recommenda-
related areas such as teaching and
Study in Educational Leadership: School
tion written by people who have been
responsible for evaluating academic or
learning, applied psychology, history and
District Leader. Candidates recommend-
sociology of education, public policy, and
ed for the certificate of school district
professional work, such as professors
communications.
leader will have successfully completed
and workplace supervisors.
Strong candidates for this program
New York State assessment requirements.
tion and a minimum of two years of
Doctoral Programs
teaching or student services experience.
The Doctor of Education (Ed.D.) degree
Steinhardt fellows
program and Research
assistantships
Throughout the program, success-
program in educational leadership is
See page 200. 
must have experience in PK–12 educa-
23
as professors or researchers. Course-
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2015–2017
Programs in Educational Technology:
Games for Learning; Digital Media Design for Learning;
Educational Communication and Technology
director
The Program in Games for Learning
and one institute. The two labs are
Master of Arts
Jan Plass
(G4L) awards the Master of Science
CREATE, the Consortium for Research
The DMDL Master of Arts is a 36-credit
degree. The program focuses on design,
and Evaluation of Advanced Technolo-
program: three courses in the founda-
2 MetroTech Center
evaluation, and application of digital
gies in Education, and dolcelab, the
tions of educational communication
8th Floor, Room 868
games for learning outcomes and other
Laboratory for Design Of Collaboration,
and technology category; two courses
646-997-0734
non-entertainment purposes.
Learning, & Experience. CREATE’s goal
in the design foundations category;
is to advance the cognitive science and
three courses selected from the design
The Program in Digital Media Design
Degrees
for Learning (DMDL) awards the Master
sociocultural foundations by conducting
elective category, games foundation
M.S. in Games for
of Arts degree and the Certificate of
empirical research on the educational
category and/or the professional ap-
Learning; M.A.
Advanced Study. The curriculum focuses
design and use of advanced digital
plications category; one or two electives
in Digital Media
on the design, use, and evaluation of
media for learning, with projects in areas
chosen from other NYU graduate pro-
Design for Learning,
digital media learning environments.
such as secondary chemistry education,
grams; and the Master of Arts capstone
Advanced Certificate
The Program in Educational Commu-
medical education, and learning through
or thesis project. Students who take
videogames. The dolcelab houses pri-
three of the four foundations of games
for learning courses may declare a for-
in Digital Media
nication and Technology (ECT) awards
Design for Learning;
a Doctor of Philosophy. This Ph.D.
marily design-based research for human
Ph.D. in Educational
program focuses on conducting qualita-
empowerment through learning, with a
mal concentration in games for learning
Communication and
tive and quantitative empirical research
special focus on learning for sustainabil-
to be notated on the transcript.
Technology
and evaluation of the effectiveness and
ity and global development, equity, and
Faculty
learning outcomes of such resources
non-cognitive learning goals. A variety
Certificate of Advanced Study
and environments.
of research projects are ongoing in both
The DMDL Advanced Certificate is a
The graduate programs in edu-
labs, providing a range of research op-
30-credit program: three courses in
Goldman,
cational technology at NYU connect
portunities for doctoral, master’s, and
the foundations of educational com-
Hoadley, Matuk,
cutting-edge research from the cogni-
advanced undergraduate students at
munication and technology category;
Plass
tive and learning sciences with practice
NYU. Faculty from our programs also
two courses in the design foundations
in designing digital learning tools for
play a leadership role in the Games for
category; three courses selected from
Adjunct Faculty
varied contexts—K–12 schools, universi-
Learning Institute (G4LI), a multi-insti-
the design elective category and profes-
Biles, Majzlin,
ties, workplaces, museums, nonprofits,
tutional, cross-disciplinary initiative to
sional applications category; and two
Migliorelli, Olsen,
and international development. Our pro-
study the design of effective games for
electives chosen from other NYU gradu-
Reardon, Singh,
grams are unique in their focus across
learning.
ate programs. In addition, students in
Vacca
broad learning contexts and in the
Bouwmeester,
the certificate program must complete
linkage between design and research
DEGREE REQUIREMENTS
(including our studio-based learning
The Master’s and Advanced Certificate
of professional work experience in the
approach).
educational technology programs are
field of educational media and technol-
primarily course based, with a final
ogy; this three-year requirement may
Our master’s in Digital Media Design
for Learning and Advanced Certificate in
capstone (thesis) requirement for
be completed before, during, or after
Digital Media Design for Learning (for-
Master’s degrees. Internships provide an
completion of coursework. There is no
thesis requirement.
merly Educational Communication and
important optional component of these
Technology) prepare students to create,
degrees as well. The doctoral degree is
use, and evaluate media and technology
based on both coursework and research
Doctor of Philosophy
for learning, from software and websites,
milestones, with a continuous research
The ECT doctorate is a 57-credit pro-
to games, video and mobile phone
apprenticeship model.
gram. Doctoral students are required
to take seven specialization courses (21
applications. The master’s in Games for
Learning prepares students to create,
Master of Science
credits, including two courses in the
use and evaluate serious games for
The G4L Master of Science is a 36-credit
foundations of educational communication and technology category, two
learning and social change. The PhD in
program: two courses in the founda-
Educational Communication and Tech-
tions of educational communication and
courses in the research and doctoral
nology prepares world-class scholars
technology category; four courses in the
seminars category, and three courses
to theorize and study the relationship
games foundations category; five elec-
selected from any other ECT course
between design, media, technology, and
tives chosen from either design electives
category). An additional requirement
learning in a variety of paradigms: from
and professional applications or from
of 36 credits, in categories established
social science, to design, to humanistic
games-related courses in other NYU
by NYU Steinhardt, include six courses
and cultural studies.
graduate programs; and the Master of
on research design and methods; two
The educational technology programs house two research laboratories
24
and write a report about three years
Science capstone or thesis project.
courses in educational foundations;
the ECT content seminar; the dis-
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2015–2017
Programs in
sertation proposal seminar; and two
plicants may be required to attend an
Educational
cognate (elective) courses. ECT doctoral
admissions interview either face to face
Technology,
students must meet and successfully
or online.
continued
pass the candidacy requirement, a
See page 200. 
scholarly literature review and re-
Doctoral Program
search proposal related to dissertation
In addition to the standard Steinhardt
SPECIAL OPPORTUNITIES
research planned; prepare and present
application form, the ECT doctoral
Our programs offer an excellent array
an approved dissertation proposal; and
program requires a supplemental appli-
of educational media field internships
conduct and document dissertation
cation requirement—a set of half-page
in over 100 institutions in the greater
research and present it successfully in
essay responses to the following ques-
metropolitan area. Students assist
an oral defense. To provide a venue for
tions: (1) What are your professional
faculty in research, design, and produc-
continuous research mentorship, all
goals? (2) What areas of knowledge and
tion projects in all media with which
doctoral students in the program must
skills do you expect to develop while
the program is concerned; these may
maintain continuous registration in the
in the doctoral program, and how will
be externally funded media projects,
doctoral colloquium, and are expected
these be useful to your professional
projects produced for departments
to participate in research activities in
plans and goals? (3) What academic,
within the University, or media pro-
collaboration with faculty. Depending
personal, or professional experiences
grams developed for schools and other
on how long it takes to complete the
have led to your interest in pursuing a
community organizations. In addition,
program, this may entail more than 57
doctorate in educational communication
students may participate in ongoing
credits.
and technology? What considerations
research projects. The program hosts
led to your decision? (4) Summarize
guest speakers of faculty and other stu-
the area of knowledge, set of issues or
dents. Prospective doctoral students are
problems, and body of literature in the
strongly encouraged to contact faculty
SUPPLEMENTARY
APPLICATION REQUIREMENTS
field of educational communication and
members they are interested in working
Master of Arts/Master of Science
technology or related fields with which
with in advance. Prospective masters
While neither GRE scores nor a portfolio
you are most conversant. In what areas
and advanced certificate students are
of prior professional work In learning
do you have an interest in research and
strongly encouraged to attend program
media or technology is required, either
theory? (5) In what content areas or for
information sessions or webinars; one-
may be provided. In some cases ap-
which audiences do you have an interest
on-one preadmissions meetings are not
plicants may be required to attend an
in designing digital media programs for
routinely scheduled for Master’s level
admissions interview either face to face
learning? What experiences led to these
applicants.
or online.
interests? (6) Describe your position on
what is effective instruction, the relation
All admitted full-time Ph.D. students
are awarded a full funding package
Certificate Program
of media and technology to instruc-
and are assigned to a faculty mentor.
In addition to the standard Steinhardt
tion, and the theoretical or conceptual
There is no special application for this
application form, the certificate program
frameworks you find most powerful and
funding program. Part-time doctoral
requires a supplemental application
useful to support your position. (7) De-
and all Masters or Advanced Certificate
requirement—a set of half-page essay
scribe one or more significant academic
students should not expect to receive
responses to the following questions:
or professional situation(s) in which
teaching or research assistantships; see
(1) What are your professional goals in
you have encountered the problem of
the Steinhardt financial aid webpage for
the field of educational communica-
improving learning or instruction. How
more information.
tion and technology? (2) What areas
did you identify and analyze the problem,
of knowledge and skills do you expect
and how did you or would you have
to develop while in the certificate
solved it? (8) What technology skills
program? (3) What professional work
do you have, e.g., skills in digital media
experiences in education and technol-
design, social network services, video
ogy have you had, and how will this
game design, or productivity tools;
certificate program contribute to your
in videography or editing? (9) What
professional development? (4) In your
research skills and experiences do you
view, what are several of the strengths of
have? Describe any previous research
media and technology when designed
activities in which you participated, with
and used for educational purposes?
a focus on the overall goal and your
(5) What technology skills do you have,
particular contributions toward achieving
e.g., skills in computer-based multi-
this goal.
media, Web, or productivity tools; in
videography or editing?
Applicants may also provide samples
25
Steinhardt fellows
program and Research
assistantships
Applicants may also submit samples
of previous academic or professional
work in the field and shortlisted ap-
of previous academic or professional
plicants must attend an admissions
work in the field and in some cases ap-
interview.
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2015–2017
Programs in Higher and Postsecondary
Education
Director
The Program in Higher and Postsecond-
frequently use their knowledge gained
Ann Marcus
ary Education prepares individuals for
in the program to interpret the research
practice through a two-year internship
leadership and professional roles in a vari-
of others for their own institution.
taken in the first years of study unless
Academic coursework is applied to
the individual is currently working in
82 Washington Square
ety of postsecondary settings. The Master
East,
of Arts program focuses on entry- and
CAREER OPPORTUNITIES
the field. During the final semester
Pless Annex, 7th Floor
mid-level positions in student activities,
Graduates of the M.A. Program in
of study, students must complete
212-998-5005
enrollment management, financial aid,
Higher Education and Student Affairs
a capstone project that integrates
Fax: 212-995-4041
housing and residence life, student life,
are employed in entry-level and middle-
student experiences in the program
career services, and similar opportuni-
management positions in colleges and
into a portfolio that communicates
Degrees
ties in student affairs. Doctoral programs
universities throughout the country. They
their developing areas of interest. Full-
M.A. in Higher
help individuals develop competencies in
hold positions as assistant deans, direc-
time students generally complete the
Education and
such areas as urban college leadership,
tors, and assistant directors of offices
master’s degree in two years or fewer.
Student Affairs;
policy analysis, student affairs, institu-
and programs in a broad spectrum of
M.A. in Business and
tional research, fiscal management, and
positions in student affairs and services.
Workplace Education;
international higher education. Students
Graduates of the M.A. Program in
Advanced Certificate
benefit from strong links with two- and
Teachers of Business and Workplace
ing and Development HPSE-GE.2069,
in Workplace Learning;
four-year institutions in the metropolitan
Education, the Post-Baccalaureate
Foundations of Higher Education HPSE-
Ph.D., Ed.D. Higher
New York area as well as the frequent and
Advanced Certificate in Workplace
GE.2090, Internship in Higher Education
and Postsecondary
close interaction among students, faculty,
Learning, and the Post-Master’s
HPSE-GE.2141, Diversity in Higher
Education
and NYU administrators.
Advanced Certificate in Workplace
Education HPSE-GE.2161, Leadership
Learning are employed in both postsec-
in Higher Education HPSE-GE.2097 or
The Master of Arts in Business and
Required Courses in Higher Education
(18 credits): College Student Learn-
Faculty
Workplace Education, the Advanced Cer-
ondary education and organizational
International Perspectives on Educa-
Flores, Funk, Marcus,
tificate in Workplace Learning, and the
learning and development environ-
tional Reforms AMLT-GE.2072, Research
Mayhew, Moja,
Post-Master’s Certificate in Workplace
ments. Those emphasizing instruction
Approaches and Techniques in Postsec-
O’Connor, Stage,
Education focus on careers as teach-
teach business subjects, including
ondary Education HPSE-GE.2088, and
Teranishi
ers of business subjects in community
accounting, management, marketing,
Electives (18 credits) by advisement.
colleges and private (for-profit) business
international business, and information
Affiliated Faculty
schools and as learning and development
systems, at community colleges and
Business and Workplace Education
Hammack, Malczewski,
specialists who can develop curriculum,
private business schools. Graduates with
The M.A. Program in Teachers of Busi-
Richardson, Stimpson,
administer instruction, and teach within
a learning and development focus are
ness Education in Higher Education
Wechsler
business, industry, and government.
employed in human resource develop-
prepares students for careers as teach-
ment and learning and development
ers of business subjects in community
New York University’s Program in
Adjunct Faculty
Higher and Postsecondary Education
departments in both the public and
colleges, private business schools,
Ellett, Goldfarb, Hall,
offers two doctoral programs: the Ph.D.
private sectors.
and four-year colleges and as learning
Klein, Nolan, Bordoloi,
program in higher and postsecond-
Shapses-Wertheim,
ary education and the Ed.D. program
Wood
in higher and postsecondary educa-
develop curriculum, administer instruction, and teach within business, industry,
tion. Both programs emphasize broad
Master of Arts
and government. For completion of the
knowledge of the field, including an
The M.A. Program in Higher Education
master’s degree, 36 credits are required
international dimension; issues of access
and Student Affairs blends academic
in the following areas:
and equity; state and federal policy;
study with practice through intensive
student learning and development;
internships at NYU and throughout the
Foundations (9 credits): Foundations
workplace learning; and institutional
New York City metropolitan area. Part-
courses can come from higher and
development and assessment. While the
time students combine academic study
postsecondary education as well as
programs share some commonalities,
with their practice in current higher
educational psychology, educational
the goals and objectives are quite dif-
education positions.
sociology, and instructional technology.
ferent. The Ph.D. program is a research
26
and development specialists who can
DEGREE REQUIREMENTS
The M.A. program allows students to
degree designed for students who
select a program of study from a wide
Content (9 credits): Courses in the busi-
aspire to conduct research throughout
range of interdisciplinary courses. The
ness discipline specialization, such as
their careers in roles such as faculty,
36-credit program includes 18 required
accounting, marketing, management, fi-
researchers, government employees,
credits in higher education and 18 credits
nance, and information systems. Courses
policy scholars, or institutional research-
in electives, 15 of which may be taken
may be taken in the graduate division
ers. The Ed.D. program, on the other
outside the program. Students also have
of the Leonard N. Stern School of Busi-
hand, is designed for current practitio-
the option of selecting an unofficial Area
ness or the Robert F. Wagner Graduate
ners who aspire to senior leadership
of Study in order to design a course plan
School of Public Service.
positions in colleges, universities, and
around one of the following: Student
other public and private organizations
Affairs, Administration and Academic
Core Specialization (18 credits): Learn-
and who may occasionally participate in
Affairs, International Education, and
ing in Higher and Workplace Education
designing research studies but will more
Workplace Learning Leadership.
HPSE-GE.2122, Research Approaches
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2015–2017
Programs in Higher
and Techniques in Postsecondary
scholarly literature on a researchable
tive summers). Electives can include the
and Postsecondary
Education HPSE-GE.2088, Workplace
problem of significant interest to higher
history of higher education, organi-
Education, continued
Learning HPSE-GE2010, Measurement
and postsecondary education. Ph.D. stu-
zational theory, globalization, finance
and Evaluation in Business and Business
dents submit a dissertation, an empirical
and governance, adult and workplace
Education HPSE-GE2090, Evaluation
study that contributes new knowledge
learning, and organizational studies. The
of Current Literature in Business and
to their fields of study.
culminating experience is a portfolio
Business Education HPSE-GE2004,
To be considered for the Ph.D. program, applicants plan to study either
another product that may take the form
Learning Programs HPSE-GE2081.
full-time or part-time. Applicants are
of a policy brief, article, book chapter,
evaluated based on a number of factors,
workshop design, professional presenta-
Advanced Certificate
including their prior academic history,
tion, or curriculum project.
The program offers two Advanced
GRE scores, statements of interest,
To be considered for the Ed.D. pro-
Certificates. The post-baccalaureate
academic and professional recom-
gram, applicants should have substantial
Certificate Program in Workplace Learn-
mendations, writing sample, and an
work experience in a college or univer-
ing consists of 15 credits and provides
interview with program faculty.
sity or serving an educational leadership
opportunities for organizational learn-
The Ph.D. requires approximately
role in a private or public organiza-
ing and performance professionals to
60 credits beyond the master’s
tion, a current administrative position
study in an integrated curriculum that
degree, including 18–24 credits of
of significant scope, several years of
has immediate applicability to their
higher education specialization, and a
sequentially more responsible admin-
professional responsibilities. Courses are
dissertation. Full-time students generally
istrative experience, and the ability to
chosen from among Workplace Learning
complete a doctoral degree in three to
commit to a three-year course of study.
HPSE-GE2010, Designing and Manag-
five years. The time required for part-
Prior academic history, GRE scores,
ing Organizational Learning Programs
time students depends on the time they
academic and professional references,
HPSE-GE2081, Research Approaches
are able to devote to their studies.
and an interview with program faculty
and Techniques in Postsecondary
Course plans are designed according
are important elements of the application process.
Education, HPSE-GE.2088, Learning in
to Ph.D. Program Guidelines: Doctoral
Higher and Workplace Education HPSE-
Seminar HPSE-GE.3009; Higher
GE.2122, Evaluation of Current Literature
Education Specialization (18–24
in Business and Business Education
credits), including required courses
SUPPLEMENTAL APPLICATION
REQUIREMENTS
HPSE-GE2004, and Colloquium in Work-
(6 credits): Doctoral Colloquium in
Individuals may apply to study on a
place Education HPSE-GE2070
Higher Education HPSE-GE.3001 and
full- or part-time basis for the master’s
Theoretical Perspectives for Research
and doctoral programs. Admission to
master’s Advanced Certificate of Study
on College Students HPSE-GE.3120.
all degree programs is very competitive.
in Workplace Learning that consists of
Foundations of Education (6 credits by
Three letters of recommendation
30 credits beyond the master’s degree.
advisement). Research (18 credits of
are required for both master’s and
This highly flexible program permits
quantitative and qualitative research
doctoral applicants.
students to pursue their individual ca-
courses by advisement and the
reer goals through focused coursework,
3-credit Higher Education Dissertation
study in the master’s degree program
independent study, and research.
Proposal Seminar HPSE-GE.3015).
in higher education and student affairs
Cross-disciplinary preparation/cognate
may apply for fall or spring admission,
electives (6 credits by advisement).
candidates for full-time study may
The program also offers an post-
Doctoral Programs
Ph.D. Program in Higher and
The Ph.D. Program in Higher and
While candidates for part-time
apply only for the fall semester. The
Postsecondary Education
Postsecondary Education accepts
deadline for applying to the master’s
The Ph.D. curriculum embraces issues
applications every other year.
degree program in higher education and
of access and equity, state and federal
Prospective applicants will need to
student affairs for the fall semester is
policy, student development, workplace
apply in December 2015 for fall 2016
January 6. This deadline is mandatory
learning, and institutional development
matriculation.
due to the extensive time requirements
and assessment. The strength of the
27
that includes both a research report and
Designing and Managing Organizational
needed in the internship interview
Ph.D. program stems from the range
Ed.D. Program in Higher and
process. After preliminary admission,
of interests and expertise of faculty
Postsecondary Education
selected students who seek internships
in research, policy development, and
The Ed.D. program is a part-time cohort
visit campus in order to meet with
institutional leadership. The curriculum
program that focuses on issues of
prospective internship supervisors.
includes an extensive and rigorous se-
how research can be utilized to inform
Applicants for full-time study must
quence of research courses that prepare
professional practice and centers on
have an internship in order to qualify
students for the dissertation, which
an extensive program of coursework in
for admission.
requires combined research in literature
higher and postsecondary education. It
and empirical investigation. The cur-
requires 60 credits beyond the M.A. de-
for an interview with a program faculty
riculum offers significant flexibility to
gree. Required courses for Ed.D. study:
member to determine the congruence
ensure that students can construct an
Doctoral Seminar HPSE-GE.3009, Doc-
of their professional aspirations and
individualized program to support their
toral Colloquium in Higher Education
the program’s purposes and directions.
research interests. To be admitted to
HPSE-GE.3001, Theoretical Perspec-
Additionally, after admission, visits
Ph.D. candidacy, students prepare and
tives for Research on College Students
to campus are helpful to admitted
defend a candidacy paper, an analytical
HPSE-GE.3120, and two summer
doctoral students who are seeking
synthesis of the research and related
workshops (one each taken in consecu-
financial support.
Doctoral applicants should arrange
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2015–2017
Programs in Higher
SPECIAL OPPORTUNITIES
study abroad program that focuses
researchers, policy analysts, and anyone
and Postsecondary
The Department of Administration,
on education reforms that have been
interested in learning about other
Education, continued
Leadership, and Technology also
implemented following major social
cultures and other educational systems.
conduct programs in Turkey, Abu Dhabi,
reforms in South Africa. The course is
India, and Israel, in conjunction with the
relevant for people with broad interests
University of Pretoria in South Africa,
in education reform issues, including
offers an intensive 6-credit summer
educational administrators, teachers,
Courses
The courses listed
herein are to be
DEPARTMENTAL COURSES/
AMLT-GE
Colloquium in Workplace Education
Internship in Educational Leadership
HPSE-GE.2070 O’Connor. 30 hours:
EDLED-GE.2159. Astuto, 3 credits. Fall,
3 credits. Spring.
Spring, Summer.
to be used by one or more programs as
Designing and Managing
Internship in Educational Leadership,
elective or required offerings.
Organizational Learning Programs
Politics, and Advocacy
HPSE-GE.2081 O’Connor. 30 hours:
EDLED-GE.2160 Astuto. 3 credits. Fall,
3 credits. Fall.
Spring, Summer.
Institutional Assessment in Higher
Internship Seminar in School
Education
Leadership
HPSE-GE.2090 (See HPSE-GE.2087)
EDLED-GE.2161 Astuto. 30 hours:
offered in 2015–2017.
Courses established by the department
notes to courses
*Registration closed
to students in specific
circumstances.
Organizational Theory I
AMLT-GE.2053 Astuto. 30 hours:
3 credits. Fall, Spring.
Organizational Theory II
3 credits. Fall, Spring, Summer.
AMLT-GE.2054 Astuto. 30 hours:
3 credits. Spring. Prerequisite: AMLT-
Internship in Business Education
GE.2053 or permission of instructor.
HPSE-GE.2105,2106* O’Connor.
Advocacy and Education
90 hours: 3–6 credits each term.
EDLED-GE.2205 Anderson. 30 hours:
International Perspectives on
Fall, Spring; hours to be arranged.
3 credits. Fall, Spring.
Education Reform
Registration by permission of instructor.
AMLT-GE.2072 Moja. 30 hours: 3 cred-
Independent Study
its. Fall.
HPSE-GE.2300 Staff. 45 hours per
credit: 1–6 credits. Fall, Spring, Summer;
Educational Reform and Leadership in
hours to be arranged.
the New Economy
EDUCATIONAL LEADERSHIP/
EDLED-GE
Dissertation Proposal Seminar
AMLT-GE.3400 Staff. 45 hours: 3 cred-
Professional Seminar in Educational
its. Fall, Spring.
Leadership
EDLED-GE.2005 Staff. 30 hours:
BUSINESS EDUCATION/
HPSE-GE
3 credits. Fall.
School Finance, Budget, and Facilities
Readings in Business and
EDLED-GE.2012 Staff. 30 hours: 3
Workplace Learning
credits.
HPSE-GE.2004 O’Connor. 30 hours:
3 credits. Spring.
EDLED-GE.2207 Staff. 30 hours: 3
credits. Summer.
Transforming the Urban High School
EDLED-GE.2240 Siskin. 30 hours:
AMLT-GE.3301 Anderson. 30 hours:
3 credits. Spring.
Education Law
3 credits. Spring.
Independent Study
EDLED-GE.2300* Staff. 45 hours per
credit: 1–6 credits. Fall, Spring, Summer;
hours to be arranged.
Leadership for School Improvement
EDLED-GE.2305 Staff. 30 hours: 3
credits. Fall, Summer.
Politics of Education
EDLED-GE.2341 Staff. 30 hours: 3
School District Leadership
credits. Spring.
EDLED-GE.2035 Staff. 30 hours: 3
Informal Learning in Organizations
credits.
HPSE-GE.2010 O’Connor. 30 hours:
3 credits. Spring.
The Politics of Multicultural School
Communities
Excellent School Seminar I:
EDLED-GE.2342 Larson. 30 hours:
School Design
3 credits. Spring, Summer.
Curriculum Development in
EDLED-GE.2080 Staff. 30 hours:
Organizations and Post Secondary
3 credits. Fall.
Education
Data-Supported Inquiry, Decision
Making, and Leadership
HPSE-GE.2046 Staff. 30 hours: 3
Excellent School Seminar II:
EDLED-GE.2343 Anderson. 30 hours:
credits. Fall.
Teachers and Students
3 credits. Spring.
EDLED-GE.2085 Astuto. 30 hours:
3 credits. Spring.
Educational Policy Analysis
EDLED-GE.2355 Dumas, 30 hours: 3
credits. Fall, Spring.
28
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Demographic Analysis and School-
Foundations of Games for
Advanced World Wide Web Design Lab
Community Planning
Learning
EDCT-GE.2177 Staff. 30 hours: 3 credits.
Spring. Prerequisite: EDCT-GE.2251 or
EDLED-GE.2367 Staff. 30 hours: 3
credits. Spring.
Video Games and Play in Education
equivalent.
EDCT-GE.2500 Staff. 30 hours: 3 credIndividual Learning Systems for
its. Spring.
Educational Technology Studio
Practicum: Special Topics
Administrators
EDLED-GE.2901* Astuto. 30–120 hours:
Designing Simulations and Games for
EDCT-GE.2550 Staff, 10-40 hours; 1-4
3–12 credits. Fall, Spring, Summer.
Learning
credits, Summer, Spring, Fall.
EDCT-GE.2505 Plass. 30 hours: 3 credResearch in Educational Leadership
its. Fall.
Professional Applications
Narrative, Digital Media, and Learning
Professional Applications of
EDCT-GE.2510 Goldman, Reardon. 30
Educational Media in New York City
hours: 3 credits. Fall.
EDCT-GE.2211 Majzlin. 30 hours: 3
EDLED-GE.3001 Staff. 30 hours: 3
credits. Fall.
Educational Policy Analysis
credits. Fall.
EDLED-GE.3005 Dumas. 30 hours:
3 credits. Spring.
Research on Simulations and Games for
Learning
Integrating Media and Technology in
Information Strategies for Educational
EDCT-GE.2505 Plass. 30 hours: 3 cred-
the K–12 Curriculum
Policy and Practices
its. Spring.
EDCT-GE.2018 Staff. 10 hours per credit:
1–3 credits. Fall, Spring, Summer.
EDLED-GE.3015 Staff. 30 hours: 3 credits. Spring.
Media Design Electives
Professional Seminar in Educational
Educational Video: Design and
EDCT-GE.2197 Majzlin. 180 hours: 3
Leadership Studies I and II
Production I
credits. Fall, Spring, Summer. Includes
EDLED-GE.3097*,3098* Staff. 30 hours:
EDCT-GE.2153 30 hours: 3 credits.
fieldwork and seminar on campus. May
3 credits. Fall, Spring.
Spring.
be taken a maximum of two times.
Media for Museums and Public Spaces
K–12 Student Teaching in Educational
EDCT-GE.2200 Majzlin. 30 hours: 3
Communication and Technology
credits. Spring.
EDCT-GE.2198 Majzlin. 180 hours: 3
Media Practicum: Internships
EDUCATIONAL
COMMUNICATION AND
TECHNOLOGY/EDCT-GE
credits. Fall, Spring. Includes fieldwork
Current Topics in Developing Learning
and seminar on campus. May be taken a
Foundations of Educational
Technologies
maximum of two times.
Communication and Technology
EDCT-GE.2220 30 hours: 3 credits.
Permission of the instructor is required.
Summer.
Master of Arts/Master of
Educational Design for Media
Environments
Educational Design for the World Wide
EDCT-GE.2158 Hoadley. 30 hours: 3
Web I
credits. Fall.
EDCT-GE.2251 Staff. 30 hours: 3 credits.
Educational Communication and
Fall,.
Technology Research
Science Capstone (Thesis) Project
EDCT-GE.2095 Staff. 15 hours per
Cognitive Science and Educational
Technology I
Educational Technology in Global
credit: 1–3 credits. Fall, Spring.
EDCT-GE.2174 Goldman, Schwartz. 45
Context
Restricted to ECT majors. Permission of
hours: 3 credits. Spring.
EDCT-GE.2031 Neuman. 30 hours: 3
the program coordinator required.
credits. Fall, Spring.
Research and Doctoral Seminars
Cognitive Science and Educational
Technology II
Educational Video: Design and
EDCT-GE.2175 Goldman. 30 hours: 3
Production II
Digital Video Ethnography: Cultural
credits. Fall.
EDCT-GE.2154 Staff. 30 hours: 3 credits.
Interpretations with New Media
Fall. Prerequisite: EDCT-GE.2153 or
EDCT-GE.2075 Goldman. 30 hours: 3
permission of the instructor.
credits. Spring.
Educational Media Design
Foundations
Advanced Video Design Workshop
Content Seminar in Research in
Architecture of Learning Environments
EDCT-GE.2156 Staff. 30 hours: 3 credits.
Instructional Technology
EDCT-GE.2017 Goldman, Reardon. 30
Fall. Prerequisite: EDCT-GE.2154 or
EDCT-GE.3311 Goldman, Plass, Hoadley.
hours: 3 credits. Spring.
permission of instructor.
45 hours: 3 credits. Spring.
Interaction Design for Learning
Simulations and Games for Education
Environments
EDCT-GE.2176 Plass. 30 hours: 3 credits.
EDCT-GE.2015 Vacca, Plass. 30 hours: 3
Fall. Prerequisites: EDCT-GE.2174,
credits. Fall.
EDCT-GE.2175, or permission of
Permission of the instructor required.
Restricted to ECT majors.
the instructor.
29
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Advanced Seminar in Research and
Institutional Assessment in Higher
Diversity in Higher Education
Practice in Educational Technology
Education
HPSE-GE.2161 Teranishi. 30 hours: 3
EDCT-GE.3076 Goldman, Plass,
HPSE-GE.2087 30 hours: 3 credits. Fall.
credits. Spring.
Research Approaches and Techniques
Independent Study
in Postsecondary Education
HPSE-GE.2300 Staff. 45 hours per
HPSE-GE.2088 30 hours: 3 credits. Fall.
credit: 1-6 credits. Fall, Spring, Summer;
Hoadley. 30 hours: 3 credits. Fall.
Prerequisite: EDCT-GE.3311.
Doctoral Colloquium in Educational
Communication and Technology
hours to be arranged.
EDCT-GE.3315 Plass, Goldman. 15 hours
Foundations of Higher Education
per credit: 1–3 credits. Fall, Spring, Sum-
HPSE-GE.2090 30 hours: 3 credits.
Permission of the instructor required.
Independent Study
Professional Seminar in
HPSE-GE.3001 Marcus. 30 hours: 1–3
Higher Education
credits.
HPSE-GE.2093 Marcus. 30 hours: 3
credits. Spring.
Independent Study
Doctoral Seminar in Higher Education
HPSE-GE.3009 Staff. 30 hours: 3
EDCT-GE.2300 Staff. 45 hours per
Leadership in Higher Education
credit: 1–6 credits. Fall, Spring, Summer;
HPSE-GE.2097 Marcus. 30 hours: 3
hours to be arranged.
credits. Fall.
credits. Fall; hours to be arranged.
Globalization and Higher Education
Reforms
For description, see page 173.
HIGHER AND POSTSECONDARY
EDUCATION/HPSE-GE
Doctoral Colloquium in Higher
Education
mer.
Higher Education and the Law
HPSE-GE.3109 Moja. 30 hours: 3 credits.
HPSE-GE.2115 Nolan. 30 hours: 3 cred-
Spring.
its. Spring.
Economics and Finance of Higher
Financing Higher Education
Education
The College Environment
HPSE-GE.2117 Staff. 30 hours: 3 credits.
HPSE-GE.3110 Richardson. 30 hours: 3
HPSE-GE.2015 30 hours: 3 credits.
Spring.
credits. Spring.
The College Presidency
Higher Education Studies,
Governance of Colleges and
HPSE-GE.2025 30 hours: 3 credits. Fall.
Administrative Work, and
Universities
Field Experiences
HPSE-GE.3119 Richardson. 30 hours: 3
Comparative Higher Education Studies
HPSE-GE.2121 135 hours: 3 credits. Fall,
credits. Spring.
HPSE-GE.2041 30 hours: 3 credits. Fall.
Spring. Permission of the instructor
required.
Theoretical Perspectives for Research
on College Students
The Community College
HPSE-GE.2057 30 hours: 3 credits.
Learning in Higher and Workplace
HPSE-GE.3120 Staff. 30 hours: 3 credits.
Spring.
Education
Fall.
HPSE-GE.2122 O’Connor. 30 hours: 3
The Impact of College on Student
credits. Spring.
Success
HPSE-GE.2068 30 hours: 3 credits.
Higher Education and Contemporary
Society
College Student Learning and
HPSE-GE.2131 Staff. 30 hours: 3 credits.
Development
Summer.
HPSE-GE.2069 30 hours: 3 credits.
Spring.
The Politics of Higher Education
HPSE-GE.2135 Brown. 30 hours: 3
Enrollment Management and Retention
credits. Fall.
Programs in Higher Education
HPSE-GE.2070 30 hours: 3 credits.
Internship in Higher Education
Spring.
HPSE-GE.2141 Hubbard. 135 hours: 3
credits. Fall.
Managing Administrative Services in
Colleges
Global Perspectives in Higher
HPSE-GE.2085 30 hours: 3 credits.
Education
Summer.
HPSE-GE.2151 30 hours: 3 credits.
Semesters offered may be repeated
once.
30
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2015–2017
Department Of
Art and Art
Professions
department CHAIR: JESSE BRANSFORD
D EG R E E S
BARNEY BUILDING, SUITE 300 | 34 STUYVESANT STREET | NEW YORK, NY 10003–7599
M.A., M.F.A.
TELEPHONE: 212-998-5700 | FAX: 212-995-4320 | WEBSITE: steinhardt.nyu.edu/art
L
ocated in New York’s legendary East
CO N TE NTS
Faculty.................................................................. 33
Studio Art
Painting and Drawing............................... 34
The M.A. Program in Art Therapy offers an
Village, NYU Steinhardt’s Department
in-depth psychological and yet strongly art-
of Art and Art Professions is closely
based curriculum, including rigorous academic
tied to the international art world in
coursework and an extensive internship practi-
all its dimensions. The department’s
cum (1,000 hours) at a wide range of placements
interdisciplinary approach to art, with its
and populations in the metropolitan area. The
Sculpture: Craft Media............................. 35
commitment to autonomy and experimentation,
program also offers a unique cross-cultural
Printmaking.................................................. 35
as well as research, collaboration, and community
internship experience in non-Western countries
Digital Art..................................................... 36
practice, underscores the central role of visual art
such as Tanzania, Peru, South Africa, and Mo-
Photography................................................ 36
within contemporary culture.
rocco. The program, established by Edith Kramer,
Sculpture....................................................... 35
Video............................................................... 36
Environmental Art Activism................... 36
Art Education.................................................... 37
Downtown New York has long been a magnet
a pioneer and prominent figure in the field, is one
for the world’s most innovative artists. Within
of the first training programs accredited by the
this cosmopolitan environment, NYU creates a
American Art Therapy Association.
The M.A. Program in Costume Studies focuses
Teaching Art (initial).................................. 37
home for visual artists and art professionals who
Teaching Art (prof.).................................... 37
work side by side with acclaimed performers,
on the history of costume and textiles in its broad-
Teaching Art and Social Studies
scientists, theorists, and philosophers to explore
est aesthetic and cultural context and was the first
the frontiers of creative practice.
program in the United States to offer a special-
Education (dual cert.)........................... 37
ized curriculum on the history and role of dress
Art, Education, and Community
Degree Programs in Studio Art The M.F.A.
in culture. Students work with faculty who are
Visual Arts Administration............................ 39
Program in Studio Art is an intimate full-time
specialists in the field as well as professionals from
Costume Studies............................................... 41
program that combines art and critical theory
important New York institutions such as the Met-
with a focused studio practice. The admissions
ropolitan Museum of Art, the Museum of the City
Art Therapy........................................................ 42
process is highly competitive. Faculty members
of New York, and the Brooklyn Museum. A dual
Doctoral Studies............................................... 43
meet regularly with students individually and in
degree option in library science is also available.
Courses................................................................44
intensive group critiques and seminars. Weekly
Practice...................................................... 37
Dual M.A. in Library Science.................... 41
The M.A. Program in Visual Arts Adminis-
visiting artist lectures enhance the program’s
tration promotes a thorough understanding
connection to the greater art world. Facilities and
of the cultural forces affecting the visual arts
faculty expertise include painting, drawing, instal-
for professionals managing arts organizations.
For information about the mission
lation, sculpture, photography, digital art, video,
Students develop keen management, marketing,
and student learning outcomes for
printmaking, performance, ceramics, and metals.
and financial skills and work with both for-profit
and not-for-profit organizations. In addition to
each of our programs, please see the
department website.
Degree Programs in the Arts Professions The
taking coursework in the department, students
M.A. Programs in Art + Education aspire to trans-
take classes at the Stern School of Business and
form the landscape of the field through a radical
the Robert F. Wagner Graduate School of Public
Notice: The programs, requirements,
approach to visual arts education. With a special
Service. Through consideration of conceptual
and schedules listed herein are subject
focus on contemporary art and its social context,
and practical issues, students are prepared for
to change without notice. A directory
the programs position the artist-teacher as
the increasingly specialized opportunities in this
of classes is published each term with a
cultural producer, intellectual, and activist, able
important and exciting field. The program also
current schedule. For the most up-to-date
to work in schools, museums, community-based
offers study abroad in the Netherlands, Berlin,
schedule changes, please consult ALBERT,
programs, alternative educational sites and in the
and London. In these international seminars, stu-
NYU’s student information website.
public realm. Our programs also prepare students
dents explore current cultural and social issues
to be innovative researchers and persuasive ad-
affecting international arts practices. Working
vocates for the arts in schools and society.
professionals gain fresh insights into managing
arts organizations while acquiring an overview of
European cultural policies.
31
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Global Study NYU offers a range of
Internships in Art New York City
of graduating M.F.A. students, as well as
summer and winter session courses
provides a wide range of internship set-
reviewed exhibitions curated by faculty,
abroad. Classes and workshops taught
tings that help students make essential
alumni, students, and guests. Broadway
by NYU faculty and local artists,
connections and acquire professional
Windows and Washington Square Win-
scholars, and professionals introduce
experience in fields related to their
dows serve as street-side galleries for
students to the local art scene and
studies that will serve them well into
exhibitions of student work and curated
explore the differences in global cultures
the future. An internship coordinator
projects.
that are influencing contemporary art.
works closely with students to ensure
The university is also expanding its new
successful experiences. Recent intern-
campus in Abu Dhabi in the coming
ships include the Metropolitan Museum
Visiting Artist Lecture Series is a vibrant
years.
of Art; MoMA/PS 1; NYC Department of
public program that includes lectures,
Special Departmental Features The
Cultural Affairs; Artists Space; Creative
performances, panels and screening.
Faculty The close relationship be-
Time; Christies; prominent commer-
Visiting artists include Michel Auder,
tween the department’s faculty and
cial galleries such as Lehmann Maupin
Ellen Berkenblit, Keith Edmier, Lia
students is at the heart of each of the
and Gagosian; artists such as Matthew
Gangitano, Bruce Hainley, Kurt Kauper,
department’s programs. Studio faculty
Barney and Diana Al-Hadid; and creative
Wayne Koestenbaum, Matthew Day
members include some of the highest
companies, including Viacom, Condé
Jackson, Leigh Ledare, Nick Mauss,
profile figures in the contemporary art
Nast Publications, Anthropologie and
Rick Moody, Rebecca Morris, Laurel
world and represent broadly diverse
Armani.
Nakadate, Jack Pierson, Andrea Scott,
Erin Shirreff, Sue Williams, B Wurtz, R.H.
approaches to content, critical theory,
and media. Recent additions to the
Facilities All of the art department’s stu-
studio faculty include Marlene McCarty,
dios, shops, labs, classrooms, exhibition
Jonathan Berger, and Andrew Weiner.
spaces, and faculty offices are housed
Professions provides exceptional
The Art Professions Programs, led by
in the six-story Beaux Arts building.
opportunities for cross-disciplinary
Dipti Desai in Art Education, Sandra
Facilities include studio classrooms and
discourse and experimentation. New
Lang in Art Administration, Ikuko Acosta
workshops for sculpture, printmaking,
York City’s galleries, museums, schools,
in Art Therapy, and Nancy Deihl in
painting, drawing, ceramics, metalsmith-
studios, and performance spaces from
Costume Studies, are intensely involved
ing, sewing, photography, computer
Chelsea to Brooklyn and the Lower
in arts policy, education, and community
and digital printing, 3D fabrication, and
East Side are an integral part of NYU’s
engagement in the visual arts. Issues
video. The M.F.A. studios are spacious
extended campus, as are the University’s
such as globalization and the display of
and private, with windows on New York
vast intellectual and academic
culture in a large spectrum of cultural
City’s East Village. Students have many
resources.
institutions and alternative sites are core
exhibition opportunities throughout
features across the curriculum.
the department and can participate as
nation’s leading research universities,
curators and exhibitors in the Rosenberg
with 48,000 students enrolled
Gallery and the Commons, which also
in 14 schools and colleges. With
serve as venues for interdisciplinary col-
students from all over the world, the
laborations, performances, receptions,
multinational, multiethnic makeup of
workshops, meetings, and public events.
the student body presents myriad
The department’s 2,800-square foot
perspectives, energetic exchanges, and
80 Washington Square East Galleries
fresh insights.
Quaytman, and Martha Schwendener.
The Department of Art and Art
New York University is one of the
(80WSE) provide exceptional exhibition
space in the heart of the campus. The
galleries are a vital interface with the
larger community and host exhibitions
32
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Faculty
Ikuko Acosta, Clinical Assistant
Trisha Donnelly, Clinical Associate
John Torreano, Clinical Associate
Professor. B.A. 1966, Rutgers; M.A. 1981,
Professor. B.F.A. 1995, California (Los
Professor. B.F.A. 1963, Cranbrook
Ph.D. 2002, New York University.
Angeles); M.F.A. 2000, Yale.
Academy of Art; M.F.A. 1967, Ohio State.
ATR-BC, LCAT.
Maureen Gallace, Clinical Associate
Andrew Weiner, Assistant Professor.
Nancy Barton, Clinical Associate
Professor. B.F.A. 1981, Hartford;
B.A. 1997, Wesleyan University;
Professor. B.F.A. 1982, M.F.A. 1984,
M.F.A. 1983, Rutgers.
M.A. 2004, U.C. Berkeley; Ph.D. 2011,
U.C. Berkeley.
California Institute of the Arts.
Rose Lee Goldberg, Clinical AssociJonathan Berger, Clinical Assistant
ate Professor. 1970 Courtland Institute,
Professor. B.F.A. 2002, California
London.
Number of Adjunct Faculty
Lyle Ashton Harris, Clinical Assistant
Studio Art: 43
Professor. B.A. 1988, Wesleyan; M.F.A.
Art Education: 6
Institute of the Arts; M.F.A. 2006,
New York University.
Ross Bleckner, Clinical Associate
1990, California Institute of the Arts.
Visual Arts Administration: 14
Costume Studies: 7
Professor. B.S. 1971, New York University;
M.F.A. 1973, California Institute of
Natalie Jeremijenko, Assistant
the Arts.
Professor. B.S. 1993, Griffith; B.F.A. (hon.)
Art Therapy: 13
1992, Royal Melbourne Institute of
Jesse Bransford, Department Chair,
Technology; Ph.D. 2007, Queensland.
Clinical Associate Professor. B.A. 1996,
New School for Social Research; B.F.A.
Carlo M. Lamagna, Clinical Associate
1996, Parsons School of Design; M.F.A.
Professor. B.A. 1969, College of the
2000, Columbia University.
Holy Cross; M.A. 1971, Massachusetts
(Amherst).
Melissa Rachleff Burtt, Clinical
Associate Professor. B.S. 1985, Drexel;
Sandra Lang, Clinical Associate
M.A. 1993, New York University.
Professor. B.A. 1972, Middlebury College;
M.B.P. 1983, Columbia University.
David Darts, Department Chair,
Assistant Professor. B.A. 1992, B.Ed.
Marlene McCarty, Clinical Associate
1995, M.Ed. 2002, Ph.D. 2004, British
Professor, Honorary Doctorate, Mass.
Columbia University.
College of Art.
Sue deBeer, Clinical Assistant Professor.
Kevin McCoy, Associate Professor. B.A.
B.F.A. 1995, Parsons School of Design;
1989, Whitman College; M.F.A. 1994,
M.F.A. 1998, Columbia University.
Rensselaer Polytechnic Institute.
Nancy Deihl, Master Teacher. B.A. 1981,
Gerald Pryor, Associate Professor;
Douglass College; Rutgers; M.A. 2002,
Artist-in-Residence. B.A. 1968,
New York University.
Trinity College; M.A. 1976, Hunter
College (CUNY).
Dipti Desai, Associate Professor.
Diploma (Textile Design) 1981, National
Judith S. Schwartz, Professor. B.A.
Institute of Design (India); M.A. 1984,
1964, Queens College (CUNY); M.A.
Wisconsin (Madison); Ed.M. 1986,
1969, Ph.D. 1983, New York University.
Columbia University; Ph.D. 1995,
Wisconsin (Madison).
33
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Studio Art
M.F.A. in Studio Art
DEGREE PROGRAMS
Program director
sity’s location in the center of New York,
also must take the Thesis Project course
these lectures regularly bring innova-
(ART-GE2997) as well as participate
Maureen Gallace
M.F.A. in Studio Art
tive artists, writers and critics into the
in the M.F.A. Exhibition at 80WSE Gal-
[email protected]
60 credits
department.
leries. Additional course requirements
The NYU Steinhardt M.F.A. Program
Recent visiting artists and curators
include art theory/criticism, M.F.A. semi-
in Studio offers students the opportu-
include Michel Auder, Ellen Berkenblit,
nity to work with accomplished artists
Keith Edmier, Lia Gangitano, Bruce Hain-
and scholars in a truly interdisciplinary
ley, Kurt Kauper, Wayne Koestenbaum,
ADMISSION REQUIREMENTS
setting. The small two-year program
Matthew Day Jackson, Leigh Ledare,
Applicants must have a solid GPA and
provides private studios and access to
Nick Mauss, Rick Moody, Rebecca
a strong studio art and art history
facilities in painting, printmaking, ceram-
Morris, Laurel Nakadate, Jack Pierson,
background. International students must
ics, photography, digital media, and
Andrea Scott, Erin Shirreff, Sue Williams,
have a minimum TOEFL score of 100 IBT
sculpture. During the course of study,
B Wurtz, R.H. Quaytman, and Martha
to apply to the program. The applica-
students engage in team-taught critique
Schwendener.
tion, transcripts, artist statement, and
classes, as well as one full afternoon a
nars, and studio electives.
CV must be submitted directly to the
week of individual studio meetings with
CAREER OPPORTUNITIES
Office of Graduate Admissions along
visiting artists. The NYU faculty and
Alumni of the program in studio art are
with three letters of recommendation,
visiting artists are made up of acclaimed
represented by galleries, featured in
preferably from both academic and pro-
artists, critics, and writers with diverse
contemporary museums and biennials,
fessional sources (steinhardt.nyu.edu/
interests, who see teaching as a part of
recipients of prestigious fellowships, and
graduate_admissions).
their creative practice.
artist residencies. Many hold positions
as teachers, designers, and curators.
The portfolio, along with a copy
of the artist statement, CV, and the
VISITING ARTIST LECTURE
SERIES AND STUDIO VISITS
DEGREE REQUIREMENTS
must be submitted directly to Slide-
The weekly Visiting Artist Lecture Series
Students must complete 60 credits
Room (http://steinhardt.nyu.edu/
is an important part of the M.F.A. Studio
and are required to take 4 semesters
graduate_admissions/guide/arsa/mfa).
Art Program. Each week, students meet
of ART-GE2990 Graduate Studio and
Once applications have been reviewed
individually with selected visiting artists,
ART-GE2993 Visiting Artist Critiques.
a select number of applicants will be
followed by a lecture. With the Univer-
In the last and final semester students
contacted for an interview.
Painting has a history that goes back
To pick up a piece of charcoal (noth-
Peer-to-peer discourse and camaraderie
more than 40,000 years, as seen in the
ing but a burnt stick) or brush (nothing
is our most important educational com-
El Castillo Caves of Spain. There is no
but a cluster of animal hairs) with paint
ponent. These artists represent a rich
other art form with as extensive and
(nothing but dirt mixed with a me-
diversity of points-of-view reflecting the
accessible a history. It gives us images
dium like blood or oil) and mark, gives
complexity of our contemporary global
from cultures as wide ranging as the
evidence as to who we are as individuals
culture. Of course we support skill
Neanderthal, the Renaissance on to
within this grand universe of humanity.
development, but most emphatically en-
the Modern and Postmodern. Since the
To choose painting as a medium re-
courage experimentation and expansion
beginning people have reached out to
quires both knowledge of this immense
of ideas toward an inspired, expressive,
mark in order to record their existence
history and the courage to add to the
and personalized life affirming process.
and say, “we were here.” When we
discourse.
The painting and drawing faculty is led
names of the three recommenders
Painting and Drawing
John Torreano
[email protected]
look at those “markings” we connect
34
The making of shapes, marks, colors
by John Torreano and includes Ross
empathically to whoever did them.
and textures on a 2-dimensional plane,
Bleckner, Jesse Bransford, Maureen Gal-
This serves to collapse time and thus
that can express 3- and 4-dimensional
lace, Marlene McCarty as well as many
bring us together with all of human-
ideas, requires a particularly complex
acclaimed adjunct and visiting faculty,
ity. Therefore, to the painter, all art is
level of abstract thinking. Our program
including Cecily Brown, Juliet Jacobsen,
contemporary art. If we can see it today,
confronts the challenges of painting
Erika Ranee, Max Razdow, David Salle,
even if it is from millennia past, then we
with a community of faculty, students
and Sue Williams.
can be influenced and inspired by it.
and other experienced practitioners.
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Studio Art, continued
Sculpture
Sue deBeer
[email protected]
Sculpture courses allow artists and
critique room, a plaster and moldmaking
Bove, Keith Edmier, Beverly Semmes,
students to explore their ideas in media
studio with a walk in spray booth, and
Luis Gispert, Corey McCorkle, Rico
as varied as video, ceramics, architec-
a studio housing a new state-of-the-art
Gatson, Curtis Mitchell, Dave Hardy, and
ture, 3-D printing, fabric, drawing, text,
CNC router. Shop technicians are avail-
Ian Cooper, along with other innova-
or performance, as well as classic skills
able for information and oversight of the
tive practitioners. Courses range from
such as woodworking, welding, and
studio. The sculpture faculty includes
theory-driven classes such as Corey
moldmaking.
area director Sue deBeer, who recently
McCorkle’s class on Walter Benjamin to
completed solo exhibitions in Berlin, and
technical classes in moldmaking taught
floor of the Barney Building and is
New York, and internationally renowned
by Keith Edmier and Ian Cooper.
divided into a wood and metal shop, a
artists such as Trisha Donnelly, Carol
The sculpture facility covers a full
Sculpture: Craft Media
Judith Schwartz
[email protected]
designers, artisans, and historians.
A vibrant cross-disciplinary movement
the heart of Manhattan. Students can
in contemporary art has created
expand their creative vocabulary in
renewed connections between fine
glass as well, through a unique liaison
D. is one of the world’s leading authors
arts, design and craft media. Courses
with Urban Glass, the largest facility in
and curators in ceramics and craft
in ceramics, mold making, mixed media
the United States dedicated to glass
media. Faculty, including Matt Nolen,
sculpture, metalsmithing, jewelry, and
as an art form. The mixed media studio
Beverly Semmes, Kathy Butterly, Klaus
sewn fabrics allow artists to expand
supports a variety of experimentation
Burgel, Shida Kuo, Sayumi Yokouchi,
their ideas and practices through a
in soft sculpture, metal craft, and
and Ann Mulford, discuss work within an
wide range of materials and skills in
critical theory classes that focus on the
historical, contemporary, and theoretical
the art department’s studio facilities. In
intersection of new and old media. As a
framework designed to foster technical,
ceramics, the fully equipped, naturally
space that crosses artistic and aesthetic
literary, and critical skills. Both the artist
lit studio housing electric, down, and
borders, these studios are an important
and the artist/teacher are prepared to
updraft gas kilns, wheels and hand
reflection of the interdisciplinary use of
meet professional standards for a global
building areas provide an ideal facility
materials that is vital to craft scholarship
career.
for a dynamic working environment in
and contemporary art engaging artists,
Area director, Judith Schwartz, Ph.
Printmaking
Mark Johnson
[email protected]
The print studio, with 14’ high ceilings
exhibitions, vast museum collections,
with an extensive array of possibilities
and northern light, is equipped to realize
the annual New York City Print Week,
and working methods, from photocopy
ideas in multiple techniques, including
and a vibrant D.I.Y., zine, and street art
to etching to digital 3-D printing,
silkscreen, etching, relief print, book arts
scene. The print area faculty, led by Area
from unique to multiple to installation.
and letterpress, digital imaging/print-
director Mark Johnson, includes Kiki
The NYU Print Studio is dedicated to
ing, as well as Departmental facilities for
Smith, Valerie Hammond, Noah Breuer,
creating an environment where this
laser cutting, 3-D printing and CNC ma-
and Ruby Sky Stiler.
range is encouraged in conjunction
chining. New York City at large provides
with experimentation and personal
a unique context for the study of print,
exploration.
which includes numerous special print
Print provides contemporary artists
35
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Studio Art, continued
Digital Art
Kevin McCoy
[email protected]
As we look toward the future of technol-
studio includes a laptop lounge; an iMac
ware, Web-based art, laser cutting, and
ogy, the role of artists in realizing the
classroom with a full range of software
3-D printing, as well as seminar courses
potential, as well as the potential diffi-
for Photoshop, drawing, design, video,
in post-postmodern theory. The Digital
culties, inherent in rapid cultural change
3-D, sound, Web, and open-source
Printing Studio, with its large-scale
is more central now than at any time
projects; and equipment for video
Epson printers, has brought all of the
since the Bauhaus. The vision of artists
projection, scanning, small-scale prints,
department’s programs together for
in humanizing technology, allowing
and drawing tables has enabled the art
workshops and exhibitions. Artist Kevin
individuals to respond to mass media, is
department to explore new media on
McCoy recently completed major instal-
a unique form of resistance as well as a
a vastly expanded scale. New courses
lations for the British Film Institute and
source of creative energy. The computer
have been developed in design, free-
MoMA in New York.
Photography stills life and reveals
and eight individual darkrooms. The
digital, video, performance, installation,
the artist’s self. An active exchange
digital facilities housed in three separate
and photographic theory along with the
between the photographer and outside
areas include computer video editing,
techniques of lighting and use of large
world occurs when an image is made.
LED and projected viewing, and digital
format cameras.
Present time is considered through past
printing with two large digital Epson
memory and future desire. Photography
printers, including the Epson 9900. The
share faculty duties in this innovative
extends into other art forms such as
classrooms, which can be converted
area, led by Gerald Pryor. Outstanding
video, digital art, performance and
into shooting studios, are equipped
faculty members include Lyle Ashton
installation. Images are central to art
with iMacs, all computer programs,
Harris, Nancy Barton, Hiroshi Suna-
in the 21st century as the aesthetical
video and slide projectors, scanners,
iri, Adam Putnam, O Zhang, Tommy
truth and political place of photography
and digital photo printers. There is a
Hartung, Rita Barros, Gautam Kansara,
predominates.
large selection of equipment for loan
Lior Shvil, Delia Gonzalez, Kim Hoeckele,
including 35mm, digital, 4 x 5, and video
Linzy Kalup.
Photography
Gerald Pryor
[email protected]
The Art Department maintains
state-of-the-art photo analogue and
cameras, light meters, tripods, and
digital facilities. The analogue studio
professional strobe lights. Introductory,
includes a 24” color processor, separate
intermediate, and advanced classes
group black-and-white and color labs,
are offered in black-and-white, color,
Photographic artists and thinkers
Video
Video has been a major force in the
both the public impact of mediated
and video equipment checkout. An
art world since the 1970s; with new
imagery and the personal resonance of
advanced video suite contains two
advances in technology, video will soon
increasingly convenient technologies.
additional editing stations and a 24p
become a dominant force in commercial
The department computer studio
camera. The video faculty include
film industries, as well. Artists working
for video and new media, houses 16
Jennifer Krasinski, Alex McQuilkin,
in video have been at the forefront of
innovative iMac workstations, a laptop
Claudia Joskowitz, and Priyanka
these new developments, exploring
lounge, viewing areas, projection,
Dasgupta.
Natalie Jeremijenko, one of the most
for a greener future. Working with
contribute to a slate of poetic, political
visible and dynamic artists working
designers, farmers, and computer
and spectacular projects that engage
at the intersection of art, technology,
scientists aka “doctors without
diverse participants in measurably
engineering, and environmental studies,
disciplinary borders” Jeremijenko, who
improving shared environmental health.
has established the Environmental
is herself an engineer as well as an artist,
Health Clinic, a laboratory to diagnose
has established a cross-disciplinary
environmental ills and create solutions
team of artists and researchers who
Environmental Art Activism
Natalie Jeremijenko
[email protected]
36
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Art Education
Director
The M.A. Programs in Art and
New York State teacher certification
all admissions requirements, including
Dipti Desai
Education aspire to transform the
requirements for initial certification, the
a visual portfolio, and then meet the
[email protected]
landscape of the field through a radical
candidate must enroll in the 33-credit
admissions requirements for the Social
approach to visual arts education and
M.A. program.
Studies Education program in Teaching
and Learning.
Degree
artistic practice. With a special focus on
M.A.
contemporary art and its social context,
MA-Teaching Art, All Grades
the programs position the artist-teacher
(Professional-30 credits)
MA-Art, Education, and Community
as cultural producer, intellectual, and
The coursework in the professional
Practice
activist able to work in schools, mu-
certification program is designed for
This interdisciplinary program combines
seums, community-based programs,
students who already have an initial
coursework in contemporary artistic
alternative educational sites, and in the
teaching art certificate and wish to
practice, educational theory, and social
public realm. Our programs also prepare
pursue graduate training that positions
activism to prepare artists, educators,
students to be innovative researchers
the artist-teacher as cultural producer,
designers, community organizers, and
and persuasive advocates for the arts in
intellectual, and activist. Grounded in
other publicly situated activists to
schools and society. There are four dif-
contemporary art and critical pedagogy
work within community-based settings,
ferent Masters degrees offered:
that fosters social transformation, stu-
museums, NGOs, or broader public and
dents explore the making and teaching
civic contexts to initiate social change
MA-Teaching Art, All Grades leading to
of art as a social act, and consider its
through the arts.
Initial Certification
philosophical, historical, political, eco-
Grounded in the work of critical edu-
MA-Teaching Art, All Grades leading to
nomic, and sociological contexts. The
cational theorists including Paolo Freire
Professional Certification
30-credit program is tailored to student
and bell hooks, this program supports
MA-Teaching Art and Social Studies
interests allowing them to take courses
artists and other publicly situated activ-
(Dual Certification)
in the various schools and programs at
ists to connect visual strategies with the
MA in Art, Education, and Community
New York University. Special partner-
needs of a community. Students learn
Practice.
ships with museums, non-profit art
from artists who do socially engaged
organizations, and educational initiatives
work, examining how art and design can
MA-Teaching Art, All Grades
provide students with a wide range of
open dialogue about a community’s his-
(Initial-33 credits)
opportunities to gain practical and pro-
tory, culture, and social needs. Drawing
Coursework in the initial certification
fessional experience in the field.
on community organizing strategies and
n n n n program is designed for students who
The 30-credit M.A. program meets
the academic requirements for New
involved in putting ideas generated
sional training leading to an initial (and
York State professional certification.
with the community into practice. This
provisional) certification as artist-
To fulfill the total requirements for
hands-on approach leads to students’
teachers in primarily public and private
professional certification, a candidate
capstone project, which provides an
schools both nationally and internation-
must additionally complete two years
opportunity to design and implement
ally. The program combines a strong
of school experience as a full-time paid
a community-based art project that
foundation in critical pedagogy with a
teacher. This requirement can be fulfilled
allows for social transformation. In this
solid grounding in practice, including
while taking courses toward the mas-
program students assume major roles
experience teaching in NYU Visionary
ter’s degree.
in changing the social, cultural, political,
and economic landscape through their
Studio classes for high school students
and two student teaching placements
Dual Certification in Teaching Art
in elementary and secondary schools.
(All Grades) and Social Studies
Through a sequence of core courses
(Grades 7-12)
grounded in a progressive social justice
This program offers a M.A. with dual
approach, students examine the mak-
certification in Art Education (all
in the three core program modules: Con-
ing and teaching of art as a social act,
grades) and Social Studies Education
temporary Artistic Practice, Educational
and consider its philosophical, histori-
(grades 7-12). This dual-degree program
Theory, and Social Activism, as well as
cal, political, and sociological contexts.
models critical and investigatory educa-
complete a Final Project. In addition,
Students develop a pedagogical founda-
tion that empowers students to think
students can choose elective courses
tion through courses in education, art
beyond subject area. A fundamental
from across the university to customize
education, and research methodologies
component of this program is col-
their degree focus and experiences.
while continuing their work as artists in
laboration across two departments in
graduate-level studio courses.
Steinhardt: the Department of Teaching
CAREER OPPORTUNITIES
and Learning and the Department of
The three programs in art education that
graduate B.A. or B.F.A. degree in studio
Art and Art Professions. Students take
lead to Initial and Professional Certifica-
art and wish to acquire teacher certifica-
courses in both departments and have
tion prepare teachers and curriculum
tion, the M.A. Program in Teaching Art,
the opportunity to engage with and
specialists in visual art for positions in
All Grades, offers a curriculum that satis-
learn from students and faculty across
elementary, middle, and high schools
fies the academic requirements for New
Steinhardt. Students must apply to the
nationally and internationally. Our
York State teacher certification. To fulfill
Art Education Program initially and fulfill
graduates also work as educators in
For students who have an under-
37
artistic activism, students are directly
wish to pursue graduate-level profes-
artistic practice.
This program does not lead to certification for teaching.
Students take foundational courses
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Art Education,
museums, community-based programs,
ADMISSION REQUIREMENTS
continued
and arts organizations, and some pursue
In order to be considered for admission
ments, applicants must submit 20
doctoral study in art education, curricu-
to the Initial or Professional certification
examples (in digital form) that reflect
lum, and instruction.
programs (33 or 30 credits), applicants
the strongest selections of their artistic
must have a minimum GPA of 3.0 and
practice and a 500-word (typed)
Practice program serves individuals in-
a bachelor’s degree with a minimum of
statement describing their interests,
terested in socially engaged art and who
27 credits in studio art and a minimum
experience and the direction they wish
want to work outside or in collaboration
of 9 credits in art history, as well as a
to pursue in the field. We encourage
with traditional avenues (museum, gal-
liberal arts/general education degree
applicants to address the following in
lery arena, and classrooms). Graduates
from an accredited four-year college or
their statement: Describe your previ-
may also serve as artists and organiz-
university. For international applicants,
ous experiences teaching art or in other
ers working as educators, curators, and
a minimum TOEFL score of 100 IBT is
related fields. Why is it important to
artists in museums, community-based
required.
teach art in schools? What is the role of
The Art, Education, and Community
organizations, and NGOs.
In addition to the general require-
In addition to the general require-
art and the artist in society today? Why
ments, applicants must submit 20
are you applying to the NYU program in
DEGREE REQUIREMENTS
examples (in digital form) that reflect
Art Education and how will the program
M.A. candidates in Initial Certification
the strongest selections of their artistic
support your personal and professional
(33 credits) take the following courses:
practice and a 500-word (typed)
goals?
Pedagogical Foundations (16 credits);
statement describing their interests,
Studies in Critical Theory in Art Educa-
experience and the direction they wish
ACCREDITATION
tion (6 credits); Advanced Studio in
to pursue in the field. We encourage
The Steinhardt School of Culture, Educa-
Art (6 credits); Student Teaching in
applicants to address the following in
tion, and Human Development teacher
Art Education (6 credits); The Social
their statement: Describe your previ-
education program has been accredited
Responsibilities of Teachers: Drug and
ous experiences teaching art or in other
by the Teacher Education Accredita-
Alcohol Education/Child Abuse Identifi-
related fields. Why is it important to
tion Council (TEAC) for a period of
cation/Violence Prevention (0 credits);
teach art in schools? What is the role of
five years. The accreditation certifies
and Research in Art Education and Final
art and the artist in society today? Why
that the Steinhardt teacher education
Project (3 credits).
are you applying to the NYU program in
program has provided evidence that it
Art Education and how will the program
adheres to TEAC’s quality principles.
M.A. candidates in Professional Certi-
support your personal and professional
The accreditation affirms the claim
fication (30 credits) take the following
goals?
that NYU Steinhardt uses evidence to
courses: Studies in Critical Theory in Art
In order to be considered for admis-
develop and improve its programs that
and Art Education (15 credits); Guided
sion to the M.A. in Art, Education, and
prepare teachers. For more information,
Elective (3 credits); Advanced Studio in
Community Practice (30-34 credits),
contact TEAC, One Dupont Circle, Suite
Art (9 credits); and Research in Art Edu-
applicants must have a minimum GPA
320, Washington, DC 20036; 202-466-
cation and Final Project (3 credits).
of 3.0 and a bachelor’s degree in Studio
7236; www.teac.org.
Art, Art History, Design, Architecture
M.A. candidates in Teaching Art and
or other related visual field of study or
Please be advised that fieldwork place-
Social Studies
can demonstrate significant experience
ment facilities that provide training
(44 credits) take courses in the follow-
and background as a practicing artist/
required for your program degree, and
ing areas: Pedagogical Foundations (29
designer. For international applicants,
agencies that issue licenses for practice
credits); Praxis in Art Education and
a minimum TOEFL score of 100 IBT is
in your field of study, each may require
Social Studies Education (6 credits);
required.
you to undergo general and criminal
Studies in Critical Theory and Education
Formal interviews, as part of the ad-
(6 credits minimum); Final Project in So-
missions process, are by invitation only.
the facility or agency must find accept-
cial Studies or Art Education (3 credits).
For those who live outside the metro-
able before it will allow you to train at
politan area, a Skype or phone interview
its facility or issue you a license. You
will be arranged.
should inform yourself of offenses or
M.A. candidates in Art, Education and
Community Practices (30-34 credits)
background checks, the results of which
In order to be considered for admis-
other facts that may prevent obtaining a
take courses in the following areas: Con-
sion to the MA Teaching Art and Social
license to practice in your field of study.
temporary Artistic Practice (6 credits);
Studies dual certification applicants
NYU Steinhardt will not be responsible
Educational Theory (3 credits); Social
must have a minimum GPA of 3.0 and
if you are unable to complete program
Activism (3 credits); Guided Electives
completed at least 30 credits in studio
requirements or cannot obtain a license
(10-12 credits); Terminal Capstone
art and art history courses, in addition
to practice in your field because of the
Project (9 credits).
to at least 15 credits in history and/or
results of such background checks.
geography, 3 credits in politics, 3 credits
Some fieldwork placement facilities in
in economics, 3 additional credits in
your field of study may not be available
another area of social studies, and a
to you in some states due to local legal
semester of study of language other
prohibitions.
than English.
38
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Visual Arts Administration
DEGREE REQUIREMENTS
(Nonprofit and
Established in 1971, the M.A. Program
For-Profit
in Visual Arts Administration was the
field, alumni experience and success,
Concentration)
first in the nation to focus specifically
and a strong international applicant pool
on management careers in the visual
ensure that students are provided with
GE.2028 (3 credits), The Environment
Director
arts, in both traditional and alternative
the optimal resources of an advanced
of the Visual Arts ARVA-GE.2030 (3
Sandra Lang
contexts. Taking into account the
professional program set in the context
credits), Digital Technologies and the
[email protected]
cultural and economic impact of the
of a major urban cultural center.
Art Organization ARVA-GE.2109 (3
Faculty expertise, internships in the
visual arts, nationally and internationally,
I. Core Courses (12 credits)
Law and the Visual Arts ARVA-
credits).
Degree
as well as the challenges facing the arts
CAREER OPPORTUNITIES
M.A.
today, the program prepares students to
Both the internship program and
Primary Areas of Study
become leaders in a broad range of arts
the master’s thesis provide critical
(Select either area; 9 credits required)
organizations.
opportunities for graduate students
The Visual Arts Administration M.A.
to develop relationships with art
II. Arts Management
Program addresses the whole art ecol-
organizations in New York, nationally,
Exhibition and Display of Art and
ogy, including the cultural environment
and internationally. The program
Material Culture ARVA-GE.2027 (3
in which art and arts organizations
includes a series of supervised
credits), Development for the Visual
operate, the role of the artist in society,
internships. Students have gained
Arts ARVA-GE.2032 (3 credits),
how artwork is documented, presented
placement in museums, alternative
Strategy, Planning and Governance
and interpreted, the structure and
spaces, public art agencies, galleries,
ARVA-GE.2133 (3 credits).
management of organizations that
auction houses, and consultancies and
display artwork—both non-profit and
work with program advisers and the
for-profit—and the role of art theorists,
department’s internship coordinator
Art Collecting ARVA-GE.2016 (3 cred-
critics, curators, and collectors. The
in planning this important component
its), Visual Arts Market ARVA-GE.2076
Program curriculum also considers how
of their educational experience.
(3 credits), Appraisal and Valuation of
education in arts organizations expands
Organizations providing internship and
Art ARVA-GE.2171 (3 credits).
knowledge and builds audiences, the
research opportunities locally have
increasing role of art in urban devel-
included the Museum of Modern Art,
opment and public spaces, and new
Metropolitan Museum of Art, Solomon
quired)
approaches and tools for encourag-
R. Guggenheim Museum, New York
Leonard N. Stern School of Business
ing access and participation. Students
City Department of Cultural Affairs,
or Robert F. Wagner Graduate School
acquire the theoretical and practical
JPMorgan Chase Bank Collection,
of Public Service
tools for fundraising, financial manage-
Jewish Museum, Asia Society, Sotheby’s,
Leadership in Organizations
ment, marketing, and knowledge of new
Christie’s, Whitney Museum of American
COR1-GB.1302 (3 credits), Financial
media and technology in the visual arts.
Art, Cooper-Hewitt National Design
Accounting COR1-GB1306 (3 credits),
While the program is primarily oriented
Museum, and Pace-Wildenstein
Marketing Concepts and Strategies
toward the non-profit segment of the
Gallery. A more complete listing of the
COR1-GB.2310 (3 credits).
field, it also offers a strong for-profit
organizations where graduate students
concentration.
have secured national and international
Since its beginnings, the program has
II. Arts Market
III. Business Courses (9 credits. re-
IV. Internships (3 credits. required)
internships may be found on the
Internship in Art ARVA-GE.2302
an extensive international outlook. The
program’s webpage, steinhardt.nyu.edu/
(variable 1–3 credits/semester).
curriculum fosters a global perspec-
art/admin
tive within course syllabi, readings and
In addition, the Program serves as an
V. Thesis (3 credits. required)
discussions, and through several study
active information center for advocacy
Research in Visual Arts Administra-
abroad options. In London, students
issues and for career opportunities. The
tion ARVA-GE.2299 (2 credits), Final
analyze the exhibition and display of art
Program works closely with its visual
Project ARVA-GE.2301 (1 credit)
in material culture through a dynamic
arts administration alumni to provide
curriculum that blends classroom ses-
special events and to facilitate mentor-
Secondary Areas of Study
sions and site visits. In the Netherlands
ing and career opportunities. Graduates
(Students may choose one from the
and Berlin, Performing Arts Adminis-
hold positions in a broad cross-section
following suggested areas of study, or
tration and Visual Arts Administration
of museums, cultural institutions,
create their own area of study–9 credits
students compare and contrast the
foundations, galleries, auction houses,
required.)
management of cultural institutions in
and advisory services throughout North
the U.S. and Europe, with an emphasis
America, Europe, and Asia.
VI. Curatorial Studies
on cultural policy, cultural diplomacy,
Exhibition Design ARVA-GE.2019
funding mechanisms, globalism and
(3 credits), Collections and Exhibi-
mobility, cultural identity, and diversity,
tion
among other issues.
Management ARVA-GE.2198 (3 credits), Graduate Projects: Curatorial
39
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Visual Arts
Praxis ARVA-GE.2911 (3 credits).
Administration,
continued
ADMISSION REQUIREMENTS
steinhardt.nyu.edu/graduate_admissions
VI. Arts Advocacy/Art Education
COUNCIL ON ARTS
MANAGEMENT PROGRAMS
The Council on Arts Management
Art Education in Museums ARVA-
In order to be considered for admission
Programs is a faculty group in NYU
GE.2021 (3 credits), Arts Advocacy:
to the program, applicants must have a
Steinhardt that represents the
Concept and Practice ARVA-GE.2035
solid GPA and a strong art history back-
fields of music business, performing
(3 credits),
ground, as well as appropriate internship
arts administration, and visual arts
Urban Development and Visual Arts
and/or work experience. Application,
administration. The council’s mission
ARVA-GE.2112 (3 credits).
transcripts, a personal statement, and
is to ensure a vital future for the
other necessary material should be
arts by educating highly qualified
sent directly to the Office of Graduate
professionals to shape, influence, and
selected from, but not limited to,
Admissions, along with three letters of
lead arts organizations, institutions, and
the following as well as courses of-
recommendation, preferably from both
businesses and to serve the present
fered throughout the university (6
academic and professional sources, and
and future needs of artists. The goals
credits):
a current résumé. Once applications
of the council are to lead public events
Function and Structure of Museums
have been reviewed, qualified applicants
highlighting important developments
ARVA-GE.2015 (3 credits); Exhibition
under consideration will be contacted
in the fields of art and business and
and Display of Art and Material Cul-
to arrange for a personal interview, or,
incorporate results into learning
ture ARVA-GE.2027.095 (London),
if this is not possible, a telephone inter-
outcomes; to generate innovations in
ARVA-GE.2060 (3 credits); Corpo-
view will be arranged.
curricula through active interchange
VII. Electives by advisement are
rate Art Programs ARVA-GE.2118
International students must have a
among programs and dissemination
(3 credits); Cultural Branding in
minimum TOEFL score of 100 IBT to
of new knowledge and research; and
Arts Organizations ARVA-GE.2134
apply to the program. On arrival at New
to examine and integrate national and
(3 credits); Business and the Visual
York University, accepted applicants will
international developments affecting the
Arts: Corporate Sponsorship in the
be tested by the American Language
arts in their cultural, social, economic,
Arts ARVA-GE.2212 (1.5 credits); In-
Institute and must qualify for level 84 of
and political contexts. For further
troduction to Galleries and Museums
instruction.
information, visit steinhardt.nyu.edu/
commissions/arts_management.
ARVA-GE.2002 (3 credits); Issues
and Practice in Arts Administration:
STUDY ABROAD
The European Context ARVA-GE2215
An international study abroad seminar
(3 credits) (Netherlands and Ber-
provides graduate students, alumni
lin); History of Taste 1850-present
of arts administration programs, and
ARTCR-GE.2141 (3 credits); History
arts management professionals with a
of Contemporary Art and New Me-
unique opportunity to observe exciting
dia ARTCR-GE.2235 (3 credits); Art
changes in the visual and performing
and Ideas ARTCR-2450; Art Theory
arts in a broad range of European ven-
and Criticism I ARTCR-GE.2801 (3
ues. Students explore current cultural
credits); Art Theory and Criticism
and social issues affecting interna-
II ARTCR-GE.2802 (3 credits);
tional arts practices in both nonprofit
Current Issues in Art Education
and for-profit institutions. For further
ARTED-GE.2070 (3 credits); Art
information, please contact the Office
Education in Alternative Settings
of Academic Initiatives and Global Pro-
ARTED-GE.2276 (3 credits); Cultural
grams at 212-992-9380.
Tourism MPAPA-GE 2225 (1.5 credits); Graduate Projects in Visual Arts
Administration: Art Market Analysis
and Investment ARVA-GE 2915 (1.5
credits); Graduate Projects in Visual
Arts Administration: High Impact
Media ARVA-GE 2919 (1.5 credits).
Program Total: 51 credits
For program information, please consult
the website: steinhardt.nyu.edu/art/
admin.
40
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Costume Studies
director
The field of costume studies is one of
fer a dual degree program in Costume
discuss student’s current internship
Nancy Deihl
the most exciting areas of current visual
Studies and Library Science. In addition
experiences and one individual meeting
[email protected]
arts research. Since 1979 the M.A. pro-
to an M.A. in Costume Studies (ARCS),
each semester with the Dual Degree
gram in Costume Studies has focused
students can earn a M.S. in Library and
Program Coordinator
Degree
on the history of costume and textiles
Information Science (MSLIS), which
M.A. in Costume
in its broadest aesthetic and cultural
is accredited by the American Library
module to prepare students in the areas
Studies
contexts. It was the first curriculum in
Association. The program combines the
of job search, cover letter and resume
the United States to educate specialists
rigorous study of costume studies with
writing, and interviewing.
Dual M.A. in Costume
in this field. An additional dual degree
professional qualification to give gradu-
Studies and
option between The Department of
ates a competitive edge in the evolving
Program Tracks
M.S. in Library and
Art and Art Professions and LIU Post’s
fields of information science, digital
The Dual Degree Mentorship Track
Information Sciences
Palmer School of Library and Informa-
humanities, curatorial studies, and data
The Mentorship Track includes a 160-
tion Science bridges the gap between
archiving.
hour mentoring arrangement in which
theory and practice, so that students
The new 61-credit M.A./M.S. program
•Professional Development: A
subject specialists from NYU libraries
benefit from the programs’ complemen-
prepares students for highly sought after
work with candidates to introduce them
tary strengths in teaching information
positions as subject specialists/scholar-
to the requirements of the field, offering
science and costume studies.
librarians in academic and research
the opportunity for hands-on experi-
institutions or as archivists in libraries,
ence within a theoretical framework. The
emphasize the relation of costume
museums, publishing houses, fashion
program’s core is a series of required
studies to material culture and the fine
companies and other institutions. Dual
modules, which include reference/
and decorative arts. The 42-credit M.A.
degree students take 17 fewer credits
instruction, collection development,
curriculum includes core courses as well
than would be required if they pursued
digital scholarship and professional
as electives in exhibition and museum
each master’s degree separately.
development.
the decorative arts. The 61-credit dual
Courses and Location
The Dual Degree Internship Track
M.A. and M.S offers many of the same
All Costume Studies and Library Science
The Internship Track is designed for
core course with the additional unique
courses are taught at the NYU Washing-
those students who are not focused
combination of courses that address
ton Square Campus. All MSLIS courses
on careers as subject librarians in
costume studies and library and infor-
meet at NYU’s Bobst Library. All MSLIS
research libraries. Their interests may
mation science.
weekday courses are offered after 4:30
lie in activities connected to archives,
p.m. ARCS courses are offered during
media entities, museums, or similar
the day as well as after 4:30 p.m.
institutions. This track includes a series
The programs offer courses that
topics, art theory and criticism, and
Faculty in the programs, some of
whom are associated with museums and
galleries in New York, teach courses in
Students can access Palmer’s online
course system to view MSLIS courses.
which students work with trained library
arts, and conservation. Students are
Simply select the term, the department
professionals in libraries or institutions
exposed to collections of costumes, ac-
(Library and Information Science), and
in the New York metropolitan area that
cessories, and related objects at leading
course level (graduate) to view a list of
reflect their future career goals.
institutions, including the Costume Insti-
current course offerings.
How to Apply
tute at the Metropolitan Museum of Art,
Cooper-Hewitt National Design Museum,
Program of Study
Prospective students interested in the
the Museum of the City of New York,
Students transfer nine NYU credits to
dual degree program at NYU and LIU
and the New-York Historical Society. The
Palmer LIU and eight Palmer credits to
must apply separately for admission to
internship component of the program
NYU to complete the required credits
each school.
enables students to gain firsthand work
for the two degrees. See curriculum
experience and make valuable profes-
details.
sional contacts. Students in the dual
The dual degree program provides
CAREER OPPORTUNITIES
The costume studies program is suitable
degree program are mentored and
unique opportunities for orientation,
for those seeking careers as curators,
advised by subject specialists from
mentorship, and professional training.
museum administrators, collection
local New York City Libraries. A 160-
The program structure includes:
managers, and exhibition consultants;
hour mentoring arrangement provides
•Boot Camp: Four half days of intro-
as specialists at auction houses and
students the opportunity for hands-on
duction to research library functions and
galleries; as archivists and historical
experiences.
discussions with librarians or informa-
researchers; and as educators, writers,
tion professionals in various special
journalists, and critics. The dual degree
Dual Degree Program MA in Costume
libraries including museums, archives,
combines subject expertise and training
Studies and MS in Library and
and media
in library and information science. In
Information Science
•Internships: A minimum of two
addition to positions in costume studies-
The Department of Art and Art Profes-
(maximum of four) internships of 35
related fields, students are prepared
sions has partnered with Long Island
hours per semester in relevant institutions
for positions as subject specialist or
University’s (LIU) Palmer School of
Library and Information Science to of-
41
of internships totaling 160 hours in
costume and textile history, decorative
•Assessment meetings: One group
meeting each semester to collectively
scholar-librarian in academic and research institutions.
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Costume Studies,
DEGREE REQUIREMENTS
Costume Studies ARCS-GE.2302.
GE.2141, Appraisal and Valuation of
Final Project (3 credits): Research
Art ARVA-GE.2171, Independent Study
MA in Costume Studies
in Costume Studies ARCS-GE.2022
ARCS-GE.2300.
Core Courses (15 credits): Literature and
(2 credits), Final Project ARCS-GE.2301
Internship (3 credits): Internship in
Methodology of Costume Studies ARCS-
(1 credit).
Costume Studies ARCS-GE.2302.
continued
Final Project (3 credits): Research in
GE.2012, History of Costume: 1500-1804
ARCS-GE.2061, History of Costume:
DEGREE REQUIREMENTS
Costume Studies ARCS-GE.2022
(2 credits), Final Project ARCS-GE.2301
The 19th Century ARCS-GE.2062, History of Costume: The 20th Century
Dual Degree MA in Costume Studies/
(1 credit).
ARCS-GE.2063, History of Costume:
MS in Library and Information Science
Core Courses (12 credits): Introduction
Contemporary Dress ARCS-GE.2064.
Core Courses (15 credits): Literature and
to Library and Information Science
Specialization Courses (12–18 credits):
Methodology of Costume Studies ARCS-
LIS-510, Information Sources and Ser-
Costume Conservation and Display
GE.2012, History of Costume: 1500-1804
vices LIS-511, Introduction to Knowledge
ARCS-GE.2069, History of Textiles:
ARCS-GE.2061, History of Costume:
Organization LIS-512, Introduction to
The Ancient World Through 1700 ARCS-
The 19th Century ARCS-GE.2062,
Research in Library and Information
GE.2077, History of Textiles: The Modern
History of Costume: The 20th Century
Science LIS-514.
Era ARCS-GE.2078, Design and Culture:
ARCS-GE.2063, History of Costume:
Mentoring (3 credits) LIS 690
The 20th Century ARCS-GE.2102,
Contemporary Dress ARCS-GE.2064.
Electives (12 credits) from Library and
Graduate Projects in Costume Studies
Electives (12 credits): Costume Con-
Information Science (LIS) offerings
ARCS-GE.2910, History of Fashion Pho-
servation and Display ARCS-GE.2069,
tography ARCS-GE.2911, Contemporary
History of Textiles: The Ancient World
ADMISSION REQUIREMENTS
Design and Culture ARCS-GE.2912, Dress
Through 1700 ARCS-GE.2077, History of
Applicants to the program must hold
in World Culture ARCS-GE.2913.
Textiles: The Modern Era ARCS-GE.2078,
an undergraduate degree in a major
Electives (9–12 credits): students choose
Design and Culture: The 20th Century
field such as history, art history, theatre,
from among many offerings such as
ARCS-GE.2102, Graduate Projects in
anthropology, or sociology. Applicants
Exhibition Design ARVA-GE.2019,
Costume Studies ARCS-GE.2910, History
with other majors and strong liberal arts
History of Taste ARTCR-GE.2141,
of Fashion Photography ARCS-GE.2911,
backgrounds, appropriate internships,
Appraisal and Valuation of Art
Contemporary Design and Culture
and/or work experience will be con-
ARVA-GE.2171, Independent Study
ARCS-GE.2912, Dress in World Cul-
sidered. Reading ability in one foreign
ARCS-GE.2300.
ture ARCS-GE.2913, Exhibition Design
language is recommended.
Internship (3-6 credits): Internship in
ARVA-GE.2019, History of Taste ARTCR-
Art Therapy
Director
New York University has been identified
unique to specific cultural contexts, such
approach and methods to the team.
Ikuko Acosta
with the training of art therapists since
as in Tanzania, Peru, South Africa, Brazil,
Students are required and encouraged
[email protected]
the 1950s, when Margaret Naumburg, an
India, Ghana and Bolivia.
to study a wide range of psychological
eminent pioneer in the field, began to
The program strives to create a
frameworks. In the course of a variety of
Degree
teach here. This tradition was continued
balance between the therapeutic
classes, students become familiar with a
M.A.
when Edith Kramer came to the Univer-
potential of the creative process itself
range of theoretical approaches.
sity in 1973. By 1976, the Master of Arts
and the informed use of psychological
in Art Therapy Program had obtained
understanding in the treatment of
approval from the New York State
patients. Students learn to modify and
students in art therapy. The program is
Education Department, and in 1979 New
adapt the two disciplines of visual arts
staffed by 12 highly qualified and diverse
York University’s Graduate Art Therapy
and psychotherapy in order to affect the
adjunct faculty who provide an excellent
Program was one of five programs to
synthesis of art therapy. Students learn
education and training for students.
receive approval and accreditation from
to use art materials and the creative
Students receive an M.A. degree in
the American Art Therapy Association
process according to the physical and
art therapy upon the completion of
(AATA). Over the years, the program
psychological needs of clients.
coursework that includes an internship
has gained a reputation for excellence
42
In the diagnosis, planning, and
The 50-credit master’s program
offers unique opportunities to graduate
practicum and final project thesis.
and soundness in clinical training that is
treatment of individuals and groups,
borne out by the number of internation-
the art therapist functions typically
CAREER OPPORTUNITIES
al applicants as well as the success of its
as a member of a multidisciplinary
Art therapy is a rapidly growing field
graduates. Every summer, the program
team. Professional skills include a
that had its beginnings in the treatment
offers students a unique opportunity to
working knowledge of the concepts
of severely emotionally disturbed
experience internships abroad and prac-
and methods of art therapy, as well
children and adults through the use of
tice clinical applications of art therapy
as the ability to communicate its
art. In recent years, it has expanded to
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Art Therapy,
reach a broad range of populations,
Some of the art credits may be waived
sis ARTT-GE.2040, Art Therapy with
continued
such as substance abusers, AIDS-
upon advisement if evidence of artistic
Groups ARTT-GE.2042, Art Therapy with
patients, the homeless, survivors of
excellence is apparent in the portfolio.
Adolescents ARTT-GE.2044, Theory and
trauma, and elderly with Alzheimer’s
Applicants are expected to show profi-
Practice of Art Therapy ARTT-GE.2145,
disease and dementia. Art therapists
ciency in the basic areas of visual arts:
Diverse Populations in Art Therapy:
frequently work in such settings as
drawing, painting, and clay modeling.
Trauma ARTT-GE.2222, Cultural Diversity
hospitals, community mental health
Prerequisite psychology courses include
in Art Therapy ARTT-GE.2223, Research
centers, Child Life programs, shelters,
Abnormal Psychology, Theories of Per-
in Art Therapy ARTT-GE.2228, Final Proj-
prisons, nursing homes, and schools.
sonality, and Developmental Psychology.
ect in Art Therapy ARTT-GE.2301, Family
Deficiencies in course credits may be
Art Therapy ARTT-GE.2765.
program have held executive positions
fulfilled prior to admission or during the
Internship (12 credits): Internship in Art
in regional and national art therapy
first year that courses are available.
Therapy ARTT-GE.2302 (1,000 hours).
Faculty and graduates of the
associations (AATA, NYATA) and
Follow the instructions outlined
Psychology (9 credits): Elective psy-
by the Steinhardt School of Culture,
chology courses to be selected through
Education, and Human Development
advisement from the wide selection of
PROFESSIONAL REGISTRATION
AND DEVELOPMENT
Office of Graduate Admissions for filing
psychology courses offered by both the
an application. Completed applications,
Steinhardt School of Culture, Educa-
New York University’s M.A. degree
transcripts, and portfolio should be
tion, and Human Development and the
in art therapy meets the educational
sent directly to the Office of Graduate
Graduate School of Arts and Science.
requirements for registration (A.T.R.) by
Admissions, along with three letters
Since both schools have a number of re-
the American Art Therapy Association
of recommendation (academic and
nowned programs at both the master’s
and for New York State Creative Art
professional), a current résumé, and a
and doctoral levels, course offerings
Therapy License (L.C.A.T.). New York
500-word statement of purpose.
each semester are rich and challenging.
regularly present papers at conferences.
University is also concerned with the
Applicants must have a minimum
continued growth and development of
GPA of 3.0 and are required to submit
art therapists. The Art Therapy program
a digital portfolio of 15 examples of art-
Please be advised that fieldwork
has instituted post-master’s courses
work (drawing, painting, and sculpture,
placement facilities that provide training
of interest to working professionals,
including figurative work). In addition,
required for your program degree,
such as Supervision Techniques in Art
personal interviews and attendance at
and agencies that issue licenses for
Therapy (ARTT-GE.2221). In addition,
the art workshop are required (by invita-
practice in your field of study, each
it offers a lecture series and symposia
tion only with special arrangements
may require you to undergo general
featuring speakers from the fields of art,
made for international applicants)
and criminal background checks, the
art history, psychoanalysis, psychiatry,
International applicants must have
results of which the facility or agency
and psychology. These special programs
a minimum TOEFL score of 600 on the
must find acceptable before it will allow
allow art therapists and related
paper test, 250 on the computerized
you to train at its facility or issue you
professionals to expand their knowledge
test, or 120 on the online test in order
a license. You should inform yourself
and experience.
to apply to the program. Upon arrival
of offenses or other facts that may
at New York University, accepted ap-
prevent obtaining a license to practice
ADMISSION REQUIREMENTS
plicants will be tested by the American
in your field of study. NYU Steinhardt
Applications are for fall admission only.
Language Institute and must qualify for
will not be responsible if you are unable
Matriculation requires a bachelor’s
level 84 of instruction.
to complete program requirements or
cannot obtain a license to practice in
degree from an accredited college or
university. Prerequisite courses required
DEGREE REQUIREMENTS
your field because of the results of such
include a minimum of 18 credits in
Art Therapy (28 credits): Art Therapy
background checks. Some fieldwork
studio art, 12 credits in psychology (in
with Children ARTT-GE.2033, Art for Art
placement facilities in your field of study
addition to Introduction to Psychology),
Therapists ARTT-GE.2034, Art Therapy
may not be available to you in some
and 30 credits in the behavioral or social
with Adults ARTT-GE.2037, Pictorial
states due to local legal prohibitions.
sciences and/or liberal arts disciplines.
Analysis for Assessment and Diagno-
Doctoral Studies
The program is currently considering
substantial revisions to the curriculum
and is, therefore, not accepting students
at this time.
43
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses
The courses listed
departmental courses
Painting
M.F.A. Studio Art Core Courses/
Topics in Painting
ART-GE
ART-GE.2140 60 hours: 4 credits.
Graduate Projects in Studio Art (MFA)
Projects in Painting
ART-GE.2910 60 hours: 4 credits.
ART-GE.2181 60 hours: 3 credits.
Interdisciplinary Graduate Projects in
Advanced Projects in Painting
Studio Art
ART-GE.2191 60 hours: 3 credits.
Projects in Glass
ART-GE.2582 60 hours: 3 credits.
herein are to be
offered in 2015–2017
Projects in Ceramics
ART-GE.2584 60 hours: 3 credits.
notes to courses
*Registration closed
to special students.
†Pass/fail basis.
Advanced Projects in Craft
Arts
ART-GE.2590 60 hours: 3 credits.
Advanced Projects in Ceramics
ART-GE.2980 60 hours: 3 credits.
Printmaking
ART-GE.2594 60 hours: 3 credits.
Graduate Studio
Please be advised that
ART-GE.2990 60 hours: 4 credits.
Topics in Printmaking
ART-GE.2162
fieldwork placement
Topics in Photography
facilities that provide
Visiting Artist, Curator, and Faculty
training required for
Critiques
Projects in Printmaking
your program degree,
ART-GE.2993 60 hours: 4 credits.
ART-GE.2182 60 hours: 3 credits.
and agencies that
Corequisite: ART-GE.2990.
ART-GE.2320 60 hours: 4 credits.
Projects in Photography
Advanced Projects in Printmaking
issue licenses for
Photography
60 hours: 4 credits.
ART-GE.2380 60 hours: 3 credits.
practice in your field
MFA Seminar
of study, each may
ART-GE.2996 15 hours per credit: 1-4
require you to undergo
credits.
Sculpture
ART-GE.2390 60 hours: 3 credits.
background checks,
Thesis Project
Topics in Sculpture
Digital
the results of which
ART-GE.2997 40 hours: 4 credits.
ART-GE.2230 60 hours: 4 credits.
Internship
Projects in Sculpture
ART-GE.2192 60 hours: 3 credits.
Advanced Projects in Photography
general and criminal
Topics in Digital Art
the facility or agency
must find acceptable
before it will allow you
ART-GE.2340 60 hours: 3 credits.
ART-GE.2280 60 hours: 3 credits.
Projects in Digital Art
to train at its facility or
Internship in Studio Art
issue you a license. You
ART-GE.2010 45 hours per credit: 1–6
Advanced Projects in Sculpture
should inform yourself
credits. Hours to be arranged.
ART-GE.2290 60 hours: 3 credits.
ART-GE.2381, 2653 60 hours: 3 credits.
Advanced Projects in Digital Art
of offenses or other
facts that may prevent
Sculpture: Craft Media
ART-GE.2391 60 hours: 3 credits.
Craft Arts I: Glass
Video
obtaining a license
to practice in your
STUDIO ART
field of study. NYU
Steinhardt will not be
ART-GE.2514 60 hours: 3 credits.
Topics in Video Art
Drawing
Craft Arts II: Metalsmithing
responsible if you are
unable to complete
Topics in Drawing
program requirements
ART-GE.2120 60 hours: 4 credits.
Projects in Video Art
Ceramics I
or cannot obtain a
license to practice in
Projects in Drawing
your field because of
ART-GE.2180 60 hours: 3 credits.
background checks.
Advanced Projects in Drawing
Some fieldwork place-
ART-GE.2190 60 hours: 3 credits.
ART-GE.2382 60 hours: 3 credits.
ART-GE.2517 60 hours: 3 credits.
Advanced Projects in Video Art
Ceramics II
the results of such
ART-GE.2360 60 hours: 4 credits.
ART-GE.2515 60 hours: 3 credits.
ART-GE.2392 60 hours: 3 credits.
ART-GE.2518 60 hours: 3 credits.
Advanced Projects in Art and Media
ment facilities in your
Topics in Craft Arts
field of study may not
ART-GE.2520 60 hours: 4 credits.
ART-GE.2393 60 hours: 3 credits.
Environmental Art Activism
be available to you in
some states due to lo-
Topics in Ceramics
cal legal prohibitions.
ART-GE.2540 60 hours: 4 credits.
Interdisciplinary Graduate Projects in
Studio Art: Environmental Art Activism
44
Projects in Metalsmithing
ART-GE.2983 10–20 hours per credit:
ART-GE.2581 60 hours: 3 credits.
1–3 credits.
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
ART THEORY AND CRITICAL
STUDIES/ARTCR-GE
Art Education in Alternative Settings:
Development for the Visual Arts
Museums, Community-Based
ARVA-GE.2032 30 hours: 3 credits.
Organizations, and Experimental
Modern Art Seminar
Spaces
The Artist’s Career
ARTCR-GE.2050 30 hours: 3 credits.
ARTED-GE.2276 45 hours (30 hours
ARVA-GE.2060 30 hours: 3 credits.
fieldwork): 3 credits.
Visual Arts Markets
Introduction to Critical Theory
ARTCR-GE.2060 30 hours: 3 credits.
Media Literacy and Art in the
ARVA-GE.2076 30 hours: 3 credits.
Classroom
History of 19th-Century Photography
ARTED-GE.2277 45 hours: 3 credits.
History of 20th-Century Photography
Digital Technologies and the Art
Organization: From Strategy to
ARTCR-GE.2111 30 hours: 3 credits.
Research in Art Education
Practice
ARTED-GE.2299 30 hours: 2 credits.
ARVA-GE.2109 30 hours: 3 credits.
ARTCR-GE.2112 30 hours: 3 credits.
Final Project
Urban Development and the Visual Arts
The History of Taste: 1850 to the
ARTED-GE.2301 45 hours per credit:
ARVA-GE.2112 30 hours: 3 credits.
Present
1 credit.
Business and the Visual Arts
ARTCR-GE.2141 30 hours: 3 credits.
Student Teaching in Art Education:
ARVA-GE.2118 45 hours: 3 credits.
History of Contemporary Art and
Elementary School
New Media
ARTED-GE.2901 150 hours fieldwork: 3
Strategic Planning and Governance for
ARTCR-GE.2235 30 hours: 3 credits.
credits. Fall, spring.
the Visual Arts
Dynamics of 20th-Century Art Theories
Student Teaching in Art Education:
ARTCR-GE.2252 30 hours: 3 credits.
Secondary School
Contemporary Art and Community
ARTED-GE.2902 150 hours fieldwork:
Museum Partnerships
3 credits.
ARVA-GE.2120 3 credits.
ARVA-GE.2133 30 hours: 3 credits.
Art and Ideas
ARTCR-GE.2450 45 hours: 3 credits.
Cultural Branding in Arts Organizations
ARVA-GE.2134 30 hours: 3 credits.
ARTCR-GE.2801 30 hours: 3 credits.
VISUAL ARTS
ADMINISTRATION/ARVA-GE
Art Theory and Criticism II
(Note: Additional coursework for arts
Appraisal and Valuation of Art
ARTCR-GE.2802 30 hours: 3 credits.
administration majors is taken at the
ARVA-GE.2171 30 hours: 3 credits.
Art Theory and Criticism I
Prerequisite: B01.2310 or P11.2119.
Leonard N. Stern School of Business and
Methods and Practices of Art Criticism
the Robert F. Wagner Graduate School
Collections and Exhibition Management
ARTCR-GE.2803 30 hours: 3 credits.
of Public Service.)
ARVA-GE.2198 30 hours: 3 credits.
Advanced Critical Theory
Introduction to Galleries and Museums
Cultural Marketing in the Arts:
ARTCR-GE.2869 30 hours: 3 credits.
of New York
Corporate Sponsorship
ART-GE.2002 45 hours: 3 credits.
ARVA-GE.2212 15 hours: 1.5 credits.
The Function and Structure of Museums
Research in Visual Arts Administration
ARVA-GE.2015 30 hours: 3 credits.
ARVA-GE.2299 20 hours: 2 credits.
Pedagogy: Identity, Representation,
Art Collecting
Final Project in Visual Arts
and Multiculturalism
ARVA-GE.2016 30 hours: 3 credits.
Administration
ART EDUCATION/ARTED-GE
Contemporary Art and Critical
ARVA-GE.2301 10 hours: 1 credit.
ARTED-GE.2015 45 hours: 3 credits.
Exhibition Design
Current Issues in Art Education
ARVA-GE.2019 30 hours: 3 credits.
Market Analysis and Investment
ARVA-GE.2915 1.5 credits.
ARTED-GE.2070 30 hours: 3 credits.
Art Education in Museums
School Art: Issues in Pedagogy and
ARVA-GE.2021 30 hours: 3 credits.
Graduate Projects in Visual Arts
Administration: Curatorial Practice
Curriculum I
ARTED-GE.2271 60 hours (45 hours
Exhibition and Display of Art and
ARVA-GE 2911 10 hours per credit 1-4
fieldwork): 3 credits.
Material Culture
credits.
ARVA-GE.2027 30 hours: 3 credits.
Graduate Projects in Visual Arts
School Art: Issues in Pedagogy and
Curriculum II
The Law and the Visual Arts
Administration: Performa Intensive:
ARTED-GE.2272 60 hours (45 hours
ARVA-GE.2028 30 hours: 3 credits.
Contemporary Art in the Era of the
Biennial
fieldwork): 3 credits.
The Environment of Visual Arts
ARVA-GE 2913 10 hours per credit 1-4
Administration
credits.
ARVA-GE.2030 30 hours: 3 credits.
45
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Graduate Projects in Visual Arts
History of Textiles: The Modern Era
Diverse Populations in Art Therapy:
Administration: Cultural Heritage
ARCS-GE.2078 30 hours: 3 credits.
Trauma
ARTT-GE.2222 10 hours: 1 credit.
ARVA-GE 2915 10 hours per credit 1-4
credits.
Design and Culture: The 18th Century
ARCS-GE.2100 30 hours: 3 credits.
Graduate Projects in Visual Arts
Art Therapy with Adults
ARTT-GE.2037 45 hours: 3 credits.
Administration: Art Market Analysis and
Design and Culture: The 19th Century
Investment
ARCS-GE.2101 30 hours: 3 credits.
Art Therapy with Families
ARTT-GE.2036 20 hours: 2 credits.
ARVA-GE.2915 1.5 credits.
Design and Culture: The 20th Century
Graduate Projects in Visual Arts
ARCS-GE.2102 30 hours: 3 credits.
Administration: Video and Beyond
Cultural Diversity in Art Therapy:
ARTT-GE.2223 10 hours: 1 credit.
ARVA-GE 2918 10 hours per credit 1-4
Contemporary Design and Society
credits.
ARCS-GE.2451 30 hours: 3 credits.
Graduate Projects in Visual Arts
History of Fashion Photography
Administration: High Impact Media
ARCS-GE.2452 30 hours: 3 credits.
Final Project in Art Therapy
ARTT-GE.2301 10 hours: 1 credit.
Internship Supervision Seminar
ARTT-GE.2302 22.5 hours: 4 credits.
ARVA-GE 2919 1.5 credits.
Final Project in Costume Studies
ARCS-GE.2301 45 hours per credit: 1
Introduction to Art Therapy*
credit.
ARTT-GE.2010 45 hours: 3 credits.
COSTUME STUDIES/ARCS-GE
History of Fashion Photography
Supervision Techniques in Art Therapy*
Literature and Methodology of
ARCS-GE.2911 30 hours: 3 credits.
ARTT-GE.2150 10 hours: 1 credit.
Costume Studies
Graduate Projects in Costume Studies:
ARCS-GE.2012 30 hours: 3 credits.
Contemporary Design and Culture
*Courses not required for this program
ARCS-GE 2912 30 hours 3 credits.
Research in Costume Studies
ARCS-GE.2022 20 hours: 2 credits.
History of Costume: 1500–1804
ART THERAPY/ARTT-GE
ARCS-GE.2061 30 hours: 3 credits.
Theory and Practice of Art Therapy
History of Costume: The 19th Century
ARTT-GE.2145 45 hours: 3 credits.
ARCS-GE.2062 30 hours: 3 credits.
Art for Art Therapists
History of Costume: The 20th Century
ARTT-GE.2160 45 hours: 3 credits.
ARCS-GE.2063 30 hours: 3 credits.
Prerequisite: ART-GE.1156.
History of Costume: Contemporary
Pictorial and Sculptural Analysis in
Dress
Art Therapy
ARCS-GE.2064 30 hours: 3 credits.
ARTT-GE.2040 45 hours: 3 credits.
Costume Conservation and Display
Art Therapy with Children
ARCS-GE.2069 30 hours: 3 credits.
ARTT-GE.2033 45 hours: 3 credits.
History of Textiles: The Ancient World
Art Therapy with Adolescents
Through 1700
ARTT-GE.2034 45 hours: 3 credits.
ARCS-GE.2077 30 hours: 3 credits.
Art Therapy with Groups
ARTT-GE.2032 45 hours: 3 credits.
Research in Art Therapy
ARTT-GE.2280 30 hours: 3 credits.
46
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Department Of
Communicative
Sciences and
Disorders
department Chair: CHRISTINA REUTERSKIöLD
D EG R E E S
665 BROADWAY, 9TH FLOOR | NEW YORK, NY 10012–2330
M.S., Ph.D.
TELEPHONE: 212-998-5230 | FAX: 212-995-4356 | WEBSITE: steinhardt.nyu.edu/csd
CO N TE NTS
Faculty..................................................................48
Master of Science.............................................49
Doctoral Program............................................. 51
Speech-Language-Hearing Clinic............... 51
N
ew York University was one of
The program leading to the Doctor of
the first universities to offer
Philosophy degree in Communicative Sciences
advanced degree programs in
and Disorders has as its goal the development
communicative sciences and
of outstanding scholars, trained as strong
disorders. The program leading
independent researchers and effective teachers.
to the Master of Science degree is available
As such, this program is designed for students
for college graduates seeking the Certificate
seeking advanced knowledge and research
of Clinical Competence in Speech-Language
skills in speech and language for both typical
For information about the mission
Pathology from the American Speech-Language-
and atypical populations. Students have the
and student learning outcomes for
Hearing Association (ASHA) and New York State
opportunity to develop research experience
each of our programs, please see the
licensure as speech-language pathologists. The
with members of the faculty of the department
department website.
master’s program prepares students to remediate
and university as appropriate to the student’s
communication and swallowing disorders. In-
program of study. It is expected that students
depth coursework and practicums are designed
will engage in scholarly, publishable research
Notice: The programs, requirements,
to give students expertise in a range of areas,
endeavors throughout their course of study at
and schedules listed herein are subject
such as adult language disorders, voice disorders,
New York University. Each doctoral student goes
to change without notice. A directory
craniofacial anomalies, motor speech disorders,
through a rigorous mentoring process involving
of classes is published each term with a
stuttering, phonology, audiology, geriatric, and
the primary advisor and other faculty members.
current schedule. For the most up-to-date
child language disorders, as well as dysphagia.
schedule changes, please consult ALBERT,
The many nationally renowned hospitals,
NYU’s student information website.
clinics, and schools in the New York City area
Courses................................................................ 52
provide students with exceptional opportunities
for clinical experience under the supervision
of licensed and certified speech-language
pathologists. The program meets New York State
Education Department’s requirements leading
to certification in teaching students with speech
and language disabilities.
47
Department of communicative sciences and disorders the steinhardt school of culture, education, and human development bulletin 2015–2017
Faculty
Adam Buchwald, Associate Professor.
Diana Sidtis, Professor. B.A. 1962,
B.A. 1997, Reed College; M.A. 2003, Ph.D.
Wisconsin; M.A. 1965, Chicago; Ph.D.
2005, Johns Hopkins.
1975, Brown; NIH postdoctoral
Gina Canterucci, Associate Director,
CCC-SLP.
fellowship, 1977-1980, Northwestern;
Undergraduate Program. B.S. 1994,
Ohio; M.A. 1997, Case Western Reserve;
Celia F. Stewart, Associate Professor.
CCC-SLP.
B.S. 1973, Colorado State; M.S. 1976,
Erin Embry, Associate Director, Master’s
CCC-SLP.
Phillips; Ph.D. 1993, New York University;
Program. B.S. 1995, Western Kentucky;
M.S. 2001, College of Saint Rose;
CCC-SLP.
Clinical Staff
Maria Grigos, Associate Professor. B.S.
Erasmia Ioannou Benakis, Externship
1991, New York University; M.S. 1993,
Coordinator. B.A. 1995, Queens College;
Ph.D. 2002, Columbia; CCC-SLP.
M.A. 1997, New York University;
CCC-SLP, TSHH.
Harriet B. Klein, Professor. B.A. 1958,
M.A. 1960, Brooklyn College (CUNY);
Iris Fishman, Director, Speech-Lan-
Ph.D. 1978, Columbia; CCC-SLP.
guage-Hearing Disorders Clinic. B.S.
1973, New York University; M.A. 1978,
Susannah Levi, Assistant Professor. B.A.
M.Phil 2014, The Graduate Center, City
1996, Washington (St. Louis); M.A. 2000,
University of NY; CCC-SLP.
Ph.D. 2004, Washington.
Darlene Monda, Master Clinician. B.A.
Tara McAllister Byun, Assistant
1976, State University of New York;
Professor. A.B./A.M., 2003, Harvard, M.S.,
M.S. 1983, William Paterson University;
2007, Boston U., Ph.D. 2009, MIT.
CCC-SLP
Sonja Molfenter, Assistant Professor.
Alicia M. Morrison, Master Clinician. B.S.
Hon B.A. 2005, M.H.Sc. 2007, Ph.D. 2013,
1996, SUNY Plattsburgh; M.A. 1999 NYU;
Toronto.
CCC-SLP
Christina Reuterskiöld, Department
Jose A. Ortiz, Master Clinician. B.A.
Chair and Associate Professor. B.S. 1986,
2004, UConn; M.A. 2007, UMass;
Lund U (Sweden); M.S. 1988, Boston
CCC-SLP
U.; Dr. Med. Sc. 1999, Lund U. (Sweden;
CCC-SLP.
Adjunct Faculty 25
48
Department of communicative sciences and disorders the steinhardt school of culture, education, and human development bulletin 2015–2017
Master of Science
Associate Director
Accredited by the American Speech-
Thus, the faculty in the Department
Articulation Disorders 3 credits.
Erin Embry
Language-Hearing Association, this
of Communicative Sciences and
CSCD-UE-1205 Audiology: Intervention
program is a component leading to the
Disorders at NYU must be convinced
Strategies across the Lifespan (may be
665 Broadway,
Certificate of Clinical Competence from
that the courses taken elsewhere are
taken at the graduate level) 3 credits.
9th Floor
the American Speech-Language-Hear-
equivalent in breadth, depth, and
Total required prerequisite credits: 28
ing Association (ASHA) and licensure
rigor to courses at NYU. In addition,
as a speech-language pathologist in
students must demonstrate that they
Degree
New York State. The program provides a
have mastered the information in the
Unless otherwise indicated, all of the
M.S.
broad-based and comprehensive educa-
required prerequisite courses by earning
above prerequisite courses are neces-
tion in both the theoretical and practical
a grade of B or better in all courses
sary for ASHA certification and state
aspects of communicative sciences and
taken at another university or they will
licensure. In addition to the 28 credits
disorders. Coursework and practicums
be required to take the course again at
of prerequisites, students must have
are designed to achieve the integration
NYU. Students must earn a C or better
transcript credit for each of the follow-
of academic and clinical experiences.
in all prerequisite courses taken at NYU
ing areas: biological sciences, physics/
Graduates of the program are capable of
or they will be required to take the
chemistry, behavioral sciences, social
making informed diagnostic judgments
course again.
sciences, and statistics for a total of at
212-992-7688
as well as planning and executing a
Once accepted into the program,
least 12 credits for ASHA certification
program of therapeutic management for
students are required to meet with their
and for the M.S. degree. Students must
persons with communication impair-
M.S. adviser and be prepared with docu-
also complete 3 prerequisite credits in a
ments.
mentation such as the syllabus, texts,
language other than English. Prerequi-
exams, and notes to demonstrate work-
site courses do not carry graduate credit
for the M.S. degree.
CAREER OPPORTUNITIES
ing knowledge of the information in a
Graduates of the program have
prerequisite course to determine course
found employment opportunities
equivalence. Courses for which equiva-
DEGREE REQUIREMENTS
as speech-language pathologists in
lence cannot be established must be
Students must complete 53 graduate
hospitals, clinics, schools, rehabilitation
taken as part of the graduate program.
credits beyond a recognized bachelor’s
The schedule below indicates the
degree in speech-language pathology or
administrators of clinical facilities. The
semester in which prerequisite courses
the equivalent preparation (see previous
current need for well-prepared speech-
are usually offered (subject to change).
section). Individual needs for ASHA
language pathologists is extensive and
Students must complete all prerequi-
certification or New York State licensure
is expected to increase in the future.
site courses before they can take any
may require additional credits. Students
centers, and private practice and as
graduate-level courses with the excep-
require a minimum of five full semesters
tion of Critical Evaluation of Research in
to complete M.S. requirements. All
Students who enter the M.S. program
Communicative Sciences and Disorders
prerequisites must be completed before
must have completed a bachelor’s
CSCD-GE-2109 or a course on normal
registering for graduate-level courses.
degree, preferably with a major in
speech process. Students may take
All coursework must be approved by the
graduate adviser.
ACADEMIC PREREQUISITES
communicative sciences and disorders.
these courses with prerequisite courses
Students are required to master some
to fill out a full-time program of study.
basic knowledge and to complete
Any other deviations necessitated by
Nondisorder courses (14 credits): Prin-
specific courses prior to beginning
unusual student circumstances must be
ciples of Intervention CSCD-GE.2075,
graduate level courses. There are
approved by the student’s adviser.
Critical Evaluation of Research in
Speech and Hearing Sciences and
two ways to meet the prerequisite
requirements for courses specific
Fall
to the M.S. degree. All prerequisite
CSCD-UE-0009 Neuroanatomy and
ence: Instrumentation CSCD-GE.2125,
courses are necessary for New York
Physiology of Communication 3 credits.
Multicultural and Professional Issues
Disorders CSCD-GE.2109, Speech Sci-
State licensure and ASHA certification.
CSCD-UE-0061 Phonetics and Phonemics
CSCD-GE.2110, and one course that
These prerequisite courses do not carry
of American English 3 credits.
provides fundamental information ap-
graduate credit for the M.S. degree.
CSCD-UE 1045 Science of Language
plicable to normal development and
1. The prerequisite courses may be
4 credits.
use of speech, hearing, and language,
taken at another university before the
CSCD-UE-1230 Introduction to
such as Perception and Production of
student begins the program at NYU.
Audiology 3 credits.
Speech CSD-GE.2130, Voices & Listeners
CSCD-UE-1601 Language Development
CSD-GE. 2033, or a course in human
in the Preschool Years 3 credits.
development or psychology.
2. The prerequisite courses can be taken
at NYU once the student begins the
M.S. program. Once students begin
49
the program at NYU, they cannot
Spring
Disorders courses (27 credits mini-
take courses at another university
CSCD-UE-0008 Anatomy and
mum): The disorder areas of language,
and transfer them into the program
Physiology of the Speech and Hearing
voice, articulation, fluency, dysphagia,
at NYU.
Mechanism 3 credits.
and hearing must be covered with a
NYU’s graduate program will certify
CSCD-UE-0402 Acoustic Phonetics
complete course in each area. Samples
to ASHA that the requirements for
3 credits.
of disorders courses include Adult
clinical certification have been met.
CSCD-UE-1101 Introduction to
Language Disorders CSCD-GE.2021,
Department of communicative sciences and disorders the steinhardt school of culture, education, and human development bulletin 2015–2017
Master of Science,
Fluency Disorders CSCD-GE.2028, Voice
clinical diagnostic processes, and the
ADMISSION REQUIREMENTS
continued
Disorders CSCD-GE.2037, Language
third semester focuses on treatment.
Students in all graduate programs are
Disorders in Children CSCD-GE.2039,
Following the successful completion of
admitted in the summer and the fall.
Language Development and Disorders
the on-campus practicum, students are
GRE scores are required.
in School Aged Children CSD-GE.2035,
placed off campus for two semesters.
Motor Speech Disorders CSCD-GE.2016,
Typically, the first off-campus placement
Phonological Analysis of Normal and
is in a pediatric setting, and the second
Summer Abroad in Lund, Sweden: The
Disordered Speech CSCD-GE.2108,
is in an adult care setting. If students
Department of Communicative Sciences
SPECIAL OPPORTUNITIES
Dysphagia in Adults and Children CSCD-
have not completed the necessary clock
and Disorders offers a 6-credit, five-
GE.2060, Additional elective coursework
hours following the five clinical educa-
week summer study abroad program in
is offered in Augmentative and Alterna-
tion placements indicated above, a sixth
Lund, Sweden, for post-baccalaureate
tive Communication CSCD-GE.2015,
placement is required. All students are
and master’s level students in speech-
Dysphagia in Infants and Toddlers
required to complete a minimum of 400
language pathology and post-master’s
CSCD-GE.2062, or Baby Trachs CSCD-
supervised clinical hours. Twenty-five
speech-language pathologists. Students
GE.2067. A course in aural rehabilitation
hours are spent in clinical observation,
may also earn 60 New York State
is required; if this requirement has been
and at least 350 clinic clock hours are
continuing education credits. Swe-
satisfied at the undergraduate level,
completed during the graduate program.
den is known for its state-of-the-art
students may substitute two additional
Prior to placement in a practicum, all
approaches to speech science and
speech-disorder remediation. Housed
elective credits in its place. Students
students must be evaluated for speech
who demonstrate completion of equiva-
and language performance in accor-
in the Department of Logopedics and
lent courses within a previous five-year
dance with the policies outlined in the
Phoniatrics of Lund University, the pro-
period and have earned at least a B may
Department of Communicative Sciences
gram combines lectures with directed
make substitutions for advanced-level
and Disorders Master of Science Student
enrichment activities and draws on the
courses by adviser approval.
Handbook.
expertise of Lund University speech-
All practicums require full-time,
language pathologists, linguists and
Practicum courses (8 credits maximum):
daytime attendance at practicum sites.
A maximum of 8 credits is permitted in
Students are required to earn a grade
practicum courses. The clinical practi-
of B or better or they fail the course, are
Please be advised that fieldwork place-
cums provide the clinical experiences
required to retake it, and the clinical
ment facilities that provide training
necessary to integrate theory and prac-
hours earned during that semester will
required for your program degree, and
tice. In addition to acquiring the clinical
not count toward the ASHA certification
agencies that issue licenses for practice
physicians.
hours needed for ASHA certification and
requirement. Practicum students are
in your field of study, each may require
New York State licensure, students are
assigned by the off-campus externship
you to undergo general and criminal
exposed to various aspects of the field
coordinator to at least two of the pro-
background checks, the results of which
such as in-service and interdisciplinary
gram’s affiliated clinical facilities, which
the facility or agency must find accept-
conferences, report writing, therapeutic
include a variety of health care organi-
able before it will allow you to train at
intervention, diagnostic evaluations, and
zations, schools, and private practices.
its facility or issue you a license. You
Terminal experience: Students may
other facts that may prevent obtaining a
contact with experienced clinicians.
should inform yourself of offenses or
Academic standards: All master’s
choose from two options to meet the
license to practice in your field of study.
candidates must maintain an average
comprehensive examination requirement
NYU Steinhardt will not be responsible
grade point average of 3.0 or higher
for the Master of Science degree. The
if you are unable to complete program
throughout the program. Students
first option is to earn a passing score of
requirements or cannot obtain a license
must also pass a written comprehensive
162 or greater on the PRAXIS Examina-
to practice in your field because of the
examination during the final semester of
tion in Speech-Language Pathology
results of such background checks.
practicum or complete a research proj-
(0331) offered by ETS and recognized
Some fieldwork placement facilities in
ect as the terminal experience. A grade
by ASHA. The second way to meet
your field of study may not be available
below C in any academic course, below
the terminal experience is for master’s
to you in some states due to local legal
a B in Practicum, or a mean GPA of less
students to conduct a research project
prohibitions.
than 3.0 in any given semester places
in place of the comprehensive examina-
the student at risk of dismissal from the
tion. If a student selects the research
program in Communicative Sciences
option, he or she must also successfully
and Disorders.
complete one semester of the research
colloquium course and one semester of
Practicum requirements: Students’
independent study, as a 1-credit elective.
clinical experiences include a variety
During the first semester of the col-
of clinical settings, client populations,
loquium, with the guidance of a faculty
backgrounds, and age groups. Gradu-
member, the student selects a research
ate students complete a minimum of
topic and submits a written proposal.
5 semesters of clinical practicum. The
The project is to be completed by the
first 3 semesters of clinical education
end of the second semester.
are completed in the on-campus clinic.
The first two semesters focus on the
50
Department of communicative sciences and disorders the steinhardt school of culture, education, and human development bulletin 2015–2017
Doctoral Program
Director
The Doctoral Program in Communica-
The research experiences, as well as the
Adam Buchwald
tive Sciences and Disorders provides
coursework, are intended to provide
students with training as academic
both breadth and depth to the doctoral
665 Broadway,
researchers and scholars. This five-year
experience. Mentors will help guide
9th Floor
full-time program includes several
their students through conference
212-992-5260
academic research milestones and
presentations, article writing, and grant
they would like to work with.
See general admission section,
page 187.
comes with a competitive funding
submission in order to prepare them
STEINHARDT doctoral
FELLOWS PROGRAM AND
RESEARCH ASSISTANTSHIPS
Degree
package (described below). In addi-
academically and professionally for post-
The Steinhardt School offers all full-time
Ph.D.
tion to research requirements, doctoral
doctoral work.
Ph.D. students a complete funding and
candidates take advanced-level courses
The precise coursework for the pro-
mentoring program. The Steinhardt
in the department, school, and university.
gram will be different for each student
Fellows program is designed to help
To obtain the Ph.D., candidates who hold
depending on his or her interests and
Ph.D. students undertake full-time study
a master’s degree must take doctoral
background. General requirements,
and research, to participate in superior
coursework (43 credits total), complete
including rigorous training in research
academic and scholarly experiences,
the candidacy research and scholarship
methodology and statistics (15 credits)
and to complete their studies in a timely
requirements, and develop and defend
provide students with the skills to per-
manner. Depending on the student’s
a dissertation consisting of original
form independent research. In addition,
program of study and degree require-
research that makes a novel contribution
students are required to take a course
ments, financial support includes three
to the field. Incoming students with-
in Seminal Readings in Communicative
years of full tuition and fees and a living
out a master’s degree must minimally
Sciences and Disorders (3 credits) and
stipend of approximately $26,000
complete the prerequisite courses for
are expected to attend the department
through the completion of the student’s
an M.S. degree in this area in addition to
Doctoral Seminar and Research Col-
required coursework. This is followed by
the doctoral requirements (minimum 73
loquium each semester. These one-credit
two years of a $23,500 scholarship to
credits).
classes will be taken for credit half the
support the development and comple-
time (a total of 10 credits). The remaining
tion of their dissertation. Selected
CAREER OPPORTUNITIES
15 credits consist of in-depth coursework
doctoral students may alternatively be
Alumni from NYU’s doctoral program
to support the students’ knowledge
appointed to a Research Assistantship.
have become prominent professors and
foundation in their areas of interest;
Research Assistants are funded by ex-
researchers at many leading universities
students are strongly encouraged to take
ternal grants and work with a principal
in the metropolitan area and across the
courses outside of the department as
investigator on a funded research
country.
appropriate.
project. Unlike Steinhardt Fellows, RAs
agree to work 20 hours per week on
DEGREE REQUIREMENTS
ADMISSION REQUIREMENTS
an ongoing research project, typically
The program is structured around
Given the goals of the program, we
with a team of faculty and other stu-
research milestones. Students are
admit students whose backgrounds can
dents. Steinhardt Fellows may become
required to produce two research papers
demonstrate a commitment and aptitude
Research Assistants when Steinhardt
using two different methodologies (as
to perform academic research in CSD.
faculty win funding for projects that
part of a lab rotation) during their first
This is evaluated on the basis of three
require research assistance.
few years in the department. These
letters of recommendation, a personal
papers may supplement or form the
interview, academic history, and GRE
All admitted full-time Ph.D. students
are awarded a full funding package
basis for the dissertation work. These
scores. Applicants are also encouraged
and are assigned to a faculty mentor.
papers are followed by the dissertation
to specify a general area of study and to
There is no special application for this
proposal and ultimately the dissertation.
identify professors in the program that
funding program.
Speech-Language-Hearing Clinic
Director
The Speech-Language-Hearing Clinic
at the clinic include delayed language
and hearing screenings. The clinic direc-
Iris Fishman
is a part of the Department of Com-
development, stuttering, voice disorders,
tor, faculty, and professional supervisors
municative Sciences and Disorders and
articulation delays and disorders, and
provide continuous, ongoing, and direct
provides services to NYU and the com-
impaired speech and/or language
supervision of the assessment and
Suite 900
munity at large. The clinic specializes in
caused by strokes, traumatic brain injury,
intervention activities in the clinic. The
212-998-5230
the diagnosis and treatment of the dis-
or other neurological disorders.
665 Broadway,
orders of speech, language, and hearing
51
Services provided by graduate
in infants, toddlers, children, adolescents,
student clinicians include diagnosis
adults, and geriatrics. Types of commu-
and treatment of speech and language
nication disorders that can be treated
disorders, individual and group sessions,
physical facilities of the clinic and the
audiometric suite are located within and
adjacent to the department offices.
Department of communicative sciences and disorders the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses
The courses listed
Anatomy and Physiology of the Speech
Adult Language Disorders
Phonological Analysis of Normal and
herein are to be
and Hearing Mechanism
CSCD-GE.2021* 30 hours: 3 credits. Fall,
Disordered Speech
offered in 2015–2017.
CSCD-UG.0008 45 hours: 3 credits.
Spring.
CSCD-GE.2108* 30 hours: 3 credits.
Spring.
Spring.
Craniofacial Anomalies
notes to courses
*Registration closed
to special students.
Neuroanatomy and Physiology of
CSCD-GE.2022* 30 hours: 3 credits.
Critical Evaluation of Research in
Communication
Summer, Fall.
Speech and Hearing Sciences and
Disorders
CSCD-UG.0009 45 hours: 3 credits. Fall.
Neurogenic Speech Disorders in
CSCD-GE.2109* 30 hours: 3 credits. Fall.
Phonetics and Phonemics of American
Children
English
CSCD-GE.2023* 30 hours: 2 credits.
Multi-Cultural and Professional Issues in
CSCD-UG.0061 45 hours: 3 credits. Fall.
Spring.
Communicative Sciences and Disorders
Acoustic Phonetics
Fluency Disorders
CSCD-UG.0402 45 hours: 3 credits.
CSCD-GE.2028* 30 hours: 3 credits.
Spring. Prerequisite: CSD-GE.1061.
Spring.
Introduction to Articulation Disorders
Language and Communication in
CSCD-GE.2111* 30 hours: 3 credits. Fall,
CSCD-UG.1101* 45 hours: 3 credits. Fall,
Children with Autism Spectrum
Spring.
Spring.
Disorders (ASD)
CSCD-GE.2110* 30 hours: 3 credit. Summer, Fall.
Diagnostic Methods in Speech
Pathology and Audiology I
Audiology: Intervention Strategies
CSCD-GE.2030 20 hours: 2 credits.
Computerized Analysis of Language
Spring.
Transcripts
across the Lifespan
CSD-UE1205 45 hours: 3 credits. Fall.
CSCD-GE.2114 10 hours: 1 credit. Spring.
Language Development and Disorders
in School-Aged Children
Advanced Clinical Practicum in CSD
Introduction to Audiology
CSCD-GE.2035 30 hours: 3 credits. Fall,
CSCD-GE. 2111, 2115, 2116, 2117, 2118, 2119
CSCD-UG.1230* 45 hours: 3 credits. Fall.
Spring.
45 hours per credit: 1–2 credits. Summer,
Language Development in the
Voice Disorders
Preschool Years
CSCD-GE.2037* 30 hours: 3 credits.
CSCD-UG.1601* 45 hours: 3 credits. Fall.
Fall.
Fall, Spring. Registration by permission
of adviser.
Hearing Loss: Rehabilitation
CSCD-GE.2127* 30 hours: 2 credits. Fall.
Science of Language
Language Disorders in Children
CSCD-UG.1045 45 hours: 4 credits.
CSCD-GE.2039* 30 hours: 3 credits.
Perception and Production of Speech
Spring.
Fall.
CSCD-GE.2130 30 hours: 3 credits.
Masters Student Seminar
Dysphagia in Adults and Children
CSD-GE.2000 30 hours: 0 credits. Fall,
CSCD-GE.2060* 30 hours: 3 credits.
Interdisciplinary Case-Based
Spring.
Fall, Spring.
Management of Dysphagia
Augmentative and Alternative
Dysphagia in Infants and Toddlers
Communication
CSCD-GE.2062 15 hours: 1 credit. Fall.
Spring.
CSCD-GE.2165 10 hours: 1 credit.
Intersession.
Interdisciplinary Habilitation of
CSCD-GE.2015 10 hours: 1 credit. Fall.
Baby Trachs
Speaking Voice and Vocal Performance:
Motor Speech Disorders
CSCD-GE.2067 15 hours: 1 credit.
Synergistic Remediation Effect
CSCD-GE.2016* 30 hours: 3 credits.
Spring.
CSCD-GE.2136 20 hours: 2 credits.
Intersession.
Spring.
Principles of Intervention with
Therapeutic Approaches to Speech
Speech-Language Disorders
Independent Study
Pathology: Voice Disorders
CSCD-GE.2075* 30 hours: 3 credits.
CSCD-GE.2300* 45 hours per credit:
CSCD-GE.2019 30 hours: 3 credits. Fall.
Fall, Spring, Summer. Prerequisites:
1–6 credits. Fall, Spring, Summer; hours
CSCD-GE.2039 and CSCD-GE.2111.
to be arranged.
Pathology: Aphasia
Counseling Skills for Communicative
Research in Natural Language: Methods
CSCD-GE.2020 30 hours: 2 credits.
Sciences and Disorders (1)
and Procedures
Spring.
CSCD-GE.2077 10 hours: 1 credit. Fall,
CSCD-GE.2402 15 hours: 1 credit. Fall.
Therapeutic Approaches to Speech
Spring.
CSD Colloquium I
CSCD-GE.2420 15 hours: 1 credit. Fall,
Spring.
52
Department of communicative sciences and disorders the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Honors Research: CSD
CSCD-GE.2424 Hours to be arranged:
0 credits. Fall, Spring.
Speech Science: Instrumentation
CSCD-GE.2515 20 hours plus 10 hours
arranged for lab sessions: 2 credits. Fall.
Seminal Readings in Speech-Language
Pathology and Audiology
CSCD-GE.3001 30 hours: 3 credits.
Spring.
Advanced Studies in Speech and
Language
CSCD-GE.3021 30 hours: 3 credits.
Spring.
Doctoral Seminar in Speech-Language
Pathology and Audiology
CSCD-GE.3400 10 hours: 1 credit. Fall,
Spring.
53
Department of communicative sciences and disorders the steinhardt school of culture, education, and human development bulletin 2015–2017
Department Of
Humanities and
Social Sciences in
the Professions
Department CHAIR: James W. Fraser
D EG R E E S
KIMBALL HALL | 246 GREENE STREET, 3RD FLOOR | NEW YORK, NY 10003–6677
M.A., M.S., Ph.D., Advanced Certificate
TELEPHONE: 212-998-5413 | FAX: 212-995-4832
WEBSITE: steinhardt.nyu.edu/humsocsci
CO N TE NTS
Faculty ................................................................ 55
Applied Statistics for Social Science
Research.......................................................... 56
Education and Jewish Studies . ................. 57
T
he Department of Humanities and
3. Interdisciplinary Studies—The department’s
Social Sciences in the Professions
specialized interdisciplinary programs—educa-
includes disciplines and modes
tion and social policy, international education,
of inquiry that provide strong
and education and Jewish studies—prepare
intellectual and cultural foundations
majors to assume professional positions both
for the study of the professions in modern life. Its
nationally and internationally as well as pro-
History of Education.......................................60
dual academic purpose is to provide disciplinary
vide courses for non-majors with specialized
International Education.................................. 61
and research coursework for students in
interests.
Interdepartmental Research Studies........ 62
other parts of the school while also preparing
Sociology of Education................................. 63
students within the department for positions
Courses................................................................64
leading to research and teaching in colleges and
Education and Social Policy........................ 59
universities, in government, and in other service
organizations, both nationally and internationally.
For information about the mission
The following identifies the department’s pro-
and student learning outcomes for
grams, grouped according to three broad areas.
each of our programs, please see the
1. Social-Cultural Disciplinary Studies of Educa-
department website.
tion—Programs in two disciplinary areas, the
sociology of education and the history of education, offer cognate and foundational course
Notice: The programs, requirements,
work for students across the school as well as
and schedules listed herein are subject
prepare educational researchers within each
to change without notice. A directory
of classes is published each term with a
program.
2. Interdepartmental Research Studies and
current schedule. For the most up-to-date
Applied Statistics—The department program
schedule changes, please consult ALBERT,
offers a wide array of qualitative and quantita-
NYU’s student information website.
tive research courses for graduate students in
all programs across the school and also offers
a masters in applied statistics for social science
research.
54
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Faculty
René V. Arcilla, Professor. B.A. 1977,
Philip M. Hosay, Professor. B.A. 1962,
Lisa M. Stulberg, Associate Professor.
Ph.D. 1990, University of Chicago.
Wayne State; M.A. 1964, Ph.D. 1969,
B.A. 1992, Harvard; M.Soc.Sci. 1994,
University of Michigan.
Birmingham (UK); M.A. 1996, Ph.D. 2001,
University of California (Berkeley).
Richard Arum, Professor (joint
appointment with the Department of
Benjamin M. Jacobs, Assistant Professor
Sociology, College of Arts and Sciences).
(joint appointment with the Depart-
Harold Wechsler, Professor. B.A. 1967,
B.A. 1985, Tufts; M.Ed. 1988, Harvard;
ment of Teaching and Learning). B.A.
M.A. 1969, Ph.D. 1973, Columbia
Ph.D. 1996, University of California
1993, Columbia University; Ph.D. 2005,
University.
(Berkeley).
Teachers College, Columbia University.
Jack Buckley, Research Associate
Elisabeth King, Associate Professor. B.A.
Professor. B.A. 1994, Harvard; M.A. 2001,
2001, University of Western Ontario;
Ph.D. 2003, SUNY (Stony Brook).
M.A. 2002, Ph.D. 2008, University of
Meryle Weinstein, Research Assistant
Toronto.
Professor. B.A. 1983, SUNY Binghamton;
Sharon Weinberg, Professor. B.A. 1968,
Ph.D. 1971, Cornell.
M.A. 1992, San Francisco State Univer-
Dana Burde, Associate Professor.
B.A. 1988, Oberlin College; Ed.M. 1993,
Joscha Legewie, Assistant Professor.
sity; M.Phil. 2004, Robert F. Wagner
Harvard; Ph.D. 2001, Columbia
B.A. 2006, Humboldt Universität zu
Graduate School of Public Service, New
University.
Berlin; M.A. 2010, Ph.D. 2013, Columbia
York University; Ph.D. 2008.
University.
Jonathan Zimmerman, Professor. B.A.
Hua-Yu Sebastian Cherng, Assistant
Professor. B.A. 2005, MIT; M.A. 2011,
Ying Lu, Assistant Professor. B.S. 1994,
1983, Columbia University; M.A. 1990,
Ph.D. 2014, University of Pennsylvania.
Ph.D. in Public Policy and Demography
Ph.D. 1993, Johns Hopkins.
2005, Princeton; Ph.D. in Statistics 2009,
Robert Cohen, Professor (joint appoint-
University of North Carolina at Chapel
Kathleen M. Ziol-Guest, Research
ment with the Department of Teaching
Hill.
Associate Professor. B.A. 1996, M.P.A.
1998, Indiana University-Bloomington;
and Learning). B.A. 1976, Ed.M. 1978,
SUNY Buffalo. M.A. 1980, Ph.D. 1987,
Joan Malczewski, Assistant Professor
University of California (Berkeley).
(joint appointment with the Depart-
Ph.D. 2005, University of Chicago.
ment of Teaching and Learning). B.A.
Sean Corcoran, Associate Professor.
1985, University of Michigan; M.A. 1995,
B.B.A. 1996, Wichita State; M.A. 1999,
Ph.D. 2002, Columbia University.
Affiliated Faculty
Robert Chazan, Professor, Skirball
Ph.D. 2003, Maryland.
Elizabeth M. Norman, Professor. B.S.
Department of Hebrew and Judaic
James W. Fraser, Professor (joint
1973, Rutgers; M.A. 1977, Ph.D. 1986,
Studies, Faculty of Arts and Science.
appointment with the Department of
New York University.
Jennifer Jennings, Assistant Professor,
Teaching and Learning) and Department
Chair. B.A. 1966, University of California
Amy Ellen Schwartz, Professor (joint
Department of Sociology, Faculty of
(Santa Barbara); M.Div. 1970, Union
appointment with the Robert F. Wagner
Arts and Sciences.
Theological Seminary; Ph.D. 1975,
Graduate School of Public Service).
Columbia University.
B.S. 1983, Cornell; M.A. 1985, M.Phil.
1986, Ph.D. 1989, Columbia University.
Faculty Emeriti
(honors), 2002, U. Calgary; M.Sc. 2005,
Marc Scott, Professor. B.A. 1986, Cornell;
Floyd Hammack, Sociology of
U. Calgary; Ph.D. 2010, Simon Fraser.
M.A. 1993, Hunter College (CUNY);
Peter F. Halpin, Assistant Professor. B.A.
Ph.D. 1998, New York University.
Education
Donald Johnson, Global Education
Berenice Fisher, Philosophy of
Daphna Harel, Assistant Professor. B.Sc,
2010 McGill University; PhD 2014, McGill
Carol Anne M. Spreen, Associate
University.
Professor. B.A. 1989, American
Joy Gould Boyum, Arts and Humanities
University; M.Ed. 1992, University of
Gabriel Moran, Religious Education
Jennifer Hill, Professor. B.A. 1991,
Illinois; M.Phil. 1998 Teachers College,
Swarthmore College; M.A. 1995, Rutgers;
Columbia University; Ph.D. 2001,
M.S. 1997, Ph.D. 2000, Harvard.
Teachers College, Columbia University.
Bethamie Horowitz, Research Assistant
Leanna Stiefel, Professor (joint
Professor. A.B. 1977, Harvard College;
appointment with the Robert F. Wagner
Ph.D. 1987, The Graduate Center, C.U.N.Y.
Graduate School of Public Service).
Education
B.A. 1967, University of Michigan;
Ph.D. 1972, University of WisconsinMadison; Adv.Prof.Cert. 1984, New York
University.
55
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Applied Statistics for Social Science Research
(A3SR)
Codirectors
The Master of Science in Applied
Jennifer Hill
Statistics for Social Science Research
for some discussion of each program’s
stricted electives courses may be taken
See datascience.nyu.edu/academics/
Two applied statistics and two unre-
(A3SR) is a flexible and interdisciplinary
focus. The PRIISM website, steinhardt.
within and outside the Department of
Kimball Hall, 3rd Floor
program that provides students with
nyu.edu/priism/, maintains up to date
Humanities and Social Sciences in the
212-992-7677
rigorous training in applied statistics
information about the M.S. program.
Professions. Within the department,
two of Advanced Topics in Quantitative
research techniques and strategies that
can be applied to contemporary social,
DEGREE REQUIREMENTS
Methods: Classification and Cluster-
behavioral, and health science research.
This is a variable credit program, 34-47
ing APSTA-GE 2011, Applied Spatial
credits, with an accelerated, lower credit
Statistics APSTA-GE 2015, Educational
for students who want to gain greater
option for students entering with prior
Data Science Practicum APSTA-GE 2017,
knowledge of statistics and its applica-
statistical training. The program consists
Structural Equation Modeling APSTA-GE
Degrees
tion to everyday problems and policies
of theoretical foundations, statistical
2094 and Applied Statistical Modeling
M.S.
and to sharpen their data-analysis and
inference, causal inference, applied
& Inference APSTA-GE 2122, satisfy the
analytical skills.
statistical methods and electives, and
former requirement. Other classes with
The A3SR curriculum provides
unrestricted electives. A statistical con-
significant applied statistical content
Buckley, Halpin,
students with a firm foundation in
sulting research seminar and internship
(e.g., measurement models, computa-
Harel, Hill, Lu,
statistical modeling tools and theoretical
provide practical learning experiences.
tional statistics) meet this requirement
Mijanovich, Scott,
perspectives common within the social,
Simonoff (Stern/
Marc Scott
Kimball Hall, 3rd Floor
212-992-9407
Faculty
This M.S. program is a good choice
Theoretical foundations are covered
as well. The unrestricted electives may
behavioral, and health sciences, while
in Empirical Research Methods RESCH-
be taken from departments across the
IOMS, affiliate),
allowing the opportunity to pursue their
GE 2132. Inference and regression are
entire university.
Weinberg, Wu
own interests and develop specialized
covered in Intermediate Quantitative
(FAS/Soc., affiliate)
skills. In addition to a rigorous set of re-
Methods APSTA-GE 2003 or Regression
ADMISSION REQUIREMENTS
quired statistical courses, students may
and Multivariate Data Analysis STAT-GB
n take electives in such fields as sociology,
2301. More advanced techniques and
n politics, economics, psychology, educa-
causal inference methods are covered
n tion, media studies, epidemiology, public
in Advanced Modeling I: Topics in Multi-
policy, business, computer and data
variate Analysis APSTA-GE 2004, Causal
NOTES
science and related areas.
Inference APSTA-GE 2012 and General-
Admission to the program requires a
ized Linear and Multilevel Growth Curve
strong undergraduate academic record
become applied statisticians and data
Models APSTA-GE 2997. Note that in
and demonstration of math proficiency
scientists in the public or private sector,
some years, Event History Analysis
through pre-calculus at a minimum
as well as for further academic study in
SOC-GA 2306 may substitute for the
(functions such as polynomials, expo-
fields that rely on quantitative research.
latter. Students pursuing an acceler-
nential, logarithmic, and trigonometric;
It is flexible enough for students to
ated program will have already taken
roots of equations). Some advanced
customize it to their own substantive
the equivalent of APSTA-GE 2003 and
coursework may require Calculus I,
and methodological interests. A3SR fac-
APSTA-GE 2004.
which can be taken prior to or during
The curriculum prepares students to
ulty have particular strengths in causal
Prior math (see NOTES)
GRE test scores
the program of study. In one’s personal
inference, demography, high-dimen-
survey methodology are covered in
statement, please describe all prior
sional data, measurement, missing data,
Survey Research I RESCH-GE 2139 and
coursework (and any practical experi-
model selection, multivariate analysis,
Applied Statistics: Using Large Data-
ence) in Statistics and data analysis.
multilevel modeling, and surveys and
bases in Education Research APSTA-GE
Knowledge of vectors, matrices and
sampling. Students are encouraged to
2110. Multilevel models are covered in
matrix products is important for more
work closely with faculty on research
three classes: Multilevel Models: Growth
advanced coursework; the strongest
that ranges from applied statistical
Curves APSTA-GE 2040, Practicum in
candidates will demonstrate experience
analysis to the development of custom-
Multilevel Models APSTA-GE 2041 and
with these concepts as well. GRE
ized statistical models.
Multilevel Models: Nested Data APSTA-
scores will be used to assess both
GE 2042. Missing data techniques are
mathematical reasoning and written
Center for the Promotion of Research
covered in Advanced Topics in Quantita-
communication skills.
Involving Innovative Statistical Method-
tive Methods: Missing Data APSTA-GE
ology (PRIISM) and is an integral part
2013. All students must complete the
of the larger university-wide initiative in
statistical consulting research seminar
Data Science, in which several master’s
and internship, APSTA-GE 2401 and
degrees are offered.
APSTA-GE 2300.
The program is an initiative of the
56
Theoretical and practical issues in
2 Letters of Recommendation
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Education and Jewish Studies
Director
The Education and Jewish Studies
Harold Wechsler
Program prepares teachers, prac-
DEGREE REQUIREMENTS
pass a departmental written proficiency
examination, provide documentation
titioners, researchers, and aspiring
Master of Arts
Kimball Hall, 3rd Floor
administrators for leadership positions
The M.A. program requires a minimum of
lent of 4th semester college Hebrew
212-992-9423
in a wide range of Jewish educational
38 credits, including a 12-credit core that
(sometimes called Intermediate II), or
audit Hebrew at NYU—attending and
of successful completion or equiva-
settings, such as schools, informal
covers the history of Jewish education,
Degrees
education programs, community
the social context of Jewish education,
participating in class, completing all as-
M.A., dual M.A., Ph.D.
organizations and other nonprofit
and sociology of education. Students
signments and examinations, and having
a memo submitted to the Skirball De-
organizations, curriculum agencies,
choose 12 credits of electives from four
Faculty
museums, foundations, and colleges
areas of study: teaching and learning,
partment at completion of Intermediate
Chazan, Horowitz,
and universities. Students benefit from
leadership and administration, applied
II that indicates the student has earned
Jacobs, Wechsler
the rich resources and course offerings
psychology, or humanities and social
a B or higher. The Hebrew proficiency
of the Steinhardt School of Culture,
sciences. Students also complete 6
requirement must be satisfied before
Education, and Human Development
credits of electives taken in the Skirball
the student graduates from the program.
and the Skirball Department of Hebrew
Department of Hebrew and Judaic
Hebrew proficiency is not a prerequisite
and Judaic Studies in the Graduate
Studies in the Graduate School of Arts
for admission to the program. Students
School of Arts and Science. While
and Science and 3 credits in Steinhardt
are expected to enroll full-time in the
providing a core of academic research,
outside the chosen area of study. A
dual-degree program.
Jewish education, and Hebrew and
yearlong, 5-credit culminating seminar
Judaic studies, the program is also
in Jewish education supports the termi-
Doctor of Philosophy
tailored to its students’ individual
nal project—a traditional M.A. thesis or
The Ph.D. program is conceptualized
in terms of three sets of academic
needs and interests. Faculty from
a capstone project. Students may enroll
the Steinhardt School and the Skir-
in this program for full-time or part-time
experiences: (1) Courses at the
ball Department provide close and
studies.
Steinhardt School of Culture, Education,
Dual M.A. (Master of Arts, Education
which include a combination of
education working in the New York
and Jewish Studies and Master of Arts,
foundational courses, research courses,
City area.
Hebrew and Judaic Studies)
specialization courses, and cognate
and Human Development (42 credits),
personalized mentoring, as do expert
practitioners in the field of Jewish
Students in the dual M.A. program
courses appropriate to the individual
CAREER OPPORTUNITIES
complete two M.A. degrees concurrently
student’s particular career interests
The master’s and doctoral programs
for a total of 58 credits: a Master of Arts
and needs (see Career Opportunities,
prepare students for leadership in
degree in Education and Jewish studies
previous page); (2) Courses in the
Jewish educational settings. Job pros-
from NYU Steinhardt and a Master of
Skirball Department of Hebrew and
Judaic Studies (24 credits), including
pects for program graduates include
Arts in Hebrew and Judaic studies from
administrator or teacher at a Jewish day
the Skirball Department of Hebrew
core courses in Judaic studies and
or supplementary school; official at a
and Judaic Studies, Graduate School of
specialization electives covering a
bureau of Jewish education or a national
Arts and Science. Six credits of Hebrew
wide range of Jewish history and
or local Jewish educational organiza-
and Judaic studies electives count
tradition (Students are also required
tion; professor of Jewish education at
toward the requirement for the M.A. in
to demonstrate advanced Hebrew
a seminary, college of Jewish stud-
education and Jewish studies, and 6
language competence in an exam
ies, or university; researcher in Jewish
credits of Steinhardt School electives
administered by the department.); and
(3) The Education and Jewish studies
education at a foundation or communal
will count toward the requirements for
service organization; director of a Jew-
the M.A. in Hebrew in Judaic studies,
component of the program (12 credits),
ish informal education program; director
which reduces the length of study and
which involves a two-year doctoral
of a Jewish adult education program;
tuition.
seminar focused on issues in Jewish
administrator of a Hillel or other or-
57
Dual M.A. students must complete
ganization that reaches out to college
38 credits for the Steinhardt M.A., as
education. Students entering with
a bachelor’s degree must complete
students; museum educator; curriculum
described above, with 6 credits count-
the entire 78 credits of coursework.
developer, designer of instructional
ing toward the M.A. in Hebrew and
Graduate study in education, Judaic
materials, and/or author of textbooks for
Judaic studies. Students earn the M.A.
studies, Jewish education, or allied
Jewish educational settings; staff devel-
in Hebrew and Judaic studies by suc-
subjects, completed at an accredited
oper; and educational consultant.
cessful completion of the following four
institution, may be presented for
requirements: 32 credits in coursework,
consideration of exemption from
with 6 credits counting toward the M.A.
certain coursework. This may reduce
in Education and Jewish studies; and a
the total number of credits required
written examination in Jewish history.
for the degree, as follows: Students
Students must demonstrate compe-
entering with an M.A. in education may
tence at the second-year level of college
be exempted from up to two courses
Hebrew in one of the following ways:
in education, reducing the total degree
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Education and Jewish
to 72 credits. Students entering with an
package must include the Steinhardt
Studies, continued
M.A. in Jewish studies may be exempted
School admissions application form, a
in either education or Jewish studies is
from up to 21 credits of Judaic studies
curriculum vitae, official GRE score
useful, but not required.
coursework, reducing the total degree
report, official transcript(s), a personal
to 57 credits. Students entering with
statement, and three letters of recom-
an M.A. in Jewish education may be
mendation.
exempted from up to two courses in
The completed education and Jewish
studies Ph.D. admissions application
package must include the Steinhardt
School admissions application form, a
education and four courses in Judaic
should specify in their admissions essays
studies, reducing the total degree to 60
their intended area of specialization
report, official transcript(s), a personal
credits. Students entering with an M.A.
in education: teaching and learning,
statement, a research focus essay, and
three letters of recommendation. Ap-
curriculum vitae, official GRE score
in a field other than education, Jewish
leadership and administration, applied
studies, or Jewish education may be
psychology, or humanities and social
plicants to the Ph.D. program should
exempted from up to two courses of
sciences. Applicants to the dual M.A.
specify in their admissions essays
equivalent and relevant coursework,
program must apply to both the Stein-
their intended area of specialization
reducing the total degree to 72 credits.
hardt School and the Graduate School
in education: administration, teaching
In addition to successful completion of
of Arts and Science (GSAS) individually
and learning, or humanities and social
coursework, all students must complete
and must meet the respective admis-
sciences or applied psychology. All ap-
a candidacy paper. The program
sions standards for each school. No
plicant finalists are interviewed by the
culminates in a doctoral dissertation on
special admissions standards will apply
program faculty.
a substantive topic in Jewish education.
to dual-degree applicants. A student
will qualify for the dual-degree program
FINANCIAL AID
ADMISSION REQUIREMENTS
only once admitted to the Steinhardt
Steinhardt provides a variety of ways
No specific undergraduate major is
School and GSAS. Applicants to the
to help master’s students finance
required to gain admission to the M.A.
Skirball Department of Hebrew and
their graduate education, including
or dual M.A. programs, but applicants
Judaic Studies in GSAS are evaluated ac-
scholarships, fellowships, work-study,
should demonstrate a commitment to a
cording to prior academic achievement,
and loans.
career in the field of Jewish education
letters of recommendation, GRE scores,
and an understanding of the aims and
and a personal statement.
content of the program. All applicants
Ph.D. applicants should exhibit
All applicants for doctoral study are
considered for the Steinhardt Fellowship. This fellowship provides up to four
to the Steinhardt School of Culture,
outstanding personal qualities and
years of full-time tuition support and a
Education, and Human Development are
excellent academic training. A minimum
living stipend.
evaluated based on the relevance and
of two years’ employment experience in
quality of prior professional work, prior
education, Jewish education, or Jewish
tion of the next generation of leaders
academic achievement, GRE scores,
communal service is required. Students
and scholars in education and Jewish
letters of reference, and a personal
specializing in administration or teach-
studies.
statement.
ing must have a minimum of two years
The completed Education and Jewish studies M.A. admissions application
58
Applicants to the M.A. program
employment experience. An M.A. degree
All fellowships support the prepara-
of full-time classroom teaching experience in addition to or as part of this
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Education and Social Policy
Director
The M.A. Program in Education and
Public Education Policy Seminar and
Leanna Stiefel
Social Policy aims to prepare students
Practicum
in a wide variety of organizations
to use theories and concepts from the
This 13-credit immersion sequence of-
that have a role in policymaking and
Institute for Education
fields of economics and sociology in
fered in Fall brings together upper-level
implementation in the education area,
and Social Policy
conjunction with quantitative statisti-
graduate students in education, policy,
including local, state, and federal educa-
665 Broadway,
cal skills to analyze and evaluate the
business, and law from NYU, Columbia,
tion departments, foundations, think
Graduates will be prepared to work
effectiveness of education programs
Dartmouth, Harvard, Michigan, Stan-
tanks, and consulting, grant-giving, and
and policies. Students obtain specific
ford, and other universities. Participants
public relations departments in selected
Degree
knowledge of education issues, guided
engage in a rigorous and rewarding
private organizations.The culminat-
M.A.
by advisement, including pre-K/child-
learning experience, including:
ing experience is an applied research
8th Floor
hood education, K–12 education, or
Faculty
Arum, Corcoran,
Schwartz, Stiefel,
Weinstein, Ziol-Guest
higher/comparative education.
(i) An intensive seminar in the
project.
institutional and programmatic design,
leadership, and transformation of public
DEGREE REQUIREMENTS
other master’s degrees in education
school systems, charter management or-
The 40-credit curriculum includes
policy by its strong emphasis on us-
ganizations, non-profits, and other K-12
foundation courses, research methods
ing quantitative methods to ascertain
public- and social-sector institutions
The degree is distinguished from
causal effects of programs and policies.
(ii) A high-priority project research-
courses, specialized issues courses by
advisement, and a capstone course.
Building on a first course in statis-
ing, designing and implementing
Core courses include An Introduction to
tics, students progress through more
solutions to a complex problem at
Sociology of Education SOED-GE.2002,
rigorous analytical courses, including
the core of a public-education or-
Microeconomics for Public Manage-
regression and econometrics, to a final
ganization’s mission to improve the
ment Planning and Policy Analysis
directed team research project in which
educational outcomes and life chances
CORE-GP.1018, Education and Social
they produce a professional study of an
of children
Policy, EDPLY-GE.2030, and Economics
educational intervention or policy. Stu-
(iii) Applied training in qualitative
dents gain experience in working with
research methods, project management,
methods courses include Statistics for
large, longitudinal education databases;
effective communication, and team-
Behavioral and Social Sciences I APSTA-
with using economic and sociological
based problem-solving
GE.2001, Regression and Introduction to
of Education EDPLY-GE.2025. Research
principles to analyze K-16 education;
The program is offered by the
and with principles of policymaking
Consortium for Public Research and
and Observation RESCH-GE.2142 or Sur-
in the public and nonprofit sectors,
Leadership (CPRL), a partnership
vey Research Methods RESCH-GE.2139,
which draw on the expertise of faculty
between the Steinhardt School and
and Applied Statistics: Using Large
in NYU’s Robert F. Wagner Graduate
professional schools at the universities
Databases in Education APSTA-GE.2110.
School of Public Service. The program
listed above. The course is open to EDSP
Specialized issues consist of Elementary
places strong emphasis on understand-
students in the Fall of their second year.
and Secondary Education Issues; Higher
ing the context, purpose, unintended
James Liebman, Columbia Law professor
Education Issues; Early Childhood and
effects, and, finally, the actual impact
and former senior official at the New
Preschool Issues; Special Education
of alternative education policies and
York City Department of Education,
Issues; Race, Class, and Education Is-
programs. Students, through close
leads the course and conducts its aca-
sues; and International Education Issues.
advisement, use elective choices to gain
demic seminar. Experienced education
Issues courses, of which students must
knowledge of policy issues.
researchers, former K-12 educators and
complete 9 credits, include such courses
leaders, or consultants help guide the
as History of Higher Education HSED-
ADMISSION REQUIREMENTS
Econometrics PADM-GP.2902, Interview
projects. Special scholarships available.
GE.2067, Social Inequity and Education
For more information and how to apply,
SOED-GE.2371, and Transforming Urban
Admission to the program requires a
visit steinhardt.nyu.edu/humsocsci/
High Schools EDLED-GE.2240.
strong undergraduate academic record
policy.
All students must complete Capstone: Applied Research in Education
and demonstration of math proficiency
Policy EDPLY-GE.2050.
through Algebra II. Math Proficiency
may be demonstrated through GRE or
CAREER OPPORTUNITIES
GMAT scores as through recent college-
The national concern with the quality
level math coursework with grades
of public education has led to a large
B+ or better. GRE or GMAT scores are
demand by local, state, and federal
not required but may be submitted to
education agencies, think tanks, and
demonstrate math proficiency. Two let-
nonprofit organizations for profession-
ters of recommendation and a personal
als who can use up-to-date methods,
statement describing why you want to
data, and research results to formulate,
be an education policy analyst are also
implement, and evaluate new educa-
required.
tion policies; but these organizations
struggle to find individuals to fill their
positions with professionals of the quality they seek.
59
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
History of Education
Director
Study in the history of education pre-
Jonathan Zimmerman
pares scholars for research and teaching
DEGREE REQUIREMENTS
careers, mainly at schools of education.
Master of Arts
Steinhardt fellows
program and Research
assistantships
246 Greene Street,
Graduate students work closely with
The M.A. program requires 36 credits
See page 200. 
Suite 300
their advisers to plan a program that
that can be completed in two years of
212-998-5049
suits their interests and aspirations. They
full-time study. Students take 18 credits
Fax: 212-995-4832
may focus their studies on the history of
in courses in the history of education, 12
schools and colleges or other institu-
credits in courses in other disciplines,
Degrees
tions and media of education, including
and 6 credits working on a final inte-
M.A., Ph.D.
the family, the press, and political or
grating paper that emerges from this
social movements. Often studies link the
program of study.
Faculty
history of education and current issues
Cohen, Fraser, Jacobs,
of public policy. Course work usually
Doctor of Philosophy
Malczewski, Norman,
includes studies in philosophy as well as
The Ph.D. program requires 76 credits
Stulberg, Wechsler,
in the history of education; much of it is
beyond the baccalaureate for comple-
Zimmerman
done in the form of supervised indepen-
tion. Students may complete the
Affiliated Faculty
Turk
dent study. Students are encouraged to
program in three years of full-time study.
enroll in courses throughout the Univer-
In addition to 18 credits in history of ed-
sity and to take advantage of New York
ucation courses, students take 16 credits
City’s abundant cultural resources.
in history courses from the Graduate
School of Arts and Science, 12 credits
CAREER OPPORTUNITIES
in philosophy of education, 6 credits in
Most graduates from the Ph.D. program
cognate studies, 6 credits in founda-
secure teaching positions at colleges
tions courses, and 6 credits in research
and universities, most commonly at
courses, as well as 12 credits in content
education schools. They publish books
and dissertation proposal seminars.
and articles on a wide range of historical
subjects, ranging from family life and
ADMISSION REQUIREMENTS
mass media to formal educational
In addition to the general requirements,
institutions.
specific requirements for admission to
these programs include a bachelor’s
degree in history or the equivalent.
See general admission section,
page 167.
60
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
International Education
Director
The International Education Program
Dana Burde
prepares educators for careers in
DEGREE REQUIREMENTS
ADMISSION REQUIREMENTS
No specific undergraduate major is
multinational and international settings.
Master of Arts
required to gain admission to the M.A. pro-
Kimball Hall,
Guided by career interest, profes-
The M.A. program requires a minimum of
gram, but an applicant should have some
Suite 310W
sional experience, and educational
40 credits: Foundations in International
course work in the social sciences and be
212-995-5052
background, students select from one
Education (12 credits), Area Studies and
able to demonstrate aptitude for analytical
work on a range of issues in education.
of three areas of specialization: global
Specialization in International Education
Degrees
education, international development
(16-17 credits), Policy Analysis (8 credits),
M.A., Ph.D., Advanced
education, or cross-cultural exchange
Internship (3-4 credits).
Certificate
and training. The program has a multi-
Applicants to the Ph.D. program
should have an M.A. degree in an area of
the humanities, social sciences, or educa-
disciplinary faculty of anthropologists,
Advanced Certificate
Faculty
economists, historians, philosophers,
The International Education Program
and they must take the Graduate Record
Arcilla, Arum, Burde,
political scientists, and sociologists,
offers a one-year Advanced Certificate
Examination.
Cherng, Corcoran,
who apply the theoretical, conceptual,
for teachers and practitioners in the field
Hosay, King, Norman,
and methodological advances in the
of international education who already
Spreen, Zimmerman
humanities and the social sciences to
have the M.A. degree. The Advanced
the analysis of international educational
Certificate is designed for experienced
Steinhardt fellows
program and Research
assistantships
policies and institutions.
teachers in schools and educational
See page 200. 
tion related to international education,
agencies committed to global education,
adjunct Faculty
Halpern, Moran,
CAREER OPPORTUNITIES
as well as for mid-career consultants
SPECIAL OPPORTUNITIES
Zegelbone
The program develops educational
and international education specialists in
The International Education Program
supports a number of research and train-
experts who can design, implement,
corporate, public, and nonprofit sectors,
affiliated Faculty
manage, and evaluate international
including field coordinators, planners,
ing projects through the Multinational
Berenson, Castañeda,
education programs in schools, colleges,
evaluators, administrators, and program
Institute of American Studies, a center for
Denoon, Hull, Kazemi,
foundations, multinational corporations,
managers. The Advanced Certificate
public diplomacy that offers noncredit
Ludden, Rajagopal,
and public and private educational
requires a minimum of 30 credits.
Schain, Smoke, Tang
and cultural agencies. As part of the
programs in American culture, politics,
and society to foreign scholars, diplomats,
M.A. and Ph.D. programs, students
Doctor of Philosophy
and journalists. A student-led organiza-
Emeritus Faculty
participate in a job-related internship
The Ph.D. degree requires the completion
tion, the International Education Forum
D. Johnson
that provides professional work experi-
of a minimum of 54 credits and a disser-
Student Board sponsors lectures and
ence and reinforces academic skills.
tation: Departmental Doctoral Seminars
meetings on topics of current interest.
Internships may be arranged in the
(6 credits), Foundations in International
The program also cosponsors several
United States or abroad through such
Education (12 credits), Specialization in
summer study abroad programs in coop-
organizations as the United Nations,
International Education (8–12 credits),
eration with other programs across the
the Institute for International Education,
Area Studies (8–12 credits), Research
University.
Metro International, the U.S. Department
Courses (6–12 credits), International Edu-
of State, the Hudson Institute, and the
cation Dissertation Seminars (12 credits).
Asia Society.
61
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Interdepartmental Research Studies
Codirectors
Taught by faculty from across the
in their first year. For Survey Research
ing: Nested Data APSTA-GE.2042, Factor
Marc Scott
school, Interdepartmental Research
Studies, RESCH-GE.2139 may then be
Analysis II: Structure Equation Models
(Quantitative
Studies (IDRS) offers a wide array of
taken. More advanced course work
APSTA-GE 2094, Biostatistics I APSTA-
Methodology)
courses that provide training in research
requires APSTA-GE.2003, 2004 (inter-
GE.2995, Biostatistics II APSTA-GE.2996,
methodology.
mediate and multivariate models).
Generalized Linear and Multilevel Growth
Kimball Hall, 3rd Floor
212-992-9407
Because the combinations of
Additional courses in specialized
research courses required by various
topics include analysis of complex
programs differ, students are urged to
surveys, classification and clustering,
Curve Models APSTA-GE.2997.
For updates to the applied statistics
offerings, visit the website of the Center
Lisa M. Stulberg
register for these research courses only
casual inference, categorical data, factor
for the Promotion of Research Involving
(Qualitative
after consultation with their advisers
analysis and latent variables, missing
Innovative Statistical Methodology
Methodology)
and, if needed, in consultation with one
data, sampling, spatial data analysis, and
(PRIISM) at steinhardt.nyu.edu/priism.
of the co-directors of the IDRS.
survival analysis.
Kimball Hall, 3rd Floor
212-992-9373
For doctoral students interested in
Specialized courses in multilevel
doing qualitative dissertations involving
modeling, including practicums in such
interviews or fieldwork, ethnography,
models, as well as an applied course in
or observations, IDRS suggests that
the use of large databases in educa-
Anderson, Arum,
students begin by taking Principles of
tion research are also available. Specific
Buckley, Corcoran,
Empirical Research RESCH-GE.2132,
courses include Applied Statistics:
Halpin, Harel, Hill,
then Approaches to Qualitative Inquiry
Using Large Databases in Education
Larson, Lu, Mijanovich,
RESCH-GE.2140. Students should then
RESCH-GE.2110, Classification and Clus-
Norman, Scott,
pursue one or more of the more special-
tering APSTA-GE.2011, Causal Inference
Stulberg, Weinberg,
ized qualitative research courses that
APSTA-GE.2012, Missing Data APSTA-
Zimmerman
are described below.
GE.2013, Factor Analysis I: Exploratory
Faculty
Doctoral students interested in doing
quantitative dissertations should take
62
Factor Analysis and Item Response
Theory APSTA-GE 2093, Multilevel Mod-
Principles of Empirical Research RESCH-
eling: Growth Curve APSTA-GE.2040,
GE.2132, or its equivalent, and Statistics
Practicum in Multilevel Modeling: Growth
APSTA-GE.2001 and APSTA-GE.2002
Curves APSTA-GE.2041, Multilevel Model-
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Sociology of Education
Director
Founded in the 1920s, the Program in
Lisa M. Stulberg
Sociology of Education at New York
DEGREE REQUIREMENTS
Doctor of Philosophy
The Ph.D. program trains students to
University is one of the nation’s old-
Master of Arts
analyze educational problems and issues
Kimball Hall, 3rd Floor
est professional programs applying
Students enrolling in the 40-credit M.A.
using the theoretical tools and research
212-992-9475
sociology to the study of education. It
Program in Sociology of Education may
methods of sociology. Students are
remains focused on helping educators
focus their studies in one of two areas of
expected to become thoroughly familiar
Degrees
and others to better understand the
concentration: Social and Cultural Stud-
with the primary sociological perspec-
M.A., Ph.D.
social aspects of educational problems.
ies of Education, a flexible approach to
tives, and question theories, and then
The program provides students with
education scholarship that facilitates the
they are required to develop substantial
Faculty
a solid foundation in sociology as it
study of schools from a range of human-
awareness of the problems investigated
Arcilla, Arum,
applies to education and related fields
istic and social science perspectives,
by sociologists and the major em-
Legewie, Stulberg
and enhances their ability to address the
and Education Policy, which equips
pirical findings in these problem areas.
challenges that education faces. Course
students interested in policy research
Candidacy, dissertation proposal, and
ADJUNCT Faculty
opportunities draw on the resources of
with additional skills in quantitative
dissertation are required.
Nelson
the Steinhardt School of Culture, Educa-
methodology.
tion, and Human Development as well
Students have considerable flexibility
ADMISSION REQUIREMENTS
as the Department of Sociology in the
in designing and carrying out their own
Admission to the Master of Arts
Graduate School of Arts and Science
research; all students complete a year-
program requires two letters of
and the Robert F. Wagner Graduate
long, fully supervised research thesis
recommendation and a writing sample.
School of Public Service. Students inter-
that provides an invaluable experience
A personal interview, either in person
ested in the development and analysis
of working closely with a faculty mentor
or by telephone if travel is a factor,
of educational policy and its effects will
and of developing research skills es-
may also be requested. Applicants to
find this program particularly useful.
sential to both professional practice and
the doctoral program must submit two
advanced scholarship.
letters of recommendation, along with
CAREER OPPORTUNITIES
The program consists of core
evidence of potential, including other
Graduates of the master’s program are
courses, research methods courses, spe-
graduate course work and prior written
well-equipped to pursue careers in re-
cialized courses according to the strand
or published papers. A personal or tele-
search and evaluation, education policy,
the student selects, and a thesis seminar.
phone interview is also recommended.
government agencies, and youth and
Core courses include Introduction to the
community service organizations. Many
Sociology of Education SOED-GE.1002,
are also well-equipped to pursue and
Principles of Empirical Research
succeed in doctoral-level work in the
RESCH-GE.2132, Classical Social Theory
sociology of education or a related field.
SOED-GE.3030, and Learning of Culture
Graduates of the doctoral program
See general admission section,
page 187.
SOED-GE.2325. Methods courses include
Steinhardt fellows
program and Research
assistantships
are prepared to work in schools and
Basic Statistics I and II RESCH-GE.2086
See page 180. 
colleges of education or for universities
and Approaches to Qualitative Inquiry
with specializations in the area of sociol-
RESCH-GE.2140.
ogy as it applies to education. They
The program offers a global
might also conduct basic and applied
sequence for those who want to experi-
research in various public and private
ence study abroad in their graduate
institutions in order to advance both the
studies.
practice of education and the study of
sociology.
.
63
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses
The courses listed
APPLIED STATISTICS
Causal Inference
Experimental and Quasi-Experimental
APSTA-GE.2012 30 hours: 3 credits. Fall,
Design and Analysis
(Note: most classes in MS in Applied
Spring. Prerequisites: APSTA-GE.2003,
APSTA-GE.2134 45 hours: 3 credits.
Statistics for Social Science Research,
2004 or the equivalent as approved by
May be offered alternate years.
listed in the next section, can be taken
the instructor.
herein are to be
offered in 2015–2017.
notes to courses
*Registration closed
to special students.
†Pass/fail basis.
Survey Research I
by qualified masters and doctoral students in other quantitative programs.)
Missing Data
APSTA-GE 2139 45 hours: 3 credits
APSTA-GE 2013 20 hours: 2 credits.
Basic Statistics I
May be offered alternate years.
APSTA-GE.2085 45 hours: 3 credits.
Independent Study
APSTA-GE.2300 15 hours per credit: 1–6
Fall, Spring. May not be taken concur-
Statistical Analysis of
credits. Fall, Spring, Summer; hours to
rently with RESCH-GE.2086. Does not
Networks
be arranged. For description, see page
serve as prerequisite for more advanced
APSTA-GE.2014 30 hours: 3 credits.
162.
statistics courses.
Not offered every year.
Basic Statistics II
Applied Spatial Statistics
APSTA-GE 2401 15 hours per credit: 1-3
APSTA-GE.2086 45 hours: 3 credits.
APSTA-GE 2015 20 hours: 2 credits.
credits
Fall, Spring. Prerequisites: a course in
May be offered alternate years.
Statistical Consulting Research Seminar
algebra and APSTA-GE.2085. May not
be taken
Educational Data Science Practicum
concurrently with RESCH-GE.2085.
APSTA-GE.2017 20 hours:
Does not serve as prerequisite for more
2 credits. Spring. Not offered every year.
DEPARTMENTAL SEMINARS
Comparative Perspectives: Belonging
and Estrangement
advanced statistics courses.
Multilevel Models: Growth Curves
Statistics for Behavioral and Social
APSTA-GE.2040 20 hours: 2 credits.
Science I and II
Fall.
APSTA-GE.2001, 2002 45 hours: 3
HMSS-G3 2701 3 credits. Fall.
Department Seminar I
HMSS-GE.3011 3 credits. Fall.
credits each term. Fall, Spring. APSTA-
Practicum in Multilevel Models
GE.2001 is prerequisite to GE.2002.
APSTA-GE.2041 10 hours: 1 credit. Fall.
Biostatistics I and II
Nested-data Models and Longitudinal
APSTA-GE.2995, 2996 30 hours: 3 cred-
Data
Doctoral Seminar I
its each term. Fall, Spring.
APSTA-GE.2042 20 hours: 2 credits.
HMSS-GE.3002 3 credits. May be
Spring.
repeated for a total of 12 credits.
Department Seminar II
HMSS-GE.3012 3 credits. Spring.
Intermediate Quantitative Methods:
Arranged with program director. Fall,
The General Linear Model
Generalized Linear and Multilevel
Spring.
APSTA-GE.2003 45 hours: 3 credits.
Growth Curve Models
Required of all students prior to
Fall.
APSTA-GE.2043 10 hours: 1 credit. Fall.
candidacy.
Prerequisites: APSTA-GE.2001, 2002 or
(Formerly APSTA-GE 2997.)
Doctoral Seminar II
APSTA-GE.2995, 2996 or equivalent.
Factor Analysis I: Exploratory Factor
HMSS-GE.3003 3 credits. May be
Survey of Multivariate Analysts
Analysis and Item Response Theory
repeated for a total of 12 credits. Fall,
APSTA-GE.2004 30 hours: 2 credits.
APSTA-GE 2093 20 hours: 2 credits, Fall.
Spring.
Spring (note: usually runs for half-term,
(Formerly APSTA-GE 2016.)
Required of all students after candidacy,
sharing a time slot with a complemen-
before the dissertation proposal is
tary APSTA-GE “Advanced Topics”
Factor Analysis II: Structural Equation
course).
Modeling
Advanced Topics in Quantitative
approved.
APSTA-GE.2094 30 hours: 3 credits.
Doctoral Seminar III
May be offered alternate years.
HMSS-GE.3004 1 credit. May be
Methods
repeated by advisement in lieu of
APSTA-GE.2010 1–6 credits. Fall or
Applied Statistics: Using Large
doctoral advisement fee. Does not count
Spring.
Databases in Education
toward the degree. Fall, Spring.
APSTA-GE.2110 40 hours: 4 credits.
Required every semester of all students
Classification and Clustering
whose dissertation proposals have been
APSTA-GE.2011 30 hours: 2 credits.
Applied Statistical Modeling and
Spring. Not offered every year.
Inference
Prerequisites: APSTA-GE.2003, 2004
APSTA-GE.2122 30 hours: 3 credits.
or the equivalent as approved by the
Spring.
approved.
instructor.
64
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
EDUCATION AND JEWISH
STUDIES/EJST-GE
HISTORY OF EDUCATION/
HSED-GE
History of Jewish Education:
All 2000-level courses in history of
The Modern Period
education fulfill the doctoral foundations
Intellectual Roots of American Education
EJST-GE.2003 3 credits. Fall, Spring.
requirements for doctoral students in all
HSED-GE.2902 30 hours: 3 credits.
Foundations of Education: History of
Education
HSED-GE.2400 30 hours: 3 credits.
departments of the Steinhardt School
Jewish Education in Social Context
of Culture, Education, and Human
Doctoral Seminar: History of
EJST-GE.2005 3 credits. Spring.
Development.
Education I
Theory and Practice Experiential
History of American Education
Jewish Education
HSED-GE.2009 45 hours: 4 credits.
HSED-GE.3006 30 hours: 3 credits.
Doctoral Seminar: History of
Education II
EJST-GE.2006 3 credits. Fall, Spring.
History of American Higher Education
Master’s Seminar in Education and
HSED-GE.2067 Staff. 30 hours: 3
Jewish Studies I
credits. Fall.
EJST-GE.2008 2 credits. Fall.
Public Problems: Education and Social
Master’s Seminar in Education and
Policy
Jewish Studies II
HSED-GE.2070 30 hours: 3 credits.
EJST-GE.2009 2 credits. Spring
HSED-GE.3007 30 hours: 3 credits.
INTERDEPARTMENTAL
RESEARCH STUDIES/RESCH-GE
Research Design: Methods,
and Principles
Education and the City: History of the
Seminar in Education and Jewish
Helping Professions
Principles of Empirical Research
Studies I
HSED-GE.2071 30 hours: 3 credits.
RESCH-GE.2132 30 hours: 3 credits. Fall.
EJST-GE.2010 3 credits. Fall.
The Rise and Fall of Progressive Education
Writing Empirical Research: Education,
Seminar in Education and Jewish
(John Dewey and His Contemporaries)
Behavioral, Health, Humanities, and
Studies II
HSED-GE.2079 30 hours: 3 credits.
Social Science Professions
EJST-GE.2011 3 credits. Spring.
RESCH-GE.2138 45 hours: 3 credits. Fall.
A continuation of EJST-GE.2010, which
Philosophy of Scientific Inquiry
is a prerequisite for registration for this
HSED-GE.2089 30 hours: 3 credits.
seminar.
Survey Methods Research
RESCH-GE.2139 45 hours: 3 credits.
History of American Education and
Fall or Spring. May be offered alternate
Seminar in Education and Jewish
Society: Education and the Culture Wars
years. Prerequisites RESCH-GE.2132 (or
Studies
HSED-GE.2173 30 hours: 3 credits.
equivalent); one year of statistics.
IIIEJST-GE.2012 3 credits. Fall.
History of American Education and
Participatory Action Research
Seminar in Education and Jewish
Society: Race and Ethnicity
RESCH-GE.2143 45 hours: 3 credits. Fall,
Studies
HSED-GE.2174 Wechsler. 30 hours:
Spring.
IVEJST-GE.2013 3 credits. Spring.
3 credits.
Independent Study
What Are Schools For? Historical
RESCH-GE.3001 30 hours: 3 credits
EJST-GE.2300 1-6 credits. Fall, Spring.
Perspectives
each term. Spring. Prerequisite: a course
HSED-GE.2175 30 hours: 3 credits.
in general or specialized research meth-
Dissertation Proposal Seminar
ods. Open only to doctoral students.
EDUCATION AND SOCIAL
POLICY/ EDPLY-GE
What’s Worth Knowing? Historical
Perspectives
Qualitative Research Design
HSED-GE.2176 30 hours: 3 credits.
and Analysis
Financing Schools
EDPLY-GE.2020 3 credits.
Economics of Education
What Are Teachers For? Historical
Historical Research
Perspectives
RESCH-GE.2135 30 hours: 3 credits.
HSED-GE.2177 30 hours: 3 credits.
Spring.
20th-Century Educational Thought
Aesthetic Inquiry
HSED-GE.2235 30 hours: 3 credits.
RESCH-GE.2137 30 hours: 3 credits. May
EDPLY-GE.2025 30 hours: 3 credits.
Education and Social Policy
be offered alternate years.
EDPLY-GE 2030 3 credits. Fall.
Readings in the History of Western
Capstone: Applied Research in
Thought
Approaches to Qualitative Inquiry
Education Policy
HSED-GE.2240 30 hours: 3 credits.
RESCH-GE.2140 45 hours: 3 credits.
Fall, Spring.
EDPLY-GE.2050 40 hours: 4 credits.
Independent Study
65
Independent Study
HSED-GE.2300 45 hours per credit: 1–6
EDPLY-GE 2300 1-6 credits. Fall, Spring
credits.
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Case Study and Ethnographic Inquiry
International Educational and Cultural
Independent Study and Field
RESCH-GE.2141 45 hours: 3 credits.
Relations
Study
Spring. Prerequisite: RESCH-GE.2140.
INTE-GE.2804 30 hours: 3 credits. Fall.
Independent Study
Open to fully matriculated doctoral
Globalization and EducationI
INTE-GE.2300 45 hours per credit:
NTE-GE.2805 30 hours: 3 credits.
1–6 credits. Fall, Spring. Hours to be
Spring.
arranged.
its. Spring. Prerequisite: RESCH-GE.2140.
The Practice of International Education
Field Study and Seminar in Interna-
Access by permission by instructor only.
INTE-GE.2806 30 hours: 3 credits. Fall.
tional Education
students only.
Interview and Observation
RESCH-GE.2142 Way. 30 hours: 3 cred-
Also only by access codes.
INTE-GE.2802† 3 hours per credit: 4
International Studies in Human Rights
credits. Fall, Spring. Hours to be ar-
Advanced Seminar in Qualitative
Education
ranged.
Methods
INTE-GE.2809 30 hours: 3 credits. Fall.
Content Seminar in International
RESCH-GE.2145 45 hours: 3 credits.
Prerequisite: at least one doctoral-level
Teaching Toward International
Education I and II
course in qualitative research methods.
Understanding: The Global Curriculum
INTE-GE.3097, 3098 30 hours: 3 credits
INTE-GE.2811 30 hours: 3 credits.
each term.
Fieldwork: Data Collection
Spring.
Research in International Education I
RESCH-GE.2147 Fall. Prerequisite:
Cross-Cultural Education for the Global
and II
Economy
INTE-GE.3801, 3802 30 hours: 3 credits
Fieldwork: Data Analysis
INTE-GE.2812 30 hours: 3 credits.
each term.
RESCH-GE.2148 Spring. Access by
Spring.
RESCH-GE.2140.
permission from instructor only.
International Approaches to
Restorative Justice and Education
INTERNATIONAL EDUCATION/
INTE-GE
Core Courses
PHILOSOPHY OF EDUCATION/
PHED-GE
INTE-GE.2815 30 hours: 3 credits.
The 2000-level courses in Philosophy of
International Ethics: Rights,
Education fulfill the doctoral foundations
Responsibilities, Obligations
requirements for doctoral students
INTE-GE.2819 30 hours: 3 credits. Fall.
in all departments of the Steinhardt
Introduction to Qualitative Analysis in
School of Culture, Education, and
Comparative Education
International Development Education
INTE-GE.2007 40 hours: 4 credits. Fall.
INTE-GE.2862 30 hours: 3 credits.
Spring.
Human Development.
Philosophy of Education: Theories and
Methods
Introduction to Qualitative Analysis in
Comparative Education
United Nations at Work
INTE-GE.2008 40 hours: 4 credits. Fall,
INTE-GE.2878 30 hours: 3 credits.
PHED-GE GE 2003 30 hours: 3 credits.
Philosophy of Education:
Spring.
Politics, Education, and Conflict
Approaches to Study Abroad
INTE-GE.2028 30 hours: 3 credits.
INTE-GE.2009 1 credit.
Spring.
Sociological and Anthropological
Good Work in the Era of Globalization
Approaches to International Education
INTE-GE.2030 30 hours: 3 credits.
Social Foundations
PHED-GE GE 2011 30 hours: 3 credits.
Values, Morals & School
PHED-GE 2013 3 credits.
Professional Ethics
INTE-GE.2023 40 hours: 4 credits. Fall.
Contemporary International Relations:
PHED-GE 2015 3 credits.
Political Issues in International
Peace and Security Education
Education
INTE-GE.2173 30 hours: 3 credits.
Religion and Public Education in an
INTE-GE.2025 40 hours: 4 credits.
Spring.
International Context
PHED-GE 2016 3 credits.
Spring.
Interdisciplinary Perspectives On The
International Perspectives On Gender
New Immigration
Philosophy of Progressivism
and Education
INTE-GE.2545 30 hours: 4 credits.
PHED-GE 2055 3 credits.
INTE-GE.2027 30 hours: 3 credits.
Frontiers of Knowledge
Foundations of International Education
PHED-GE 2083 3 credits
INTE-GE.2803 40 hours: 4 credits. Fall.
Philosophy Perspectives-20th Century
PHED-GE 2155 3 credits.
66
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Independent Study
PHED-GE GE 2300 45 hours per credit:
1–6 credits. Fall, Spring, Summer; hours
to be arranged.
Foundations of Education: Philosophy
of Education
PHED-GE 2400 3 credits.
SOCIOLOGY OF EDUCATION/
SOED-GE
An Introduction to the Sociology of
Education
SOED-GE.2002 45 hours: 3 credits. Fall.
Planned Change in Organizational
Settings
SOED-GE.2090 30 hours: 3 credits.
Spring.
Latinos in Urban Schools
SOED-GE.2097 30 hours: 3 credits. Fall.
Sociology of Higher Education
SOED-GE.2163 30 hours: 3 credits.
Spring.
Schools, Neighborhoods, and
Educational Achievement in the U.S
SOED-GE 2175 3 credits. Spring.
Independent Study
SOED-GE.2300 45 hours per credit: 1-6
credits. Fall, Spring, Summer; hours to
be arranged.
The Learning of Culture
SOED-GE.2325 30 hours: 3 credits. Fall.
Social Inequality and Education
SOED-GE.2371 30 hours: 3 credits.
Summer.
Gender and Inequality: The Role of
Schools
SOED-GE.2373 3 credits.
Thesis Seminar
ISOED-GE.2510 30 hours: 3 credits. Fall.
Thesis Seminar II
SOED-GE.2511 30 hours: 3 credits. Fall.
Classical Social Theory
SOED-GE.3030 30 hours: 3 credits.
Spring.
67
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Department Of
Media, Culture, and
Communication
Department CHAIR: LISA GITELMAN
D EG R E E S
EAST BUILDING, 8TH FLOOR | 239 GREENE STREET | NEW YORK, NY 10003–6674
M.A., M.A./M.S.L.I.S., Ph.D.
TELEPHONE: 212-998-5191 | FAX: 212-995-4046 | WEBSITE: steinhardt.nyu.edu/mcc
CO N TE NTS
Faculty.................................................................. 69
Media, Culture, and Communication........ 70
Courses................................................................ 73
T
he NYU Department of Media,
Culture, and Communication (MCC)
is at the forefront of innovative
scholarship and teaching in the
study of global media and culture,
digital media and new technologies, media
For information about the mission
history, visual culture, sound studies, media
and student learning outcomes for
activism, and political communication.
each of our programs, please see the
department website.
In the rapidly changing landscape of digital
media and global cultural flows, the study of
media, culture, and communication is crucial to
understanding and navigating an increasingly
Notice: The programs, requirements,
connected world. MCC’s faculty aim to equip
and schedules listed herein are subject
students with a set of analytical and theoretical
to change without notice. A directory
tools by which they can engage with ideas in
of classes is published each term with a
their full complexity.
current schedule. For the most up-to-date
New York City is the University’s lab, and its
schedule changes, please consult ALBERT,
horizons extend globally. MCC coursework is
NYU’s student information website.
designed so that students can immerse
themselves in the vibrant life of the city with
opportunities to study abroad, if they so choose.
Internships also help master’s students gain a
foothold in a diverse range of media industries.
68
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2015–2017
Faculty
Juan Piñon, Associate Professor.
Arjun Appadurai, Goddard Professor.
Lisa Gitelman, Department Chair
B.A. 1970, Brandeis; Ph.D. 1976,
and Professor. B.A. 1983 University of
B.A. 1986, M.A. 1996, Iberoamericana
University of Chicago.
Chicago; M.A. 1985, Ph.D. 1991,
(Mexico); Ph.D. 2007, Texas (Austin).
Columbia.
Arvind Rajagopal, Professor. B.E. 1981,
Rodney Benson, Associate Professor.
B.A. 1983, Iowa State; M.I.A. 1994,
Radha S. Hegde, Associate Professor.
Madras (India); M.A. 1984, Kentucky;
Columbia; M.A. 1994, Ph.D. 2000,
B.A. 1973, Madras (India); M.A 1975, Delhi
Ph.D. 1992, California (Berkeley).
California (Berkeley).
(India); M.A. 1977, Ph.D. 1991, Ohio State.
Jamie Skye Bianco, Clinical Assistant
Ben Kafka, Associate Professor.
Professor. B.S. 2001, Ph.D. 2009,
Professor. B.A. 1992, Sarah Lawrence
B.A. 1998, Brown; Ph.D. 2004, Stanford.
Stanford.
Erica Robles-Anderson, Assistant
College; M.A. 2000, Queens College;
Ph.D. 2005, CUNY.
Deborah Borisoff, Professor. B.A. 1970,
Ted Magder, Associate Professor.
Martin Scherzinger, Director of
B.A. 1982, Toronto; M.A. 1983, Carleton
Graduate Studies, Associate Professor.
(Canada); Ph.D. 1988, York (Canada).
B.Mus. 1992, Ph.D. 2001, Columbia.
M.A. 1975, Ph.D. 1981, New York University.
Charlton McIlwain, Associate
Natasha Schüll, Associate Professor.
Professor. B.A. 1994, Oklahoma Baptist;
B.A. 1993, M.A. 1995, Ph.D. 2003,
B.A. 2002, UC Berkeley; M.A. 2006,
M.H.R. 1996, Ph.D. 2001, University of
California (Berkley).
Saas-Fee (Switzerland); Ph.D. 2009,
Oklahoma.
Finn Brunton, Assistant Professor.
Nicole Starosielski, Assistant Professor.
Aberdeen (U.K.).
Mark Crispin Miller, Professor.
B.A. 2005, University of Southern
Paula Chakravartty, Associate Professor.
B.A. 1971, Northwestern; M.A. 1973,
California; M.A. 2008, Ph.D. 2010,
B.A 1991 McGill (Canada); M.S 1995, Ph.D.
Ph.D. 1978, Johns Hopkins.
California (Santa Barbara).
1999, University of Wisconsin, Madison.
Mara Mills, Assistant Professor.
Marita Sturken, Professor. B.A. 1979,
Lily Chumley, Assistant Professor.
B.A. 1996, M.A. 1999, California (Santa
Visual Studies Workshop/Empire State
B.A. 2002, Reed College; Ph.D. 2011,
Cruz); M.A. 2006, Ph.D. 2008, Harvard.
College; Ph.D. 1992, California (Santa
Cruz).
University of Chicago.
Nicholas Mirzoeff, Professor. B.A. 1983,
Stephen Duncombe, Associate
Oxford; Ph.D. 1990, Warwick (UK).
Helga Tawil-Souri, Associate Professor.
B.A. 1992, McGill (Canada); M.A. 1994,
Professor. B.A 1988, SUNY Purchase;
Terence P. Moran, Professor. B.S. 1964,
University of Southern California; Ph.D.
M.A. 1965, Ph.D. 1971, New York University.
2005, Colorado (Boulder).
1974, M.A. 1984; Ph.D. 1988, New School
Kelli Moore, Assistant Professor.
Aurora Wallace, Director of
for Social Research.
B.A. 1998, Wellesley; M.A. 2009, Ph.D.
Undergraduate Studies, Clinical
2013, California (San Diego).
Associate Professor. B.A. 1992, Carleton
M. Phil 1993, Ph.D. 1996, CUNY.
Allen Feldman, Associate Professor. B.A.
JoEllen Fisherkeller, Associate Professor.
(Canada); M.A. 1994, Ph.D. 2000,
B.A. 1985, California (San Diego); M.A.
Susan Murray, Associate Professor.
1987, Ph.D. 1995, California (Berkeley).
B.A. 1989, Wisconsin (Madison); M.A.
McGill (Canada).
1994, New School for Social Research;
Alexander R. Galloway, Professor.
Ph.D. 1999, Texas (Austin).
B.A. 1996, Brown; Ph.D. 2001, Duke.
Helen Nissenbaum, Professor; Senior
Brett Gary, Associate Professor.
Faculty Fellow of the Information Law
B.A. 1982, Montana State; M.A. 1985,
Institute. B.A. 1975, Witwatersrand
Ph.D. 1992, University of Pennsylvania.
(South Africa); M.A. 1978, Ph.D. 1983,
Stanford.
69
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2015–2017
Media, Culture, and Communication
DEGREE REQUIREMENTS
Director of Graduate
Master of Arts Program in Media,
Ph.D. Program in Media, Culture,
Studies
Culture, and Communication
and Communication
Martin Scherzinger,
The M.A. in Media, Culture, and Commu-
The doctoral program faculty is com-
M.A. Degree Program
Ph.D.
nication is an interdisciplinary program
mitted to interdisciplinary, theoretically
The M.A. degree program requires a
designed to expose students to media
sophisticated, multi-methodological,
minimum of 36 credits.
Assistant director
and cultural studies. The program is
historical, and comparative approaches
Program Requirements (8 credits):
Shima Gorgani, M.A.
a rigorous engagement with contem-
to the study of media and culture. The
Seminar in Media, Culture, and
porary theory and key debates, with
program offers five overlapping and
Communication MCC-GE.2001 and one
239 Greene Street,
particular emphasis in the areas of
interrelated research areas
research course.
8th Floor
Global and Transcultural Studies, Tech-
that operate as guiding frameworks for
Program Electives (12–28 credits, with a
212-998-5130
nology and Society, Visual Culture and
intellectual inquiry and collaborative
minimum of 12 credits in a specialization
area).
Cultural Studies, Persuasion and Politics,
work across the department. Students
Degrees
and Interaction and Social Processes.
are encouraged to take advantage of
Electives (0–12 credits): courses outside
M.A., M.A./M.S.L.I.S.,
The curriculum is flexible, allowing
course offerings across all five areas:
the department and internship credit.
Ph.D.
electives by advisement from across
Global and Transcultural Studies,
Culminating Experience (0–4 credits):
the University. Master’s students are
Technology and Society, Visual Culture
M.A. thesis, comprehensive exam, or
encouraged to participate in academic
and Sound Studies, Media Institutions
professional writing course. Students
conferences, enroll in graduate courses
and Politics, and Critical Theories of
must take a minimum of 18 credits at the
abroad, and intern at leading media and
Media and Communication.
2000 level in residence.
cultural institutions. The department has
a robust list of internship partners and is
CAREER OPPORTUNITIES
Dual-Degree Program
dedicated to building relationships with
Trained to think analytically, Media,
Students in the dual-degree program
professional organizations in New York
Culture, and Communication M.A. alumni
transfer nine NYU credits to Palmer LIU
City and beyond.
are well positioned for careers in both
and eight Palmer credits to NYU in order
the public and private sectors, working
to complete the required credits for the
Dual-Degree Program in Media
in traditional and new media, research
two degrees.
and Library Science
and policy, at cultural institutions and
The department has partnered with
media start-ups. Many go on to doctoral
dual-degree students: Mentorship and
Long Island University’s Palmer School
study. Internship.
to offer a dual-degree program in
Ph.D. graduates have assumed full-
In addition, there are two tracks for
The Mentorship Track includes a
media and library science. In addition
time academic positions at Carleton
160-hour mentoring arrangement in
to an M.A. in Media, Culture, and
(Canada), CUNY, Drexel, Fordham,
which subject specialists from NYU
Communication, students can earn
University of London (UK), Manhattan
Libraries work with candidates to
an ALA-accredited Master of Science
Marymount, Michigan Technologi-
introduce them to the requirements of
in Library and Information Science
cal University, NYU, The New School,
the field, offering the opportunity for
(M.S.L.I.S.). The program combines
Northeastern, Princeton, Rutgers, Uni-
hands-on experience within a theoreti-
the rigorous study of critical theory
versity of Wisconsin-Milwaukee, and the
cal framework. The program’s core is
with professional qualification to give
University of Washington, among other
a series of required modules, which
graduates a competitive edge in the
academic institutions. Recent graduates
include Reference/Instruction, Collec-
evolving fields of information science,
have also taken postdoctoral fellow-
tion Development, Digital Scholarship
digital humanities, curatorial studies,
ships at Harvard’s Berkman Center for
and Professional Development.
and data archiving.
Internet and Society, Rutgers’ Center for
This new 55-63 credit M.A./M.S.L.I.S.
The Internship Track is designed for
Cultural Analysis, Microsoft Research
those students who are not focused on
prepares students for highly sought-
New England, and Princeton’s Center for
careers as subject librarians in research
after positions as subject specialists/
Information Technology Policy.
scholar-librarians in academic and
libraries. Their interests may lie in
activities connected to archives, media
research institutions or as archivists in
entities, museums, or similar institutions.
libraries, media companies, museums,
This track includes a series of internships
and other cultural institutions. Dual de-
totaling 160 hours in which students
gree students take 17 fewer credits than
work with trained library professionals
would be required if they pursued each
in libraries or institutions in the New
master’s separately.
York Metropolitan area that reflect their
future career goals.
70
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2015–2017
RESEARCH FUNDING
Media, Culture, and
Ph.D. Program
Communication,
The Ph.D. program requires 48 credits of
Ph.D. Program
continued
coursework for students with a
Requirements for the doctoral program
department funding to participate in
master’s degree; 54 credits are required
include submission of a curriculum vitae;
academic conferences. Applications
Graduate students may apply for
for those admitted only with a bach-
a statement of purpose essay; a master’s
are available on the department
elor’s degree. Core courses must be
thesis or other writing sample offering
website. Below are select opportunities
for funding:
taken in sequence: Doctoral Core
evidence of sustained intellectual inquiry
Seminar I MCC-GE.3100 (4 credits,
and research; transcripts, GRE scores;
first year); Doctoral Core Seminar II
and three letters of recommendation.
MCC-GE 3200 (4 credits, first year);
For both M.A. and Ph.D. applications,
The LeBoff Fellowship
The Phyllis and Gerald LeBoff Doctoral
Introduction to Communication Re-
international students whose native
Fellowship is designed to attract and
search MCC-GE 3101 (4 credits, first or
language is not English or who did
foster exceptional talent. The faculty
second year); Dissertation Proposal
not receive a bachelor’s degree at an
designate one student to be the LeBoff
Seminar MCC-GE.3201 (1 credit, third
English-speaking college or university
Fellow at the time of admission. All
year). Doctoral Research Colloquium
must also submit Test of English as a
applicants to the Ph.D. program in
MCC-GE.3400 is offered each term.
Foreign Language (TOEFL) scores.
Media, Culture, and Communication
Remaining courses are scheduled
by advisement, including specialized
See general admission section,
page 187.
elective courses inside the department
(MCCD) who submit an application for
admission are automatically considered
for this funding. No scholarship
electives inside or outside the depart-
FINANCIAL AID
OPPORTUNITIES
ment (14–16 credits); and theoretical or
The Department of Media, Culture, and
LeBoff Research Fund
disciplinary foundational study outside
Communication offers all admitted
The Phyllis and Gerald LeBoff Research
the department (12 credits). A mini-
doctoral students a complete funding
Fund provides support to doctoral
mum of 12 credits from these remaining
and mentoring program. The Steinhardt
students for dissertation research.
courses must be taken inside the
Fellows program is designed to help
Students who have successfully
department.
Ph.D. students undertake full-time study
defended their dissertation proposals
(8–10 credits); research and methods
Students move quickly toward
pursuing their dissertation research in
and research, to participate in superior
can apply; funding is available for
academic and scholarly experiences,
travel, supplies or services. the third year of study, accompanied
and to complete their studies in a
by teaching and research opportunities
timely manner.
that will help prepare them for academic
positions in the fields of media studies,
application is required.
Funding is classified as either
Mitchell Leaska Scholarship for
Master’s Students
fellowships or scholarships and is
This award honors the legacy of Mitchell
cultural studies, communication, and
independent of teaching or research
Leaska, a distinguished professor at
related disciplines.
assistantships; students are paid
NYU Steinhardt for nearly 40 years.
additional income for serving as
Media, Culture, and Communication
ADMISSION REQUIREMENTS
teaching and research assistants. For
master’s students are eligible to apply
further details, please visit steinhardt.
for funds to support the preparation and
M.A. Degree Program
nyu.edu/mcc/doctoral/funding. Students
presentation of original scholarly work
Prospective M.A. students must submit
are expected to maintain satisfactory
at conferences. Additionally, there are a
two letters of recommendation and
progress toward their degree
variety of councils and working groups
scores from the Graduate Record Exami-
completion and to achieve a set of
around the University that hold funding
nation (GRE) in addition to meeting the
benchmarks in their trajectory through
competitions.
Steinhardt School general admissions
the program in order to receive funding.
requirements for master’s-level study.
See general financial aid section,
page 167.
Michael Rosenberg Scholarship
Funding awarded each year to
Dual-Degree Program
exceptional M.A. candidates. All
Prospective students interested in the
applicants to the M.A. program in
dual degree program at NYU and LIU
Media, Culture, and Communication who
must apply separately for admission to
submit an application for admission
each school. Students already enrolled
are automatically considered for this
in the Media, Culture, and Communica-
funding. No scholarship application is
tion M.A. program must declare their
required.
intention to enroll in the dual degree
program before completing 12 credits.
Students already enrolled in the M.S.L.I.S
program at Palmer may apply for the
MCC dual degree program as long as
they have completed no more than
6 credits by the time they enter the
program. Students already enrolled in
either the Palmer School or NYU should
consult with their advisor before submitting an application.
71
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2015–2017
Media, Culture, and
SPECIAL OPPORTUNITIES
These courses typically examine the
Communication,
Students attend special events
social, economic, political, and cultural
continued
throughout the year and can apply to
implications of global media and culture
present their original research at the
in relation to the site of study. Courses
department’s annual Neil Postman
integrate lectures, seminars, and site vis-
Graduate Conference. Internships in a
its and deploy a comparative approach.
wide array of media and communication
Courses vary year to year. Recent topics
positions are available to master’s
have included Transnational Communi-
students through the department’s
ties and Media Cultures (London);
online internship database. Students are
Visual Culture and the Politics of
encouraged to take advantage of the
Memory (Buenos Aires); Censorship,
full academic and professional resources
Social Movements and Alternative
of the University and metropolitan area.
The University and department offer
Media (Paris); and Global Food Cultures
(Hong Kong).
graduate summer and January intersession study abroad programs to explore
globalization, global visual culture, and
media and culture in other countries.
Locations have included Amsterdam,
Beijing, Berlin, Buenos Aires, Hong Kong,
London, Paris, Prague, and Shanghai.
72
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2015–2017
Courses
The courses listed
herein are offered in
MEDIA, CULTURE, AND
COMMUNICATION/MCC-GE
The Sitcom
Seminar in Media, Culture, and
Reality and Documentary TV
Communication
MCC-GE.2147 40 hours: 4 credits.
MCC-GE.2146 40 hours: 4 credits.
subject to change.
Mediating the Bio-Political Body
MCC-GE.2201 40 hours: 4 credits.
rotation and may be
Public Sphere Formation
MCC-GE.2202 40 hours: 4 credits.
MCC-GE.2001 40 hours: 4 credits. Fall.
The Television Business
The Psychic Life of Media
MCC-GE.2148 40 hours: 4 credits.
A Cultural History of Television
Censorship in American Culture
MCC-GE.2206 40 hours: 4 credits.
MCC-GE.2149 40 hours: 4 credits.
Communication and the Culture
MCC-GE.2010 40 hours: 4 credits.
Race and Media
Dis/ability Studies: Media, Philosophy,
and Visual Culture
MCC-GE.2005 40 hours: 4 credits.
Media Activism
Industries
MCC-GE.2153 40 hours: 4 credits.
MCC-GE.2220 40 hours: 4 credits.
Activist Art and Creative Activism
World Communication: Principles,
MCC-GE 2155 40 hours: 4 credits.
Politics, and Law
MCC-GE.2025 40 hours: 4 credits.
Media and the Environment
MCC-GE.2225 40 hours: 4 credits.
MCC-GE.2027 40 hours: 4 credits
Transnational Communities and
Architecture as Media
Media Culture
Contemporary Theory and Research
MCC-GE.2030 40 hours: 4 credits.
MCC-GE.2165 40 hours: 4 credits.
in Globalization
Seminar in Media Criticism
The Global City and Media Ethnography
MCC-GE.2100, 2101 40 hours: 4 credits
MCC-GE.2166 40 hours: 4 credits.
MCC-GE.2229 40 hours: 4 credits.
Internship: Communication Studies
MCC-GE.2235 40 hours: 1–4 credits.
each term.
Transnational Media Flows
The Politics of the Gaze
MCC-GE.2167 40 hours: 4 credits.
Communication and Persuasion:
Sociological Propaganda
MCC-GE.2112 40 hours: 4 credits.
Globalization, Memory, and
Media Policy and Regulation
Visual Culture
MCC-GE.2120 40 hours: 4 credits.
MCC-GE.2169 40 hours: 4 credits.
New Media Research Studio
Screening History: The Construction of
MCC-GE.2129 40 hours: 4 credits.
American History in Hollywood
MCC-GE.2265 40 hours: 4 credits.
Communication and Political
Propaganda
MCC-GE.2171 40 hours: 4 credit.
Topics in Digital Media
MCC-GE.2130 40 hours: 4 credits.
MCC-GE.2270 40 hours: 4 credits.
Middle East Media and Cultural Politics
MCC-GE.2275 40 hours: 4 credits.
Professional Writing and
Research Applications
Religion and Media
Media, Memory, and History
MCC-GE.2174 Variable Credit: 1–4
MCC-GE.2284 40 hours: 4 credits.
MCC-GE.2135 40 hours: 4 credits.
credits.
Memory, Architecture, and Design:
Political Communication
Comparative Perspectives on New York
MCC-GE.2175 40 hours: 4 credits.
Global Youth Media
Interpersonal Communication
and Buenos Aires
MCC-GE.2137 40 hours: 4 credits
MCC-GE.2287 40 hours: 4 credits
Communication Processes: Gender,
MCC-GE.2290 40 hours: 4 credits.
Race, and Cultural Identity
Politics of Digital Media
MCC-GE.2182 40 hours: 4 credits.
Comparative Media Systems
Studies in Organizational
MCC-GE.2295 40 hours: 4 credits.
MCC-GE.2184 40 hours: 4 credits.
Independent Study
Communication
MCC-GE.2140 40 hours: 4 credits.
Values Embodied in Information and
Communication Technologies
MCC-GE.2138 40 hours: 4 credits.
The Languages of Communication
MCC-GE.2300 Variable credit: 1–4
MCC-GE.2190 40 hours: 4 credits.
credits.
Print Media and Modernity
Global Media and International Law
MCC-GE.2191 40 hours: 4 credits.
MCC-GE.2304 40 hours: 4 credits.
Media Events and Spectacle
Internet Governance
MCC-GE.2200 40 hours: 4 credits.
MCC-GE.2305 40 hours: 4 credits.
Digital Humanities
MCC-GE.2144 40 hours: 4 credits.
Methods in Interpreting Popular Culture
MCC-GE.2145 40 hours: 4 credits.
73
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2015–2017
Courses, continued
The Racial Web
Doctoral Courses
Special Topics in Technology Studies
MCC-GE.3150 40 hours: 4 credits.
MCC-GE.2308 40 hours: 4 credits
Special Topics in Critical Theory
Sound Studies
MCC-GE.3010 40 hours: 4 credits.
Heidegger and Deleuze
MCC-GE.3151 40 hours: 4 credits.
MCC-GE.2310 40 hours: 4 credits.Social
Fetishism
Social Life of Paper
MCC-GE.3012 40 hours: 4 credits.
Global
Marx
MCC-GE.3013 40 hours: 4 credits.
Global Food Cultures
MCC-GE.2351 40 hours: 4 credits.
Science and Technology Studies
MCC-GE.3154 40 hours: 4 credits.
Special Topics in Media History
MCC-GE.3031 40 hours: 4 credits.
Topics in Globalization
MCC-GE.2380 40 hours: 4 credits.
Politics of Code
MCC-GE.3153 40 hours: 4 credits.
MCC-GE.2344 40 hours: 4 credits.
Dissertation Proposal Seminar
MCC-GE.3201 40 hours: 1 credit.
Doctoral Seminar in Culture and
Communication I, II
Doctoral Research Colloquium
Global Consumer Culture
MCC-GE.3100, 3200 47 hours: 4 credits
MCC-GE.3400 10 hours: 1 credit.
MCC-GE.2381 40 hours: 4 credits.
each term.
Communication and International
Introduction to Communication
Development
Research
MCC-GE.2382 40 hours: 4 credits.
MCC-GE.3101 40 hours: 4 credits each
term.
Media and Cultural Globalization
in France
Special Topics in Cultural and
MCC-GE.2384 40 hours: 1 credit.
Visual Studies
MCC-GE.3110 40 hours: 4 credits.
Topics in Visual Culture and
Cultural Studies
Theories of Visual Consumption
MCC-GE.2400 40 hours: 4 credits.
and Consumerism
MCC-GE.3111 40 hours: 4 credits.
Semiotics of Media, Art, and
Performance
Deleuze’s Aesthetics
MCC-GE.2406 40 hours: 4 credits
MCC-GE.3113 40 hours: 4 credits.
Visual Culture Methods
Special Topics in Globalalization
MCC-GE.2420 40 hours: 4 credits.
MCC-GE.3130 40 hours: 4 credits.
Research in Visual Culture
Transcultural Media
MCC-GE.2422 40 hours: 4 credits.
MCC-GE.3131 40 hours: 4 credits.
Thesis in Media, Culture, and
Mapping the Transnational
Communication
MCC-GE.3132 40 hours: 4 credits.
MCC-GE.2900 Variable credit: 0–4
credits.
74
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2015–2017
Department Of
Music and
Performing Arts
Professions
Department Chair: RONALD SADOFF
D EG R E E S
35 WEST FOURTH STREET, SUITE 1077 | NEW YORK, NY 10012–1172
M.A., M.M., Ed.D., Ph.D.,
TELEPHONE: 212-998-5424 | FAX: 212-995-4043 | WEBSITE: steinhardt.nyu.edu/music
Advanced Certificate
T
The Department of Music and
CO N TE NTS
Faculty.................................................................. 76
Special Departmental Features.................. 77
Dance Education.............................................. 78
The department approaches graduate
Performing Arts Professions offers
study out of the recognition that in addition to
the finest professional training within
substantial training in individual specializations,
a preeminent and internationally
today’s performer, composer, educator, therapist,
acclaimed university. The graduate
technical specialist, or executive needs multiple
programs are united by a spirit of openness and
skills and broad experiences to pursue a success-
Music Business.................................................. 86
innovation that encourages students to pursue
ful and fulfilling career.
Music Education............................................... 88
their specializations in the performing arts in
Music Performance
the context of the larger world of ideas. With
a strong advantage. Students immerse them-
Educational Theatre......................................... 81
The school’s location in New York City is
an outstanding faculty of performers, theorists,
selves in the excitement and opportunities of the
Music Technology............................................ 92
and educators supported by superb research
world’s musical and artistic capital. The Univer-
Performing Arts Administration................. 95
and studio facilities, the department offers an
sity’s location enables it to draw on the greatest
Performing Arts Therapies
unparalleled environment for artistic challenge
artists in the world and allows its students to
and growth.
build networks and take advantage of abundant
and Music Composition...........................90
Drama Therapy........................................... 98
Music Therapy........................................... 100
This unique vision takes many forms. At NYU,
professional opportunities. The Department of
music performers, composers, and technol-
Music and Performing arts presents over 300
ogy majors collaborate on special projects and
performances, frequently reviewed by the New
performances through the New Music Ensemble
York media, each year—from solo recitals to en-
For information about the mission
and the Interactive Arts Performance Series.
semble concerts and full opera and music theatre
and student learning outcomes for
Music educators take courses in music technol-
productions. Throughout the academic year,
each of our programs, please see the
ogy and improvisation. Music therapists work
the department presents master classes several
department website.
collaboratively with other creative arts therapists
times each week.
Courses............................................................... 101
in drama and visual art to promote a deeper
Graduate offerings include programs lead-
understanding of the interdisciplinary use of the
ing to the Master of Arts and Master of Music
Notice: The programs, requirements,
arts in therapy. Performing arts administrators
degrees, the Advanced Certificate, and the
and schedules listed herein are subject
and music business professionals explore the
Ph.D. and Ed.D. degrees. The master’s program
to change without notice. A directory
commonalities of the nonprofit and commercial
in music therapy is accredited by the American
of classes is published each term with a
sectors. Educational theatre students mount
Music Therapy Association (AMTA). Teacher
current schedule. For the most up-to-date
productions for city schoolchildren and develop
certification programs in music education, dance
schedule changes, please consult ALBERT,
community-engaged theatre in numerous sites.
education, and educational theatre are accredit-
NYU’s student information website.
Instrumentalists combine traditional study of solo
ed by the Teacher Accreditation Council (TEAC).
and chamber literature along with the investigation of extended techniques, improvisation,
new works by NYU composition majors, and
interactions with electronics. Composers have
the opportunity to work with choreographers,
librettists, and filmmakers.
75
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Faculty
Kenneth Aigen, Associate Professor.
Paul Geluso, Master Teacher. B.S. 1988,
Panayotis Mavromatis, Associate
B.A. 1979, University of Wisconsin; M.A.
New Jersey Institute of Technology;
Professor. B.A. 1987, Dipl. Advanced
1984, New York; D.A. 1991, New York.
M.M. 2000, New York.
Study in Mathematics 1988, M.A. 1991,
Cambridge; M.A. 1995, Boston; Ph.D.
Gabriel Alegria, Music Assistant
John V. Gilbert, Associate Professor.
Professor. B.A. 1993, Kenyon College;
B.A., Mus.B. 1960, Texas Technological
M.A. 1995, CUNY; D.M.A. 2006, Southern
College; M.A. 1962, Ed.D. 1969, Columbia.
2005, Eastman School of Music.
Lawrence Miller, Clinical Associate
Professor. B.A. 1979, Brandeis University;
California.
Brian P. Gill, Music Assistant Professor.
M.B.A. 1994, Columbia Business School.
Stephanie Baer, Music Assistant
B.A. 1993, North Carolina (Charlotte);
Professor. B.M. 1998, M.M. 2000, Mannes
M.M. 1996, Colorado (Boulder); Cert.
David Montgomery, Clinical Assistant
College of Music.
in Vocology 2000, Iowa.; D.M.A. 2007,
Professor. B.A. 1999, Marymount Man-
Kentucky (Lexington).
hattan College; M.A. 2001, Ph.D. 2007,
New York.
Juan Bello, Associate Professor. B.S.
1998, Simón Bolívar; Ph.D. 2003, London.
Jonathan Haas, Music Associate
Professor. B.A. 1976, Washington
Catherine Moore, Clinical Associate
Cyrus Beroukhim, Music Associate
(St. Louis); M.M. 1979, Juilliard School.
Professor. B.A. 1976, Bishop’s (Canada);
of Music; M.M. 2001, The Juilliard School;
Eduardus Halim, Sascha Gorodnitzki
(Canada); Ph.D. 1991, Liverpool (U.K.).
D.M.A. 2007, the Juilliard School.
Chair in Piano Studies, Music Professor.
B.M. 1984 Juilliard School; M.M. 1986
Marilyn Nonken, Associate Professor.
Joseph Bongiorno, Music Associate
Juilliard School.
B.M. 1992, Eastman School of Music; M.A.
B.M. 1978, Montreal Conservatoire
Professor. B.M. 1999, Oberlin Conservatory
1995, M.Phil. 1995, Ph.D. 1999, Columbia.
Professor. B.M. 1976, Juilliard.
Dianna Heldman, Music Assistant
Meg Bussert, Music Associate Professor.
Professor. B.M. 1982, SUNY (Potsdam);
Tae Hong Park, Associate Professor. B.
B.A. 1998, SUNY (Purchase); M.A.T. 1999,
M.M.Ed. 1990, North Texas; Artist Dipl.
Eng. 1995, Korea University; M.A. 2000,
Manhattanville.
1991, Cincinnati.
Dartmouth; M.F.A. 2002, Princeton; Ph.D.
2004, Princeton.
Carlos Chirinos, Visiting Professor
Barbara Hesser, Associate Professor.
of Music Business. B.A./M.A. 1996
B.M. 1970, DePauw; B.S. 1973, M.S. 1974,
Kenneth J. Peacock, Professor. B.A.
Universidad Central de Venezuela
Combs College of Music; CMT LCAT,
1965, California (Los Angeles); M.A.
(Venezuela); M.Mus. 2005 SOAS,
FAMI.
1970, California (Riverside); Ph.D. 1976,
Michigan.
University of London (UK).
Maria Hodermarska, Master Teacher,
Amy Cordileone, Master Teacher. B.A.
B.F.A . 1983, New York; M.A. New York.
Ph.D. 2010, New York.
David Pietro, Music Assistant Professor.
B.M. 1987, North Texas State University;
2001, UC Irvine; M.A. 2006, New York;
Samuel Howard-Spink, Clinical Assistant
M.M. 2001, New York.
Professor. B.A. 1993, Bristol (U.K.), M.A.
Deborah Damast, Master Teacher,
2002, Hunter College (CUNY), Ph.D.
Agnieszka Roginska, Music Associate
B.F.A. 1988 SUNY (Purchase), M.A.
2012, New York.
Professor. B.M. 1996, McGill; M.M. 1998,
Susan R. Koff, Clinical Associate
John Rojak, Adjunct Instructor. B.M. 1980,
Juilliard.
New York; Ph.D. 2004, Northwestern.
2002, New York.
David J. Elliott, Professor. B.M. 1971,
Professor. B.F.A. 1977, Arizona; M.A. 1982,
B.Ed. 1972, M.M. 1973, Toronto; Ph.D.
Teachers College, Columbia; Ed.D. 1995,
1983, Case Western Reserve.
Temple.
Morwaread Farbood, Assistant
Esther Lamneck, Music Professor. B.M.
Professor. B.A. 1997, Harvard; M.S. 2001,
1973, M.M. 1974, D.M.A. 1980, Juilliard
Robert Rowe, Professor. B.M. 1976,
Ph.D. 2006, Massachusetts Institute of
School.
Wisconsin; M.A. 1978, Iowa; Ph.D. 1991,
John Rojak, Adjunct Instructor. B.M.
1980, Juilliard.
Massachusetts Institute of Technology.
Technology.
Robert J. Landy, Professor. B.A. 1966,
Lawrence Ferrara, Professor. B.A. 1971,
Lafayette College; M.S. 1970, Hofstra;
S. Alex Ruthmann, Associate Professor.
Montclair State; M.M. 1973, Manhattan
Ph.D. 1975, California (Santa Barbara).
B.M. 2000, University of Michigan-Ann
Arbor; M.M. 2002, Oakland University;
School of Music; Ph.D. 1978, New York.
Larisa Mann, Visiting Professor of
Ph.D. 2006, Oakland University.
Phil Galdston, Master Teacher in
Music Business. B.A. 1995 Oberlin
Songwriting; Faculty Songwriter-in-
College; M.Sc. 2000 London School
Ronald Sadoff, Department Chair and
Residence. B.A. 1972, Union College,
of Economics; Ph.D. 2012 University of
Associate Professor. B.M. 1976, North
Schenectady, New York.
California, Berkeley.
Carolina School of the Arts; M.M. 1978,
Juilliard School; Ph.D. 1986, New York.
76
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Joe Salvatore, Clinical Associate
Grant Wenaus, Music Assistant
Maya Beyser (1997–1998)
Professor. B.A. 1995, Delaware; M.F.A.
Professor. B.M. 1985, Regina; M.M. 1992,
Sukhi Kang (1998–1999)
1995, Massachusetts (Amherst).
Indiana; D.M.A. 1997, Michigan.
Violeta Di Nescu (1998–1999)
David Schroeder, Music Associate
William Wesbrooks, Music Assistant
Professor. B.Ed. 1983, Northern Iowa;
Professor. B.A. 1972, Eastern New
Lumina String Quartet (2003–2005)
M.M. 1986, New England Conservatory of
Mexico.
“Prizm” Brass Quintet (2003–2005)
Morton Subotnick (1998–1999)
Brentano Quartet (1995–2003)
Tania León (2004)
Music; D.A. 1993, New York.
Julia Wolfe, Assistant Professor. B.A.
Quintet of the Americas (2004–)
John Simpkins, Master Teacher. B.M.
1980, Michigan; M.M. 1986, Yale; Ph.D.
New Hudson Saxophone Quartet
1992, Miami; M.A. 2000, New York.
2012, Princeton.
(2004–)
JACK Quartet (2011–present)
Nancy Smithner, Clinical Associate
Brann J. Wry, Associate Professor. B.A.
Justin Dello Joio (present)
Professor. B.A. 1976, Antioch College;
1963, Holy Cross; J.D. 1967, Georgetown;
Lars Graugaard (2011–)
Ph.D. 2002, New York.
M.B.A. 1973, California (Los Angeles).
Matthew Sullivan, Music Assistant
Distinguished Performers and
Scholars and Artists-in-Residence
Professor. B.M. 1975, Miami.
Composers-in-Residence
Enda Walsh, 2005
Milton Babbitt (1987–1989)
Dorothy Heathcote, 2006, 2007
Distinguished Educational Theatre
Mark Suozzo, Visiting Associate
Leo Kraft (1989–1991)
Rosa Luisa Márquez, 2006–2010
Professor. B.A. 1975, Columbia College;
Anatol Vieru (1992–1993)
Cecily O’Neill, 2008
M.M. 1995, Manhattan School of Music.
George Perle (1993–1994)
Johnny Saldaña, 2009
Leonard Rosenman (1994–1995)
Michael Rohd, 2010
Philip Taylor, Associate Professor. B.Ed.
Roger Reynolds (1995–1996)
Kumagai Yasuhiro, 2010
1980, Rusden State College (Australia);
Robert Craft (1996–1997)
Julian Boal, 2010–11
M.A. 1988, Ph.D. 1992, New York.
Morton Subotnick (1996–1997)
Ross Prior, 2011
Leo Kraft (1997–1998)
Jana Sanskrit India theatre troupe, 2011
George Crumb (1997–1998)
Tony Graham, 2012
Steven Schick (1997–1998)
Number of Adjunct Faculty
Jazz Guitar 5
Trumpet: Classical 3
(by specialization)
Jazz Percussion 6
Trumpet: Jazz 3
Music
Jazz Piano 7
Tuba 1
Bass Clarinet 1
Jazz Trombone 3
Viola 4
Bass: Jazz 3
Music Composition 16
Violin 14
Bassoon 3
Music History 4
Cello 4
Music Theatre 10
Performing Arts Professions
Choir 6
Music Theory 6
Dance Education 17
Clarinet 4
Oboe 4
Drama Therapy 6
Double Bass 3
Percussion 5
Educational Theatre 25
Ensembles 8
Performing Arts Administration 6
Music Business 6
Flute 7
Piano 10
Music Education 27
French Horn 3
Saxophone: Classical 2
Music Technology 18
Harp 1
Saxophone: Jazz 8
Music Therapy 18
Jazz Composition 7
Trombone 3
Special Departmental Features
ADMISSION REQUIREMENTS
FOR MUSIC PROGRAMS
An interview and, in programs where
SPECIAL DEGREE
REQUIREMENTS FOR
MUSIC PROGRAMS
(Colloquy). See also under individual
applicable, an audition and/or composi-
All incoming master’s degree students,
programs.
tion portfolio review. See also individual
excluding those in the Music Busi-
programs.
See general admission section,
page 187.
dates and locations). All master’s programs in music require a final project
ness Program, must take Theory, Ear
Training, and Music History placement
examinations prior to their first semester
(consult the department for specific
77
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Dance Education
Director
The mission of the Dance Education
learning and teaching processes with
Foundations in Dance Education (13
Susan Koff
Program is to provide high-quality pro-
courses in teaching methods, curricu-
credits: 10 credits required plus 3 elective credits by advisement): Includes,
fessional development in the theory and
lum development, and multicultural
35 West Fourth Street,
practice of dance education for teachers,
practices. The research-based inquiry
but is not limited to, Laban Movement
10th Floor
administrators, performing artists, and
provides theory and methods courses
Analysis MPADE-GE.2044, Advanced
research scholars in the fields of dance
for creating new knowledge in the field
Technique and Pedagogy MPADE-
and education. Our “thinking-centered”
of dance education.
GE.2075, Research in Dance Education
212-998-5400
The Program in Dance Education
MPADE-GE.2403.
Degrees
approach emphasizes the integration
M.A., Advanced
of the developing mind and body in the
offers many opportunities to engage in
General Pedagogical Core (21 credits):
Certificate,
context of cultural practices through
community outreach, performance, and
Inquiries into Teaching and Learning
M.F.A./M.A.
research, pedagogic, and discipline-
research in dance. Close partnerships
III TCHL-GE.2010; Language & Literacy
based inquiries. Our goal is to facilitate
with national, state, and New York City
Acquisition, and Development TCHL-
Faculty
the growth of your creative and critical
performing arts institutions provide
GE.2275; Human Development and
See pages 76-77 for
thinking abilities, thereby increasing
access to a wealth of information about
Education in the Arts MPAIA-GE.2010;
a complete listing.
your knowledge and expertise in dance
innovative dance education programs
Drug, Alcohol Ed/Child Abuse ID/School
and dance education.
for exploration and research. Its student
Violence/DASA TCHL-GE.2999; Meth-
Created in 1932 by the legendary
ensemble group, Kaleidoscope Danc-
ods and Materials in Teaching Dance
Martha Hill, the Program in Dance Edu-
ers, focuses on community outreach,
MPADE-GE.2265; Dance for Children
cation is guided by a belief in movement
performs with and for New York City
with Special Needs MPADE-GE.2453.
as central to human development and
schoolchildren, and conducts work-
Specialized Pedagogical Core (12
education. From this perspective, dance
shops on learning in, through, and about
credits): Common Hour MPADE-GE.2001,
and education are viewed as comple-
dance. It also provides opportunities to
Teaching Creative Movement (Elemen-
mentary domains of knowledge. Dance
learn new repertory from distinguished
tary Schools) MPADE-GE.2452, Teaching
represents an intelligent expression of
faculty. Its concerts provide an op-
Performance of Dance MPADE-GE 2454,
human experience and is an important
portunity for students to develop their
Jazz Dance, Culture and Pedagogy
source of understanding that con-
choreographic voice.
physical growth in multicultural settings.
Traditionally, dance is not taught
MPADE-GE 2272, Supervised Student
Teaching (Elementary and Secondary)
tributes to cognitive, emotional, and
CAREER OPPORTUNITIES
MPADE-GE.2607, 2608, Seminar in
Graduates of the Program in Dance Edu-
Dance Education MPADE-GE 2509.
as a domain of understanding; rather,
cation hold positions teaching dance
Professional Teacher Certification
it is taught as received knowledge.
in public and private elementary and
The in-service curriculum is designed to
Our approach is to move away from a
secondary schools, in outreach dance
provide professional development for
knowledge-centered curriculum–the
education programs, and as professors
educators holding initial NYS certification in dance to gain professional-level
passive mind, active body ideal–wherein
and researchers in college and university
submissive learners “acquire” dance
dance and dance education programs
certification. A total of 34 credits and
content through a dominant pedagogy.
and related settings.
50 hours of field experience are required
for this master’s program, distrib-
Instead, we provide a curriculum that
requires critical and creative thinking
DEGREE REQUIREMENTS
uted across, but not limited to, the
Foundations in Dance Education and
about, and deliberate practice with, key
concepts in dance, human development
Master of Arts: Teaching Dance,
Specialized Pedagogical Core described
and socio-cultural educational settings.
All Grades
above.
Dance Education’s three master’s
The need for qualified and certified
Master of Arts: Teaching Dance in
(M.A.) programs are in Teaching Dance
dance educators in elementary and sec-
in the Professions, Teaching Dance in
ondary schools has never been greater
the Professions
the Professions with a concentration
than it is today. The master of arts
A total of 36 credits is required for
in ABT ballet pedagogy, and Teaching
program in Teaching Dance, All Grades
the Master of Arts Degree Program in
Dance, All Grades. Discipline-based
can lead to initial NYS teacher certifica-
Teaching Dance in the Professions. A
studies and scholarly research increases
tion (40 credits) for preservice teachers
culminating project is required. The
students’ knowledge and expertise and
and professional teacher certification
traditional track (DAPR) is intended
transforms the way educators under-
(34 credits) for certified teachers who
for those who wish to teach in institu-
stand and teach dance. For this reason,
already hold an initial NYS teaching
tions of higher education or work as
the programs’ distinguished faculty
certificate in dance.
educational consultants and directors of
education. Students intending to teach
members focus on creative, pedagogical,
and research-based inquiries. A cre-
Initial Teacher Certification. The pre-
in private studios, in conservatories,
ative-based inquiry allows the dancer to
service curriculum is designed to train
as teaching-artists, and in community
settings may select a concentration in
master his or her craft with coursework
dance educators who will be prepared
that includes choreography, technique,
to teach all grades (pre-K though 12). A
ballet pedagogy, offered in partner-
and improvisation. Pedagogical-based
total of 40 credits and 100 hours of field
ship with the American Ballet Theatre
inquiry enables deep understanding of
experience are required for this master’s
(DAPR:ABT). Both tracks prepare stu-
program, distributed as follows:
dents to gain the academic experience
necessary to pursue doctoral study.
78
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Dance Education,
DAPR: Required Core (15 credits):
and performance experience, quality of
Elementary MPADE-GE.2607 (2 credits);
continued
Introduction to Laban Movement
personal written statement, individual
Student Teaching in Dance: Secondary
Analysis MPADE-GE.2044, Research
audition, and interview. (Note: A vid-
MPADE-GE.2608 (2 credits); Advanced
in Dance Education MPADE-GE.2403,
eotape may be submitted in lieu of an
Technique and Pedagogy MPADE-
Methods and Materials for Teaching
audition.)
GE.2075 (3 credits); Teaching Creative
Dance MPADE-GE.2265, Jazz Dance
Culture and Pedagogy MPADE-GE.2272,
See general admission section,
page 187.
Upon admission, additional courses/
credits may be required based upon
Teaching Performance of Dance MPADEGE.2454, Teaching Dance in Higher
ACCREDITATION
individual MA/MFA transcript review—in
Education MPADE-GE.2452.
The Steinhardt School of Culture, Educa-
which case students may be required
to complete additional courses/cred-
DAPR: Specialization (12 credits):
tion, and Human Development’s teacher
Intermediate Technique and Pedagogy
education program has been accredited
its such as the following: (variable
MPADE-GE.2040, Advanced Technique
by the Teacher Education Accreditation
24–34 credits) Methods and Materials
and Pedagogy MPADE-GE.2075, College
Council (TEAC) for a period of five years.
in Teaching Dance MPADE-GE.2265
Student Learning and Development
The accreditation certifies that the
(3 credits), Laban Movement Analysis
HPSE-32.2069, Fieldwork in Dance:
Steinhardt teacher education program
MPADE-GE.2044 (2 credits), Teaching
Higher Education MPADE-GE.2277.
has provided evidence that it adheres
Performance of Dance MPADE-GE.2454
DAPR: Guided Electives (7 credits):
to TEAC’s quality principles. The ac-
(2 credits), Intermediate Technique and
May include such courses as Alexander
creditation affirms the claim that NYU
Pedagogy MPADE-GE.2040, Research
Technique MPASS-GE.2371, Anatomy
Steinhardt uses evidence to develop
in Dance Education MPADE-GE.2402 (3
and Kinesiology MPADE-GE.2810,
and improve its programs that prepare
credits).
Dance for Children with Special Needs
teachers. For more information, contact
MPADE-GE.2453, Principles of Dance
TEAC, One Dupont Circle, Suite 320,
to eligibility for Initial and Professional
Movement Therapy MPADE-GE.2502,
Washington, DC 20036; 202-466-7236;
New York State Certification in Teach-
Artistic Resources for Dance Education
www.teac.org.
ing Dance, All Grades, (Pre-K–12) with
GE.2022.
Completion of this program leads
reciprocity in numerous states.
MPADE-GE.2266, African Dance MPADEThe Advanced Certificate in
DAPR: ABT Required Core (13-14 cred-
Teaching Dance, All Grades
Admission REQUIREMENTS
its): Introduction to Laban Movement
The Advanced Certificate in Teach-
Specific requirements for the advanced
Analysis MPADE-GE.2044, Research
ing Dance, All Grades is designed for
certificate program in dance include:
in Dance Education MPADE-GE.2403,
prospective students who have earned
1. Earned Master of Arts or Master of
Methods and Materials for Teaching
an M.A. or M.F.A in Dance, and who
Dance MPADE-GE.2265, Jazz Dance
wish to attain initial NYS certification
2. Strong record of academic achievement
3. Completed essay expressing interest
Fine Arts in Dance or Dance Education
Culture and Pedagogy MPADE-GE.2272,
in Teaching Dance, Grades Pre-K–12.
Teaching Creative Movement in the Stu-
Rather than earn an additional master’s
in Pre-K–12 education in dance and
dio School MPADE-GE.2452.
degree, students in this program would
detailing career goals
DAPR: ABT Area of Concentration
take courses (20 credit minimum) that
(15 credits): Theory and Methodology
provide the supplementary educational
in Ballet Pedagogy MPADE-GE.2267,
theory, pedagogical development, and
Teaching Apprenticeship in Ballet
instructional practice necessary to fulfill
4. Audition
See general admission section, page 187.
Pedagogy MPADE-GE.2268, Advanced
requirements currently in place for New
Please be advised that fieldwork place-
Analysis and Teaching Apprenticeship
York State Certification in Teaching
ment facilities that provide training
in Ballet Pedagogy MPADE-GE.2269,
Dance, All Grades. (Courses that are part
required for your program degree, and
Environment of Performing Arts Admin-
of the M.A. Teaching Dance, All Grades
agencies that issue licenses for practice
istration MPAPA-GE.2130.002.
program at NYU’s Steinhardt School of
in your field of study, each may require
DAPR: ABT Guided Electives (8 credits):
Culture, Education, and Human Develop-
you to undergo general and criminal
May include such courses as Anatomy
ment.)
and Kinesiology MPADE-GE.2810,
79
Movement MPADE-GE.2452 (3 credits).
background checks, the results of which
the facility or agency must find accept-
Dance for Children with Special Needs
DEGREE REQUIREMENTS
able before it will allow you to train at
MPADE-GE.2453, Principles of Dance
All students must take the following
its facility or issue you a license. You
Movement Therapy MPADE-GE.2502,
minimum required courses (22 credits):
should inform yourself of offenses or
Artistic Resources for Dance Education
Dance for Children with Special Needs
other facts that may prevent obtaining a
MPADE-GE.2266, African Dance MPADE-
MPADE-GE.2453 (3 credits); Language
license to practice in your field of study.
GE.2022, Tap Dance MPADE-GE.2023.
and Literacy TCHL-GE.2275 (3 credits);
NYU Steinhardt will not be responsible
Inquiries into Teaching and Learning III
if you are unable to complete program
ADMISSION REQUIREMENTS
TCHL-GE.2010 (3 credits); Fieldwork
requirements or cannot obtain a license
Admission to the dance education
in Schools and Other Educational Set-
to practice in your field because of the
master’s degree program is offered to
tings TCHL-GE.0005 (0 credits); Human
results of such background checks.
applicants who hold a bachelor’s degree
Development and Education in the
Some fieldwork placement facilities in
or equivalent international credentials
Arts MPAIA-GE.2010 (3 credits); Drug,
your field of study may not be available
and who show promise as dance educa-
Alcohol Ed /Child Abuse Id /School
to you in some states due to local legal
tors. Applicants are judged on the basis
Violence Prevention TCHL-GE.2999 (0
prohibitions.
of criteria that include academic record
credits); Student Teaching in Dance:
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Dance Education,
Dual Degree: Master of Arts in
continued
Teaching Dance, All Grades (Steinhardt)
seeking initial certification in the
A teacher certification candidate
M.A. (29 credits)
Core Research Courses
and Master of Fine Arts in Dance
special subject area of dance, must
Laban Movement Analysis, MPADE-GE
(Tisch School of the Arts)
have completed an undergraduate or
2044, 2 credits; Research in Dance Edu-
The dual degree allows those admit-
graduate major (in this instance the MFA
cation, MPADE-GE 2403, 3 credits
ted into the M.F.A. Degree in Dance
portion of this degree can apply) in the
Core Pedagogical Courses
(through Tisch) to also pursue the M.A.
proposed certification area as well as
Methods & Materials in Teaching Dance,
in Teaching Dance, All Grades (through
approximately one half of the program
MPADE-GE 2265, 3 credits; Dance Com-
Steinhardt). The graduates of the dual
to include study in a general education
mon Hour (Kaleidoscope), MPADE-GE
degree M.F.A./M.A. will be prepared to
core in the liberal arts and sciences. The
2001, 0 credits; Inquiries into Teaching
teach in the PK-12 setting as a certified
degree must be awarded from an ac-
and Learning III, TCHL-GE 2010, 3 cred-
dance educator with the addition of
credited institution.
the fully realized artistic education and
competency.
This dual degree offering supports
Additionally, applicants to the
its; Human Growth and Development ,
APSY-GE.2138 , 3 credits; Language and
Steinhardt School are evaluated
Lit Acquisition and Dev, TCHL-GE 2275,
based on the relevance and quality of
3 credits; Dance for Students with Spe-
the artistic direction of dance in New
prior professional work, prior academic
cial Needs, MPADE-GE 2453, 3 credits;
York City public schools. At the same
achievement, letters of reference, and a
The Social Responsibilities of Teachers,
time, the dual degree program saves
personal statement. The personal state-
TCHL-GE 2999, 0 credits
students considerable time and expense
ment must demonstrate a commitment
Content Core Courses
in pursuing their academic and profes-
to a career in this field, and an under-
Advanced Tech and Pedagogy, MPADE-
sional goals.
standing of the aims and content of the
GE 2075, 3 credits; Teaching Creative
The duration of this program is
program.
Movement, MPADE-GE 2452, 2 credits;
Student Teaching in Dance: Elementary,
two full-time academic years and one
part-time year in which students will
DEGREE REQUIREMENTS
MPADE-GE 2607, 2 credits; Student
take courses from both programs
M.F.A./M.A. Dual Degree (76 credits)
Teaching in Dance: Secondary, MPADEGE 2608, 2 credits
simultaneously. The culminating project,
Culminating Experience
Seminar in Dance Education, brings all
M.F.A. (47 credits)
the courses together into a curriculum
Required Core
Seminar in Dance Education , MPADE-
design in Dance Education. Additionally,
Dance Technique IM, DANC-GT-2001
GE 2509, 0 credits
the terminating experience gives stu-
(2nd Sem), 2 credits; Dance Technique
Program seminar addresses issues con-
dents the opportunity to use their dance
IIM, DANC-GT-2003 (2nd Sem), 4 cre-
fronting dance educators. Emphasis on
and chorographical skills in our resident
dits; Dance Theory and Composition IM,
integrating theory and practice and on
performing ensemble, the Second Av-
DANC-GT-2009, 3 credits; Dance Theory
the generation of new ideas, approaches
enue Dance Company (SADC). Students
and Composition IM, DANC-GT-2010
and perspectives in dance education.
take 76 points, or credits, of courses, 29
(2nd Sem), 2 credits; Dance Theory and
Required culminating project on dance-
of which are towards the M.A. and 47 of
Composition IIIM, DANC-GT-2014, 6
related research of curriculum design for
which are for the M.F.A..
credits; Dance Theory and Composi-
elementary, secondary, or postsecond-
tion IIIM, DANC-GT-2015 (2nd Sem), 6
ary settings. Particular attention paid to
Admission REQUIREMENTS
credits; Graduate History of Dance,
report writing.
Applicants must hold a baccalaureate
DANC-GT-2102, 3 credits; Graduate
degree in any area and must be pre-
History of Dance, DANC-GT-2103 (2nd
Tisch Terminal Experience, 0 credits
pared to demonstrate expertise in ballet
Sem), 3 credits; Music Resources, DANC-
The final year of study culminates in a
and modern dance through audition.
GT-2042, 3 credits; Music Resources,
modeled professional experience in our
The candidate must meet the audition
DANC-GT-2043 (2nd Sem), 3 credits;
resident performing ensemble, the Sec-
requirements of both the TSOA Dance
Graduate Kinesthetics of Anatomy,
ond Avenue Dance Company (SADC). In
Department and the Steinhardt Dance
DANC-GT-2026, 2 credits; Graduate
addition to performing work by guest
Education Program including 3 letters
Kinesthetics of Anatomy, DANC-GT-2027
choreographers, students develop their
of recommendation, interview, and per-
(2nd Sem), 2 credits; Graduate Seminar
own choreography, all of which is show-
sonal statement. The audition includes
in Dance, DANC-GT-2024, 3 credits;
cased in four concerts throughout their
both ballet and contemporary technique
Graduate Seminar in Dance, DANC-
SADC year.
and a prepared 2-3 minute solo.
GT-2025 (2nd Sem), 3 credits; Graduate
Up to five students will be admitted
Production Crew in Dance, DANC-
annually to this dual degree program.
GT-2018, 1 credits; Graduate Production
Students must apply separately to and
Crew in Dance, DANC-GT-2018, 1 point
be accepted by both the Tisch School of
the Arts Dance Department and Steinhardt School of Education, Culture, and
Human Development of NYU. Admission
to both programs is required for enrollment as a dual-degree student.
80
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Educational Theatre
Director
New York University offers the only
Director of Finance and New Business,
college teaching for innovative research
David Montgomery
academic program in the United States
Lincoln Center Education; Courtney
and scholarship in the field.
in educational theatre that leads to
Boddie and Jonathan Shmidt, New
Pless
the M.A., Ed.D., and Ph.D. degrees. The
Victory Theatre); teachers and school
tion areas of applied theatre; drama
Pless Annex,
program emphasizes explorations in
administrators (Sandy Faison, assistant
education production, performance, di-
Room 23
theatre as an art form, drama education,
principal of drama at LaGuardia High
rection and design, literary foundations;
212-998-5868
and applied theatre, with coursework in
School of Music & Art and Performing
and theatre for young audiences, as well
school-based drama, teaching artistry,
Arts; Krista Fogle, arts administrator at
as in the applications of these content
Degrees
theatre for young audiences, play pro-
the Creative Arts Team; David Kilpatrick,
areas to a variety of community settings.
M.A., Ed.D., Ph.D.
duction, innovative research, new play
manager for Kennedy Center’s Theatre
The New York State Learning Standards
for Theatre inform these curriculum
Students take courses in the founda-
development, performance, design, and
for Young Audiences); college profes-
Faculty
community arts. It also provides concen-
sors (Sobha Paredes, City College of
pathways. Substitutions, such as study
See pages 76-77 for
trations in art-based research, dramatic
New York; Dani Snyder-Young, Illinois
abroad options, can be made through
a complete listing.
literature, and aesthetic education. The
Wesleyan University; Daphnie Sicre Bor-
one-to-one advisement. Additional
program has a strong social justice
ough of Manhattan Community College,
courses not listed below are offered
agenda and produces plays year-round
Jay W. Pecosa, Chair/Associate Professor,
each semester. Students discuss their
for audiences in an experimental studio
Department of Theatre and Dance at
course selections with the appointed
space (the Black Box Theatre) and in
SUNY Potsdam); authors and evaluators
academic advisor each semester.
the venerable Provincetown Playhouse.
(Russell Granet, founder Arts Education
New York City offers opportunities
Resource; the late Dr. Nellie McCaslin,
for internships and extensive experi-
prolific author of widely employed texts
over three summers. The curriculum and
ence in a variety of professional settings
on drama for children;); and numerous
degree requirements for the three-sum-
that include private and public schools,
applied theatre professionals and drama
mer option and the regular academic
nationally prominent theatres, including
educators (including, Javier Cardona,
year program are identical. Courses are
theatres for young and family audiences,
Rehabilitation Through the Arts; James
offered in New York City, London, and
hospitals, media networks, recreational
DeVivo, Playwrights Theatre New Jersey;
Dublin. Summer courses in New York
and community centers, and social
Dana Edell, founder of Vibe Theatrical
City rotate each year to ensure a variety
service agencies. Qualified students may
Experience; Edmund Chow, Singapore
of course choices.
apply for internships with educational
Prison Authority). The program now
theatre companies across New York City.
offers master’s degrees in four areas of
ADMISSION REQUIREMENTS
specialization: teaching in colleges and
Students are expected to have com-
CAREER OPPORTUNITIES
communities, New York State teacher
pleted the equivalent of two semesters
Graduates are employed in a variety
certification in Theatre K–12, New York
of acting or directing and two semes-
of educational settings for all ages, in
State teacher certification in both Eng-
ters of theatre history and/or dramatic
communications, community theatres,
lish 7–12 and Theatre K–12, and New York
criticism prior to admission. Students
New York-based and regional theatres,
State teacher certification in both Social
who have not taken these prerequisite
children’s and youth theatre compa-
Studies 7–12 and Theatre K–12.
courses or their equivalent at the undergraduate level must register for them
nies, and as consultants and specialists.
Institutions from the preschool to the
Master of Arts: Educational Theatre
before completing the degree. This may
university level seek trained special-
for Teachers in Colleges and
increase the number of credits required
ists to inaugurate and conduct drama
Communities (EDTC)
to complete the program of study.
programs; specialists are also needed
The M.A. Program in Educational Theatre
for programs in social service agencies,
for Teachers in Colleges and Communi-
recreation centers, and guidance or
ties (EDTC) is a 36-42 credit curriculum
Foundations and Research (12 credits):
wellness facilities.
that prepares students to explore
Key principles in the teaching and
DEGREE REQUIREMENTS
theatre with diverse communities in
learning of educational theatre. Drama
clude playwrights and filmmakers (John
unique settings and at the higher educa-
in Education I MPAET-GE.2193, Drama
Notable alumni of the program in-
81
Students have the option of completing the 36-credit EDTC M.A. program
Patrick Shanley, winner of the 1988
tion/college level. Graduates of this
in Education II MPAET-GE.2194, Theatre
Academy Award for his script for the
program hold teaching and administra-
Practices: Leaders in Educational The-
film Moonstruck and the 2005 Pulitzer
tive positions in contexts where teacher
atre MPAET-GE.2151.
Prize for his Broadway play Doubt; Ra-
certification is not required, such as
Research (3 credits): An introduction to
mon Esquival, featured playwright at the
private colleges, arts organizations,
research design. Methods and Materi-
New Plays for Young Audiences Series;
galleries and museums, educational
als of Research in Educational Theatre
Lowell Swortzell, playwright, children’s
outreach centers, health education
MPAET-GE.2077.
theatre authority, co-founder of the NYU
facilities, housing programs, youth and
Discipline Content Study (12 cred-
Educational Theatre program); educa-
adult detainment centers, and more.
its): Discipline courses in production,
tion, outreach, and financial directors
This particular track is designed to
performance, criticism, and aesthet-
(Kevin Bott, Imagining America: Artists
empower graduates to design, imple-
ics all of which are informed by the
and Scholars in Public Life; Myrna Casas,
ment, and evaluate theatrical work in a
New York State Learning Standards
director of her own prize-winning com-
wide range of community contexts, and
for the Arts. Students who have not
pany in Puerto Rico; Alexander Sarian,
prepare students who elect to pursue
taken the asterisked courses (*) or their
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Educational Theatre,
equivalent at the undergraduate level
drama strategies on stage and in the
continued
must take them before fulfilling the
classroom. The curriculum provides
Content Core requirement, which may
integrated course offerings in drama,
a Culminating Experience, which
result in a program of study greater
dramatic literature, and theatre, which
consists of a curriculum development
than 36 credits. World Drama I and II
are tied to the New York State Learning
project informed by the student’s
MPAET-GE.2102,2104; Advanced Direct-
Standards for the Arts. This course of
experience in the student teaching
ing MPAET-GE.2097; Styles of Acting
study enables graduates to be educated
practicum and the coursework (by
and Directing* MPAET-GE.2099, 1100;
as teaching artists and professionally
advisement).
Costume Design MPAET-GE.2175; Cre-
certified in New York State as teachers
ative Play in the Arts MPAET-GE.2059;
of theatre, all grades.
Master of Arts: Educational Theatre,
All Grades, with English, 7–12 (ETED)
Development of Theatre and Drama
I, II* MPAET-GE.2021, 2022; Images of
ADMISSION REQUIREMENTS
Women in the Theatre MPAET-GE.2023;
Students must have earned 36 credits
program in educational theatre with
Dramatic Criticism MPAET-GE.2091,
in drama, theatre, dramatic literature,
English, 7–12 (ETED), responds to the
This 53-credit M.A. teacher certification
2092; Shakespeare’s Theatre MPAET-
or their equivalent. Students with fewer
many opportunities available in the New
GE.2171, 2172; Theatre of Brecht and
than 36 credits in these areas on admis-
York City area for English teachers at
Beckett MPAET-GE.2177.
sion will be required to take additional
the middle and high school levels. The
Pathways (9 credits): Students develop
coursework in educational theatre.
need for modes of artistic expression
that lead toward literate engagements
an area of specialization in line with
their career goals. By advisement, they
DEGREE REQUIREMENTS
select a pathway or create their own.
Content Core Foundation (27 credits):
is today. The concern that technologies
Choices include Applied Theatre, Drama
Development of Theatre and Drama
such as film, television, and the Internet
with texts has never been greater than it
Education, and Theatre for Young
MPAET-GE.2021,2022; Drama in Educa-
are replacing basic reading and writing
Audiences. Applied Theatre I and II
tion I and II MPAET-GE.2193, 2194;
skills can be addressed by providing
MPAET-GE.2101,2102; Theatre-in-Educa-
Drama with Special Education Popula-
opportunities for students to explore
tion Practices MPAET-GE.2090; Augusto
tions MPAET-GE.2960; Methods and
ideas and concepts in the novels and
Boal’s Theatre of the Oppressed MPAET-
Materials of Research in Educational
plays they read in the English classroom
GE.2965; Creating Meaning Through
Theatre MPAET-GE.2077; Educational
through drama and theatre strate-
Community Drama MPAET-GE.2979;
Theatre Electives (9 credits).
gies. To respond to these concerns, the
Drama and the Curriculum: Dramatic
Pedagogical Core (9 credits, includes
department offers Educational Theatre
Activities in the Elementary Classroom
100 hours of field experience): Inqui-
K–12 with English, 7–12. The curriculum
MPAET-GE.2030; Dramatic Activities
ries into Teaching and Learning III
reflects a collaborative integration of
in the High School MPAET-GE.2031;
TCHL-GE.2010, Technology Resources
coursework offered by current faculty in
Teaching Through Drama: Classroom
for Performing Arts Educators MPAIA-
the Program in Educational Theatre and
Strategies MPAET-GE.2951; Drama
GE.2029; Human Development and
the Program in English Education in the
Across the Curriculum and Beyond
Education in the Arts MPAIA-GE.2010;
Department of Teaching and Learning.
MPAET-GE.2955; Theatre for Young
The Social Responsibilities of Teach-
Audiences: Introduction to Theatre
ers: Drug and Alcohol Education, Child
ADMISSION REQUIREMENTS
for Young Audiences MPAET-GE.2005,
Abuse Identification, School Violence
Students must have earned 30 credits
2006; Youth Theatre in Education
Prevention, and DASA TCHL-GE.2999.
in English or dramatic literature or their
MPAET-GE.2075, 2076; Advanced
Specialized Pedagogical Core (11
equivalent and 30 credits of theatre or
Playwriting MPAET-GE.2106; Creating
credits): Dramatic Activities in the
educational theatre. Students with fewer
Theatre with Young People MPAET-
Elementary School MPAET-GE.2030,
than 30 prerequisite credits in these
GE.2980, 2981.
Dramatic Activities in the High School
areas on admission may be required to
Culminating Experience (3 credits):
MPAET-GE.2031, Supervised Student
take additional coursework as part of
After completing Pathways, students
Teaching in the Elementary Drama Class-
their master’s program.
collaborate with advisors to identify
room MPAET-GE.2134, Student Teaching
a course or create an individualized
in the Secondary English/Drama Class-
DEGREE REQUIREMENTS
research project representative of the
room MPAET-GE.2174.
Content Core: Foundations in Educa-
the program and indicative of their
ADDITIONAL REQUIREMENTS
of Theatre and Drama MPAET-GE.2021
future work. Seminar in Applied Theatre
1. Students being recommended for
tional Theatre (12 credits): Development
culmination of their studies while in
or MPAET-GE.2022 OR Methods of
Research MPAET-GE.2400, Human
New York State Teaching Certification
Research in Educational Theatre MPAET-
Development and Education in the
via the theatre teacher certification
GE.2077; Drama in Education I and II
Arts MPAIA-GE.2010, or the Practicum
sequence must have taken at least
MPAET-GE.2193, 2194; and Dramatic Lit-
MPAET-GE.2031.
one semester of a foreign language
erature or Educational Theatre elective
Master of Arts: Educational Theatre,
All Grades (EDTA)
82
public schools of New York State.
3. All students are required to complete
at the college level (sign language is
by advisement.
allowed).
Theory and Methods of English Educa-
2. Students must successfully complete
tion (12 credits): Reading Literature
The goal of this 47-credit M.A. teacher
the New York State Teacher Certifica-
ENGED-GE.2139 OR Literature and the
Adolescent Experience ENGED-GE.2521,
certification program in educational
tion examinations. Scores must be
theatre, all grades (EDTA), is to educate
submitted to the State Education
Foundations of Educational Linguistics
teachers to provide opportunities for
Department before it will consider
ENGED-GE.2505, Teaching Expository
students to explore theatre forms and
issuing certificates to teach in the
Writing ENGED-GE.2511, and one English
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Educational Theatre,
Education elective by advisement.
Grades, and Teaching Social Stud-
continued
General Pedagogical Core (12 credits):
ies, 7–12. Students are provided with
Education in the Arts MPAIA-GE.2010;
Drama with Special Education Popula-
opportunities to explore key ideas in
The Social Responsibilities of Teach-
tions MPAET-GE.2960; Inquiries into
primary source documents or histori-
ers: Drug and Alcohol Education, Child
Teaching and Learning III TCHL-GE.2010;
cal texts through the use of interactive
Abuse Identification, School Violence
Adolescent Development APSY-GE.2272;
dramatic strategies. The dual certifica-
Prevention, and DASA TCHL-GE.2999;
Negotiating the Curriculum ENGED-
tion program adheres to State Learning
Literacy Acquisition and Develop-
GE.2120; and Social Responsibilities of
Standards for both theatre and social
ment TCHL-GE.2275; Exploring Social
Teachers: Drug and Alcohol Education,
studies, and the curriculum reflects an
Issues Through Drama MPAET-GE.2976;
Child Abuse Identification, and School
integration of coursework offered by the
Inquiries into Teaching and Learning III
Violence Prevention TCHL-GE.2999.
current faculty in the Program in Educa-
TCHL-GE.2010.
Specialized Pedagogical Core (6
tional Theatre, in collaboration with the
Specialized Pedagogical Core in
credits): Dramatic Activities in the
faculty in the Program in Social Studies
Theatre and Social Studies (16 credits):
Elementary Classroom MPAET-GE.2030,
Education. Each of the competencies
Teaching Social Studies in the Middle
Dramatic Activities in the High School
now necessary for teacher certification
and Secondary School SOCED-GE.2042,
MPAET-GE.2031, Storytelling MPAET-
programs are met by the coursework,
Methods and Materials of Research in
GE.295.
fieldwork, and student teaching require-
Educational Theatre MPAET-GE.2077,
Supervised Student Teaching (11
ments in both programs, as well as all
Drama Across the Curriculum and
credits): Student Teaching in the
the faculty and institutional requirements.
Beyond MPAET-GE.2955, Dramatic
Activities in the Elementary Classroom
Elementary Drama Classroom MPAETGE.2134, Teaching/Learning English
ADMISSION REQUIREMENTS
Language Arts in Middle School ENGED-
Students must have earned 24 credits in
in the High School MPAET-GE.2031,
GE.2041 OR Teaching/Learning English
theatre and 24 credits in social studies.
M.A. Seminar in Social Studies SOCED-
MPAET-GE.2030, Dramatic Activities
Language Arts in High School ENGED-
For social studies, students must have
GE.2146.
GE.2042, Student Teaching the English
completed at least 15 semester credits
Student Teaching in Theatre and Social
Language Arts in the High School
in the history and geography of the U.S.
Studies (6 credits): Supervised Student
ENGED-GE.2922.
and the world; at least 3 credits in eco-
Teaching II: Social Studies in the Second-
nomics; at least 3 credits in government
ary School SOCED-GE.2922, Student
ADDITIONAL REQUIREMENTS
or political science; and at least 3 credits
Teaching Practicum SOCED-GE.2053,
1. Students being recommended for
in one of the social sciences with the
Supervised Student Teaching Theatre
New York State Teaching Certification
exception of psychology and philosophy.
in the Elementary Classroom MPAET-
via the English Teacher Certification
For theatre, students must have earned
GE.2134.
sequence must have taken at least
24 credits in drama, theatre, dramatic
Terminal Experience (0 credits): Social
one semester of a foreign language
literature, or their equivalent. Students
Studies and History Workshop or culmi-
at the college level (sign language is
with fewer than 24 credits in these areas
nating research project in educational
allowed).
on admission will be required to take
theatre.
2. Students must successfully complete
the New York State Teacher Certifica-
additional coursework in educational
theatre and/or social studies. To be rec-
Students must successfully complete
the New York State Teacher Certification
tion examinations. Scores must be
ommended for certification in social
examinations. Scores must be submit-
submitted to the State Education
studies and theatre, students will have
ted to the State Education Department
Department before it will consider
completed a total of 30 content credits
before it will consider issuing certificates
issuing certificates to teach in the
in each area. Six credits are included in
to teach in the public schools of New
public schools of New York State.
the following program of study.
York State.
3. All students are required to complete
See general admission section,
page 187.
Doctor of Education:
reflecting on the duality of the degree,
DEGREE REQUIREMENTS
Communities (EDTC)
informed by the student’s experience
A total of 47 credits are required for this
The Ed.D. in Educational Theatre is
in the student teaching placement (by
master’s program, distributed as follows:
designed for individuals who intend
advisement).
Content Core in Educational Theatre
to pursue leadership positions in the
a Culminating Experience, which
Educational Theatre in Colleges and
consists of a research project or essay
and Social Studies (12 credits): World
practicing professions, preparing candi-
Master of Arts: Educational Theatre,
Drama I or II MPAET-GE.2103 or MPAET-
dates for senior positions as principals,
All Grades, with Social Studies, 7–12
GE.2104, Drama in Education I or II
superintendents, arts administrators, re-
Social studies and theatre have a power-
MPAET-GE.2193 or MPAET-GE.2194, The
searchers, curriculum developers, policy
ful alliance when learners are provided
Social Studies Curriculum: U.S. History
analysts, educational consultants, and
with the chance to explore a period
SOCED-GE.2047, The Social Studies Cur-
theatre practitioners. Through a broadly
of history, historical concepts, and
riculum: World History SOCED-GE.2048.
designed and individualized curriculum,
historical debates through the use of
General Pedagogical Core in Educa-
students in the Ed.D. in Educational
drama-based frameworks. This innova-
tional Theatre and Social Studies (13
Theatre will develop their artistic praxis
tive dual certification program is built
credits): Drama with Special Education
and the leadership skills needed to
on the school’s teacher certification
Populations MPAET-GE.2960 or Educat-
transform today’s learning communities
programs in Educational Theatre, All
83
GE.2162; Human Development and
ing Students with Disabilities in Middle
in a variety of educational, cultural, and
School and Adolescent Settings SPCED-
vocational contexts.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Educational Theatre,
continued
In particular, students will develop
Theatre MPAET-GE.2077, Approaches to
young audiences and play production.
authority in one of three areas of spe-
Qualitative Inquiry RESCH-GE.2140, and
Drama in Education: Dramatic Activities
cialization:
The Teaching Artist MPAET-GE.2953.
in the Elementary Classroom MPAET-GE
Content Knowledge (Selected by
2030, Dramatic Activities in the High
drama/theatre curriculum, special
Advisement) (6 credits): Coursework
School MPAET-GE 2031, Theory of Cre-
education, integrated arts, assessment
includes Drama and Youth: Theo-
ative Drama MPAET-GE 2065, Methods
and evaluation)
retical Perspectives MPAET-GE 2075,
of Conducting Creative Drama MPAET-
Drama and Youth: Practical Implications,
GE 2069, Drama across the Curriculum
MPAET-GE 2955, Drama with Special
• Drama in Education (i.e., studies in
• Applied Theatre (i.e., studies in community-based theatre, theatre of the
MPAET-GE 2076, Advanced Playwrit-
oppressed, the teaching artist, diversity
ing, MPAET-GE 2106, Applied Theatre
Populations MPAET-GE 2960, Exploring
and inclusion)
Praxis, MPAET-GE 2978, Directing Youth
Shakespeare in the Classroom MPAET-
Theatre Productions MPAET-GE 2982,
GE 2970, Teaching Literacy through
• Theatre for Young Audiences and
Play Production (i.e., studies in acting,
Organizational Theory II AMLT-GE 2054,
Drama MPAET-GE 2971, Assessment of
directing, dramaturgy, playwriting,
Educational Reform and Leadership
Student Work in Drama MPAET-GE 2988,
dramatic literature, arts-based research
in the New Economy AMLT-GE 3301,
or The English Teacher as Reflective
methodologies)
Special Topics: Trauma and Creativity
Practitioner ENGED-GE 2540. Applied
ASPP-GT 2006, Imagination and Social
Theatre: Applied Theatre I MPAET-GE
plete their program in five years. A
Change ASPP-GT 2048, Educational
2101, Applied Theatre II MPAET-GE 2102,
satisfactorily completed master’s degree
Policy Analysis EDLED-GE 3005, Infor-
Seminar in Applied Theatre Research
is expected prior to application. A
mation Strategies for Education Policy
MPAET-GE 2400, Introduction to Boal’s
total of 42 credits beyond the master’s
and Practice EDLED-GE 3015, Culture
Theatre of the Oppressed MPAET-GE
degree (depending on the student’s pre-
of Social Performance: Performance of
2965, Advanced Techniques of Theatre
vious academic background) is required
Everyday Life PERF-GT 2313, Topics in
of the Oppressed MPAET-GE 2966,
for the Ed.D. degree. Doctoral students
Latin American Performance: Memory,
Exploring Social Issues through Drama
Students are encouraged to com-
must complete a minimum of 36 credits
Trauma and Performance PERF-GT
MPAET-GE 2976, Understanding Diver-
in residence beyond the master’s degree.
2407, On Improvisation PERF-GT 2560,
sity: Teaching Pluralism MPAET-GE 2977,
A candidacy examination is given after
Performance and the Law: Constituting
or Creating Meaning through Commu-
36 credits of coursework to determine if
the “Good Life” PERF-GT 2602, Token-
nity Drama MPAET-GE 2979. Theatre for
students have reached competency.
ism, Fetishism and Idolatry: Fetish in
Young Audiences and Play Production:
Upon completion of coursework,
students must register in a 1-credit
Development of Theatre MPAET-GE
2021, Drama and Youth: Theoretical Per-
collegium in performing arts educa-
and Performance PERF-GT 2746, or
spectives MPAET-GE 2075, Drama and
tion research each semester in order to
Performance Composition: Performance
Youth: Practical Implications MPAET-GE
maintain matriculation (Performing Arts
and Revolution PERF-GT 4206
2076, Studies in Dramatic Theory and
Research Collegium MPAIA-GE.3400).
Methods of Inquiry (Selected by
Criticism I MPAET-GE 2091, Advanced
Advisement) (3 credits): Coursework
Playwriting MPAET-GE 2106, Learning
As a culminating study, students
design and conduct a practitioner-
includes Historical Research RESCH-
through Youth Theatre I MPAET-GE
based study under the direction of
GE 2135, Case Study and Ethnographic
2107, Learning through Youth Theatre
doctoral program faculty, developing
Inquiry RESCH-GE 2141, Interview and
II MPAET-GE 2108, Theatre Practices:
a project drawn from one or more of
Observation RESCH-GE 2142, Participa-
Problems in Play Production MPAET-
the program’s specializations (as listed
tory Action Research RESCH-GE 2143,
GE 2152, Creating Theatre with Young
above). This might include dramatic
Fieldwork: Data Collection RESCH-
People I MPAET-GE 2980, Creating
work or other arts-based project, action
GE 2147, Statistics for the Behavioral
Theatre with Young People II MPAET-GE
2981, or Directing Youth Theatre Produc-
research project, internship, and/or
and Social Sciences I APSTA-GE 2001,
other applied theatre residency in lieu
Statistics for the Behavioral and Social
tions MPAET-GE 2982.
of a research-based dissertation. The
Sciences II APSTA-GE 2002.
Culminating Study (3 credits): Doctoral
culminating study will require a formal
Practical Knowledge (Selected by
Proposal Seminar MPAET-GE.3005.
proposal and approval by doctoral fac-
Advisement) (12 credits): The practi-
ulty. Three full-time faculty members are
cal knowledge requirement includes
PREREQUISITES
required to serve on doctoral students’
graduate level courses that are designed
Prerequisites in theatreform compe-
culminating study committee.
to broaden students’ access to practi-
tence are required, especially in theatre
Student should consult the handbook for doctoral study published by
84
Performance PERF-GT 2647, Drama,
Theatre, and Performance: Embodiment
cal applications of educational theatre
history, dramatic literature, acting and
methodology. To this end, courses are
directing, and drama criticism. Ap-
the Steinhardt School for the specific
considered practical when they (1) Pro-
plicants who have not taken courses
requirements of this degree. Course
vide workshop experiences; (2) Strongly
in these area at the undergraduate or
substitutions for any of the general
rely on current scholarship from theatre
master’s level must take them before
degree requirements must be approved
education; and (3) Have wide applicabil-
fulfilling the Specialization Course Electives requirement, even if it means that
by the academic adviser, the program
ity to common practices in the students’
director, and the associate dean for
specialization and profession.
more than 42 credits are required to
academic affairs.
Specialization Course Electives (Select-
complete this Ed.D. program. Additional
ed by Advisement) (6 credits): Electives
courses in theatreform in excess of
DEGREE REQUIREMENTS
closely related to and supportive of the
those required for this degree may be
Common Core (9 credits): Methods and
student’s area of specialization: drama in
selected by advisement.
Materials of Research in Educational
education, applied theatre, or theatre for
Prerequisite courses include:
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Educational Theatre,
Development of Theatre I/II MPAET-
continued
GE 2021/2022, Studies in Dramatic
book for doctoral study published by
Theory and Criticism I MPAET-GE 2091,
the Steinhardt School for the specific
Student should consult the hand-
Advanced Directing MPAET-GE 2097,
requirements of this degree. Course
ADMISSION REQUIREMENTS
Styles of Acting and Directing I/II
substitutions for any of the general
Specific requirements for the Ph.D.
MPAET-GE 2099/2100, Acting: Scene
degree requirements must be approved
in educational theatre include (1) an
Study MPAET-GE 2251, and Acting: Char-
by the academic adviser, the program
acceptable M.A. thesis and/or other
director, and the associate dean for
writing samples, (2) the statement of
acter Study MPAET-GE 2252.
academic affairs.
ADMISSION REQUIREMENTS
professional goals, and (3) the interest
of at least one faculty member in the
Specific requirements for the EdD
DEGREE REQUIREMENTS
applicant’s stated area of research and
in educational theatre includes (1)
Foundations of Education (12 credits):
dissertation concept.
demonstration of arts based research
An Introduction to the Sociology of
credentials, (2) professional arts experi-
Education SOED-GE.2002, Educational
ACCREDITATION
ence, (3) practitioner’s portfolio, (4)
Psychology APSY-GE 2114, Foundations
The Steinhardt School of Culture, Educa-
leadership in the field of educational
of Education: Philosophy of Educa-
tion, and Human Development’s teacher
theatre, (5) the statement of profession-
tion PHED-GE.2400, Foundations of
education program has been accredited
al goals, and (6) the interest of at least
Education: History of Education HSED-
by the Teacher Education Accreditation
one faculty member in the applicant’s
GE.2400.
Council for a period of five years.
stated area of specialization.
Specialized Research Methodology
The accreditation certifies that the
Electives (Selected by Advisement (18
Steinhardt School teacher education
Doctor of Philosophy:
credits): Coursework includes Seminar
program has provided evidence that
Educational Theatre in Colleges and
in Applied Theatre Research MPAET-
it adheres to TEAC’s quality principles.
Communities (EDTC)
GE.2400 and Methods and Materials
The accreditation affirms the claim
A strong research focus exists in the
of Research in Educational Theatre
that NYU Steinhardt uses evidence to
Program in Educational Theatre. Ap-
MPAET-GE.2077. Advanced special-
develop and improve its programs that
plications for Ph.D. study are accepted
ized research courses should be taken
prepare teachers.
from candidates with clearly dem-
after candidacy has been received and,
onstrated interest in research and
preferably, as the dissertation proposal
For more information, contact TEAC,
One Dupont Circle, Suite 320, Wash-
scholarship. Acceptance into doctoral
has been shaped to ensure that selec-
ington, DC 20036; 202-466-7236; www.
study is competitive. Students are en-
tions are relevant to the dissertation.
teac.org.
couraged to complete their program in
For instance, a student doing qualitative
five years. A satisfactorily completed
inquiry, which demands extensive inter-
Please be advised that fieldwork place-
master’s degree with a research com-
viewing of participants, would register
ment facilities that provide training
ponent is expected prior to application.
for Research Practicum in Field Settings
required for your program degree, and
A total of 54 to 60 credits beyond the
CHDED- GE.2372.
agencies that issue licenses for practice
master’s degree (depending on the stu-
Specialization Course Electives
in your field of study, each may require
dent’s previous academic background)
(Selected by Advisement) (18 - 24
you to undergo general and criminal
is required for the Ph.D. degree. This
credits): Drama in Education II MPAET-
background checks, the results of which
includes 36 credits in general degree re-
GE.2194; Development of Theatre and
the facility or agency must find accept-
quirements and a minimum of 18 credits
Drama MPAET-GE.2021, 2022; Dra-
able before it will allow you to train at
in educational theatre to be selected in
matic Criticism MPAET-GE.2091,2 092;
its facility or issue you a license. You
consultation with a doctoral adviser, ac-
Seminar in Applied Theatre Research
should inform yourself of offenses or
cording to the student’s area of interest
MPAET- GE.2400; Advanced Directing
other facts that may prevent obtaining a
and professional goals. Ph.D. students
MPAET-GE.2097, 2098; Advanced Play-
license to practice in your field of study.
must complete a minimum of 36 credits
writing MPAET-GE.2106; Creative Play
NYU Steinhardt will not be responsible
if you are unable to complete program
in residence beyond the master’s de-
in the Arts MPAET-GE.2059; Theatre in
gree. A candidacy examination is given
Education Practices MPAET-GE.2090;
requirements or cannot obtain a license
approximately halfway through the
Theatre Practices: Leaders in Educa-
to practice in your field because of the
academic work to determine if students
tional Theatre MPAET-GE.2151; Images of
results of such background checks.
have reached competency.
Women in the Theatre MPAET-GE.2023;
Some fieldwork placement facilities in
American Theatre MPAET-GE.2087,
your field of study may not be available
students must register in a 1-credit
2088; Theatre of Brecht and Beckett
to you in some states due to local legal
collegium in performing arts educa-
MPAET-GE.2177; World Drama MPAET-
prohibitions.
tion research each semester in order to
GE.2103, 2104.
maintain matriculation (Performing Arts
Cognate Study (6 credits): Electives
Upon completion of coursework,
Research Collegium MPAIA-GE.3400).
Both a proposal and a dissertation
85
Doctoral Proposal Seminar MPAETGE.3005.
closely related to and supportive of the
student’s area of specialization. This
are required of all Ph.D. students. Ph.D.
coursework must be taken outside of
students must defend their dissertation
the student’s program, i.e., not MPAET-
during an oral examination. Three full-
GE courses.
time faculty members are required to
Departmental Content Seminar (3 cred-
serve on doctoral students’ dissertation
its): Drama in Education MPAET-GE.2193.
committee.
Doctoral Proposal Seminar (3 credits):
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Music Business
DEGREE REQUIREMENTS
focus is on understanding interrelations
graduate degree in the music busi-
Master of Arts in Music Business
er technologies, audio for games and
35 West Fourth Street,
ness field. Founded in 1993, the Music
The program requires 51 credits of
other interactive applications, sound
10th Floor
Business Graduate Program addresses
coursework and can be completed in
design in the digital music space, and
212-998-5427
the music industry as a unique business
two years of full-time study. A part-time
emerging platforms for the generation
operating within corporate and entre-
course of study is also available. Courses
and exploitation of music.
Degree
preneurial structures. The skills students
in music business and music technol-
M.A.
develop in the program will serve them
ogy are offered through the Steinhardt
well in a fast-paced industry that needs
School of Culture, Education, and Hu-
ogy Core Courses (6 credits) and three
thoroughly trained personnel who can
man Development; courses in business
Music Technology Electives (9 credits)
Director
New York University is one of the few
Catherine Moore
universities in the country to offer a
Faculty
between music businesses and consum-
Students in the Music Technology
Concentration take two Music Technol-
See pages 76-77 for
apply business and administration
administration are offered through the
in place of Music Business Electives and
a complete listing.
theory to problems that have a strong
Leonard N. Stern School of Business.
Other Electives. Core courses are Digital
aesthetic and artistic dimension.
A supervised final project, in which
Audio Processing I and II. Electives in-
students are encouraged to do innova-
clude Audio for Games, Scoring for Film
gram harnesses the strengths of NYU
tive research and analysis, is completed
and Multimedia, and Concert Recording.
Steinhardt’s Department of Music and
through the required Colloquy course.
The Music Business Graduate Pro-
Accelerated Global Master of Arts in
Performing Arts Professions and the
NYU Stern School of Business by requir-
Music Business Core Courses (24
Music Business Option
ing classes in both schools. In addition
credits): Principles and Practice in the
Three Semesters with Global Study Re-
to providing structured courses, the
Music Industry MPAMB-GE.2101, Law
quirements Our accelerated global master
curriculum promotes student autonomy
and the Music Industry MPAMB-GE.2102,
of arts program in Music Business offers
through an interactive classroom
Environment of the Music Industry
students the opportunity to complete the
atmosphere, internships, international
MPAMB-GE.2103, Concert Manage-
program’s full degree requirements in a
opportunities, and research require-
ment MPAMB-GE.2105, Colloquy in
year and a half while enhancing their New
ments. Students are encouraged to
Music Business MPAMB-GE.2401, Artist
York-based studies with internships and
participate in extracurricular activities
Management and Management Science
courses taught abroad.
such as the MUBG Student Ambassador
in the Music Industry MPAMB-GE.2104.
Board, the NYU Concert Program Board,
Emerging Models and Markets for Music
our professors’ international connections
MPAMB-GE.2203, MUBG Professional De-
and allow NYU students to network with
velopment Sequence MPAMB-GE.2001:
music business professionals in other
CAREER OPPORTUNITIES
Provides career development tools.
parts of the world, learning how their
The program prepares highly skilled,
Internships (3 credits): Students have
practices might be the same or different.
disciplined, and thoroughly trained
the opportunity to work with top profes-
and radio station WNYU.
management professionals for the
sionals in the music industry in New
ADMISSION REQUIREMENTS
commercial (for profit) music business
York City. These internships often lead to
Students currently in the program
sector. Graduates serve as managers,
permanent employment.
in Music Business hold a variety of
new product developers, promoters,
Business Courses (12 credits): Financial
graduate degrees; business, music,
record administrators, digital strategists,
Accounting and Reporting COR1-
and humanities are the most common.
music publishers, marketers, distributors,
GB.1306, Leadership in Organizations
Applicants must submit at least two
entrepreneurs, data analysts, producers,
COR1-GB.1302. Entertainment Media and
letters of recommendation attesting to
and in many other capacities.
Technology Electives.
their strengths, weaknesses, potential
Music Business Elective Courses (by
to succeed in a rigorous academic
advisement, 9 credits): Graduate A&R
program, and potential for management.
Seminar MPAMB-GE.2201, Promo-
Applicants for the Music Technol-
tions and Publicity MPAMB-GE.2202,
ogy Concentration submit details of
Strategic Marketing in the Music
their prior academic and/or profes-
Industry MPAMB-GE.2206, Global Music
sional technology experience. Some
Management MPAMB-GE.2207, Ethics
work experience is preferred (relevant
in the Entertainment Industry MPAMB-
internships can qualify). Students are
GE.2204, Internship Abroad (London)
admitted only in the fall semester of
MPAMB-GE.2301.099.
each year. The music business M.A.
Other Electives (6 credits) by advise-
program also participates in the Early
ment: these may be Music Business
Decision option. See admission instruc-
Electives.
tions for details.
The Music Technology Concentration
within the M.A. in Music Business is in-
86
These opportunities abroad draw upon
Prerequisites to study include a
course in statistics or quantitative meth-
tended for students with a background
ods prior to coming in to the program.
(academic and/or professional) in music
Alternatively, the statistics requirements
technology who wish to exploit that
may be fulfilled while in the program,
experience in the commercial arena. The
and the student will graduate with 54
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Music Business,
credits instead of 51.
lead public events highlighting impor-
continued
COUNCIL ON ARTS
MANAGEMENT PROGRAMS
tant developments in the fields of art
The Council on Arts Management
into learning outcomes; to generate
Programs is a faculty group in NYU
innovations in curricula through active
and business and incorporate results
Steinhardt that represents the fields of
interchange among programs and
music business, performing arts admin-
dissemination of new knowledge and
istration, and visual arts administration.
research; and to examine and integrate
The council’s mission is to ensure a
national and international developments
vital future for the arts by educating
affecting the arts in their cultural, social,
highly qualified professionals to shape,
economic, and political contexts.
influence, and lead arts organizations,
For further information, visit
institutions, and businesses and to
steinhardt.nyu.edu/commissions/
serve the present and future needs of
arts_management.
artists. The goals of the council are to
87
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Music Education
With such unique faculty, facilities,
Director
The Program in Music Education in
John Gilbert
New York University’s Steinhardt School
technologies, and interdisciplinary areas
of Arts in Teaching Music, All Grades, is
of Culture, Education, and Human
of study, NYU prepares music educators
designed for applicants with a music
35 West Fourth Street,
Development seeks to develop students’
for the challenges facing us now and in
background who wish to teach music at
Suite 777
awareness of the value of the arts and
the future.
all levels from preschool through high
Teaching Music, All Grades. The Master
school and are seeking initial teacher
212-998-5424
music and the importance of sharing
steinhardt.nyu.edu/
these values with others. Located in one
CAREER OPPORTUNITIES
music/education
of the most diverse urban centers in
The program’s alumni rank among
cants must have completed a bachelor’s
the world, the program offers students
leaders throughout the world in public
degree or the equivalent in music,
which includes a minimum of 36 credits
certification in New York State. Appli-
Degrees
a unique opportunity to experience a
school teaching, college and university
M.A., Ed.D., Ph.D.,
broad spectrum of musical practices
teaching, performance, and research.
of college-level coursework in music.
Advanced Certificate
and pedagogy.
The program meets academic require-
International students may now also
Dual Degree
The Program in Music Education
offers opportunities for teacher certifi-
ments for New York State teacher
complete this program, including stu-
certification and certification in many
dent teaching, and be eligible for initial
teacher certification in New York State.
Faculty
cation, enrichment, and an exploration
other states in the country. Interna-
See pages 76-77 for
of vital issues confronting the field. A
tional students find career opportunities
The All-Grades Master of Arts Pro-
a complete listing.
wide range of courses in applied music,
enhanced in their countries through the
gram in Music Education is designed for
theory, and pedagogy is enhanced by
professional recognition of graduate
applicants already holding provisional or
a curriculum that includes specialized
degrees from New York University. The
initial certification who wish to complete
approaches to teaching music such as
need for teachers is at an all-time high,
the academic requirements for Perma-
Dalcroze, Orff, and Suzuki, with a full
and salary scales have been substan-
nent or Professional New York State
certification program in Kodály available
tially increased. Doctoral graduates
Certification.
in summers. Faculty members work
compete successfully for positions in
closely with teachers, schools, and the
teaching, research, and administration
DEGREE REQUIREMENTS
community to spearhead new initiatives.
at major universities. Career opportuni-
Auditions are required. Proficiency in
As an integral part of the Department
ties also exist for education officers and
music theory and music history is as-
administrators at cultural institutions—
sessed during a placement examination
of Music and Performing Arts Professions, students have opportunities for
museums, community arts centers,
in the first semester of study. In addition,
extensive collaboration with other arts
conservatories, and musical societies.
English proficiency is assessed through
professionals. Course offerings within
coursework in the first semester.
the department enable students to
PROGRAM OF STUDY
develop expanded contexts for music
The Department of Music and Per-
and music education. Students can
forming Arts Professions offers
Master of Arts in Music Education
explore music synthesis, computer-
graduate-level study in music educa-
Dual Degree: Dual degree students
assisted music, multimedia instruction,
tion for college and school settings.
take courses in music education in their
video reproduction, performance and
Each concentration of study exists as
junior and senior years, which enables
composition, music therapy, music
a template of specific components in
them to complete the M.A. in Music Edu-
business, drama therapy, jazz stud-
which requirements are established
cation in one additional year of study.
ies, educational theatre, music theatre,
through the process of working with a
Upon successful completion of the
5-year degree program continued from
and dance education, among others.
program adviser. In addition to holding
Performing ensembles, chamber groups,
the equivalent of a bachelor’s degree
their undergraduate program, students
and solo recitals further enhance a solid
in music, applicants are required to
will hold both an undergraduate degree
audition for entry into all music educa-
in composition or performance and a
academic program.
Housed within the department are
tion programs. The following general
master’s degree in music education.
state-of-the-art recording, computer
categories comprise concentrations that
Students graduating with the M.A will
music, and CAI studios. The Music Edu-
graduate students in music education
have met all academic requirements
cation Resource Room supports new
select to further their study:
for initial Certification and Professional
technologies and provides access to an
Certification. There are additional state
outstanding array of music materials
For College and University Faculty. This
examinations for initial Certification and
for all ages. The Arts and Media Studio,
concentration emphasizes the prepara-
teaching under a mentor to earn Profes-
maintained by Interactive Telecom-
tion of teachers for community colleges
sional Certification.
munication Services, offers advanced
and senior colleges and universities. It is
hardware platforms for computer music
also available to international students
and multimedia. The Avery Fisher Center
who are currently teaching, who have op-
es(16 credits) during student’s junior
for Music and Media, located in Bobst
portunities to teach at the college level,
and senior year and graduate courses
(30 credits) in their fifth year.
Library, features advanced technology
or who may wish to focus on specific
for audio and video reproduction and
aspects and issues of music education
one of the finest music collections avail-
and pedagogy in the United States.
able anywhere.
The dual degree program requires
Concentration in Music Education cours-
Teaching Music, All Grades (MUSA)
(41 credits): The curriculum consists of
a pedagogical core (9 credits), a music
88
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
education core (6 credits), a music and
Foundations (6 credits): Courses include
20th-century music of composers
Music Education,
music education core (6 credits), a con-
Literature and the Arts: Experience and
such as Bartók, Stravinsky, Schoen-
continued
tent/pedagogical core (18 credits), and
Response ENGED-GE.2135, Aesthetic
berg; the avant-garde; or the rock/
a culminating experience (2 credits). To
Foundations of the Arts E88.2051, and
pop/jazz genre.). In addition, prepare
qualify, applicants must have completed a
Foundations of Education: Educational
a list of repertoire and a list of teach-
bachelor’s degree or the equivalent in mu-
Sociology SOED-GE.2400.
ers you have studied with. If you have
sic that includes a minimum of 30 credits
Specialized Research Methodology
done arrangements and/or composi-
of college-level coursework in music.
(3 credits): Courses include Historical
tions, submit a portfolio of three to
Research RESCH-GE.2135; Survey and
five works that best represents this
Special Opportunity
Correlation Research RESCH-GE.2139;
The Kodály Summer Institute offers an
and Qualitative Field Research: Design
activity.
2. Music Skills: Sight reading, sight
intensive program of study for music
and Analysis I and II RESCH-GE.2140, 2141.
educators each summer. Students ma-
Cognates (6 credits): Any graduate
triculated in the department’s in-service
course that combines music education
master’s degree program in music edu-
with
three examples of written work that
cation may take a three-course sequence
another discipline, or any graduate
would best represent your ability to
conduct scholarly research and writing.
as part of their program of study: Music
course outside of music education.
for Children: Kodály Level 1 MPAME-
Advised Research (15 credits):
GE.2146, Music for Children: Kodály Level
Courses include Music Reference and
2 MPAME-GE.2147, and Music for Chil-
Research Materials MPAME-GE.2021,
dren: Kodály Level 3 MPAME-GE.2148.
Research in Music and Music Educa-
singing, and keyboard skills will be
evaluated at the audition.
3. Examples of Writing: Submit at least
See general admission section, page 187.
Music MPAME-GE.2045, Psychology
Steinhardt fellows
program and Research
assistantships
University Faculty (MUSE:MCU)
of Music MPATC-GE.2042, and Tests
See page 180. 
(36 credits): The curriculum consists
and Measurements in Music Education
of studies in education (6 credits), the
MPAME-GE.2060.
ACCREDITATION
music education core (6 credits), music
Guided Electives (9 credits)
The Steinhardt School of Culture, Educa-
education technology (3–6 credits),
Departmental Content Seminar (3 cred-
tion, and Human Development’s teacher
music in higher education (6–9 credits),
its by advisement)
education program has been accredited
music specialization (9 credits), and
Dissertation Proposal Seminar (3
by the Teacher Education Accredita-
colloquy, which includes a thesis re-
credits):
tion Council (TEAC) for a period of five
quirement (2-4 credits).
Ed.D. students must complete and
years. The accreditation certifies that the
defend orally an applied field research
Steinhardt teacher education program
tion MPAME-GE.2130, Aesthetics of
Music Education for College and
To qualify, students must have a
bachelor’s degree or the equivalent
dissertation related to music educa-
has provided evidence that it adheres to
in music. Open also to international
tion; Ph.D. students must complete and
TEAC’s quality principles. The accredita-
students.
defend a theoretically grounded disser-
tion affirms the claim that NYU Steinhardt
Colloquy in Music Education (Thesis
tation also related to music education.
uses evidence to develop and improve its
experience for all students in all con-
Admission REQUIREMENTS
information, contact TEAC, One Dupont
Requirement): The culminating
programs that prepare teachers. For more
centrations of the Master of Arts Music
All applicants for the music education
Circle, Suite 320, Washington, DC 20036;
Education Program is the Colloquy
M.A. programs are required to audition
202-466-7236; www.teac.org.
in Music Education MPAME-GE.2939,
in person or submit a video or inter-
which requires a written thesis on a
net link (consisting of two contrasting
Please be advised that fieldwork place-
topic related to the program concen-
styles; acceptable only if students live
ment facilities that provide training
tration and the student’s background
a considerable distance from New York
required for your program degree, and
and professional goals. The thesis can
City) prior to acceptance to their degree
agencies that issue licenses for practice
include creative components such as
program. Call the department office
in your field of study, each may require
the creation of a curriculum or compo-
at 212-998-5424 for in-person audition
you to undergo general and criminal
sitions and arrangements for specific
dates.
educational settings, or it can address
Specific requirements for the doctor-
background checks, the results of which
the facility or agency must find accept-
educational policy, practices, standards,
al programs in music education include:
able before it will allow you to train at
teaching methods, and strategies, is-
(1) A master’s degree (or equivalent)
its facility or issue you a license. You
sues, and problems. The document
from an accredited institution in music
should inform yourself of offenses or
is developed in a research context in
or a related field (2) An audition that
other facts that may prevent obtaining a
consultation with a thesis sponsor and is
demonstrates musical performance
license to practice in your field of study.
discussed at a public presentation.
(3) Samples of writing and research.
NYU Steinhardt will not be responsible
Doctoral Programs
1. Performance Audition: Prepare
if you are unable to complete program
89
requirements or cannot obtain a license
The Doctor of Education and the Doctor
three selections representing three
of Philosophy programs require a mini-
different historical styles (i.e., Renais-
results of such background checks.
mum of 45 credits beyond the master’s
sance, baroque, classical, romantic,
Some fieldwork placement facilities in
to practice in your field because of the
degree; full-time students can complete
and 20th-century. The 20th-century
your field of study may not be available
the program in three to four years.
or contemporary category may be
to you in some states due to local legal
Study consists of the following:
divided into the so-called mainstream
prohibitions.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Music Performance and Music Composition
35 West Fourth Street,
New York University is one of the few
and coursework develop performance
luminaries in performance on a regular
10th Floor
institutions in the United States that
skills and repertoire from traditional
basis. Students also sit in at the nu-
212-998-5424
offers a Ph.D. degree in music perfor-
to new music styles. In addition to nu-
merous open jam sessions around the
mance and composition. A program of
merous string, brass, percussion, and
community. The NYU Jazz Orchestra
Director, Music
study leading to the Master of Music is
wind ensembles as well as chamber
appears at the famous Blue Note Jazz
Composition
also available as is an advanced certifi-
symphony and symphony orches-
Club, located one block from campus,
Tae Hong Park
cate in vocal pedagogy.
tras, students can participate in the
Dizzy’s Club Coca-Cola, and Birdland
Faculty members are leaders in re-
NYU New Music Ensemble and NYU
in midtown. Many of our other NYU
Contemporary Music Ensemble, which
jazz ensembles appear in various jazz
Director, Piano
search and are internationally acclaimed
Marilyn Nonken
artists and composers; many are mem-
have numerous New York City appear-
clubs and concert halls throughout
bers of renowned music organizations,
ances during the season. In addition,
New York City.
Director, Str ings
such as the New York Philharmonic and
students who focus on new music
All students in Jazz Studies also
Stephanie Baer
the Metropolitan Opera Company, while
performance are participants in the
study composition. Each student must
others are drawn from the Broadway
Interactive Computer Music Series and
present a completed CD Project adju-
community and prominent jazz en-
the NYU New Music Ensemble Series.
dicated by a jazz artist within the field.
sembles, including the Village Vanguard
Students are invited to perform for
Performance experience in en-
Orchestra.
the Composers’ Forum and to work
semble and improvisation is designed
with student composers as well as
to prepare students for the highly
CAREER OPPORTUNITIES
to record solo and ensemble CDs by
competitive demands of a professional
Most students enter the graduate pro-
music technology majors. Students
career in jazz. The department houses
Director, PERCUSSION
grams of study in music performance
have excellent opportunities to gain
over 40 diverse ensembles providing
STUDIES
and composition with the intention of
experience in as many diversified areas
opportunities to explore a wide variety
Jonathan Haas
pursuing a career in performance and/
of performance as possible. Depend-
of genres and offering composers
or composition coupled with teaching at
ing on the level of study, each student
opportunities to have their music
Director, Jazz
the college or university level. Gradu-
must present one or two formal public
rehearsed and evaluated.
David Schroeder
ates of the master’s program have found
recitals.
The ongoing NYU Steinhardt Jazz
Director, Woodwinds
Esther Lamneck
Director, Brass
John Rojak
Within Piano Studies, students may
Interview Series, available online at the
that being in New York City during
Director, Vocal
their graduate study was an important
choose to concentrate on either solo
Performance,
aspect of their musical education and a
or collaborative performance. Both
nel defines the jazz program as an
inc luding Music
significant factor in building a network
concentrations offer a comprehensive
important center for jazz research and
Theatre and Classical
of contacts that launched their profes-
sequence involving private lessons,
connect to the leading jazz artists of
Voice/Opera
sional careers as composers, arrangers,
chamber music, and literature courses
our time.
William Wesbrooks
conductors, or instrumentalists and
covering four centuries of music and
NYU Steinhardt Jazz YouTube Chan-
3. Vocal Performance, offers concentra-
vocalists working as freelance art-
performance practice. Performance
Degrees
ists, studio musicians, or performers in
opportunities include solo and cham-
tions in two areas:
M.M., Ph.D., Advanced
Broadway productions.
ber recitals, master classes, showcase
Classical Voice Studies includes a
concerts, festivals such as “Tutte le
comprehensive sequence of courses
on to significant careers in opera and
Corde: Piano Music After 1950,” and
in vocal technique and repertoire for
Faculty
Broadway, with debuts at New York City
series focusing on NYU Steinhardt pia-
recitals, chamber music, opera, and
See pages 76-77 for
Opera, Metropolitan Opera, and numer-
nists, as well as performances with the
music theatre. Courses in opera stud-
a complete listing.
ous Broadway shows. Instrumental,
baroque collegium, NYU Symphony
ies are supported by Opera Workshop,
classical, and jazz performers have solo
Orchestra, New Music Ensemble, and
studio performance opportunities,
careers and play with major ensembles.
Contemporary Music Ensemble. Stu-
and one mainstage opera production
Composers write for film and music
dents then choose music electives to
each year.. Students have the oppor-
theatre as well as traditional venues.
enhance their areas of specialization,
tunity to study with prominent artists/
Graduates of the doctoral programs are
reflecting research and performance
teachers from the professional music
professors of music in leading institu-
interests and professional aspirations.
Certificate
Alumni from the program have gone
2. Jazz Studies, emphasizes perfor-
AREAS OF STUDY
Music Theatre Studies offers a
mance studies covering the full
comprehensive sequence of courses
range of today’s jazz music scene.
that provides training in voice, acting,
Music Performance. Within Music
Private instruction for performers and
dance, repertoire, and analysis. Five
Performance, students may specialize in
coursework in composition and theory
fully staged musicals – two mainstage
one of three areas:
provide a solid foundation.
and three studio – are produced each
NYU’s Greenwich Village location
year in addition to operas, workshops,
brings students to the center of jazz
and new work development projects.
activities. Landmark jazz venues such
Music theatre workshop classes focus
Piano) offers study in piano and all
as the Village Vanguard and the Blue
on both preparation of material and its
orchestral instruments. Private lessons,
Note are within walking distance. At
presentation in audition and perfor-
coached ensembles, studio classes,
these clubs, students experience jazz
mance settings. Students are taught
1. Applied Instrumental Studies (Strings,
Woodwinds, Brass, Percussion, and
90
community, including New York City
Opera and the Metropolitan Opera.
tions in the United States and abroad.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Composers have the opportunity
(3 credits); Recital (3 credits); Guided
Music Performance
and directed by working professionals
and Music
from the Broadway community, who
to study electroacoustic and com-
Composition,
provide practical insight and guidance
puter music composition through the
continued
for the student who is about to enter
department’s multiple on-site music
Ph.D. in Music Performance and
the professional arena.
production labs (including the James
Composition: Music Performance
Dolan recording studio with 10.2 surVocal Pedagogy. The Advanced Certifi-
round sound and SSL Duality), as well
cate in Vocal Pedagogy is designed to
as through University-wide computing
meet the needs of students who have
facilities, offering students multimedia
completed either a Master of Music or
workstations.
provides students with advanced train-
2. Jazz/Contemporary Music Composi-
A doctoral degree in music represents
highly personalized study working
dents must declare a concentration in
tion blends courses from the general,
Performance or Composition and may
ing based in the most current research
electro-acoustic, and computer music
focus their studies in consultation with
findings in the areas of voice science
sequences with specially designed
their advisor.
and pedagogical practice. Students
courses, seminars, and workshops. All
receive specialized training in vocal
composition students studying jazz/
credits for graduation covering foun-
This degree program requires 49-55
pedagogy, particularly as it relates to
contemporary music are required to
dations and departmental seminars,
the integration of classical and contem-
be highly proficient performers as well
specialized research and research
porary vocalisms.
as composers. All NYU jazz ensembles
methods courses (as appropriate for
The curriculum requires 13 credits
are laboratory/workshops for compo-
their dissertation research), cognates
from Steinhardt’s graduate program in
sition students to hear, rehearse, and
(course outside your specialization),
vocal performance, including courses
evaluate their works.
applied study, recitals, guided electives,
and dissertation proposal seminars.
such as Vocal Pedagogy Research
MPAVP-GE.2171, Vocal Pedagogy:
3. Scoring for Film and Multimedia, and
Additional points may be required as
Practice MPAVP-GE.2172, Voice (Pri-
Songwriting offer intensive profes-
the result of Placement and Candidacy
vate Lessons) MPAVP-GE.2111, Vocal
sional training in composing for film,
Exams. Placement exams are adminis-
Repertoire for Teaching: Classical
television and media, as well as the
tered for all incoming graduate students.
MPAVP-GE.2173, and Vocal Repertoire
art and craft of Songwriting. Students
These placement examinations assess
for Teaching: Music Theatre MPAVP-
examine music for moving images and
achievement in music theory and music
GE.2174.
popular song through their rich histo-
history and are mandatory and must
Electives (5 credits) to be chosen
ries and aesthetics. Students engage
be completed by the end of the first
from the following courses offered
in collaborative projects that result in
semester of study. Additional course requirements over and above the minimal
by Steinhardt’s graduate program in
screenings at major film festivals and
vocal performance and the graduate
performances in national and interna-
degree requirements may be required as
program in Communicative Sciences
tional venues.
a result of this assessment of individual
performance. No transfer credits from
and Disorders: Voice Disorders CSCDDEGREE REQUIREMENTS
other institutions are allowed for doc-
CSCD-GE.2019, Private Vocal Instruc-
Master of Music/Performance
.
tion MPAVP-GE.2111, Musical Theatre
This 36-credit program can be complet-
GE 34.2037, Therapeutic Approaches
toral students.
in Speech Pathology: Voice Disorders
Workshop MPAVP-GE.2321, and Opera
ed in three semesters of full-time study.
ADMISSION REQUIREMENTS
Workshop MPAVP-GE.2221.
Coursework consists of the follow-
Music performance majors must pres-
ing: Applied Instrument or Voice (6–9
ent an audition. Specific repertoire
Music Composition. Students may take
credits); Research (3 credits); Ensemble
requirements for music performance are
a comprehensive sequence of courses in
(6 credits); Literature/Theory (3 cred-
available by contacting the respective
the following areas:
its); Performance Practice (3 credits);
program director. Students interested
Recitals (3–6 credits), required; Guided
in music composition must submit a
Electives (9–12 credits). During the
composition portfolio consisting of a
lessons, courses, and seminars aimed
semester of the final recital, performers
current curriculum vitae, several com-
toward providing composers a well-
write a comprehensive paper that pulls
positions in written form (general score)
rounded education in historical as
together and demonstrates their com-
with date of completion, a complete list
well as contemporary works and op-
mand of musical repertoire and styles.
of works and dates, CD of performances
performed. Composers choose music
Master of Music/Composition
and a letter describing the composition
electives and composition courses to
This 36-credit curriculum can be com-
area of interest. Those interested in jazz
enhance areas of particular stylistic in-
pleted in three semesters of full-time
composition should submit a minimum
terests. Opportunities for performance
study. Coursework consists of the
of three written scores.
include works for percussion, strings,
following: Composition Seminar (3
choir, woodwinds, and brass as well
credits); Composition Private Instruc-
as special residencies/readings with
tion (6-9 credits); Ensemble (3 credits);
1. Concert Music Composition involves
portunity to hear their compositions
91
Ph.D. in Music Performance and
Composition: Music Composition
closely with doctoral advisors. Stu-
Master of Arts and who wish to teach
private voice. This 18-credit program
Electives (6-9 credits).
of the works submitted in written form,
the NYU Contemporary Ensemble and
Literature/Theory (6 credits); Orches-
NYU Orchestra.
tration (3 credits); Music Technology
See general admission section,
page 187.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Music Technology
Director
The Music Technology M.M. program
DEGREE REQUIREMENTS
COURSE SEQUENCES
Kenneth J. Peacock
provides students with a foundation in
Master of Music
In addition to the general Music Technol-
all facets of the music and audio tech-
The M.M. program requires 45 credits for
ogy course of study, other suggested
35 West Fourth Street,
nology field as well as skills in a focused
completion. Students may attend full or
sequences include Tonmeister, Game
10th Floor
area of study. Our mission is to prepare
part-time. Music technology courses ad-
Audio, Acoustics and Signal Processing,
212-998-5431
students both for doctoral study and
dress the technical aspects of computer
Scoring for Film and Multimedia, Music
for successful careers in audio engineer-
music synthesis, digital recording, and
Cognition, and the 3-Summer sequence.
Associate Director
ing, production and post-production,
editing. Supportive courses add to the
Agnieszka Roginska
audio/video mastering, multimedia and
student’s critical and aesthetic under-
General Sequence
212-998-5141
software development, audio signal
standing of the structure of artwork, the
The general Music Technology sequence
processing, acoustics, music perception
quality and components of sound, and
is intended for students who seek solid
Degrees
and cognition research, music informat-
the combination of computer music
general knowledge in the field of music
ics, and video game audio production.
with other media. Electives include an
technology, without a specialization in
Students develop expertise within an
internship, participation in the com-
any one particular area.
Faculty
academic setting where learning by
posers’ forum, guided coursework in
See pages 76-77 for
creative experimentation is encouraged.
computers and computer programming,
Tonmeister Honors Sequence
music business, composition, perfor-
Selected second-year graduate students
M.M., Ph.D.
In the M.M. Music Technology pro-
a complete listing.
gram, students:
Program Office
212-998-5422
n
Integrate musical and technical skills.
n
Experiment with new relationships
between experimental and traditional
may apply for the Stephen F. Temmer
additional research in the student’s area
Tonmeister Recording Studies Sequence.
of interest.
Tonmeister studies emphasize a coor-
Core Courses (18 credits): Offerings
and enables participants to direct live
dination of musical and technical skills
approaches to music by collaborating
include Musical Technology: Digital
concert recordings with a sensitivity to
with NYU Performance and Composi-
Audio Processing I and II; Fundamen-
the demands of both disciplines. The
tion programs.
tals of Digital Signal Theory and Lab;
skills of Tonmeister students are honed
n
Demonstrate expertise by learning
Advanced Musical Acoustics; Advanced
during intensive workshop sessions,
through creative experimentation.
Computer Music Composition; Colloquy
where participants record concerts by
n
Demonstrate both a solid foundation
in Music Technology (Master’s Thesis
professional concert artists under the
in all areas of music technology and
Preparation).
supervision of international recording
specialized expertise in a focus area of
Elective Courses (27 credits): Offerings
technology specialists.
music technology.
include guided coursework in music
Demonstrate competence in public
technology, internship, composition,
Game Audio Sequence
oral presentation of their artistic and
computer science, and performance on
The Game Audio sequence is intended
scholarly work.
the related arts. Cognate elective in arts,
for students with a focus in understand-
n
Located in New York City, the capital
of the music industry, NYU’s Washington
92
mance, video technology, video art, and
humanities, or computer programming.
The Master’s Program culminates
ing the process and techniques used in
the design of Games, including sound
Square campus borders the city’s Green-
with the submission and defense of
design, data mining, programming the
wich Village and SoHo districts, which
an individual thesis document, to be
game engine, business of gaming, and
sound delivery to the player.
have long been considered the center of
completed under the supervision of one
New York’s artistic community.
of the full-time Music Technology faculty
members. The thesis should reflect
Acoustics and Signal Processing
FACULTY
an original contribution to the field of
The Acoustics and Signal Processing se-
Students benefit from the breadth and
music technology, bringing the student’s
quence is intended for students who are
depth of academic and professional
class work experiences and interests to-
interested in the areas of music informa-
expertise. Music Technology faculty
gether with their potential career paths.
tion retrieval, digital signal processing,
members include experts in computer
Possible research areas include, but are
interactive music systems, and 3D audio.
music, sound recording and production,
not limited to, technology-based per-
3D audio, musicology, music cognition,
formance and composition techniques,
Music Perception and Cognition
music information retrieval, and concep-
interactive music systems, spatial
This sequence is intended for students
who wish to focus on the scientific
tual art and sound. Our adjunct faculty
audio, tools for computer music, music
features leading practitioners such as
information retrieval, music percep-
study of music perception and cognition
legendary composer Morton Subotnick,
tion and cognition, digital audio effects,
and focuses on the methodological
a pioneer of electronic music; Saul
new recording, mixing, mastering or
techniques involved in the empirical
Walker, a specialist in console design
production techniques, and software
exploration of music.
and founding member of Automated
development for music applications.
Systems, Inc.; award-winning mastering
Scoring for Film and Multimedia
engineer Alan Silverman; Joel Chadabe,
The Scoring for Film and Multimedia
founder and president of the Electronic
sequence allows students to gain
Music Foundation; and Leszek Wojcik, re-
knowledge and experience in all matters
cording studio manager at Carnegie Hall.
pertaining to music composition and
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Music Technology,
technology for film, television and
FACILITIES
INTERNSHIP PROGRAM
continued
other media.
The Program in Music Technology
Students are encouraged to participate
maintains 12 recording and computer
in internships at leading recording stu-
3-Summer Sequence
music studios. The James Dolan Music
dios, new-media web-related companies,
The 3-summer sequence allows students
Recording Studio is a 7,500 square foot
music-scoring houses, and other music
to take classes during the summer terms
multifunctional teaching, recording, and
industry enterprises. These valuable
only. This sequence is particularly well
research space designed by Gensler
opportunities often lead to permanent
suited for teachers and educators who
and the Walters-Storyk Design Group.
employment. Music Technology students
want to pursue an advanced degree in
It is one of the most technologically
may also study with some of the best
music technology.
advanced audio teaching facilities in
professionals in the field through classes,
the United States. The control room is
independent study, and guest lectures.
DOCTOR OF PHILOSOPHY
distinguished by a 25-seat control/class-
The Ph.D. program focuses on research
room which features a fully automated
ternships with faculty members to work
Students may also participate in in-
in the fields of computer science, music
48 channel SSL console and the first
on cutting edge research while gaining
theory, music cognition, machine
Dangerous Music 10.2 surround instal-
practical skills applicable to careers in
learning, mathematics, and artificial
lation in New York City. In addition to
both industry and academia.
intelligence as related to problems in
a live room large enough to accommo-
the recording, performance, analysis,
date a small orchestra, the floor includes
OPEN HOUSE
perception, and composition of music.
several research laboratories, offices, a
The annual Spring Music Technology
Doctoral students are required to
conference/seminar room and a large
Open House showcases our students’
complete a minimum total of 48 credits
iso/drum booth.
work in a public forum. Events include
beyond the master’s level, including 36
A unique research lab dedicated to
credits in general degree requirements
3D audio experimentation is equipped
logical projects and a computer music
established for all doctoral students in
with an innovative, reconfigurable grid
concert featuring student performances
NYU Steinhardt (educational founda-
outfitted with twenty Genelec speakers,
and compositions. We encourage
tions, research, cognate studies, content
two Genelec subs and multi-channel
students to participate with class and
and dissertation proposal seminar,
sound capture, tracking and playback
thesis work during both years of their
electives) and 12 specialization electives
options. The lab also boasts extremely
degree.
credits (courses in the Program in Music
low (.2 second) reverb time.
Technology). All degree candidates are
Music Technology maintains ten
demonstrations and posters of techno-
RESEARCH GROUP
required to take at least three courses
additional recording and computer
(12 credits) in mathematics and com-
music studios. Two multiple-format
creative and lively community of music
puter science, to be selected from the
recording suites allow students to gain
technologists conducting research in a
The Music Technology program is a
list of available courses at the Courant
experience with the latest industry-
variety of exciting fields such as music
Institute. These courses may be either
standard equipment, including dozens
information retrieval, digital signal
research or specialization electives, by
of professional-level microphones and a
processing, music cognition, interactive
advisement.
fully automated 32-channel SSL mixing
music systems, and 3D audio. Students
console.
and faculty work together to source
Doctoral candidates are expected
to complete at least one semester as a
Music technology students have
ideas and develop new technologies,
teaching assistant working with a full-
access to the arts technology facili-
often culminating in academic publica-
time faculty member in preparing and
ties maintained by NYU’s Information
tions and presentations at professional
teaching a class, as well as providing
Technology Services, where they can
conferences. Weekly activities include
assistance to the students in that class.
gain exposure to advanced hardware
seminars, workshops, and discussion
The student will further be expected to
platforms for computer music, graphics,
groups featuring the work of guest
fulfill at least one semester of indepen-
animation, and multimedia. Collabora-
speakers, faculty, and students.
dent teaching after completing their
tive projects can be realized by students
experience as a teaching assistant. This
from the Program in Music Technology
(MARL) brings together scholars from
Our Music and Audio Research Lab
experience is intended both to prepare
and other NYU programs that combine
the fields of music theory, technol-
students for teaching careers in higher
the arts and technology, such as the
ogy and composition, computer and
education, as well as to further foster
Tisch School’s Kanbar Institute of Film
information science, interactive media,
the mentoring relationship between the
and Television and Interactive Telecom-
and media studies to explore the inter-
candidate and the faculty with whom
munications Program.
section between music, computation,
they will be working on curricular devel-
and science. Our goal is to combine
opment and teaching.
techniques and methodologies from the
Doctoral degree candidacy in music
arts, the humanities, and the sciences to
technology is based on an oral examina-
understand and model human cogni-
tion and a written examination. The
tive abilities in music, and innovate the
student will be required to take the
analysis, organization, and creation of
doctoral candidacy exam after complet-
music.
ing no more than 30 credits toward the
degree.
93
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Music Technology,
ADMISSION REQUIREMENTS
continued
doctoral studies successfully and are
aged to submit published work as
written by former professors, faculty
evidence); and, if relevant to the ap-
Master of Music
advisers, academic administrators, or
plication, a portfolio of the candidate’s
Applicants must hold a baccalaure-
employers knowledgeable about the ap-
work in one or more of the following
ate degree, preferably in music or a
plicant’s academic work or professional
formats: audiovisual materials (e.g., CD,
related program. In addition, all students
accomplishments. Candidates must also
CD-R, DVD), printed materials (maxi-
entering this program must have the
submit a statement of objectives (2–3
mum of 8 pages, letter or A4-sized),
experience or coursework equivalent to
pages, doubled-spaced) discussing their
and a URL.
graduates of the music technology track
ideas for doctoral research, their context
in the undergraduate program in music
and potential impact, and an argument
technology at NYU.
as to how the candidate’s expertise and
interests qualify him or her as the best
94
Doctor of Philosophy
person to pursue this research. Addi-
Applicants must complete the stan-
tional required supplemental application
dard NYU Steinhardt application and
materials include samples of previous
submit Graduate Record Examination
scholarly work on music technology
(GRE) scores to the Office of Graduate
or related fields; submission of at least
Admissions. Applicants must also submit
three papers that best represent the
directly to the program three letters of
candidate’s ability to conduct research
recommendation that address the ap-
and write effectively about their area of
plicant’s ability to pursue and complete
specialization (applicants are encour-
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Performing Arts Administration
Director
The master’s degree program in
Brann J. Wry
performing arts administration was
M.A. in Performing Arts Administration
people acquainted with the applicant’s
knowledge of art and potential for
founded in 1971 and is one of the oldest
DEGREE REQUIREMENTS
management. Interviews are by invita-
35 West Fourth Street,
arts management programs in the coun-
The master’s program requires 54 cred-
tion only.
10th Floor
try. The program educates prospective
its and can be completed in three to four
212-998-5505
and practicing administrators for
semesters of full-time study; a part-time
See general admission section,
page 187.
positions with outstanding arts orga-
sequence of courses is also available.
Degrees
nizations in this country and abroad. It
Courses in arts administration are of-
SPECIAL OPPORTUNITY
M.A., B.F.A./M.A.
does this with a combination of courses,
fered through the Steinhardt School of
Summer Study Abroad in Arts Ad-
specifically designed for arts adminis-
Culture, Education, and Human Develop-
ministration takes degree and visiting
Faculty
trators, in the areas of the environment
ment; those in business administration
students to the Netherlands, Germany,
and France to study alternative ways of
See pages 76-77 for
of arts administration, development for
are offered through the Leonard N.
a complete listing.
the arts, marketing the performing arts,
Stern School of Business.
law and the arts, statistics, and business
courses in economics, accounting, be-
Performing Arts Administration Core
tices in Europe. The 6-credit graduate
havioral science, and marketing, which
(27 credits): Environment of Perform-
course examines the effects of econom-
are offered through NYU’s Leonard N.
ing Arts Administration MPAPA-GE.2130,
ics, politics, and management on arts
Stern School of Business.
Principles and Practices of Performing
policy and practice. Traveling to Utrecht,
Arts Administration MPAPA-GE.2131,
Amsterdam, Berlin, and Paris, students
the acquisition of executive skills in
Marketing the Performing Arts MPAPA-
meet with curators, performing arts
the areas of organizational assessment,
GE.2105, Law and the Performing Arts
managers, and national policymakers
career planning, and executive presenta-
MPAPA-GE.2008, Development for
and tour a variety of theatres, museums,
tion through periodic workshops offered
the Performing Arts MPAPA-GE.2132,
and cultural institutions. The course is
only to students enrolled in the master’s
Seminar in Cultural Policy: Issues in
designed for both graduate students
degree program.
Performing Arts Administration MPAPA-
and alumni of both visual and perform-
In addition, the program emphasizes
Internships with leading arts manag-
GE.2222, Governance and Trusteeship in
ing arts administration programs as well
ers are a required part of the program
Performing Arts Organizations MPAPA-
as arts administrators with professional
of study and enhance coursework. In re-
GE.2133, Planning and Finance in the
experience in the field.
cent years, interns, who usually receive a
Performing Arts MPAPA-GE.2120, Basic
small weekly stipend, have trained with
Statistics RESCH-GE.1085.
managers of organizations as varied as
Management Core (15 credits): Market-
COUNCIL ON ARTS
MANAGEMENT PROGRAMS
Carnegie Hall, American Ballet Theatre,
ing Concepts and Strategies B09.2313;
The Council on Arts Management
Brooklyn Academy of Music, Manhattan
Financial Accounting: A User Perspec-
Programs is a faculty group in NYU
Theatre Club, and National Endowment
tive B09.2301; Managing Organizational
Steinhardt that represents the fields of
for the Arts. In addition, guest lecturers
Behavior B09.2307; Current Economic
music business, performing arts admin-
and adjunct faculty from the field regu-
and Financial Problems: Analyses,
istration, and visual arts administration.
Philosophies, and Forecasts B30.2342;
The council’s mission is to ensure a
Consumer Behavior B70.2347.
vital future for the arts by educating
larly speak at special forums.
CAREER OPPORTUNITIES
Internships (6 credits each): Internship
highly qualified professionals to shape,
Graduates hold positions as executive
in the Administration of Performing Arts
influence, and lead arts organizations,
directors and presidents; directors of
Centers I and II MPAPA-GE.2001,2002.
institutions, and businesses and to
development, operations, and planning;
Electives (6 credits): Chosen from Con-
serve the present and future needs of
and marketing, production, and general
sumer Behavior B70.2347, Foundations
artists. The goals of the council are to
managers of such arts organizations as
of Finance B09.2316, Microeconomics
lead public events highlighting impor-
Lincoln Center for the Performing Arts,
for Global Business Decision Making
tant developments in the fields of art
Metropolitan Opera Association, New
B09.2303, and others by advisement.
and business and incorporate results
into learning outcomes; to generate
York City Ballet, Paper Mill Playhouse,
95
managing arts organizations through
intensive examination of current prac-
the Philadelphia Orchestra, Newark
ADMISSION REQUIREMENTS
Symphony Hall, and the Brevard
Applicants must possess an in-depth
interchange among programs and
Music School.
background in one or more areas of
dissemination of new knowledge and
the performing arts as well as prior
research; and to examine and integrate
innovations in curricula through active
experience with a cultural organization,
national and international developments
which may include paid or voluntary
affecting the arts in their cultural, social,
forms of activity. Applicants must be
economic, and political contexts. For
recommended in writing directly to the
further information, visit steinhardt.nyu.
program director by at least two
edu/ commissions/arts_management.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Curriculum
Arts Administration
ADMISSIONS PROCESS
FOR FIVE-YEAR B.F.A./M.A.
PROGRAM:
NYU Steinhardt’s Department of Music
1. During the freshman and sophomore
A. Professional Training (48 credits)
and Performing Arts Professions is
years in the TSOA Drama Department,
Required Courses (32 credits)
collaborating with the Tisch School of
students would self-identify as inter-
Primary Studio requires a sequence of
the Arts to offer a dual-degree program
ested in the combined program.
four consecutive courses in one of the
2. During March/April registration of the
Adler Conservatory, THEA-UT 20X,
sophomore year, interested candidates
Atlantic Theatre School, THEA-UT 21X,
Performing Arts
Combined Dual Degree:
Administration,
B.F.A. in Theatre/M.A. in Performing
continued
that allows students to earn a B.F.A. in
Theatre and an M.A. in Performing Arts
Administration in five years of study.
This unique program combines the
I. Undergraduate Curriculum (128
credits)
following:[1]
would enroll in “Microeconomics” and
Experimental Theatre Wing, THEA-UE
benefits of a liberal arts education at the
the Drama Theatre Studies course
23X, Meisner Extension, THEA-UT 24X,
undergraduate level with a professional
“Leading and Managing Theatres in a
Playwrights Horizons Theater, THEA-
education at the graduate level. Courses
Global Context”. This Drama course is
UT 25X, Strasberg, THEA-UT 26X, Tech
develop awareness of the changing
the gateway to the program.
dynamics of the arts administration field
Production Track, THEA-UT 27X, New
Studio on Broadway, THEA-UT 28X
and build skill sets that are in demand,
3. With approval of the Production and
Additional Professional Training (16
preparing students for leadership roles
Design faculty, in consultation with
credits). Additional Professional Training
in national and international performing
the Chair, and following the successful
may include:
arts organizations. Graduates may also
completion of “Leading and Manag-
Adler Conservatory, THEA-UT 20X,
go on to pursue careers in the arts, busi-
ing Theatres in a Global Context” in
Atlantic Theatre School, THEA-UT 21X,
ness, and law.
the fall of the junior year, students who
Experimental Theatre Wing I, THEA-UE
continue to be interested in the program
23X, Meisner Extension, THEA-UT 24X,
The undergraduate curriculum balances theory with practice and skills
would meet with Brann Wry, Director
Playwrights Horizons Theater, THEA-
one category of Primary
with knowledge, giving the student the
of the Performing Arts Administration
UT 25X, Strasberg I, THEA-UT 26X,
Studio, and then take 4
theatre content and knowledge base
Program in the Dept of Music and Per-
Tech Production Track, THEA-UT 27X,
sequential courses with-
needed by a performing arts adminis-
forming Arts Professions at Steinhardt.
New Studio on Broadway I (THEA-
in the same category.
trator.
The result of this meeting would allow a
UT 28X) or Classical Studio (THEA-UT
[1]
The student must pick
The graduate curriculum incorpo-
student to move forward in the program
41X), Stonestreet Film/TV, THEA-UT
may choose Adler
rates coursework in arts management
during their senior year. Students will
42X, Style & Character, THEA-UT 43X,
Conservatory, and then
and related disciplines with internships
be advised to enroll in Statistics in the
Ensemble, THEA-UT 43X, Internship,
take Adler Conservatory
at leading New York City organiza-
spring of the junior year.
THEA-UT 490
I, Adler Conservatory II,
tions. Students also hone business skills
Adler Conservatory III,
through classes at the NYU Stern School
4. Following the successful completion
Required Theatre Studies courses (8
and Adler Conservatory
of Business or the NYU Wagner Gradu-
of the senior fall courses in Performing
credits). Introduction to Theatre Studies,
IV (one course per se-
ate School of Public Service.
Arts Administration Program, students
THEA-UT 500, Introduction to Theatre
would be invited to complete their appli-
Production, THEA-UT 510
Restricted Electives (Theatre Studies
For example, a student
mester throughout their
B. Theatre Studies (28 Credits)
first two years). Each
DEGREE REQUIREMENTS
cation for admission into the Steinhardt
course is 8 credits for a
The B.F.A. requires 128 credits, or credits,
School to complete the master’s degree.
total of 32 credits.
of courses in professional training (in a
primary studio category of the student’s
5. Following the successful completion
WWII)) (8 credits)
THEA-UE 685 is
choice), theatre studies, and the liberal
of the senior spring courses students
Students may choose from the following
required to enroll in the
arts. During senior year, students take 18
will receive their B.F.A. in Theatre from
possible courses, as well as others per
BFA / MA dual degree.
credits of graduate courses that count
the Drama Department of the Tisch
advisement:
simultaneously toward the B.F.A. and
School of the Arts. Students will then
Modern Drama, THEA-UT 601, Modern
the M.A.
matriculate in the Steinhardt School.
[2]
B—Studies in Drama and Performance
(focus primarily on Western drama post-
Drama: Contemporary Europe, THEA-UT
The M.A. program of study requires
602, African American Drama, THEA-
30 credits of industry-specific courses,
UT 605, Modern US Drama, THEA-UT
management courses taken at NYU
608, Major Playwrights, THEA-UT 618,
Stern and/or Wagner, internships, and a
Leading and Managing Theatres in a
culminating experience.
Global Context[2], THEA-UE 685
Restricted Electives (Theatre
Studies—C Theatre History or World
Drama (date from before WWII or
examine non-North American/nonEuropean theatre traditions)) (8 credits).
Students may choose from the following
possible courses, as well as others per
advisement:
Studies in Shakespeare, THEA-UT 700,
Realism & Naturalism European Origins,
THEA-UT 705, Theatre in Ancient Greece,
THEA-UT 711, Renaissance Theatre,
96
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Performing Arts
THEA-UT 713, Theatre in Asia, THEA-UT
Administration,
744
continued
II. Graduate Curriculum (30 credits)
**18 credits taken during BFA count
Restricted Electives (4 credits)
simultaneously towards the MA. See
Students may select 4 credits from
above.
Theatre Studies B or C
A. Required Courses, Industry Specific
9 credits
C. Liberal Arts (32 credits)
Marketing the Performing Arts, MPAPA-
Expository Writing, Humanities,
GE 2105, Governance and Trusteeship
Introduction to Macroeconomics (fulfills
in the Performing Arts, MPAPA-GE 2133,
social science requirement), ECON-UA.2,
Planning and Finance in the Performing
Basic Statistics I (fulfills social science
Arts, MPAPA-GE 2120
requirement), APSTA-UE.1085, Liberal
Arts Elective
B. Management Core (at Stern School
and/or Wagner School) (12 credits)
[3]
6 pts of graduate-
level electives also count
towards MA.
[4]
Course Description:
Study and preparation
D. Electives[3] (8 credits)
Leadership in Organizations, COR1-
Unrestricted Undergraduate-level
GB 1302, Financial Accounting and
Electives (2 credits)
Reporting, COR1-GB 1306, Marketing,
Graduate-level Electives (Chosen in
COR1-GB 2310, Consumer Behavior,
consultation with advisor, 6 credits)
MKTG-GB 2374
Possible courses include the following,
C. Practica (6 credits)
of papers on selected
among others:
issues and cases in arts
Cultural Tourism, MPAPA-GE 2225,
Internship of 20 hours per week for 13
administration. Selected
Corporate Sponsorship in the Arts,
weeks, MPAPA-GE 2001, Internship of 20
readings. Research
ARVA-GE 2212, Cultural Branding in Arts
hours per week for 13 weeks, MPAPA-GE
papers required.
Organizations, ARVA-GE 2134, Global
2002
Music Management – NYU London,
MPAMB-GE 2207, Artist Management
D. Culminating Experience (3 credits)
and Management Science in the Music
Seminar: Issues in Cultural Policy[4]
Industry, MPAMB-GE 2104, Concert
(Presentation and research paper
Management, MPAMB-GE 2105, History
required to achieve the M.A. from NYU
of Taste 1850-present, ARTCR-GE
Steinhardt), MPAPA-GE 2222
2141, Contemporary Art, ARTCR-GE
2120, History of Cont Art & New Media,
ARTCR-GE 2235
E. Graduate Courses taken senior year
counting towards both BFA and MA
(12 credits)
Principles and Practices of Performing
Arts Administration, MPAPA-GE 2130,
Environment of Performing Arts
Administration, MPAPA-GE 2131, Law and
the Performing Arts, MPAPA-GE 2008,
Development for the Performing Arts,
MPAPA-GE 2132
97
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Performing Arts Therapies
Drama Therapy
Drama therapy is the intentional use of
CAREER OPPORTUNITIES
theatre techniques to facilitate personal
Graduates are employed in a variety
Additionally, all students are required
to complete fieldwork and 800 hours of
Director
growth and promote health, thus treat-
of therapeutic settings throughout the
internship with two different popula-
Robert Landy
ing individuals with a range of mental
world, including public and private
tions in selected clinical facilities.
health, cognitive and developmental dis-
hospitals and mental health clinics,
35 West Fourth Street,
orders. New York University was the first
centers for adults with developmental
10th Floor
in the country to develop an academic
disabilities, nursing homes, and drug
requires ability to apply theories across
program leading to a Master of Arts
rehabilitation centers. Drama therapists
disciplines and in practice, strong
degree in drama therapy.
work in medical facilities as well as
research skills, and the ability to par-
artistic ones, in social services as well as
ticipate in experiential activities in the
sionals and educators, therapists, and
private practice. Although drama ther-
classroom.
those working in the fields of medicine,
apy is a relatively new profession, it is
212-998-5258
Degree
M.A.
The program attracts theatre profes-
A master’s thesis is required.
All drama therapy coursework
DEGREE REQUIREMENTS
Faculty
healthcare, and special education. Stu-
practiced widely with a number of spe-
See pages 76-77 for
dents come from diverse cultural and
cial populations: war veterans and those
Drama Therapy (32 credits) Introduc-
a complete listing.
academic backgrounds to study and do
afflicted with post-traumatic stress
tion to Drama Therapy MPADT-GE 2114,
field work and internships with leading
disorder, substance abusers, mentally ill
Psychodrama and Sociometry MPADT-
professionals in the creative arts thera-
individuals, the elderly, and children who
GE 2115, Drama Therapy for Clinical
Populations MPADT-GE 2109, Advanced
pies. Classes are small and instruction
have experienced physical and/or sexual
individualized. The Drama Therapy Pro-
abuse. Drama therapists also treat dys-
Practices in Drama Therapy: Therapeutic
gram has been accredited by the North
functional families and, more generally,
Theater MPADT-GE 2121, Projective Tech-
American Drama Therapy Association
healthy individuals in need of exploring
niques in Drama Therapy MPADT-GE,
and the New York State Department of
significant life problems.
2117, Advanced Theories and Research
Education. (See also Music Therapy in
in Drama Therapy MPADT-GE 2119, Eth-
this department and Art Therapy in the
Master of Arts
ics in Drama Therapy MPADT-GE 2130,
Department of Art and Art Professions.)
The NYU Program in Drama Therapy
Cross Cultural Understanding for Cre-
In addition, the program is approved
now offers two degree tracks. Incom-
ative Arts Therapies, MPADT-GE 2105,
by the New York State Department of
ing students will be required to select
Internship in Drama Therapy: Lecture
Education and qualifies students for li-
their degree track when they apply for
MPADT-GE 2303, Internship in Drama
censure in Creative Arts Therapy (LCAT)
admission.
Therapy: Lab MPADT-GE 2302.
after graduation and 1,500 hours of
postgraduate supervised practice.
We host an internationally recog-
The current 49-credit track (DRMT)
meets all requirements for licensure in
Counseling and Psychology (15 credits)
Abnormal Psychology ASPY-GE 2038,
New York State as a Creative Arts Thera-
Group Dynamics-Theory and Practice
nized therapeutic theater series “As
pist (LCAT), will continue to be available.
ASPY-GE 2620, Theories of Personal-
Performance” This series investigates
This includes the required coursework in
ity APSY-GE 2039, Human Growth and
the nexus of Therapeutic Theater and
drama therapy and applied psychology
Development ASPY-GE 2138, Individual
Arts-based Research. Clinical drama
with no electives.
Counseling: Practice 1 ASPY-GE 2658.
therapists participate as artists, and
We have added a 60 credit alterna-
Recommended Electives (10 credits)
artists explore a therapeutic process.
tive (DRRL), which allows students to
Introduction to Arts-Based Research
Therapeutic Theater is presented as a
do advanced training in Role Theory
MPADT-GE 2100, Advanced Role Theory
primary process where need transforms
and Method, Psychodrama, Arts-Based
and Method MPADT-GE-2134, Advanced
into action. Productions are made pos-
Research, or pursue other electives in
Psychodrama MPADT-GE 2125, Theater
sible by an on-going grant from the Billy
Applied Theater, e.g. Theater of Op-
Aesthetics: DvT MPADT-GE 2110.
Rose Foundation. As Performance seeks
pressed, or in Applied Psychology, e.g.
Other Electives by Advisement (3 cred-
to explore the aesthetic, therapeutic,
Marriage and Family Counseling. This
its) choices include but are not limited
and ethical issues embedded in the
track meets the degree credit require-
to, Creative Play and the Arts MPAET-GE
process of making theatre.
The New York metropolitan area
offers rich opportunities for clinical
ments for licensure in most states
2059, Physical Theater MPAET-GE 2113,
outside of New York.
Theater of the Oppressed MPAET-GE
Those who intend to practice in New
2965, Marriage and Family Therapy
internships in hospitals and shelters,
York only, and international students
drug rehabilitation centers, prisons, and
who will not require a license to prac-
special facilities for the elderly, those
tice, might continue to prefer the 49
ADMISSION REQUIREMENTS
with developmental disabilities, and the
credit alternative. Students intending to
All students should have a solid, practi-
terminally ill, among others.
ASPY-GE 2684.
practice in states other than New York
cal background in the art form of drama
should consider the 60-credit option.
and theatre, including experience in
Because requirements and educational
improvisational drama and theatre
course work required for licensure vary
performance. Candidates should
state by state, all students are strongly
also demonstrate a strong academic
encouraged to determine the licensing
background in psychology or a related
requirements of the state(s) in which
social science, including coursework
they hope to practice.
in developmental and/or abnormal
psychology. In certain exceptional cases,
98
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Drama Therapy,
alternative experience relevant to drama
FINANCIAL AID
continued
therapy will be considered. All students
The Program in Drama Therapy offers
are required to submit three letters
two work-study positions each year for
of recommendation attesting to their
students to assist the program director.
strengths, weaknesses, and potential
as future drama therapists. Applicants
See general financial aid section,
page 199.
are also required to submit an autobiographical statement of four to six
Please be advised that fieldwork place-
pages which should address all of the
ment facilities that provide training
following:
required for your program degree, and
1. A significant turning point in your life
agencies that issue licenses for practice
and how that event contributes to
in your field of study, each may require
your curiosity and excitement about a
you to undergo general and criminal
career in drama therapy.
2. A brief statement of purpose about
background checks, the results of which
the facility or agency must find accept-
what you intend to do with your
able before it will allow you to train at
degree in drama therapy. This should
its facility or issue you a license. You
include areas of research interest.
3. At least 3 references to Drama
should inform yourself of offenses or
other facts that may prevent obtaining a
Therapy literature. Discuss how those
license to practice in your field of study.
readings influence your thoughts
NYU Steinhardt will not be responsible
about the significant turning point
if you are unable to complete program
and/or the field of drama therapy and/
requirements or cannot obtain a license
or your areas of research interest.
to practice in your field because of the
results of such background checks.
See general admission section, page 187.
Some fieldwork placement facilities in
your field of study may not be available
to you in some states due to local legal
prohibitions..
99
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Performing Arts Therapies
Music Therapy
Music therapy is a rewarding career for
Theory and Application of Improvisa-
musicians who wish to use their skills
tion in Music Therapy MPAMT-GE.2941
SPECIAL OPPORTUNITIES
Director
and artistry to benefit people with a va-
(3 credits), Music Therapy for Adults
Off-Campus Clinical Placements: The
Barbara Hesser
riety of mental, physical, and emotional
MPAMT.2938 (3 credits), Key Concepts
Program in Music Therapy offers many
disabilities. Students are trained to
in Music Therapy MPAMT-GE.2942 (3
clinical opportunities for students at all
35 West Fourth Street,
work with people of all ages, including
credits), Theory Development in Music
levels of training. Students have worked
10th Floor
children with special needs, adults with
Therapy MPAMT-GE2943 (3 credits),
with talented professionals in presti-
212-998-5452
psychiatric illness, children and adults
Music Therapy Practicum: Children and
gious clinical facilities throughout the
music.therapy@
with physical illness including the termi-
Adolescents MPAME-GE.2043 (3 cred-
New York City area, including Bellevue
nyu.edu
nally ill, and elderly clients. The program
its), Music Therapy Practicum: Adults
Hospital, Beth Israel Hospital, Beth
is accredited by the American Music
and Elderly MPAMT-GE.2053 (3 credits),
Abraham Hospital, the NYU Medical
Degree
Therapy Association (AMTA) and pro-
Internship in Music Therapy MPAMT –
Center and Rusk Institute of Rehabilita-
M.A.
vides a unique combination of advanced
GE2935,2936(2 semesters, 10 credits ),
tion Medicine, Memorial Sloan-Kettering
clinical training and academic course-
Colloquium in Music Therapy MPAMT-
Cancer Center, Baltic Street Outpatient
Faculty
work to enable students to develop their
GE-2947 (4 semesters, 8 credits),
Clinic, and the New York City Board
See pages 76-77 for
own individualized approach to music
Colloquy in Music Therapy: Final Project
of Education.
a complete listing.
therapy. Graduating students qualify to
MPAMT-GE.2949 (2–4 credits).
apply for certification from the Certifica-
Other Requirements: Group Dynamics
Nordoff-Robbins Center for Music
tion Board of Music Therapists (CBMT).
APSY-GE.2620 (3 credits), Identifica-
Therapy: The Nordoff-Robbins Center
In addition, the program is approved
tion and Reporting of Suspected Child
for Music Therapy, located on campus,
by the New York State Department of
Abuse/Maltreatment APSY-GE.2273
offers clinical opportunities for student
Education and qualifies students for li-
(0-credit workshop).
fieldwork and internship experiences
censure in Creative Arts Therapy (LCAT)
Electives (6 credits): May include
with children with disabilities. The center
after graduation and 1,500 hours of
courses in music therapy specializa-
also offers an advanced training course
postgraduate supervised practice.
tion, related arts therapy (drama,
in clinical techniques and procedures
art), graduate psychology electives in
leading to certification in the Nordoff-
CAREER OPPORTUNITIES
specialization area, independent studies,
Robbins Music Therapy Approach.
Music therapists work with a wide range
and advanced clinical supervision.
Guided Imagery and Music: Students
of age groups and disability conditions
and are employed in a variety of set-
Admissions requirements
may pursue a special sequence of cours-
tings, including mental health facilities,
A bachelor’s degree is required for
es in guided imagery and music, offered
special education settings, medical
admission into the master’s program,
by the Program in Music Therapy in
hospitals, nursing homes, hospices,
but it need not be in music therapy. Past
cooperation with the Creative Therapies
public schools, community clinics, and
graduates have come into the program
Institute. Guided imagery and music is
private practice.
with backgrounds in areas including
a therapeutic process that combines
medicine, music, psychology, and busi-
the inherent structure, movement, and
DEGREE REQUIREMENTS
ness. Students are only admitted in the
spirit of music with an individual’s own
Master of Arts
fall semester of each year. Incoming
creative process of imagery.
The M.A. program in music therapy
students should take two prerequisite
offers curricula for students who
courses: (1) Abnormal Psychology and
Please be advised that fieldwork place-
seek certification and New York State
(2) Developmental Psychology. It is our
ment facilities that provide training
licensure. The curriculum consists of
recommendation that these courses
required for your program degree, and
coursework in music therapy theory
be taken prior to starting the program
agencies that issue licenses for practice
and methods for children and adults,
at NYU. The GRE is not required for
in your field of study, each may require
clinical improvisation, group sessions
application to the MA in music therapy
you to undergo general and criminal
in music therapy, music therapy theory
program. International students: Suc-
background checks, the results of which
development, and clinical fieldwork
cessful candidates typically score 600
the facility or agency must find accept-
and internships.
on the TOEFL paper-based exam; 250
able before it will allow you to train at
on the computer-based exam; or 100
its facility or issue you a license. You
credits) leading to certification includes
on the internet-based exam. Students
should inform yourself of offenses or
the following:
in the program are strongly encouraged
other facts that may prevent obtaining a
Music Therapy Courses: Music Therapy:
to work at incorporating their primary
license to practice in your field of study.
Advanced Theory and Methods I and II
instrument into their clinical work. In
NYU Steinhardt will not be responsible
MPAMT-GE.2931,2932 (6 credits), Impro-
addition, piano and guitar competencies
if you are unable to complete program
visation I: Clinical Improvisation in Music
are required for national certification as
requirements or cannot obtain a license
Therapy MPAMT-GE.2934 (2 credits),
a music therapist and are the primary
to practice in your field because of the
Improvisation II: Clinical Vocal Impro-
harmonic instruments used to support
results of such background checks.
visation MPAVP-GE.2062 (2 credits),
clinical work.
Some fieldwork placement facilities in
The Master of Arts program (48-60
100
Improvisation III: Advanced Practices of
your field of study may not be available
Improvisation in Music Therapy MPAMT-
to you in some states due to local legal
GE.2940 (3 credits), Improvisation IV:
prohibitions.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses
The courses listed
herein are to be
MUSIC AND PERFORMING
ARTS/MPAIA-GE
Advanced Technique and Pedagogy
Teaching Performance of Dance
MPADE-GE.2075 45 hours: 3 credits.
MPADE-GE 2454 45 hours: 2 credits.
Spring.
Fall.
the Arts
Methods and Materials in Teaching
Principles of Dance Movement Therapy
MPAIA-GE.2010 30 hours: 3 credits.
Dance
MPADE-GE 2502 45 hours: 3 credits.
Prerequisite: 15 hours of field experience.
MPADE-GE.2265 30 hours: 3 credits.
Spring.
offered in 2015–2017.
Human Development and Education in
notes to courses
*Registration closed
to special students.
†Pass/fail basis.
‡See Supervised
Student Teaching,
page 199. Students
must also register
with the Student
Teacing Office the
term before assigned
student teaching
begins.
Fall.
Seminar in Dance Education
Technology Resources for Performing
Arts Educators
Theory and Methodology in Ballet
MPADE-GE 2509 45 hours: 0-2 credits.
MPAIA-GE.2029 30 hours plus hours
Pedagogy
Fall.
arranged: 3 credits.
MPADE-GE.2267 60 hours: 4 credits.
Fall.
Collaborative Project in the
Dance Education in Uganda
MPADE-GE 2520.095 45 hours: 3
Performing Arts
Teaching Apprenticeship in Ballet
MPAIA-GE.2031 30 hours plus hours
Pedagogy
arranged: 3 credits.
MPADE-GE.2268 60 hours: 4 credits.
Student Teaching (Elementary)
Spring.
MPADE-GE 2607 45 hours: 2-3 credits.
Dissertation Proposal Seminar
credits. January Intersession.
Fall, Spring.
MPAIA-GE.3097 30 hours: 3 credits.
Advanced Analysis and Teaching
Fall.
Apprenticeship in Ballet Pedagogy
Student Teaching (Secondary)
MPADE-GE.2269 60 hours: 4 credits.
MPADE-GE 2608 45 hours: 2-3 credits.
Fall.
Fall. Spring
Performing Arts Research Collegium
MPAIA-GE.3400 10 hours plus hours
arranged: 1 credit. May be repeated up
Jazz Dance Culture and Pedagogy
to 3 credits.
MPADE-GE 2272 45 hours: 2-3 credits.
Fall, Spring.
DANCE EDUCATION/MPADE-GE
EDUCATIONAL THEATRE/
MPAET-GE
Fieldwork in Dance: Elementary/
Secondary
Introduction to Theatre for Young
Common Hour Dance
MPADE-GE.2276 45 hours per credit:
Audiences I
MPADE-GE.2001*† 20 hours: 1 credit.
1–3 Credits. Fall, Spring.
MPAET-GE.2005 Staff. 30 hours: 2
credits. Fall.
Fall, Spring.
Fieldwork in Dance: Higher Education
Intercultural Dance
and the Professions
Introduction to Theatre for Young
MPADE-GE 2021 45 hours: 3 credits. Fall,
MPADE-GE.2277 45 hours per credit:
Audiences II
Spring.
1–3 credits. Fall, Spring.
MPAET-GE.2006 Staff. 15 hours per
African Dance
Dance in Higher Education
MPADE-GE.2022 45 hours: 3 credits.
MPADE-GE.2278 30 hours: 3 credits.
Design for the Stage
Fall.
Spring.
MPAET-GE.2017 Hall. 15–45 hours: 1–3
Tap Dance
Independent Study
MPADE-GE.2023 45 hours: 2 credits.
MPADE-GE.2300 45 hours per credit:
Development of Theatre and Drama
Fall, Spring.
1-6 credits. Fall, Spring, Summer; hours
MPAET-GE.2021, 2022 Nadler. 30 hours:
to be arranged. Signature of program
3 credits each term. Fall, Spring.
credit: 2–4 credits. Spring.
credits. Fall.
Hip Hop Dance Technique and
director required.
Images of Women in the Theatre
Pedagogy
MPADE-GE 2025 45 hours: 1-3 credits.
Research in Dance
MPAET-GE.2023 Smithner. 30 hours:
Fall, Spring.
MPADE-GE 2403 45 hours: 3 credits.
3 credits. Spring.
Spring.
Dramatic Activities in the Elementary
Jazz Dance Techniques
MPADE-GE.2029 30 hours: 2 credits.
Teaching Creative Movement
Classroom
Fall, Spring.
MPADE-GE 2452 45 hours: 3 credits.
MPAET-GE.2030 30 hours, 15 hours of
Fall, Spring.
field experience: 2 credits. Fall, Spring.
MPADE-GE.2040 45 hours: 2 credits.
Dance for Children with Special Needs
Storytelling
Fall.
MPADE-GE 2453 45 hours: 3 credits.
MPAET-GE.2042 Ress. 10 hours: 1 credit.
Fall.
Fall, Spring, Summer.
Intermediate Technique and Pedagogy
Laban Movement Analysis
MPADE-GE.2044 30 hours: 2 credits.
101
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Dramatic Activities in the High School
Advanced Playwriting
Seminar in Applied Theatre Research
MPAET-GE.2031 Montgomery. 30 hours:
MPAET-GE.2106 DiMenna. 30 hours:
MPAET-GE.2400 Taylor. 30 hours: 3
3 credits. Spring.
3 credits. Spring.
credits. Fall, Spring.
Registration by permission of instructor.
Prerequisite: Methods and Materials
of Research in Educational Theatre
Creative Play in the Arts
MPAET-GE.2059 Smithner. 30 hours: 3
Physical Theatre Improvisation
credits. Fall.
MPAET-GE.2113 Smithner. 45 hours:
3 credits. Fall, Spring.
The Teaching Artist
MPAET-GE.2953 30 hours: 3 credits.
Musical Theatre: Background and
Analysis
Supervised Student Teaching in the
MPAET-GE.2062 30 hours, 15 hours of
Elementary Drama Classroom
field experience: 3 credits. Fall, Spring.
MPAET-GE.2077.
Fall, Spring.
MPAET-GE.2134 45 hours per credit:
Drama with Special Education
4 credits. Fall, Spring.
Populations
MPAET-GE.2960 Granet. 45 hours:
Theory of Creative Drama
MPAET-GE.2065 30 hours: 2 credits.
Stage Lighting
Fall.
MPAET-GE.2143 45 hours: 3–4 credits.
Spring.
3 credits. Fall, Spring, Summer.
Introduction to Boal’s Theatre of the
Oppressed
Methods of Conducting Creative Drama
MPAET-GE.2067 Staff. 45 hours: 3
Play Production for Artists and
MPAET-GE.2965 30 hours: 3 credits.
credits. May be repeated for a total of 6
Educators
Spring.
credits. Spring.
MPAET-GE.2152 Staff. 30 hours: 3
credits. Summer.
Advanced Techniques of Theatre of the
Oppressed
Methods and Materials of Research in
Educational Theatre
Shakespeare’s Theatre I and II
MPAET-GE.2966 30 hours: 3 credits.
MPAET-GE.2077 Taylor. 30 hours:
MPAET-GE.2171, 2172 Salvatore.
Spring.
3 credits. Fall, Spring, Summer.
30 hours: 3 credits. Fall, Spring.
Masks and Puppetry
Supervised Student Teaching in the
MPAET-GE.2971 10 hours: 1 credit.
MPAET-GE.2079 Lee. 45 hours: 3
Secondary English/Drama Classroom
Spring.
credits. Fall.
MPAET-GE.2174 4 credits: 45 hours per
Teaching Literacy through Drama
credit. Fall, Spring.
Understanding Diversity/Teaching
Pluralism
Theatre-in-Education Practices
MPAET-GE.2090 Staff. 30 hours:
Costume Design
MPAET-GE.2977 30 hours: 3 credits.
3 credits. Spring.
MPAET-GE.2175 Staff. 45–60 hours:
Fall.
3–4 credits. Spring.
Coping with Conflict: Drama as a
Dramatic Criticism I and II
MPAET-GE.2091, 2091 Nadler. 30 hours:
Theatre of Brecht and Beckett
Catalyst for Social Awareness
3 credits. Fall, Spring.
MPAET-GE.2177 Taylor. 30 hours:
MPAET-GE.2978 Santiago-Jirau.
3 credits. Fall.
30 hours, 3 credits. Fall.
MPAET-GE 2098 Smithner, 90 hours:
Drama in Education I and II
Creating Theatre with Young People I
3 credits each term. Spring.
MPAET-GE.2193, 2194 Montgomery.
and II
Prerequisites: proficient work in
30 hours: 3 credits each term. Fall,
MPAET-GE.2980, 2981 45 hours:
Directing MPAET-UE081, 1082 or
Spring.
3 credits. Fall, Spring.
Advanced Directing
equivalent and permission of instructor.
Acting: Scene Study
Assessment of Student Work in Drama
Styles of Acting and Directing I and II
MPAET-GE.2251 15 hours per credit:
MPAET-GE.2988 Taylor 10 hours:
MPAET-GE.2099, 2100 Smithner/
2–3 credits. Fall, Spring.
1 credit. Spring.
Acting: Character Study
Doctoral Proposal Seminar: Educational
MPAET-GE.2252 2–3 credits: 15 hours
Theatre
per credit. Fall, Spring.
MPAET-GE.3005 Taylor. 30 hours:
Salvatore. 45 hours: 3 credits each term.
Fall, Spring.
Applied Theatre
3 credits. Spring.
MPAET-GE.2101 Taylor 30 hours: 3
credits. Fall, Spring.
Independent Study
MPAET-GE.2300 30 hours per credit:
World Drama
1–4 credits. Fall, Spring, Summer.
MPAET-GE.2103, 2104 30 hours: 3
credits each term. Fall, Spring.
Practicum in Educational Theatre
MPAET-GE.2301 45 hours per credit:
Beginning Playwriting
1–6 credits. Fall, Spring; hours to be
MPAET-GE.2105 DiMenna. 30 hours:
arranged.
2 credits. Fall.
102
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
MUSIC AND MUSIC
PROFESSIONS
THEORY AND COMPOSITION/
MPATC-GE
Music Literature: The Baroque Period
Music Editing for Film and Multimedia
MPATC-GE.2067 Oestreich. 30 hours: 3
MPATC-GE.2555 30–40 hours: 3–4
credits. Spring.
credits.
Registration by special permission of the
Music Literature: The Classical Period
instructor.
MPATC-GE.2073 Gilbert. 30 hours: 3
Analysis of 19th- and 20th-Century
credits. Spring, Summer.
Music
Seminar in Music and Music Education
MPATC-GE.3026* 15 hours per credit:
MPATC-GE.2016 30 hours: 3 credits.
Participation in NYU Orchestra
2–4 credits. Fall, Spring, Summer.
Spring.
MPATC-GE.2087 15–60 hours: 0–2
$75 recital fee required.
credits. Fall, Spring.
Advanced Orchestration
Open to the University community.
MPATC.2020 30 hours: 3 credits. Spring.
Registration by audition only.
VOICE/MPAVP-GE
MPATC-UE.1020, Orchestration: Strings
Performance Practices
Voice (Private Lessons)
Percussion MPATC-UE.1025.
MPATC-GE.2091 30 hours: 3 credits.
MPAVP-GE.2111 7.5–15 hours: 3 credits.
Fall, Summer.
May be repeated until a total of 12
Prerequisites: Orchestration: Strings
Music Reference and Research
credits has been earned. Fall, Spring.
Materials
Principles and Appreciative Aspects of
MPATC-GE.2021 30 hours: 3 credits. Fall.
Performance Practice
Vocal Coaching: Advanced
MPATC-GE.2099 30 hours: 3 credits.
MPAVP-GE.2112 7.5–15 hours: 3 credits.
Summer.
May be repeated until a total of 6 credits
Seminar in Theory
MPATC-GE.2024 Fisher. 30 hours: 3
credits. Fall, Spring.
Colloquy in Music
has been earned. Fall, Spring.
Analysis of Contemporary Practices
MPATC-GE.2123 30 hours: 3 credits.
Colloquy in Music (Graduate Recital)
Summer, fall.
MPAVP-GE.2121 15–45 hours and hours
MPATC-GE.2026* Rowe. 15 hours per
arranged: 3 credits. Fall, Spring.
credit: 2–4 credits. Fall, Spring, Summer.
Compositional Process in the
$75 recital fee required.
Symphony
Graduate Acting I for Singers
MPATC-GE.2127 Dello Joio. 30 hours:
MPAVP-GE.2141 37.5 hours: 2 credits.
3 credits. Fall.
Fall.
Sonata in the 19th Century
Graduate Acting II for Singers
MPATC-GE.2151 30 hours: 3 credits.
MPAVP-GE.2142 37.5 hours: 2 credits.
Spring, Summer.
Spring.
Influential Pianists and Performance
Graduate Acting III for Singers
Practice
MPAVP-GE.2143 37.5 hours: 2 credits.
Contemporary Music
MPATC-GE.2181 30 hours: 3 credits.
Fall, Spring.
MPATC-GE.2039 30 hours: 3 credits.
Spring.
The Teaching of Music in the Junior and
Senior High School
MPATC.2027 45 hours: 2 credits. Spring.
Seminar in Composition
MPATC.2028 30 hours: 3 credits. Fall,
Summer.
Script Analysis and Dramaturgical
Fall.
Seminar in Music Theory: The Music of
Process
Psychology of Music
Igor Stravinsky
MPAVP-GE.2151 45 hours: 3 credits. Fall.
MPATC-GE.2042 30 hours: 3 credits.
MPATC-GE.2206 30 hours: 3 credits.
Spring, Summer.
Spring.
Music Criticism
Independent Study
arranged: 1–3 credits. May be repeated
MPATC-GE.2046 Oestreich. 30 hours: 3
MPATC-GE.2300 45 hours per credit:
up to 12 credits. Fall, Spring.
credits. Fall.
1–6 credits. Fall, Spring; hours to be
Opera Workshop
MPAVP-GE.2221 15–45 hours and hours
Scoring for Film and Multimedia
arranged.
Song Repertoire: English
Graduate-level projects to be arranged.
MPAVP-GE.2261 37.5 hours: 2 credits.
MPATC-GE.2048 45 hours: 3 credits.
Fall
Fall, Spring, Summer. Department
Composition (Private Lessons)
approval required.
MPATC-GE.2321 15 hours: 3 credits. May
Song Repertoire: German
be repeated until a total of 12 credits
MPAVP-GE.2262 37.5 hours: 2 credits.
Contemporary Scoring: Creative &
has been earned. Fall, Spring. Open to
Spring.
Technological Practices
department graduate students majoring
MPATC-GE.2049 30 hours: 3 credits.
in music.
Spring.
Song Repertoire: Italian/Spanish
MPAVP-GE.2263 37.5 hours: 2 credits.
Film Music: Historical Aesthetics and
Fall.
Opera in the 20th Century
Perspectives
MPATC-GE.2069 30 hours: 3 credits.
MPATC-GE.2550 15 hours per credit:
Song Repertoire: French
Spring.
3–4 credits. Fall, Spring.
MPAVP-GE.2264 37.5 hours: 2 credits.
Spring.
103
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
WOODWINDS/MPAWW-GE
STRINGS-MPASS-GE
MPAVP-GE.2321 15–45 hours and hours
Chamber Music: Traditional Ensembles
Stringed Instruments (Private Lessons)
arranged: 1–3 credits. May be repeated
for Winds, Piano, Strings, and Brass
MPASS-GE.2111 15 hours: 3 credits. May
up to 12 credits. Fall, Spring.
Instruments
be repeated until a total of 12 credits has
MPAWW-GE.2034.002 Lamneck. 15 to
been earned. Fall, Spring.
Music Theatre Workshop: Technique
and Materials
Music Theatre History I
45 hours: 1–3 credits. Fall, Spring.
Alexander Technique (Private Lessons)
MPAVP-GE.2351 37.5 hours: 2 credits.
Fall.
Woodwind Practicum for Music
MPASS-GE 2112 2 credits. Fall, Spring.
Education
Music Theatre History II
MPAWW-GE.2105 15 hours: 1 credits.
Colloquy in Music
MPAVP-GE.2352 37.5 hours: 2 credits.
Fall.
MPASS-GE 2121 2-4 credits. Fall, Spring.
Spring.
There is a fee for renting instruments.
Instrumental Techniques and Materials:
JAZZ/MPAJZ-GE
Wind or Percussion Instruments
Chamber Music
(Private Lessons)
MPASS-GE 2131 0-3 credits. Fall, Spring.
MPAWW-GE.2334 15 hours: 3 credits.
New York University Jazz Ensembles
May be repeated until a total of 12
Baroque Ensemble
MPAJZ-GE.2088 60 hours: 0–1 credit.
credits has been earned. Fall, Spring.
MPASS-GE 2132 0-3 credits. Fall, Spring.
Fall, Spring.
Masterclass
Registration by audition only.
PIANO/MPAPE-GE
MPASS-GE 2133 0-3 credits. Fall, Spring.
MPAJZ-GE.2075 30 hours: 3 credits.
Collaborative Piano: Techniques and
Improvisation Class
Fall.
Practicum
MPASS-GE 2135 0-3 credits. Fall, Spring.
Prerequisite: Jazz Theory and Ear
MPAPE-GE 2170 30 hours: 3 credits,
Training I MPAJZ-UE. 1039.
Spring.
Jazz Improvisation Techniques II
Piano Literature I
MPAJZ-GE.2076 30 hours: 3 credits.
MPAPE-GE.2185 30 hours: 3 credits.
Viola Class
Spring.
Fall, Spring.
MPASS-GE 2142 0-3 credits. Fall, Spring.
Techniques I MPAJZ-GE.2075.
Piano Literature II
Cello Class
An extension of MPAJZ-GE.2075 with
MPAPE-GE.2186 30 hours: 3 credits.
MPASS-GE 2143 0-3 credits. Fall, Spring.
emphasis on style characteristics of
Fall.
Jazz Improvisation Techniques I
Violin Class
MPASS-GE 2141 0-3 credits. Fall, Spring.
Prerequisite: Jazz Improvisation
Bass Class
selected jazz artists.
Piano Literature III
MPASS-GE 2144 0-3 credits. Fall,
MPAPE-GE.2187 30 hours: 3 credits. Fall.
Spring.
and 15 hours arranged: 3 credits. Spring.
Performance Practices &
Harp Class
Prerequisite: Jazz Arranging &
Entrepreneurship in 20th & 21st
MPASS-GE 2145 0-3 credits. Fall, Spring.
Composition II, MPAJZ-UE.1120 or
Century Piano Music
permission of instructor.
MPAPE-GE 2189 30 hours: 3 credits,
Violin Orchestral Repertoire
Spring.
MPASS-GE 2151 0-3 credits. Fall, Spring.
MPAJZ-GE.2271 30 hours and 15 hours
Piano (Private Lessons)
Viola Orchestral Repertoire
arranged: 3 credits. Fall.
MPAPE-GE.2356 15 hours: 3 credits. May
MPASS-GE 2152 0-3 credits. Fall, Spring.
Open to non-music majors.
be repeated until a total of 12 credits
The Jazz Orchestra
MPAJZ-GE.2089 Matthews. 30 hours
Reference and Research in Jazz
has been earned. Fall, Spring. Open to
Cello Orchestral Repertoire
Jazz Arranging Techniques I
department graduate students majoring
MPASS-GE 2153 0-3 credits. Fall, Spring.
MPAJZ-GE.2273 30 hours and 15 hours
in music.
Bass Orchestral Repertoire
arranged: 3 credits. Fall.
Influential Pianists and Performance
MPASS-GE 2154 0-3 credits. Fall, Spring.
Jazz Arranging Techniques II
Practice
MPAJZ-GE.2274 30 hours and 15 hours
MPAPE-GE 2181 30 hours: 3 credits.
Harp Orchestral Repertoire
arranged: 3 credits. Spring.
Spring.
MPASS-GE 2155 0-3 credits. Fall, Spring.
special emphasis on arrangements for
Colloquy in Music
Violin Pedagogy
large jazz ensembles.
MPAPE-GE 2026 2-3 credits. Fall,
MPASS-GE 2161 0-3 credits. Fall, Spring.
An extension of MPAJZ-GE.2273 with
Spring.
Cello Pedagogy
104
Instrumental Techniques and Materials
MPASS-GE 2163 0- 3 credits. Fall,
MPAPE-2034 0-3 credits. Fall, Spring.
Spring.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Bass Pedagogy
MUSIC BUSINESS/MPAMB-GE
Ethics of the Entertainment Industry
MPAMB-GE.2204 30 hours: 3 credits.
MPASS-GE 2164 0-3 credits. Fall,
Music Business Graduate Professional
Spring.
Development Sequence
Prerequisite: Principles and Practice in
Harp Pedagogy
MPAMB-GE.2001 0 credits. Fall, Spring
the Music Industry MPAMB-GE.2101.
MPASS-GE 2165 0-3 credits. Fall, Spring.
(students take every semester of their
Spring.
matriculation). Hours arranged.
Strategic Marketing in the Music
Industry
Violin Technique Class
Principles and Practice in the Music
MPAMB-GE.2206 30 hours: 3 credits.
Industry
Fall.
Viola Technique Class
MPAMB-GE.2101 30 hours: 3 credits.
Prerequisite: Principles and Practice in
MPASS-GE 2172 0-3 credits. Fall, Spring.
Fall.
the Music Industry MPAMB-UE.2101.
Cello Technique Class
The Law and the Music Industry
Global Music Management
MPASS-GE 2173 0-3 credits. Fall, Spring.
MPAMB-GE.2102 30 hours: 3 credits.
MPAMB-GE.2207 30 hours: 3 credits.
Fall.
Spring (taught in alternate years in
MPASS-GE 2171 0-3 credits. Fall, Spring.
Bass Technique Class
MPASS-GE 2174 0-3 credits. Fall, Spring.
January intersession at NYU in London).
Environment of the Music Industry
Prerequisite: Principles and Practice in
MPAMB-GE.2103 30 hours: 3 credits.
the Music Industry MPAMB-UE.2101.
Harp Technique Class
Spring.
MPASS-GE 2175 0-3 credits. Fall, Spring.
Prerequisite: Principles and Practice in
Data Analysis in the Music Industry
the Music Industry MPAMB-UE.2101.
MPAMB-GE.2211 30 hours: 3 credits.
Independent Study
Spring.
MPASS-GE 2300 1-6 credits. Fall,
Artist Management and Management
Prerequisite: Principles and Practice in
Spring.
Science in the Music Industry
the Music Industry MPAMB-GE.2101.
MPAMB-GE.2104 30 hours: 3 credits.
PERCUSSION/MPAPS-GE
Fall.
Music Business Graduate Internship
Prerequisite: Principles and Practice in
MPAMB-GE.2301 1 credit per semester
the Music Industry MPAMB-GE.2101.
(a total of 3 required for the degree).
Percussion (Private Lessons)
Fall, Spring, Summer. 200 hrs.
MPAPS-GE.2334 15 hours: 3 credits.
Concert Management
May be repeated until a total of 12
MPAMB-GE.2105 30 hours: 3 credits.
Colloquy in Music Business
credits has been earned. Fall, Spring.
Spring.
MPAMB-GE.2401 30 hours: 3 credits.
Prerequisite: Principles and Practice in
Fall, Spring, Summer.
the Music Industry MPAMB-GE.2101.
Registration by advisement only.
NYU Percussion Ensemble
MPAPS-GE 2190.005 45 hours: 0–3
credits. Fall, Spring.
Graduate A&R Seminar
MPAMB-GE.2201 30 hours per credit:
NYU Marimba Ensemble
3 credits. Fall.
MPAPS-GE 2190.002 45 hours: 0–3
credits. Fall, Spring.
Promotions and Publicity in the Music
Industry
NYU Steel Drum Ensemble
MPAMB-GE.2202 30 hours: 3 credits.
MPAPS-GE 2190.003 45 hours: 0–3
Spring.
credits. Fall, Spring.
Prerequisite: Principles and Practice in
the Music Industry MPAMB-GE.2101.
NYU African Gyil and Percussion
Ensemble
Emerging Models & Markets for Music
MPAPS-GE 2190.004 30 hours: 0–3
MPAMB-GE.2203 30 hours: 3 credits.
credits. Fall, Spring.
Fall (offered as a January intensive in
alternate years in Rio de Janeiro, Brazil).
NYU Contemporary Ensemble
Prerequisites: Principles and Practice
MPAPS-GE 2190.006 45 hours: 0–3
in the Music Industry MPAMB-GE.2101,
credits. Fall, Spring
Environment of the Music Industry
MPAMB-GE.2103.
Percussion Laboratory
MPAPS-GE 2190.006 30 hours: 0–3
credits. Fall, Spring.
105
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
MUSIC EDUCATION/MPAME-GE
Instrumental Conducting Practicum for
Music Education
Creative Performance Opportunities in
MPAME-GE.2111 15 hours: 1 credit. Fall,
Music Education
Spring.
MPAME-GE.2031 15 hours per credit: 1–3
credits. Fall.
MUSIC TECHNOLOGY/
MPATE-GE
Audio Mastering
MPATE-GE.2013 30 hours: 3 credits.
Music for Children
Fall, Spring.
MPAME-GE.2113 30 hours: 2 credits.
Music Education Technology in the
Spring.
Classroom
Advanced Musical Acoustics
MPATE-GE.2036 30 hours: 3 credits.
MPAME-GE.2055 20 hours plus hours
Music for Exceptional Children
arranged: 2 credits. Spring.
MPAME-GE.2114 45 hours: 3 credits. Fall,
Spring.
Problems in Music Education:
Spring, Summer.
Software Synthesis
MPATE-GE.2037 30 hours: 3 credits.
Computer-Assisted Instruction
Instrumental Materials, Techniques, and
MPAME-GE.2056 30 hours plus hours
Technology in Music
arranged: 3 credits.
MPAME-GE.2115 15 hours plus hours
Creating with Interactive Media:
arranged of fieldwork: 2 credits. Spring.
KYMA
Dalcroze Eurythmics
MPAME-GE.2077 30 hours: 3 credits.
Fall, Spring.
MPATE-GE.2038 30 hours: 3 credits.
Teaching of Music in the Elementary
Spring.
Grades
Choral Materials and Techniques
MPAME-GE.2119 45 hours: 2 credits. Fall,
Advanced Computer Music
MPAME-GE.2082 30 hours: 2 credits.
Spring.
Composition
Choral Conducting Practicum for Music
Research in Music and Music Education
Education
MPAME-GE.2130 30 hours: 3 credits.
MPAME-GE.2093 15 hours: 1 credit. Fall.
Spring.
Advanced Instrumental Conducting
Basic Concepts in Music Education
MPATE-GE 2300 1-4 credits. Fall,
MPAME-GE.2096 30 hours: 3 credits.
MPAME-GE.2139 30 hours: 3 credits.
Spring, Summer.
Spring.
Spring.
Fundamentals of Conducting
Supervised Student Teaching of Music
Theory LAB
MPAME-GE.2102 15 hours: 1 credit.
in the Elementary School
MPATE-GE.2598 30 hours: 3 credits.
MPAME-GE.2141*‡ Minimum 180 hours: 3
Fall, Spring, Summer.
credits. Fall, Spring.
Corequisite: Fundamentals of Digital
MPATE-GE.2047 30 hours: 3 credits.
Fall, Summer.
Independent Study in
Music Technology
Fundamentals of Digital Signal
Guitar Practicum for Music Education
Signal Theory MPATE-GE.2599.
MPAME-GE.2103 15 hours: 1 credit. Fall,
Spring.
Supervised Student Teaching of Music
in the Secondary School
Fundamentals of Digital Signal Theory
Brass Practicum for Music Education
MPAME-GE.2145*‡ Minimum 180 hours:
MPATE-GE.2599 30 hours: 3 credits.
MPAME-GE.2104 15 hours: 1 credit. Fall,
3 credits. Fall, Spring.
Fall, Spring, Summer.
Corequisite: Fundamentals of Digital
Spring.
Orff Method
Woodwind Practicum for Music
MPAME-GE.2149 30 hours: 3 credits.
Education
Fall, Spring.
Music Technology: Digital Audio
Processing I
MPAME-GE.2105 15 hours: 1 credit. Fall,
Spring.
Signal Theory Lab MPATE-GE.2598.
Colloquy in Music Education
IMPATE-GE.2600 30 hours: 3 credits.
MPAME-GE-2939 15 hours per credit:
Fall.
Vocal Practicum for Music Education
1–4 credits. Fall, Spring.
MPAME-GE.2108 15 hours: 1 credit. Fall,
For master’s candidates in music
Music Technology: Digital Audio
Spring.
education.
Processing II
MPATE-GE.2601 30 hours: 3 credits.
Strings Practicum for Music Education
Spring.
MPAME-GE.2106 15 hours: 1 credit. Fall,
Spring.
Audio for Games and Immersive
Environments
Percussion Practicum for Music
MPATE-GE.2604 30 hours: 3 credits.
Education
Spring.
MPAME-GE.2107 15 hours: 1 credit. Fall,
Spring.
Graduate Internships in Music
Technology
MPATE-GE.2605 50–300 hours: 1–6
credits. 50 hours per credit. Fall, Spring,
Summer.
106
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
PERFORMING ARTS
ADMINISTRATION/MPAPA-GE
Advanced Digital Signal Theory
Music Information Retrieval
MPATE-GE.2607 30 hours: 3 credits.
MPATE-GE.2623 30 hours: 3 credits.
Spring.
Fall.
Java Music Systems
Aesthetics of Recording
Performing Arts Centers
MPATE-GE.2608 30 hours: 3 credits.
MPATE-GE.2627 30 hours: 3 credits.
MPAPA-GE.2001† A minimum of 450
Fall, Spring.
Fall.
hours: 3 credits. Fall, Spring; hours to be
Electronic Music Performance
Audio for the Web
MPATE-GE.2609 30 hours: 2 credits.
MPATE-GE.2628 30 hours: 3 credits.
Internship in the Administration of
arranged.
Internship in the Administration of
Performing Arts Centers
Spring, Summer.
Advanced Audio Production
MPAPA-GE.2002† A minimum of 450
Advanced Programming—
MPATE-GE.2629 45 hours: 3 credits.
hours: 3 credits. Fall, Spring; hours to be
Max/MSP/Jitter
Fall, Spring.
arranged.
Fall, Spring.
The Art of Sound Reinforcement
Law and the Performing Arts
Prerequisite: working understanding of
MPATE-GE.2631 45 hours: 3 credits. Fall,
MPAPA-GE.2008 McClimon. 30 hours:
Max/MPS or MPATE-UE.1014 MIDI Tech II.
Spring.
3 credits. Spring.
Concert Recording I
Advanced Audio for Games
Marketing the Performing Arts
MPATE-GE.2611 30 hours: 3 credits
MPATE-GE.2635 45 hours: 3 credits.
MPAPA-GE.2105 Guttman. 30 hours:
MPATE-GE.2610 30 hours: 3 credits.
(Fall), 2 credits (Summer).
3 credits. Fall.
Concert Recording II
Planning and Finance in the Performing
MPATE-GE.2612 30 hours: 2 credits
Arts
(Spring), 3 credits (Summer).
MPAPA-GE.2120 30 hours: 3 credits.
Spring.
3-D Audio
MPATE-GE.2613 30 hours: 3 credits.
Environment of Performing Arts
Spring.
Administration
MPAPA-GE.2130 (formerly E88.2131)
Max Programming I
Wry. 30 hours: 3 credits. Fall.
MPATE-GE.2614 30 hours: 3 credits. Fall,
Corequisite: Principles and Practices
Spring.
of Performing Arts Administration
MPAPA-GE.2131.
Electronics by Computer Simulation
MPATE-GE.2615 30 hours: 3 credits. Fall.
Principles and Practices of Performing
Arts Administration
Colloquy in Music Technology:
MPAPA-GE.2131 (formerly E88.2130)
Master’s Thesis Preparation
Wry. 30 hours: 3 credits. Fall.
MPATE-GE.2616 30 hours: 3 credits. Fall,
Corequisite: Environment of Performing
Spring, Summer.
Arts Administration MPAPA-GE.2130.
C Programming for Music Technology
Development for the Performing Arts
MPATE-GE 2618 30 hours: 3 credits. Fall.
MPAPA-GE.2132 Dorfman. 30 hours: 3
credits. Spring.
Audio for Video I
MPATE-GE.2620 30 hours: 2–3 cred-
Governance and Trusteeship in
its. Fall, Summer.
Performing Arts Organizations
MPAPA-GE.2133 Wry. 30 hours: 3
Audio for Video II
credits. Spring.
MPATE-GE.2621 30 hours: 3 credits.
Spring, Summer.
Seminar in Cultural Policy: Issues in
Prerequisite: Audio for Video I
Performing Arts Administration
MPATE-GE.2620.
MPAPA-GE.2222 Wry. 30 hours: 3
credits. Fall, Spring.
Prerequisites: MPAPA-GE.2001, 2002,
and substantial completion of the
Program in Performing Arts.
107
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
DRAMA THERAPY/MPADT
Internship in Drama Therapy: Lecture
Theory and Application of
MPADT-GE.2303 Hodermarska. 4
Improvisation in Music Therapy
Introduction to Drama Therapy
credits. Fall, Spring, Summer. 50–400
MPAMT-GE.2941 45 hours: 3 credits.
MPADT-GE.2114 (formerly
hours.
Spring.
MUSIC THERAPY/MPAMT
Key Concepts in Music Therapy II
MPAETGE.2114) Landy. 30 hours plus
hours arranged: 3 credits. Fall.
MPAMT-GE.2942 45 hours: 3 credits.
Prerequisite: matriculation in the
Program in Drama Therapy or
Music Therapy Practicum: Children and
registration by permission of adviser.
Adolescents
Drama Therapy for Clinical Populations
Fall.
MPAMT-GE.2043 135 hours: 3 credits.
Theory Development in Music Therapy
Fall.
MPAMT-GE.2943 45 hours: 3 credits.
Spring.
MPADT-GE.2109 (formerly MPAETGE.2109) McMullian. 30 hours plus
Music Therapy Practicum: Adults and
hours arranged: 3 credits. Spring.
Elderly
Reading Contemporary Music Therapy
Prerequisite: Introduction to Drama
MPAMT-GE.2053 135 hours: 3 credits.
Theory
Therapy MPADT-GE.2114.
Spring.
MPAMT-GE.2944 45 hours: 3 credits.
Psychodrama and Sociometry
Clinical Vocal Improvisation
MPADT-GE.2115 (formerly MPAET-
MPAVP-GE.2062 30 hours: 2 credits.
Developing Presentations and
GE.2115) Garcia. 30 hours: 3 credits. Fall.
Spring.
Publications in Music Therapy
Spring.
MPAMT-GE.2945 45 hours: 3 credits.
Prerequisite: Introduction to Drama
Therapy MPADT-GE.2114 or permission of
Independent Study
instructor.
MPATC-GE.2300 45 hours per credit:
Music Improvisation for Artistic Growth
1–6 credits. Fall, Spring, Summer; hours
MPAMT-GE.2946 30 hours: 3 credits.
to be arranged.
Fall, Spring.
Developmental Transformations
Introduction to Music Therapy
Group Music Therapy I
MPADT-GE.2116 (formerly MPAET-
MPAMT-GE.2930 45 hours: 3 credits.
MPAMT-GE.2947* 10 hours per credit:
GE.2116) Staff. 30 hours: 3 credits.
Spring.
2–6 credits each term. Fall, Spring; hours
Advanced Practices in Drama Therapy:
Playback, Therapeutic Theatre and
to be arranged.
Spring.
Prerequisite: matriculation in the
Music Therapy: Advanced Theory and
Program in Drama Therapy.
Methods I
Group Music Therapy II
MPAMT-GE.2931 45 hours: 3 credits.
MPAMT-GE.2948* 10 hours per credit:
Fall.
2–6 credits each term. Fall, Spring; hours
Projective Techniques in Drama
Therapy
to be arranged.
MPADT-GE.2117 (formerly MPAET-GE.2117)
Music Therapy: Advanced Theory and
McLellan, Haen. 30 hours: 3 credits. Fall.
Methods II
Music Therapy Thesis
Prerequisite: Introduction to Drama
MPAMT-GE.2932 45 hours: 3 credits.
MPAMT-GE.2949 10 hours per credit:
Therapy MPADT-GE.2114, Drama Therapy
Spring.
2–4 credits.
for Clinical Populations MPADT-GE.2109,
or permission of instructor.
Introduction to Research in Music
Therapy
Advanced Theory and Research in
MPAMT-GE.2933 30hours: 3 credits.
Drama Therapy
Fall.
MPADT-GE.2119 (formerly MPAETGE.2119) Landy, Hodermarska. 30 hours:
Clinical Improvisation in Music Therapy
3 credits. Spring.
MPAMT-GE.2934 30 hours: 2 credits.
Prerequisites: PSY-GE.2038,
Fall.
APSY-GE.2039, MPADT-GE.2109,
MPADT-GE.2114, APSY-GE.2271.
Internship in Music Therapy
MPAMT-GE.2935, 2936 100 hours per
Independent Study
credit: 5 credits each term. Fall, Spring;
MPADT-GE.2300 (formerly MPAET-
hours to be arranged.
GE.2300) 45 hours per credit: 1–6
credits. Fall, Spring, Summer; hours to
Key Concepts in Music Therapy I
be arranged.
MPAMT-GE.2938 45 hours: 3 credits.
Spring.
Internship in Drama Therapy: Lab
MPADT-GE.2302 (formerly MPAET-
Advanced Practices of Improvisation in
GE.2302) Hodermarska. 6 credits. Fall,
Music Therapy
Spring, Summer. 50–400 hours.
MPAMT-GE.2940 45 hours: 3 credits.
Fall.
108
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2015–2017
Department Of
Nutrition, Food
Studies, and
Public Health
Department CHAIR: Krishnendu Ray
D EG R E E S
411 Lafayette Street | 5th Floor | New York, NY 10003
M.A., M.S., Ph.D.
TELEPHONE: 212-998-5580 | FAX: 212-995-4194 | E-MAIL: [email protected]
WEBSITE: steinhardt.nyu.edu/nutrition
CO N TE NTS
Faculty ............................................................... 110
Master’s Programs
Nutrition and Dietetics ............................111
Clinical Nutrition..........................................111
T
hrough research, teaching, and com-
cal factors that have influenced food production
munity service, the department’s
and consumption in local settings under global
mission is to generate and dissemi-
pressures.
nate knowledge to effect sustainable
change in the health and well-being
The department also participates in the
NYU Global Institute of Public Health’s master’s
of local, urban, and global communities. The
program (M.P.H.), accredited by the Council
department teaches undergraduate and graduate
on Education for Public Health. The program
students to be critical thinkers and creative con-
prepares students for careers in communities, or-
Nutrition and Dietetics.............................114
tributors while acquiring expertise in their chosen
ganizations, and government agencies that work
Food Studies................................................114
domain of knowledge. Students partner with
to improve the health of underserved population
Public Health................................................114
alumni, professionals, and the larger community
groups in the United States and throughout the
to provide education, research, and services that
world. For more information about the M.P.H.,
focus on the role of food, nutrition, and public
please consult http://giph.nyu.edu/academic-
health in all aspects of life.
programs/mph.
Food Studies................................................113
Public Health................................................114
Doctoral Programs
Courses................................................................115
For information about the mission
The master’s programs in nutrition and dietet-
The department’s Ph.D. programs train
and student learning outcomes for
ics and food studies educate students through
students to become researchers, educators, and
each of our programs, please see the
carefully developed curricula containing core,
advanced practitioners in nutrition and food
department website.
specialization, and elective courses. These pro-
studies.
grams share an interdependence that provides
Together, these programs focus on the role
the next generation of students with a strong
of food, nutrition, and health as separate but
Notice: The programs, requirements,
foundation for collaborative research and innova-
integrated aspects of society. They emphasize
and schedules listed herein are subject
tive opportunities. For further information, please
the scientific, behavioral, socioeconomic, cultural,
to change without notice. A directory
visit steinhardt.nyu.edu/nutrition. The master’s
and environmental factors that affect health and
of classes is published each term with a
programs lead to M.S. and M.A. degrees.
the ways in which trained professionals can apply
this information to help individuals and the public
current schedule. For the most up-to-date
The M.S. program in nutrition and dietetics of-
schedule changes, please consult ALBERT,
fers specialized training in either clinical nutrition
make dietary and other behavioral choices that
NYU’s student information website.
or foods and nutrition, along with graduate-level
will promote health and prevent disease. Chang-
dietetic internships fully accredited by the Acad-
es in society and disease risk have increased the
emy of Nutrition and Dietetics (AND). The clinical
need and demand for trained professionals who
nutrition specialization provides the undergradu-
can employ nutritional, behavioral, sociocultural,
ate courses and post-baccalaureate experience
and population-based strategies to improve per-
needed to meet the AND’s requirements for
sonal, public, and environmental health around
credentialing as a registered dietitian (RD).
the globe.
The department’s innovative M.A. program
in food studies prepares students for leadership
positions in numerous food professions. Courses
examine the sociocultural, economic, and histori-
109
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2015–2017
Faculty
Amy Bentley, Associate Professor.
Charles Mueller, Clinical Assistant
Diana Silver, Associate Professor.
B.A. 1984, Brigham Young; M.A. 1985,
Professor. B.A. 1975, Colgate University;
B.A. 1982, Bates; M.P.H. 1990, Hunter
Ph.D. 1992, Pennsylvania.
M.S. 1987, NYU; Ph.D. 2002, New York
College (CUNY); Ph.D. 2006, New York
University.
University.
Professor. B.S. 1984, Cornell; M.A. 1996,
Marion Nestle, Goddard Professor.
Yesim Tozan, Research Assistant
Ph.D. 2006, New York University.
B.A. 1959, Ph.D. 1968, M.P.H. 1986, Cali-
Professor. B.Sc. 1996, M.Sc. 1999,
Jennifer Schiff Berg, Clinical Associate
fornia (Berkeley).
Virginia Chang, Associate Professor.
Istanbul; M.A. 2001, Ph.D. 2004,
Princeton University.
B.S. 1991, M.D. 1994, U of Michigan;
Niyati Parekh, Associate Professor.
M.A. 2000, Ph.D 2003, U of Chicago.
B.S. 1995, St. Xavier’s College; M.S. 1997,
Bridget L Wardley, Visiting Assistant
Nirmala Niketan College; Ph.D. 2005,
Professor of Clinical Nutrition. Dip. Diet.
Wisconsin.
& R.D. 1977, Leeds Polytechnic, UK;
University of Maryland (College Park).
Domingo J. Piñero, Clinical Assistant
1990; C.S.P., 2011.
Judith A. Gilbride, Professor. B.S. 1966,
Venezuela; M.S. 1991, Simón Bolívar
Beth C. Weitzman, Professor. B.A. 1978,
Framingham State; M.A. 1970, Ph.D. 1981,
(Venezuela); Ph.D. 1998, Penn State.
Vassar College; MPA, 1980, New York
Carolyn Dimitri, Associate Professor.
M.S. 1990, New York University; RD,
B.A. 1983, SUNY (Buffalo); Ph.D. 1998,
Professor. B.S. 1986, Central de
University; Ph.D. 1987, NYU Wagner
New York University; RD.
Krishnendu Ray, Associate Professor
Sally Guttmacher, Professor. B.S. 1963,
and Department Chair. B.A. 1984, M.A.
Kathleen Woolf, Assistant Professor.
Wisconsin; M.Phil. 1973, Ph.D. 1976,
1986, Delhi; M.A. 1996, Ph.D. 2001,
B.S. 1986, Arizona State University;
Columbia University.
SUNY (Binghamton).
Dietetic Internship 1987, University of
Farzana Kapadia, Associate Professor.
Lisa Sasson, Clinical Associate Professor.
Los Angeles; PhD. 2002, Arizona State
B.S. 1995, SUNY (Binghamton); M.P.H.
B.S. 1981, Brooklyn College (CUNY);
University.
1997, New York; Ph.D. 2005, Columbia
M.S. 1986, New York University; RD.
Iowa; M.S. 1991, University of California,
University.
Gustavo Setrini, Assistant Professor,
Kristie J. Lancaster, Associate
B.A. 2003, Lawrence University;
Professor. B.A. 1985, Princeton; M.S.
Ph.D. 2011, MIT.
1995, Ph.D. 2000, Penn State; RD.
110
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2015–2017
Master’s Programs
Directors
Kristie Lancaster (M.S.)
Nutrition and Dietetics
Lisa Sasson (Dietetic
The Master of Science program in nutri-
undergraduate (DPD) prerequisite cours-
Research Methods (3 credits): Research
Internship)
tion and dietetics prepares students
es; (3) take the two graduate courses
Methods NUTR-GE.2190
for a wide range of careers as dietitians
(Research Methods & Nutrition Educa-
Advanced Seminar in Nutrition (6 cred-
411 Lafayette
and nutritionists. It provides train-
tion) required for the DPD; (4) apply for
its) NUTR-GE.2207
5th Floor
ing for registered dietitians and other
admission to a dietetic internship (which
Nutrition Science (6 credits): Advanced
212-998-5585
students who seek to become regis-
may involve master’s-level coursework);
Nutrition: Proteins, Fats, and Carbo-
tered dietitians or to obtain advanced
and (5) complete the dietetic internship
hydrates NUTR-GE.2139, Advanced
Degree
academic training in clinical nutrition,
and courses for the master’s degree. All
Nutrition: Vitamins and Minerals NUTR-
M.S.
which provides all academic and intern-
DPD courses must be completed prior to
GE.2144.
ship requirements of the Academy of
entering a dietetic internship program. For
Advanced Clinical Nutrition (6 credits):
Nutrition and Dietetics (AND) registra-
further information about DPD prerequi-
Pediatric Nutrition NUTR-GE.2041,
tion eligibility.
sites, visit the department’s website for
Critical Care Nutrition NUTR-GE.2043,
the M.S. program in nutrition and dietetics
Sports Nutrition NUTR-GE.2045, Weight
CAREER OPPORTUNITIES
with a concentration in clinical nutrition
Management NUTR-GE.2194, Nutrition
The program is designed to train stu-
(steinhardt.nyu.edu/nutrition/dietetics/
and Aging NUTR-GE.2220, Nutritional
dents to help individuals and the public
ms/40).
Aspects of Eating Disorders NUTR-
prevent disease; manage human, finan-
ACADEMIC PREREQUISITES
Terminal Experience (3 credits): Re-
GE.2222 , and others.
choose foods that promote health and
cial, and physical resources to improve
The following courses comprise the
search Applications NUTR-GE.2061 or
the nutritional status of individuals
AND-accredited Didactic Program in Di-
Research Apprenticeship NUTR.2063.
and population groups; monitor trends
etetics (DPD). They may be taken while
Electives Courses: Selected from de-
and issues in the field of nutrition and
matriculated as a graduate student in
partmental and other related graduate
translate this information into educa-
clinical nutrition and must be completed
courses by advisement.
tion and training programs; and apply
prior to enrolling in graduate-level
research principles and processes to the
courses. As prerequisites, however, with
Didactic Program in Dietetics (DPD)
examination of nutrition problems.
the exception of two courses, they do
Verification
not earn graduate credit.
The NYU Didactic Program in Dietetics
CLINICAL NUTRITION
(DPD) is accredited by the Accreditation
The program is a 40-credit curriculum
Basic Science: Introduction to
Council for Education in Nutrition and
for students who would like to obtain
Modern Chemistry CHEM-UA.0002,
Dietetics (ACEND) of the Academy of
the registered dietitian (RD) credential.
and Principles of Organic Chemis-
Nutrition and Dietetics until 2011. Evalu-
There is also a 34-credit curriculum for
try CHEM-UA.0240, should be taken
ation and verification of the AND’s DPD
students who already have an RD or
with laboratory. Food Microbiology
requirements for dietetic registration
have completed an AND-accredited
and Sanitation NUTR-UE.1023, Nutri-
eligibility may be obtained by students
dietetic internship at the time of matric-
tional Biochemistry NUTR-UE.1064,
who have completed at least 29 credits
ulation, but who would like to obtain a
Introduction to Human Physiology
in residence at NYU. Students must
master’s degree that provides advanced
NUTR-UE.1068.
request and file a formal application.
training in clinical dietetics.
Nutrition Science: Nutrition and Health
NUTR-UE.0119, Clinical Nutrition Assess-
DIETETIC INTERNSHIPS
dietitian, the AND requires students to
ment and Intervention NUTR-UE.1185,
The NYU Dietetic Internship meets AND
fulfill the following three separate sets
Community Nutrition NUTR-UE.1209,
requirements for supervised clinical
of training requirements prior to taking
Diet Assessment and Planning NUTR-
practice for registration eligibility. It is
the dietetic registration examination: (1)
UE.1260, Nutrition and the Life Cycle
currently accredited by the ACEND until
2021. It also fulfills 18 of the 40 credits
In order to become a registered
bachelor’s degree from an accredited
NUTR-UE.1269.
college; (2) completion and verification
Food Science: Introduction to Foods
needed for a Master of Science degree
of a specific sequence of undergradu-
and Food Science NUTR-UE.0085, Food
in clinical nutrition. It is a one-year,
ate prerequisite courses that meet
Management Theory NUTR-UE.0091,
full-time program that requires registra-
defined educational competencies and
Food Production and Management
tion in three NYU semesters or two
are known collectively as the Didac-
NUTR-UE.1052, Food Science and
semesters and a summer session. The
tic Program in Dietetics (DPD); and
Technology NUTR-UE.1184.
program includes one full semester of
(3) completion of an AND-accredited
Research Methods NUTR-GE.2190 and
coursework, followed by twenty-seven
dietetic internship. The department
Nutrition Education NUTR-GE.2199
weeks of supervised practice that also
provides two internship options, which
(earns graduate credit).
are discussed below.
programs should take the following steps:
DEGREE REQUIREMENTS:
CLINICAL NUTRITION
(GE HONDMS:CNU)
(1) enroll in the 40-credit clinical nutrition
New Graduate Student Seminar
practice: Medical Nutrition Therapy
graduate program; (2) while enrolled, take
NUTR-GE.2000.002 (0 credits)
NUTR-GE.2037, Medical Nutrition
Students who do not hold bachelor’s
degrees from AND-accredited nutrition
111
involves registration in two consecutive
3-credit courses.
First semester: Interns must complete five graduate courses (12 credits)
before entering supervised clinical
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2015–2017
Nutrition and
Therapy Recitation, Research Methods
NYU Dietetic Internship. Preference will
The VA pays each dietetic intern a
Dietetics, continued
NUTR-GE.2190, Nutrition-Focused Physi-
be given to applicants with an overall
stipend during the 12-month (1,550-
cal Assessment NUTR-GE.2196, Nutrition
academic average of B or better.
Counseling Theory and Practice NUTRGE.2198.
first 12 months, interns spend four days
students in the NYU Dietetic Internship
a week in internship rotations and one
take courses in the clinical nutrition
day per week attending classes at NYU.
ond semester and a summer session):
M.S. program, and because the NYU Di-
The final four months of the program
Interns complete supervised clinical
etetic Internship participates in national
are spent as full-time master’s degree
practice rotations in clinical nutrition
computer matching and the electronic
students at NYU. For information,
therapy (13 weeks and one week of
centralized application process (DICAS),
contact the dietetic internship director
Pediatric Dental Clinical), community
the admission process requires three
at the James J. Peters Veterans Affairs
nutrition (three weeks), food service
separate applications to (1) the NYU
Medical Center, 130 West Kingsbridge
management (six weeks), special-
Steinhardt School of Culture, Education,
Road, Bronx, NY 10468; telephone:
ties (one week), and staff relief (three
and Human Development M.S. program
718-584-9000, ext. 6845; e-mail: jean.
weeks)—a total of at least 1200 practice
in clinical nutrition [please refer to Stein-
[email protected]; website: www.
hours, along with 23 hours of classroom
hardt.nyu.edy/graduate_admissions],
dieteticinternship.va.gov/bronx.asp.
instruction. The supervised practice
(2) the NYU Dietetic Internship, and (3)
Second and third semesters (or sec-
admission requirements
takes place in one of the many affiliated
the national computer matching system.
hospitals, institutions, and agencies
Each requires a separate fee, and all
See general admission section, page
located throughout the New York met-
should be filed at the same time.
187. For specific admission requirements
ropolitan area. Because some of these
Deadlines: Applications are accepted
please visit steinhardt.nyu.edu/nutrition.
sites train more than one dietetic intern,
twice annually, in September for the
starting dates for the supervised clinical
following spring, and in February for
Please be advised that fieldwork place-
practice may vary.
the following fall. Visit steinhardt.nyu.
ment facilities that provide training
Concurrently with the supervised
practice, interns register in two consecu-
edu/nutrition/internships/dietetics for
required for your program degree, and
specific dates.
agencies that issue licenses for practice
tive semesters for Clinical Practice in
The James J. Peters Veterans Affairs
Dietetics I and II NUTR-GE.2146, 2147.
Medical Center Dietetic Internship/NYU
Class sessions cover the Code of Ethics
Master’s Degree Program is conducted
background checks, the results of which
of the AND/Commission on Dietetic
jointly by NYU’s Department of Nutrition,
the facility or agency must find accept-
Registration (CDR) and the Standards of
Food Studies, and Public Health and
able before it will allow you to train at
Practice for dietetic professionals; politi-
the James J. Peters Veterans Affairs
its facility or issue you a license. You
cal, legislative, and economic factors
Medical Center (VA). The coordinated
should inform yourself of offenses or
affecting dietetic practice; and develop-
program affords the opportunity to
other facts that may prevent obtaining a
ment of effective communication and
complete the dietetic internship and M.S.
license to practice in your field of study.
counseling skills.
in only 16 months. The program meets
NYU Steinhardt will not be responsible
all requirements for dietetic registration
if you are unable to complete program
Admission requirements: Applicants
in your field of study, each may require
you to undergo general and criminal
must (1) hold a baccalaureate from an
eligibility, as well as for the M.S. degree in
requirements or cannot obtain a license
accredited college or university; (2)
Nutrition and Dietetics: Clinical Nutrition
to practice in your field because of the
present an official AND Verification
(GEHONDMS:CNU-34). Accreditation by
results of such background checks.
Statement of Completion of a DPD, or
the Academy of Nutrition and Dietetic
Some fieldwork placement facilities in
a statement of Declaration of Intent to
Accreditation Council for Education in
your field of study may not be available
Complete a DPD, with original signa-
Nutrition and Dietetics has been granted
to you in some states due to local legal
tures; (3) apply and gain acceptance
through 2016.
prohibitions.
into the clinical nutrition M.S. program;
and (4) apply and be accepted into the
Director
hour) clinical training period. During the
Application procedures: Because
The program accepts seven students
annually and is open only to U.S. citizens.
Food Studies
Jennifer Schiff Berg
Food studies at New York Univer-
political, economic, environmental, and
411 Lafayette,
sity is one of the first master’s degree
geographic approaches to food within
by the department and by New
5th Floor
programs in the U.S. devoted to food
local, urban and global contexts. Our
York University’s Steinhardt School
212-998-5580
scholarship. In doing so, in 1996, our de-
mission is to examine the ways in which
of Culture, Education, and Human
partment formalized an emerging field
individuals, communities, and societies
Development; Stern School of Busi-
Degree
M.A.
produce, distribute, and consume food.
ness; Wagner School of Public Service,
Employing approaches from the
Cities at the center of flows of people,
Graduate School of Arts and Sciences,
humanities and social sciences, the
produce, and media products, are the
program prepares students to analyze
prime locus of our investigations.
as a state-accredited academic entity.
or Tisch School of the Arts.
2. Broadens work experience. The
program helps students locate in-
the current American food system, its
112
ization, and elective courses offered
global connections, and local alterna-
The program:
ternships in a vast array of potential
tives. The program examines cultural,
1.Challenges students with core, special-
employment sites and places them
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2015–2017
from alternative areas of study or other
Food Studies,
in positions where they can develop
of specialization in policy/advocacy,
continued
new skills and gain access to potential
business/entrepreneurship or media/
courses of interest within NYU: other
employers.
culture:
departments in Steinhardt (such as MCC,
Food Studies: FOOD-GE.2000 Current
Environmental Conservation Education,
3. Gives access to food production companies, non-profit food organizations,
Research in Food Studies, FOOD-
etc), Stern School of Business, Wagner
policy organizations and advocacy
GE.2017 Contemporary Issues in Food
School of Public Service, Tisch School
groups, publishers, public relations
Studies, FOOD-GE.2033 Food Systems
of the Arts, and the Graduate School of
and marketing firms, magazines, food
I, FOOD-GE.2061 Research Applications,
Arts and Sciences.
distributors, food producers and edu-
FOOD-GE.2191 Food and Culture, FOOD-
cational institutions, as well as to the
GE. 2215 Nutrition in Food Studies
SPECIAL OPPORTUNITIES
food professionals who work in them
Policy & Advocacy OR FOOD-GE.2015
The department offers experiential
and enrich the program by serving as
Agricultural Policy (19 credits)
courses, such as 4-credit graduate sum-
adjunct faculty and guest lecturers.
Other courses and credits by advise-
mer study abroad programs on food
ment may include: FOOD-GE. 2034
and nutrition in Tuscany, Hong Kong,
4. Emphasizes development of critical
thinking and research skills that help
Food Systems II: Topics, FOOD-GE 2039,
Puebla, Paris, Florence, and Puerto Rico.
students analyze and solve problems
Food Policy and Politics, FOOD-GE 2100
These programs immerse participants
that may be encountered in profes-
Food Legislation, Regulations & Enforce-
in full experiences of global food, diet,
sional work.
ment, FOOD-GE 2040 Food Advocacy,
culture, and history through classroom
5. Offers experiential learning courses in
FOOD-GE 2007 Economics of Food I:
instruction, field trips, guest speakers,
global, domestic and urban venues.
Consumer Behavior, FOOD-GE 2008
and hands-on workshops.
Economics of Food II: Firm Strategic
CAREER OPPORTUNITIES
Behavior, FOOD-GE.2036 Water, Waste,
admission requirements
Food studies careers focus on the
and the Urban Environment, FOOD-
See general admission section, page 187.
conceptual and creative aspects related
GE 2261 Sustainability on the East End,
to the role of food in culture and society.
FOOD-GE.2110 International Food Regu-
Please be advised that fieldwork place-
They involve product development; ad-
lations, FOOD-GE. 2250 Global Food
ment facilities that provide training
vertising, marketing and public relations;
Culture: Puebla, Mexico; Puerto Rico,
required for your program degree, and
communications and media; writing
PUHE-GE 2319 Writing Grants and Fund
agencies that issue licenses for practice
and editing; styling, photographing,
Proposals RESCH-GE Basic Statistics
in your field of study, each may require
and testing; teaching; policy advocacy;
Business & Social Entrepreneurship:
you to undergo general and criminal
consulting; economic development; and
FOOD-GE. 2006, Food Entrepreneurship,
background checks, the results of which
research. Food studies careers can also
MGM-GB 3336 Foundations of Social
the facility or agency must find accept-
occur in any place where food products
Entrepreneurship, CORI-GB 1306 Financial
able before it will allow you to train at
are developed, produced, purchased,
Accounting and Reporting, MGMT-GB.
its facility or issue you a license. You
prepared, distributed, transported or
3333 Business Start-Up Practicum, MGMT-
should inform yourself of offenses or
served, including corporations and com-
GR. 2370 New Product Development,
other facts that may prevent obtaining a
panies, hotels, resorts, spas, convention
CORI-GB. 2310 Marketing FOOD-GE.2205
license to practice in your field of study.
centers, airlines, educational institutions,
Theoretical Perspectives, FOOD-GE.2019
NYU Steinhardt will not be responsible
if you are unable to complete program
health care facilities, community sites,
Comparative Cuisine FOOD-GE 2021 Food
government agencies, production com-
Writing, FOOD-GE 2012 Food History,
requirements or cannot obtain a license
panies, non-profit organizations, and
FOOD-GE 2250 Global Food Cultures,
to practice in your field because of the
consulting firms.
FOOD-GE 2230 Field Trips in Food,
results of such background checks. Some
FOOD-GE 2171 Food Photography, FOOD-
fieldwork placement facilities in your field
DEGREE REQUIREMENTS
GE 2204 Food in the Arts, FOOD-GE 2271
of study may not be available to you in
The requirements for the program in
Food and Culture: Puerto Rico, ANTH-GA
some states due to local legal prohibitions.
food studies include a core curriculum
Anthropology of Food. (21 credits)
of 19 credits and an additional 21 credits
Students may choose electives
NYU Master of Public Health
Director
Steinhardt participates in the Global
the GIPH aims to improve the health of
Cheryl Merzel
Institute of Public Health’s Master of
diverse population groups at the local,
student experiences and promote con-
(GIPH)
Public Health Program, which seeks to
national, and global levels. The NYU
tinued professional development.
prepare students to become effective
MPH program’s unique university-wide
public health researchers, practitio-
configuration draws upon faculty and
240 Greene Street,
2nd Floor
and practice-based training to enhance
For complete information on the
NYU MPH program, including degree
ners, and leaders by advancing public
other professionals from across the
requirements, admissions, and program
health knowledge and practice through
university and from partner organiza-
services, please refer to the NYU MPH
Degree
research, education, outreach, and
tions worldwide to design and deliver
website and bulletin at giph.nyu.edu/
M.P.H.
community engagement. By doing so,
multidisciplinary educational, research,
mph..
212-992-6741
113
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2015–2017
Doctoral Programs
Directors
The department offers doctoral educa-
DEGREE REQUIREMENTS
other positions in education, including
Carolyn Dimitri
tion in (1) nutrition and dietetics and
For doctoral requirements of the Stein-
secondary institutions seeking teachers
Food Studies
(2) food studies. Because the nutrition
hardt School of Culture, Education, and
with advanced degrees and adult learn-
and dietetics and food studies pro-
Human Development, see pages 178-81.
ing communities.
grams are small and highly selective, the
In addition to school requirements, the
department administers them jointly.
department requires 18 credits of spe-
ADMISSION REQUIREMENTS
A doctoral program in public health is
cialization courses.
In addition to the general requirements
Kathleen Woolf
Nutrition
Dr. Deborah Padgett
offered through the Global Institute of
Public Health
Public Health. Within each program’s
Nutrition and Dietetics
a current résumé or curriculum vitae.
overall structure, students are encour-
The interdisciplinary Ph.D. program of
As determined in consultation with an
411 Lafayette,
aged to select specific courses, course
advanced study in nutrition and dietetics
adviser, some preparatory academic
5th Floor
sequences, and dissertation proposal
provides broad training in education,
work may be required in addition to
listed above, applicants should submit
and research topics that meet their indi-
specialization, and research theory and
minimum specialization requirements for
vidual interests and goals. Each program
applications. The program is designed
the degree.
Degree
is also developed individually by stu-
specifically to meet the needs of em-
Ph.D.
dents in consultation with advisers who
ployed professionals who desire further
212-998-5580
are specialists in the course of study.
education to advance in their careers or
to develop a career in academics. The
Public Health
admission requirements, examination
program prepares graduates for teaching,
For information on the doctoral program
and research requirements, and overall
research, administrative, and leadership
in public health, please visit giph.nyu.
course requirements are the same for all
positions in academic, public health, gov-
edu/phd.
doctoral programs. Program admission
ernment, industry, and other institutions.
Application procedures, general
each doctoral area and are described
ADMISSION REQUIREMENTS
under that area.
In addition to the general requirements
Steinhardt fellows
program and Research
assistantships
listed above, the applicant must have
See page 200. 
GENERAL ENTRANCE
REQUIREMENTS
previous academic training in nutrition or dietetics at the undergraduate
Master’s degree from an accredited
or master’s level. Preference is given
requirements and prerequisites differ for
Please be advised that fieldwork
placement facilities that provide training
institution and GRE scores for the verbal
to applicants with at least three years
required for your program degree, and
and quantitative sections; TOEFL scores
of full-time (or six years of part-time)
agencies that issue licenses for practice
(if applicable); demonstrated leadership
work experience, with major emphasis in
in your field of study, each may require
potential as shown by honors, awards,
nutrition or dietetics.
you to undergo general and criminal
publications, active participation in
professional organizations or agencies,
See general admission section,
page 167.
background checks, the results of which
the facility or agency must find acceptable before it will allow you to train at
or independent research; a statement of
114
See general admission section,
page 187.
goals (500 words) explaining why the ap-
Food Studies
plicant is seeking a doctoral degree and
The food studies doctoral program at
should inform yourself of offenses or
how doctoral training will help achieve
NYU is an interdisciplinary program
other facts that may prevent obtaining a
its facility or issue you a license. You
career goals and contribute to the profes-
of advanced study focusing on food
license to practice in your field of study.
sion; and three letters of recommendation
as it intersects with society, culture,
NYU Steinhardt will not be responsible
from employers, former professors, or
environment, health, history, and com-
if you are unable to complete program
professional colleagues who have ob-
merce. This highly selective program
requirements or cannot obtain a license
served the applicant’s work. Applicants
prepares students for positions in higher
to practice in your field because of the
whose credentials pass an initial screening
education, including teaching, research,
results of such background checks.
are interviewed in person or by telephone.
and administrative positions; positions
Some fieldwork placement facilities in
outside the academy, including public
your field of study may not be available
policy, government, for-profit and not-
to you in some states due to local legal
for-profit private industry; and
prohibitions.
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses
The courses listed
NUTRITION
herein are to be
offered in 2015–2017.
Nutritional Epidemiology
Seminar in Advanced Nutrition:
NUTR-GE.2192 30 hours: 3 credits.
Nutrigenetics and Nutrigenomics
Medical Nutrition Therapy
NUTR-GE.2037 45 hours: 4 credits.
NUTR-GE.2287 30 hours: 3 credits.
Weight Management
NUTR-GE.2194 30 hours: 3 credits.
Beverages
FOOD-GE.2025 45 hours: 3 credits.
Independent Study
NUTR-GE.2300 30 hours: 3 credits.
Nutrition-Focused Physical Assessment
See Departmental Courses section for
NUTR-GE.2196 30 hours: 2 credits.
additional listings.
Pediatric Nutrition
NUTR-GE.2041 30 hours: 3 credits.
Nutrition Counseling Theory and
Practice
Maternal and Child Nutrition
Current Research in Food Studies
NUTR-GE.2042 30 hours: 3 credits.
Nutrition Education
Critical Care Nutrition
FOOD STUDIES
NUTR-GE.2198 30 hours: 3 credits.
FOOD-GE 2000 10 hours: 1 credit
NUTR-GE.2199 30 hours: 3 credits.
Food Policy & Politics
NUTR-GE.2043 30 hours: 3 credits.
Seminar in Advanced Nutrition
FOOD-GE XXX 30 hours: 3 credits.
Sports Nutrition
NUTR-GE.2207 10 hours per credit:
NUTR-GE.2045 30 hours: 3 credits.
1–6 credits. Departmental permission
Beverages
required.
FOOD-GE.2025 45 hours: 3 credits.
Complementary and Alternative
Food Legislation, Regulations &
Nutrition Therapies
Enforcement
NUTR-GE.2210 30 hours: 3 credits.
FOOD-GE XXX 30 hours: 3 credits.
Nutrition in Food Studies
Food Advocacy
NUTR-GE.2215 30 hours: 3 credits.
FOOD-GE XXX 30 hours: 3 credits.
and Carbohydrates
Nutrition and Aging
Economics of Food I:
NUTR-GE.2139 30 hours: 3 credits.
NUTR-GE.2220 30 hours: 3 credits.
Consumer Behavior
Advanced Nutrition: Vitamins and
Nutritional Aspects of Eating Disorders
Minerals
NUTR-GE.2222 30 hours: 3 credits.
Research Applications
NUTR-GE.2061 30 hours: 3 credits.
Field Experience
NUTR-GE.2077 45 hours per credit:
3–4 credits.
Advanced Nutrition: Proteins, Fats,
FOOD-GE XXX 30 hours: 3 credits.
Seminar in Advanced Nutrition
Clinical Practice in Dietetics I
Economics of Food II:
Strategic Firm Behavior
NUTR-GE.2144 30 hours: 3 credits.
FOOD-GE XXX 30 hours: 3 credits.
NUTR-GE.2280 10 hours: 1-6 credits.
Foods Entrepreneurship
NUTR-GE.2146 150 hours per credit:
3 credits. Restricted to NYU dietetic
Seminar in Advanced Nutrition:
interns.
Landmark Studies
NUTR-GE.2281 30 hours: 3 credits.
Clinical Practice in Dietetics II
FOOD-GE.2006
Food History
FOOD-GE.2012 45 hours: 3 credits.
NUTR-GE.2147 150 hours per credit:
Seminar in Advanced Nutrition:
3 credits.
Genetics and Pediatrics
Agricultural Policy
NUTR-GE.2281 10 hours: 1 credit.
FOOD-GE.2015 30 hours: 3 credits.
Research
Seminar in Advanced Nutrition: Ethical
Food Markets: Concepts and Cases
NUTR-GE.2178 30 hours: 3 credits.
Issues in Nutrition and Health Care
FOOD-GE.2016 30 hours: 3 credits.
Prerequisite: NUTR-UG.0085,
NUTR-GE.2283 10 hours: 1 credit.
Nutrition Assessment Methods in
Contemporary Issues in Food Studies
UACHEM-0002.
Seminar in Advanced Nutrition:
FOOD-GE.2017 30 hours: 3 credits.
Food Science and Technology
Bariatric Surgery Weight Loss
NUTR-GE.2184 45 hours: 3 credits.
Management
Comparative Cuisines
NUTR-GE.2284 10 hours: 1 credit.
FOOD-GE.2019 30 hours: 3 credits.
NUTR-GE.2187 10 hours per credit:
Seminar in Advanced Nutrition:
Food Writing
1–3 credits.
Obesity in Clinical Practice
FOOD-GE.2021 30 hours: 3 credits.
International Nutrition
NUTR-GE.2285 30 hours: 3 credits.
Research Methods
NUTR-GE.2190 30 hours: 3 credits.
Beverages
Seminar in Advanced Nutrition:
NUTR-GE.2025 45 hours: 3 credits.
Diseased Gut
NUTR-GE.2286 30 hours: 3 credits.
115
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Urban Agriculture Planning and
Advanced Topics in Studies: Gender
Research Methods in Public Health
Implementation
and Sexuality
PUHE-GE.2361 30 hours: 3 credits. Fall.
NUTR-GE.2030 20 hours: 2 credits.
FOOD-GE.2242 30 hours: 3 credits.
Open only to public health students.
Food Systems I
Advanced Topics in Food Studies:
Professional Writing in Public Health
FOOD-GE.2033 30 hours: 3 credits.
Food and Popular Culture
PUHE-GE.2365 30 hours: 3 credits.
FOOD-GE.2243 20 hours: 2 credits.
Food Systems II: Topics
Perspectives on Reproductive Health
FOOD-GE.2034 30 hours: 3 credits.
Advanced Topics in Food Studies:
Prerequisite: Food Systems I.
Food Sociology
FOOD-GE.2244 30 hours: 3 credits
Waste, Water, and the Urban
International Population and
Family Health
Environment
Advanced Topics in Food Studies:
FOOD-GE.2036 30 hours: 3 credits.
Food and Fine Arts
FOOD-GE.2245 30 hours: 3 credits.
Research Apprenticeship in Food
PUHE-GE.2383 30 hours: 3 credits.
Health Communications:
Theory and Practice
and Nutrition
Advanced Topics in Food Studies:
FOOD-GE.2063 30 hours: 3 credits.
Food in Western Art
FOOD-GE.2246 30 hours: 3 credits.
International Food Regulation
FOOD-GE.2110 30 hours: 3 credits.
PUHE-GE.2374 30 hours: 3 credits.
PUHE-GE.2405 30 hours: 3 credits.
LGBT Health Disparities
PUHE-GE.2357 30 hours: 3 credits.
Global Food Cultures
FOOD-GE.2250 40 hours: 4 credits.
DEPARTMENTAL COURSES
Theoretical Perspectives in Food
Culture
Global Food Cultures: Hong Kong
FOOD-GE.2205 30 hours: 3 credits.
FOOD-GE.2251 40 hours: 4 credits.
Food Photography
Global Food Cultures: Puebla, Mexico
FOOD-GE.2000.001 and
FOOD-GE.2271 15 hours: 1 credit.
FOOD-GE.2252 40 hours: 4 credits.
NUTR-GE.2000.002 3 hours: 0 credits.
Techniques of Regional Cuisine
Sustainability of Food Systems
Sensory Evaluation of Foods
FOOD-GE.2183 30 hours: 2 credits.
FOOD-GE.2260 20 hours: 2 credits.
FOOD-GE.2010 30 hours: 3 credits.
Food and Culture
Sustainability on the East End of
FOOD-GE.2191 30 hours: 3 credits.
Long Island
Research Applications
FOOD-GE.2261 20 hours: 2 credits.
NUTR-GE.2061 30 hours: 3 credits.
Food and Culture
Research Apprenticeship in Food
FOOD-GE.2270 30 hours: 3 credits.
and Nutrition
Nutrition, Food Studies, and Public
Health: New Graduate Student Seminar
Prerequisite: NUTR-UG.1185.
Food in the Arts
FOOD-GE.2204 30 hours: 2 credits.
Nutrition in Food Studies
NUTR-GE.2215 30 hours: 3 credits.
NUTR-GE.2063 45 hours per credit:
Food and Culture: Puerto Rico
1–6 credits.
FOOD-GE.2271 30 hours: 3 credits.
Advanced Foods
Food Science and Technology
FOOD-GE.2216 15 hours per credit: 1–3
NUTR-GE.2184 45 hours: 3 credits.
credits. Prerequisite: NUTR-GE.0085 or
See Departmental Courses section
Prerequisites: NUTR-UG.0085,
equivalent.
for additional listings.
V25.0002.
Fieldtrips in Foods: Ethnic
New York City
Research Methods
PUBLIC HEALTH
NUTR-GE.2190 30 hours: 3 credits.
Epidemiology
Independent Study
PUHE-GE.2306 40 hours: 3 credits.
NUTR-GE.2300 45 hours per credit: 1–6
FOOD-GE.2233 10 hours: 1 credit.
Fieldtrips in Foods:
Food Manufacturing
FOOD-GE.2234 10 hours: 1 credit.
credits; hours to be arranged through
Writing Grants and Funding Proposals
advisement.
for Health-Related Programs
Advanced Topics in Food Studies
PUHE-GE.2319 30 hours: 3 credits.
FOOD-GE.2240 30 hours: 3 credits.
Doctoral Seminar
NUTR-GE.3098 10 hours: 1 credit.
Program Planning and Evaluation
Advanced Topics in Food Studies:
PUHE-GE.2349 30 hours: 3 credits.
The Agro-Industrial Complex
FOOD-GE.2241 30 hours: 3 credits.
Internship and Seminar in Public Health
PUHE-GE.2360 Minimum of 180 hours:
3 credits. Fall, Spring, Summer.
116
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2013–2015
Department Of
Occupational
Therapy
Department CHAIR: KRISTIE PATTEN KOENIG
D EG R E E S
JOSEPH AND VIOLET PLESS HALL | 82 WASHINGTON SQUARE EAST, 6TH FLOOR |
M.S., M.A., D.P.S., Ph.D.
NEW YORK, NY 10003
TELEPHONE: 212-998-5825 | FAX: 212-995-4044 | E-MAIL: [email protected]
WEBSITE: steinhardt.nyu.edu/ot
CO N TE NTS
Faculty..................................................................118
Professional Program.....................................119
Post-professional Programs....................... 120
Courses...............................................................122
F
or over 70 years, New York Univer-
The professional education of occupational
sity’s Department of Occupational
therapists involves the study of the biological
Therapy has continued to be preemi-
and social sciences that are fundamental to
nent in the extent of its contribution
practice and the role of activities and human
to occupational therapy education, as
occupation in improving, restoring, and sus-
well as the number and quality of its outstanding
taining function. Post-professional education
For information about the mission
graduates. The goal of occupational therapy is to
emphasizes scientific inquiry and advanced
and student learning outcomes for
help individuals achieve independence, meaning,
clinical skills to prepare master clinicians,
each of our programs, please see the
and satisfaction in all aspects of their lives. Oc-
administrators, educators, scientists, and profes-
department website.
cupational therapists develop, improve, sustain,
sional leaders. The Department of Occupational
or restore independence to any person who
Therapy’s educational efforts are enhanced by
has an injury, illness, disability, or psychological
its location among top health and educational
Notice: The programs, requirements,
dysfunction. The occupational therapist consults
facilities in the country. The program also has
and schedules listed herein are subject
with individuals, families and /or caregivers and,
a highly qualified faculty. The relationships
to change without notice. A directory
through evaluation and treatment, facilitates the
between community and program help provide
of classes is published each term with a
client’s capacity to participate in satisfying daily
unparalleled learning experiences for students
current schedule. For the most up-to-date
activities. Intervention may address the person’s
and virtually matchless source of diverse
schedule changes, please consult ALBERT,
capacity to perform the activity in which he
practicum sites.
NYU’s student information website.
or she wants to engage, or it may address the
environment in which the activity is performed.
The occupational therapist’s goal is to provide
the client with skills for the job of living— those
necessary to function in the community or in the
client’s chosen environment.
The Department of Occupational Therapy
is a leading academic center committed to the
development of ethical therapists and scholars
who are prepared to respond to the challenges of
society’s ever-changing needs. The department
offers professional-level graduate education
for entry into occupational therapy practice
and post-professional master’s and doctoral
degrees for graduates of approved occupational
therapy programs.
117
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Faculty
Offiong Aqua, Clinical Associate
Tsu-Hsin Howe, Associate Professor.
Please be advised that fieldwork
Professor. M.D. 1986, Moscow.
B.Sc. 1982, National Taiwan; M.A. 1987,
placement facilities that provide training
Ph.D. 2004, New York University; OTR.
required for your program degree,
Kristie Patten Koenig, Department
and agencies that issue licenses for
Chair and Associate Professor.
Anita Perr, Clinical Associate Professor.
practice in your field of study, each
B.S. 1987, Elizabethtown (PA); M.S. 1994,
B.S. 1983, Virginia Commonwealth;
may require you to undergo general
Ph.D. 2003, Temple; OT/L, Fellow of
M.A. 1995, New York University;
and criminal background checks, the
the American Occupational Therapy
Ph.D. 2014, City University of New
results of which the facility or agency
Association (FAOTA).
York; OT/L, Certified Assistive
must find acceptable before it will allow
Technology Practitioner (ATP), Fellow
you to train at its facility or issue you
Karen A. Buckley, Clinical Assistant
of the American Occupational Therapy
a license. You should inform yourself
Professor. B.S. 1973, SUNY (Buffalo);
Association (FAOTA).
of offenses or other facts that may
prevent obtaining a license to practice
M.A. 1977, New York University; OT/L,
Neuro Development Treatment (NDT)
Sally E. Poole, Clinical Assistant
in your field of study. NYU Steinhardt
Certified.
Professor. B.A. 1968, M.A. 1975,
will not be responsible if you are unable
New York University; OT, 2013, University
to complete program requirements or
Tracy Chippendale, Assistant Professor.
of St. Augustine for Health Sciences;
cannot obtain a license to practice in
B.S. 1995, Queen’s University (Ontario);
OT/L Certified Hand Therapist (CHT).
your field because of the results of such
background checks. Some fieldwork
M.A. 2002, Ph.D., 2011, New York
University; OTRL.
Yael Goverover, Associate Professor.
Gerald Voelbel, Assistant Professor,
placement facilities in your field of study
B.A. 1997, M.S. 2001, Ph.D. 2004,
may not be available to you in some
Rutgers.
states due to local legal prohibitions.
B.S. 1992, M.A. 1995 Tel Aviv University;
Ph.D. 2002, New York University; OTR/L.
2004–2005, Post-Doctoral Fellow.
Number of Adjunct Faculty: 22
Jim Hinojosa, Professor. B.S. 1973,
Colorado State; M.A. 1977, Columbia;
Ph.D. 1989, New York University; OT/L,
Fellow of the American Occupational
Therapy Association (FAOTA).
118
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Professional Program
Degree
MASTER OF SCIENCE
Spring, First Year (16 credits): Human
TIME LIMIT
M.S.
The Master of Science Program in
Anatomy (Lab) OT-GE.2003 (1 credit),
Students must complete 6 credits of
Occupational Therapy provides the
Kinesiology OT-GE.2710 (2 credits),
required fieldwork (OT-GE.2703)
Faculty
professional education necessary for
Research Methods for Occupational
within a 20-month period following the
Aqua, Buckley,
initial certification as an occupational
Therapy OT-GE.2025 (2 credits), Medical
completion of academic coursework.
Chippendale,
therapist. Affiliated with 450 sites, the
and Psychiatric Conditions OT-GE.2039
Goverover,
program provides student intervention
(3 credits), Theoretical Bases for the
CERTIFICATION/LICENSURE
Hinojosa, Howe,
experiences in challenging settings,
Scope of Practice OT-GE.2030 (3
The Program in Occupational Therapy is
Koenig, Perr, Poole,
which are integrated into the curriculum
credits), Analysis of Human Activity and
accredited by the Accreditation Council
Voelbel
through connection with courses or as
Occupational Performance I OT-GE.2035
for Occupational Therapy Education
full-time fieldwork.
(2 credits), Professional Issues I 0.5
(ACOTE)® of the American Occupa-
OT-GE.2040 (0 credit), Analysis of
tional Therapy Association (AOTA),
CAREER OPPORTUNITIES
Human Activity and Occupational
4720 Montgomery Lane, Suite 200,
Occupational therapy is a fast-growing
Performance II OT-GE.2736 (2 credits),
Bethesda, MD 20824-3449; telephone:
profession, and graduates are sought by
Health Advocacy & Administration OT-
301-652-AOTA. For ACOTE, the tele-
employers nationwide.
GE.2750 (3 credits).
phone number is 301-652-2682, ext.
DEGREE REQUIREMENTS
Fall, Second Year (16 credits): Field-
able to sit for the national certification
Academic Prerequisites: Undergraduate
work I OT-GE.2721 (1 credit), Research
examination for occupational therapists
coursework in abnormal psychology;
Methods in Occupational Therapy
administered by the National Board for
developmental psychology; behavioral
OT-GE.2025 (3 credits), Orthopedic
Certification in Occupational Therapy
sciences; one additional course in either
Evaluation and Intervention OT-GE.2741
(NBCOT). After successful completion of
psychology, anthropology, or sociology;
(3 credits), Neurological Evaluation and
this exam, the graduate will be a certi-
human anatomy and physiology I and II;
Intervention OT-GE.2743 (3 credits),
fied occupational therapist. Most states
and basic statistics.
Mental Health Evaluation and Interven-
require licensure in order to practice;
tion OT-GE.2745 (3 credits), Pediatric
however, state licensure is usually based
of study is 27 months. Students are
Evaluation and Intervention OT-GE.2748
on the results of the NBCOT Certifica-
required to participate in two full-time,
(3 credits).
tion Examination.
which usually take place during the
Spring, Second Year (13 credits): Field-
ADMISSION REQUIREMENTS
summer and fall at the completion of
work I OT-GE.2722 (1 credit), Research
Applicants must submit two letters of
the academic coursework. The program
Interpretation of Occupational Therapy
recommendation and a statement of
requires successful completion of 69
OT-GE.2725 (3 credits), Rehabilitation
purpose/personal statement address-
credits in anatomy; kinesiology; human
Evaluation and Intervention OT-GE.2742
ing how work, volunteer, and/or life
growth and development; activity group
(3 credits), Cognitive Evaluation and
experiences have led to the choice of
process; psychiatric, medical, surgi-
Intervention OT-GE.2744 (3 credits),
occupational therapy. In addition, a
cal, orthopedic, and neuromuscular
Geriatric Evaluation and Intervention
personal interview and writing sample
conditions; theoretical foundations of
OT-GE.2749 (3 credits), Professional Is-
may be requested.
occupational therapy; and research,
sues II OT-GE.2041 (0 credit).
2914. Graduates of the program will be
The program’s full-time course
three-month fieldwork experiences,
analysis, and synthesis of activities
See general admission section,
page 187.
as they relate to human occupation
Restrictive Elective (3 credits):
through emphasizing evaluation and
to be taken before Fieldwork II (intern-
intervention in the occupational therapy
ship) by advisement.
process.
FINANCIAL AID
OPPORTUNITIES
Students may apply for tuition assistance
Summer, Second Year (3 credits):
from local, state, and federal government
Fall, First Year (15 credits): New Student
Fieldwork II in Occupational Therapy
agencies. Sometimes clinical facilities
Seminar OT-GE.2000 (0 credits), Hu-
OT-GE.2703 (12 weeks).
offer financial assistance in exchange for
man Anatomy (Lecture) OT-GE.2002 (3
a work commitment after graduation.
credits), Foundations of Occupational
Fall, Third Year (3 credits): Fieldwork II
Therapy OT-GE.2701 (3 credits), Activity
in Occupational Therapy OT-GE.2703 (12
Group Process OT-GE.2707 (3 credits),
weeks).
See general financial aid section,
page 199.
Performance and Development Across
the Lifespan OT-GE.2709 (3 credits),
Spring, Third Year, Elective (2–3
Neuroscience OT-GE.2010 (3 credits).
credits): Fieldwork II in Occupational
Therapy (Specialty) OT-GE.2704 (10–12
weeks).
119
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Post-professional Programs
Degrees
The Department of Occupational
Department Core Courses (15 credits):
DEGREE REQUIREMENTS
M.A., D.P.S., Ph.D.
Therapy offers three post-professional
New Student Seminar OT-GE.2000,
Occupational therapists who hold a
programs in occupational therapy
Research Methods for Occupational
master’s degree complete (1) 36 credits
Faculty
leading to either the M.A., D.P.S., or
Therapy OT-GE.2025, Research Inter-
of approved coursework with a mini-
Aqua, Chippendale,
Ph.D. degree for occupational therapists.
pretation of Occupational Therapy
mum cumulative grade credit average
Goverover, Hinojosa,
These programs integrate the theoreti-
OT-GE.2725, Health Advocacy & Ad-
of 3.0, (2) a presentation and successful
Howe, Koenig, Perr,
cal foundation of occupational therapy
ministration OT-GE.2750, Ethics and
defense of evidence-based profes-
Poole, Voelbel
and the knowledge, skills, and attitudes
Analytical Reasoning OT-GE.2764,
sional portfolio, and (3) completion of
necessary for engaging in scholarly ac-
Occupational Therapy Theory Course
all requirements for the D.P.S. within six
tivity. Students develop analytical skills
(Theoretical Foundations for Interven-
years. Full-time or part-time study is
necessary for assuming leadership roles
tion OT-GE. 2762 or Theoretical Bases
available.
while cultivating a network of
for the Scope of Practice OT-GE. 2030.
professional contacts through their
OT Electives/University electives (15
Department Core Courses (9 credits):
studies, clinical experiences, and col-
credits): By advisement.
Theoretical Foundations for Interven-
laborative research. One of the most
tion OT-GE.2762, Developing a Guideline
outstanding features is the strong peer
ADMISSION REQUIREMENTS
for Intervention OT-GE.2763, Ethics and
support network provided by an active
In addition to the admission criteria
Analytical Reasoning OT-GE.2764.
cadre of post-professional students.
of the School, the following specific
Program Requirements (6 credits):
requirements apply: (1) certification as
Evidence-Based Practice OT-GE.3301,
NYU’s Office of Financial Aid website,
an occupational therapist or eligibil-
Advanced Assessments for the
www.nyu.edu/financial.aid, and the
ity for certification; (2) baccalaureate
Practicing Therapist OT-GE.3306.
Steinhardt School’s Office of Graduate
degree in occupational therapy; (3) a
Clinical Specialization (12 credits).
Admissions website, www.steinhardt
personal statement; and (4) interview(s)
Electives (6 credits): Students are re-
.nyu.edu/graduate.admissions, for
as requested by the department.
quired to complete 6 credits of electives
Applicants are encouraged to visit
more information.
from University-wide offerings.
M.A./D.P.S. Single Decision Option
Master of Arts: Post-professional
Terminal Project (3 credits): Professional Portfolio: Advanced Practice
Advanced Occupational Therapy
This is a special option that allows
(OTTH)
occupational therapists with a bach-
OT-GE.3310.
elor’s degree in occupational therapy
ADMISSION REQUIREMENTS
INDIVIDUALLY DESIGNED
SEQUENCE OF COURSES
to apply directly to the clinical doctoral
In addition to the admission criteria
degree program and to earn a master’s
of the school, the following specific
The post-professional master’s degree
degree during the educational process.
requirements apply: (1) GRE score;
program is designed for occupational
Applicants for the single-option select
(2) graduation from an approved
therapists who want master’s-level study
the M.A. degree, program code OTTH,
professional occupational therapy
that involves examining the theoreti-
and document a desire to progress
program; (3) master’s degree or
cal rationale, underlying practice and
to the D.P.S. program in the personal
acquiring research skills. Each student
statement. The application deadline
(5) three letters of recommendation;
takes a core of graduate-level courses in
is February 1 for the single-option
and (6) interviews as requested by
occupational therapy theory, research,
M.A./D.P.S. The GRE and three letters of
the department. The application
and professional skills. Domestic stu-
recommendation are required to apply
deadlines are November 15 for Spring
dents may begin their studies in the fall,
for the Single Decision Option.
admissions and March 15 for Fall admis-
equivalent*; (4) a personal statement;
sions.
spring, or summer term. International
students may begin their studies in
Clinical Doctorate of Professional
the fall. This 30-credit program may
Studies (OTHS)
be completed as full-time or part-time
Doctor of Philosophy (OTHX)
Our Ph.D. program, Research in Occupa-
Through the Clinical Doctorate of
tional Therapy, was established in 1973
Professional Studies (D.P.S.) Program,
and was the first occupational therapy
tion such as pediatrics, mental health,
students have the opportunity to
doctorate in the world. The program
assistive technology, physical disabili-
advance their knowledge and critical
provides students with the knowledge
ties, upper quadrant, or school-based
thinking via coursework that builds a
and skills to work in the profession as
practice. Selection of courses is made
foundation of critical analysis, evidence-
researchers, scholars, and educators.
by advisement. Electives may be taken
based practice, ethics, and theory. The
Doctoral students take post-professional
in other New York University schools,
D.P.S. prepares advanced, skilled oc-
coursework in occupational therapy and
divisions, and programs, including psy-
cupational therapists to deliver, present,
courses in other disciplines both in the
chology, education, special education,
and collaborate with interdisciplinary
school and throughout the University.
ergonomics and biomechanics, public
professionals to provide high-quality
administration, and others.
care. Full-time or part-time study is
multi-year fellowship, which provides full
available. Students are offered two areas
tuition and an annual stipend.
study.
Students select an area of specializa-
All full-time Ph.D. students receive a
of advanced clinical specialization: pediatrics and upper quadrant.
120
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Post-professional
DEGREE REQUIREMENTS
ADMISSION REQUIREMENTS
Programs, continued
Occupational therapists who hold a
In addition to the admission criteria
master’s degree (1) complete a total of
of the school, the following specific
52 credits, including coursework with
requirements apply: (1) GRE score;
a strong grade credit average, and
(2) graduation from an approved
(2) complete a dissertation. Students
professional occupational therapy
who hold a master’s degree in post-
program; (3) master’s degree or
professional occupational therapy from
equivalent; (4) a personal statement;
NYU enter with advanced standing and
(5) three letters of recommendation;
must take a minimum of 42 credits and
and (6) interviews as requested by the
complete a dissertation. Full-time or
department. The application deadline is
part-time study is available.
December 1st.
Occupational Therapy Specialization
(15 credits): Theoretical Foundations for
Intervention OT-GE.2762, Developing a
Guideline for Intervention OT-GE.2763,
Ethics and Analytical Reasoning
OT-GE.2764.
Cognate Courses (6 credits)
Departmental Seminar (3 credits):
Occupational Therapy OT-GE.3406.
Dissertation Proposal Seminar (3
credits): RESCH-GE 3001
Research Course (3 credits): Research
design specific to the dissertation.
Dissertation-Related Courses (15 credits): By advisement
Occupational Therapy Doctoral
Colloquium (1 credit): OT-GE.3408.
121
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses
The courses listed
herein are to be
OCCUPATIONAL THERAPY/
OT-GE
*Registration closed
to special students.
†Pass/fail basis.
Performance and Development Across
OT-GE.2040 Rangel-Padilla. 10 hours: 0
the Life Span
credit. Spring.
OT-GE.2709 Howe, Chippendale. 30
New Student Seminar in Occupational
Prerequisite: successful completion of
hours: 3 credits. Fall.
Therapy
all Fall first-year courses.
offered in 2015–2017.
notes to courses
Professional Issues I
Kinesiology
OT-GE.2000† Staff. 20 hours: 0 credits.
Professional Issues II
OT-GE.2710 Poole. 35 hours: 2 credits.
OT-GE.2041 Rangel-Padilla. 10 hours: 0
Spring.
Principles of Human Anatomy
credits. Spring.
Prerequisite: OT-GE.2002.
OT-GE.2001 Aqua. 30 hours: 3 credits.
Prerequisites: satisfactory completion
Spring.
of all level I fieldwork in the first year.
Fieldwork I in Occupational Therapy
Students must be in good standing in
OT-GE.2721 Rangel-Padilla. 195 hours: 1
academic courses for the second year.
credit. Fall.
Fall.
Human Anatomy Lecture
Prerequisites: successful completion of
OT-GE.2002 Aqua. 53 hours: 3 credits.
Fall.
Disability in a Global Context
Prerequisites: Human Anatomy and
OT-GE.2170 Staff. 30 hours: 3 credits.
Physiology I and II.
Spring.
Human Anatomy Laboratory
Independent Study
Spring.
OT-GE.2003 Aqua. 49 lab hours: 1
OT-GE.2300 45 hours per credit: 1–6
Prerequisite: OT-GE.2721.
credit. Spring.
credits. Fall, Spring, Summer; hours to
Prerequisite: OT-GE.2002.
be arranged.
Neuroscience
Sensory Processing Challenges and Op-
OT-GE.2725 Howe. 45 hours:
OT-GE.2010 Voelbel. 45 hours: 3 credits.
portunities: A Focus on Autism
3 credits. Spring.
Fall.
OT-GE.2332 Koenig. 30 hours: 3 credits.
Prerequisite: OT-GE.2025.
Prerequisites: Human Anatomy &
Spring.
all first-year courses.
Fieldwork I in Occupational Therapy
OT-GE.2722 Staff. 120 hours: 1 credit.
Research Interpretation for
Occupational Therapy
Analysis of Human Activity and
Physiology I and II.
Successful Intervention in Schools
Occupational Performance II
Research Methods for Occupational
OT-GE.2335 Koenig. 30 hours: 3 credits.
OT-GE.2736 Perr. 20 hours: 2 credits.
Therapy
Fall.
Spring.
Lecture and laboratory. Corequisite:
OT-GE.2025 Howe, Goverover. 30 hours:
3 credits. Fall.
Reframing the Meaning of Disability to
Prerequisite: Statistics.
Families
Theoretical Bases for the Scope of
OT-GE.2035.
OT-GE.2338 Grossman. 30 hours:
Orthopedic Evaluation and Intervention
3 credits. Spring.
OT-GE.2741 Poole. 45 hours: 3 credits.
Fall.
Practice
OT-GE.2030 Hinojosa, Howe. 40 hours:
Foundations of Occupational Therapy
Prerequisite: successful completion of all
3 credits. Spring.
OT-GE.2701 Perr, Chippendale. 20 hours:
first-year courses.
Prerequisites: OT-GE.2701 and
3 credits. Fall.
Rehabilitation Evaluation and
OT-GE.2709.
Fieldwork II in Occupational Therapy
Intervention
Analysis of Human Activity and
OT-GE.2703† Rangel-Padilla. Minimum
OT-GE.2742 Perr. 45 hours: 3 credits.
Occupational Therapy Performance I
of 480 hours per credit: 3 credits (6
Spring.
OT-GE.2035 Buckley. 20 hours:
credits required). Summer, Spring, Fall;
Prerequisite: successful completion of all
2 credits. Spring.
hours
first-year courses.
Prerequisite: successful completion of
to be arranged.
all first-semester occupational therapy
Registration by permission of instructor.
Neurological Evaluation and
Intervention
courses.
Fieldwork II in Occupational Therapy
OT-GE.2743 Buckley. 45 hours: 3 credits.
Medical and Psychiatric Conditions
(Specialty)
Fall.
OT-GE.2039 Voelbel, Poole. 40 hours:
OT-GE.2704† Rangel-Padilla. Minimum
Prerequisite: successful completion of all
3 credits. Spring.
of 480 hours (10–12 weeks): 2–3 credits.
first-year courses.
Prerequisites: General Psychology;
Summer, Spring, Fall; hours to be ar-
Abnormal Psychology; OT-GE.2002;
OT-GE.2010; OT-GE.2709.
ranged. Registration by permission of
Cognitive Evaluation and Intervention
instructor.
OT-GE.2744 Goverover. 30 hours: 3
credits. Spring.
Activity Group Process
Prerequisite: successful completion of all
OT-GE.2707 Tomlinson. 30 hours: 3
first-year courses.
credits. Fall.
122
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Mental Health Evaluation and
Directed Project in Occupational
Intervention
Therapy
OT-GE.2745 Voelbel, Tomlinson.
OT-GE.2806 Howe. 30 hours: 3 credits.
44 hours: 3 credits. Fall.
Spring.
Prerequisite: OT-GE.2805.
Pediatric Evaluation and Intervention
OT-GE.2748 Koenig. 45 hours: 3 credits.
Developing Assistive Technology
Fall.
OT-GE.2900 Perr. 30 hours: 3 credits.
Prerequisite: successful completion of all
Fall.
first-year courses.
Evidence-Based Practice
Geriatric Evaluation and Intervention
OT-GE.3301 Howe. 30 hours: 3 credits.
OT-GE 2749 Chippendale, Buckley.
Spring.
30 hours: 3 credits. Spring.
Prerequisite: successful completion of all
Advanced Assessment for the
first- year courses
Practicing Therapist
OT-GE.3306 Koenig. 30 hours: 3 credits.
Health Advocacy and Administration
Fall.
OT-GE.2750 Gentile. 45 hours: 3 credits.
Spring.
Professional Portfolio: Advanced
Prerequisite: OT-GE.2701.
Practice*
OT-GE.3310 Hinojosa. 30 hours: 0–3
Theoretical Foundations for
credits. Fall, Spring.
Intervention
Professional Portfolio has a 1-credit
OT-GE.2762 Hinojosa. 30 hours: 3
option for those OTHS students to use
credits. Fall.
for continuing in the e-portfolio seminar
after conclusion of coursework, and a
Developing a Guideline for Intervention
0-credit option for those continuing in
OT-GE.2763 Hinojosa. 30 hours: 3 cred-
the e-portfolio seminar while enrolled
its. Spring.
in other courses.
Prerequisite: OT-GE.2762.
It is a required course for OTHS (DPS)
Departmental Seminar: Occupational
curriculum.
Therapy
OT-GE.3406 Goverover. 30 hours: 0–3
Ethics and Analytical Reasoning
credits. Spring.
OT-GE.2764 Hinojosa. 30 hours: 3 cred-
Departmental Seminar has a 0-credit
its. Spring.
option for those Ph.D. students who
have been advised to continue in the
Clinical Anatomy of the Upper Quad-
seminar after passing candidacy.
rant, Face, Neck, and Selected Cavities
OT-GE.2801 Aqua. 30 hours: 3 credits.
Spring.
Occupational Therapy Doctoral
Colloquium
OT-GE.3408† Goverover, Hinojosa.
Directed Project Design in
15 hours: 0–1 credit. Fall, Spring.
Occupational Therapy
Zero-credit option to be used for those
OT-GE.2805 Goverover. 30 hours:
Ph.D. candidates who are enrolled in
3 credits. Fall.
other courses.
Corequisite: Research Methods.
OT-GE2025
123
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Department Of
Physical
Therapy
Department CHAIR: Mitchell Batavia
D EG R E E S
380 SECOND AVENUE, 4TH FLOOR | NEW YORK, NY 10010–5615
M.A., D.P.T., Ph.D., Advanced Certificate
TELEPHONE: 212-998-9400 | FAX: 212-995-4190 | WEBSITE: steinhardt.nyu.edu/pt
CO N TE NTS
Faculty ...............................................................125
Advanced Certificate Program
in Orthopedic Physical Therapy..........126
M.A. Concentration for
Physical Therapists
Pathokinesiology.......................................126
D.P.T. Program
Physical Therapy
T
he Department of Physical Therapy
at New York University has been
a leader in physical therapy education since 1927-1928. The professional
entry-level doctoral program began
in 1998. The Department posts information about
scholarships and/or financial aid as it becomes
available.
New York University offered the first M.A.
Entry-Level Program .............................. 127
program and the first Ph.D. program in physi-
For Practicing Physical Therapists.....128
cal therapy in the United States. The University
Ph.D. Program
Research in Physical Therapy...............129
Courses.............................................................. 130
continues to lead in physical therapy graduate education. Graduate programs in physical
therapy leading to the M.A. or Ph.D. degree are
open to physical therapists who are graduates of accredited physical therapy programs.
For information about the mission
Students have the opportunity to work with our
and student learning outcomes for
experienced faculty in state-of-the-art research
each of our programs, please see the
laboratories.
department website.
Notice: The programs, requirements,
and schedules listed herein are subject
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.
124
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Faculty
Offiong Aqua, Clinical Associate
Marilyn Moffat, Professor. B.S. 1962,
Professor. M.D. 1986, Friendship (Russia).
Queens College (CUNY); M.A. 1964,
Ph.D. 1973, New York; D.P.T. 2006,
Mitchell Batavia, Depatment Chair and
MGH; PT.
Associate Professor. B.S. 1981, Delaware;
M.A. 1986, Columbia; Ph.D. 1997, New
Smita Rao, Associate Professor. B.S.
York; PT.
1998, M.S. 2000, Mumbai; Ph.D. 2006,
Iowa; PT.
Elaine Becker, Clinical Associate
Professor. B.S. 1968, M.A. 1983, New
Kevin Weaver, Clinical Assistant
York; D.P.T. 2008, Temple; PT.
Professor. B.S. 1990, M.A. 1995,
New York; D.P.T. 2005, Temple; PT.
Louis N. Iannuzzi, Clinical Assistant
Professor. B.S. 1978, Wisconsin
Anat Lubetzky-Vilnai, Visiting Assistant
(Milwaukee); B.S. 1980, New York; D.P.T.
Professor. BPT 2003, Tel Aviv; M.S.
2011, Boston; PT.
2006, Tel Aviv; PhD 2014, Washington.
Wen K. Ling, Associate Professor. B.S.
Number of Adjunct Faculty: 95
1978, National Taiwan; M.A. 1980, Ph.D.
1984, New York; PT.
Tsega A. Mehreteab, Clinical Professor.
B.S. 1973, Hunter College (CUNY); M.S.
1977, Rutgers; D.P.T. 2005, Temple; PT.
125
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Advanced Certificate Program in
Orthopedic Physical Therapy
Director
The Advanced Certificate Program in
ADMISSION REQUIREMENTS
the facility or agency must find accept-
Kevin Weaver
Orthopedic Physical Therapy is designed
Only licensed physical therapists with at
able before it will allow you to train at
for licensed physical therapists to obtain
least a baccalaureate degree in physical
its facility or issue you a license. You
380 Second Avenue,
advanced knowledge and clinical skills
therapy will be considered as candidates
should inform yourself of offenses or
4th Floor
in orthopedic physical therapy.
for matriculation in the Advanced
other facts that may prevent obtaining a
Certificate Program in Orthopedic
license to practice in your field of study.
degree requirements
Physical Therapy. Applicants must
NYU Steinhardt will not be responsible
Degree
This certificate program requires the
have a strong grade point average in
if you are unable to complete program
Advanced Certificate
completion of 16 credits. The pro-
a physical therapy professional program,
requirements or cannot obtain a license
gram includes a didactic component
competence in conveying ideas in an
to practice in your field because of the
Faculty
consisting of six courses and a clinical
organized manner through written
results of such background checks.
Batavia, Rao, Weaver
component consisting of three intern-
communications, and two letters of
Some fieldwork placement facilities in
ship experiences requiring 1,632 hours
recommendation.
your field of study may not be available
212-998-9411
to you in some states due to local legal
Adjunct Faculty
(34 clinical hours per week for 48
Deyle, Dickerson-
weeks). Courses are offered throughout
Please be advised that fieldwork place-
Schnatz, Gornell,
the year in summer, fall, and spring
ment facilities that provide training
Hegedus, Hicks,
on weekends as well as on weekdays.
required for your program degree, and
Lombardo Magill,
Students complete this program in
agencies that issue licenses for practice
Manal, McLinden,
12 months.
in your field of study, each may require
Puniello, Rowe,
you to undergo general and criminal
Sandow, Wilkowski,
background checks, the results of which
prohibitions.
Wurster
Pathokinesiology
Director
The Master of Arts degree concentra-
DEGREE REQUIREMENTS
ADMISSION REQUIREMENTS
Marilyn Moffat
tion in the kinesiology of persons with
This concentration requires a minimum
Only graduate physical therapists with
disabilities prepares physical therapists
of 34 credits including a master’s thesis
a minimum of a baccalaureate degree
380 Second Avenue,
for advanced practice, clinical research,
pertaining to the scientific study of
in physical therapy will be considered
4th Floor
and teaching. Students develop compe-
pathological human motion or interven-
as candidates for matriculation in the
212-998-9406
tent clinical research skills to examine
tion procedures designed to improve
Pathokinesiology master’s concentra-
motor control problems in individuals
motor control. A total of 6 credits may
tion. It is anticipated that the candidate
Degree
with physical disabilities. This 34-credit
be taken outside of New York University
will have one year of clinical experience
M.A.
concentration gives students expertise
and may be transferred for credit to the
prior to undertaking this M.A. concentra-
in the analysis and synthesis of human
degree as long as prior permission and
tion. Foreign-trained physical therapists
Faculty
motion, measurement and evaluation of
approval have been obtained from the
should first request review of their
Batavia, Ling,
human motion, and research design and
adviser and the Graduate Studies Office.
credentials from the World Education
Moffat, Rao
implementation. Students study both
Services, www.wes.org.
normal and abnormal human motion.
Requirements (32 credits): Research in
Adjunct Faculty
Electro-goniometry, electromyography,
Physical Therapy I PT-GE.2016, Research
Magill, McHugh,
dynamometry, and cinematography are
in Physical Therapy II PT-GE.2018,
Raghavan
used to illustrate the most advanced
Analysis and Synthesis of Human Motion
SPECIAL OPPORTUNITIES
theories and techniques for measure-
I PT-GE.2116, Analysis and Synthesis of
Opportunities exist for graduate stu-
ment and evaluation of human motion.
Human Motion II PT-GE.2118, Measure-
dents to perform instruction in portions
Coursework and independent study
ment and Evaluation of Human Motion I
of the basic professional courses under
enhance capacities for scientific thought
PT-GE.2187, Measurement and Evalu-
the supervision of full-time faculty.
and develop skills in research methodol-
ation of Human Motion II PT-GE.2188,
These teaching experiences may be
ogy and data analysis.
Independent Study PT-GE.2300, Basic
formulated on an individual basis by the
Statistics I RESCH-GE.2085 (or an
student’s adviser. This type of experi-
CAREER OPPORTUNITIES
advanced statistics course), Basic Statis-
ence is considered essential, as many
Graduates from this program work
tics II RESCH-GE.2086 (or an advanced
candidates for this degree are contem-
as clinical researchers, teachers,
statistics course), master’s thesis.
plating a teaching career in physical
administrators, and clinicians in a
Elective Courses (6 credits): Gross Hu-
therapy.
variety of settings.
man Anatomy PT-GE.2120.
126
See general admission section,
page 187.
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Doctor of Physical Therapy
Entry-Level Program
Director
The Doctor of Physical Therapy degree
CAREER OPPORTUNITIES
Marilyn Moffat
program is the professional physical
Graduates from this program will prac-
DOCTOR OF PHYSICAL
THERAPY TUITION
therapist educational program at New
tice as physical therapist clinicians in a
Under the D.P.T. Secured Tuition Plan,
380 Second Avenue,
York University that prepares students
variety of settings.
students pay a flat rate of tuition each
4th Floor
for entry into the practice of physi-
212-998-9406
cal therapy. Since physical therapy is a
DEGREE REQUIREMENTS
that is secured for the duration of
dynamic profession with an established
This program requires the completion of
their studies. Students must maintain
Degree
theoretical base and widespread clinical
133 credits including three major papers:
consecutive registrations (excluding
D.P.T.
applications, particularly in the preser-
a review of the literature, a case report,
maintenance of matriculation and/or
vation, development, and restoration
and the development of a research plan.
leave of absence) in order to be eligible
Faculty
of maximal physical functions, this pro-
See courses by semester starting on
for the flat tuition rate guaranteed at the
Aqua, Batavia, Becker,
gram is designed to develop competent
page 119.
time of their matriculation.
Iannuzzi, Ling,
practitioners for contemporary practice.
ADMISSION REQUIREMENTS
Secured Tuition Plan are posted on our
website: www.steinhardt.nyu.edu/pt.
Mehreteab, Moffat,
The program enables students to
term based on a total tuition amount
New tuition rates for the D.P.T.
Rao, Weaver,
become physical therapists who seek to
Applicants must have a bachelor’s
Lubetzky-Vilnai
prevent injury, impairments, functional
degree. Applicants must complete the
limitations, and disabilities; to maintain
Graduate Record Examination; have an
adjunct Faculty
and promote fitness, health, and quality
academic record that demonstrates a
Ciotoli, Cooper,
of life; and to ensure availability, acces-
balance of coursework in the humanities,
Edelstein, Friedman,
sibility, and excellence in the delivery of
social sciences, and natural sciences,
Haas, Keller, Keohane,
physical therapy services to the patient.
including at least two laboratory courses
Kharlamb, Lim,
Since physical therapists are essential
in biology, chemistry, and physics; pro-
Malyango, Markowicz,
participants in the health care delivery
vide evidence of clinical observations in
McGuinness, O’Brien,
system, graduates are prepared to
three distinct physical therapy practice
Roy, Zane
assume leadership roles in prevention
settings (total of 24 hours); have a
and health maintenance programs and
strong GPA in the prerequisite natural
rehabilitation services and to assist in
science courses; demonstrate compe-
the development of health policy stan-
tence in conveying ideas in an organized
dards tied to physical therapy practice.
manner through written communication
In order to meet the changing needs
that demonstrates critical and logical
of the health care delivery system, the
thinking; have strong interpersonal com-
Doctor of Physical Therapy program
munications skills; provide evidence of
seeks to graduate an autonomous
community service and leadership; and
practitioner with the expertise and skills
submit two letters of reference, one of
to examine, evaluate, and diagnose
which must be from a licensed physical
physical impairments as a result of
therapist.
injury, disease, or disability. After assessment, the physical therapist practitioner
See general admission section,
page 187.
will apply appropriate interventions
and treatments and reassess patient
progress. This autonomous practitioner
will also evaluate patients as to their
prognosis and work with other health
care professionals to develop a comprehensive treatment plan.
127
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Doctor of Physical Therapy for Practicing
Physical Therapists Program
Director
The Doctor of Physical Therapy
DEGREE REQUIREMENTS
Tsega Mehreteab
(D.P.T.) for Practicing Physical Thera-
This part-time program requires a total
placement facilities that provide training
Please be advised that fieldwork
pists Program is designed to educate
of 36 credits beyond the baccalaureate
required for your program degree, and
380 Second Avenue,
professional physical therapists who are
degree.
agencies that issue licenses for practice
4th Floor
knowledgeable, self-assured, adaptable,
212-998-9410
reflective, humanistic, and service-
ADMISSION REQUIREMENTS
you to undergo general and criminal
oriented and who, by virtue of critical
Only physical therapists with a minimum
background checks, the results of which
Degree
thinking, lifelong learning, and ethical
of a baccalaureate degree will be con-
the facility or agency must find accept-
D.P.T.
values, render independent judgments
sidered as candidates for matriculation
able before it will allow you to train at
concerning patient/client needs.
in the Doctor of Physical Therapy for
its facility or issue you a license. You
Practicing Physical Therapists Program.
should inform yourself of offenses or
The D.P.T. for Practicing Physical
Faculty
in your field of study, each may require
Aqua, Batavia, Becker,
Therapists Program enables currently
Applicants must have a strong grade
other facts that may prevent obtaining a
Iannuzzi, Ling,
practicing, licensed physical therapists
credit average; competence in con-
license to practice in your field of study.
Mehreteab, Moffat,
to upgrade their clinical knowledge and
veying ideas in an organized manner
NYU Steinhardt will not be responsible
Rao, Weaver,
skills to today’s entry-level professional
through written communication; two
if you are unable to complete program
Lubetzky-Vilnai
doctoral degree. Practicing physical
letters of reference; and scores from the
requirements or cannot obtain a license
therapists who were educated at the
Graduate Record Examination (GRE).
to practice in your field because of the
Adjunct Faculty
certificate, baccalaureate, or master’s
Applicants whose first language is not
results of such background checks.
Ciotoli, Cooper,
level have the opportunity to increase
English are required to take the Test of
Some fieldwork placement facilities in
Edelstein, Friedman,
their knowledge and skills in the areas
English as a Foreign Language (TOEFL).
your field of study may not be available
Haas, Keller, Keohane,
of anatomy, exercise science, physical
All records from foreign colleges must
to you in some states due to local legal
Kharlamb, Lim,
therapist examinations and interven-
be submitted for credentials evaluation
prohibitions.
Malyango, Markowicz,
tions, business practices, and critical
in accordance with University policy.
McGuinness, O’Brien,
inquiry. Upgrading the knowledge and
Roy, Zane
skill of practicing physical therapists to
See general admission section,
page 187
the doctoral level (D.P.T.) enables them
to better serve their patients and clients.
128
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Research in Physical Therapy
Director
The formulation of theory-based
DEGREE REQUIREMENTS
ADMISSION REQUIREMENTS
Wen Ling
studies of human motion in healthy and
Foundation Courses (6 credits): from,
Candidates for admission must be grad-
physically challenged persons that make
for example, Foundations of Education:
uates of an accredited physical therapy
380 Second Avenue,
a contribution to the body of pathokine-
Educational Sociology SOED-GE.2400,
program, possess a master’s degree, and
4th Floor
siological literature are fundamental to
Educational Psychology APSY-GE.1014,
submit positive recommendations from
212-998-9415
the physical therapy doctoral program.
Introduction to Philosophy of Education
two graduate faculty members.
The Ph.D. program emphasizes the
PHED-GE.2003.
Degree
study of kinesiology, the measurement
Seminar (3 credits): Departmental Semi-
Ph.D.
of human motion, and issues in motor
nar PT-GE.3006.
control. Studies are encouraged that
Content Preparation in Study of
RESEARCH FACILITIES
Faculty
contribute to the alleviation of physical
Human Motion (18 credits): Practicum in
The Arthur J. Nelson Jr. Human
Batavia, Ling, Moffat,
disabilities. The program emphasizes
Pathokinesiology Research I and II
Performance Laboratory houses state-
Rao
preparation in research design and
PT-GE.3001, 3002, Analysis and Syn-
of-the-art equipment for research in
methodology along with pathokinesi-
thesis of Human Motion I PT-GE.2116,
the neuromuscular, musculoskeletal,
Adjunct Faculty
ology practicum in research settings
Analysis and Synthesis of Human Motion
and cardiopulmonary areas, including
Haas, Magill, McHugh,
under the supervision of experienced
II PT-GE.2118, Measurement and Evalu-
a computerized 3-D motion analysis
Raghavan
researchers in metropolitan New York
ation of Human Motion I PT-GE.2187,
system with three force plates and an
and New Jersey human performance
Measurement and Evaluation of Human
eight-channel, tethered electromyo-
laboratories.
Motion II PT-GE.2188.
graphic unit; an isokinetic dynamometer;
Cognate Courses (6 credits) Investiga-
a four-channel, hard-wired kinesiological
CAREER OPPORTUNITIES
tive Skills (3 credits): Experimental and
electromyographic unit; a computerized
Of the 61 graduates of this doctoral
Quasi-Experimental Design and Analysis
pressure mat for gait analysis; a plantar
program, all are actively engaged
Research RESCH.2134.
pressure shoe insert system; and an
in teaching and research in physical
Research Electives (15 credits): Gross
oxygen analyzer with electrocardiogram
therapy in institutions of higher learning
Human Anatomy PT-GE.2120, Divi-
and ergonometer.
in the United States as well as Nigeria,
sion of Health Seminar E45.3005,
Kuwait, Egypt, Thailand, and Taiwan. For
Principles of Empirical Research RESCH-
example, Dr. Isaac Owoye is conducting
GE.2131, Educational Statistics I and II
research and teaching at the Univer-
RESCH-GE-GE.2001, 2002, Advanced
sity of Ibadan, Nigeria; Dr. Chuchuka
Quantitative Methods I and II RESCH-
Enwemeka is the dean of the College of
GE.2081, 2082.
Health Sciences, University of Wiscon-
Dissertation Proposal Seminar (3 cred-
sin–Milwaukee, and has developed an
its): Dissertation Proposal Seminar I
international reputation in research on
RESCH-GE.3001, Dissertation Proposal
the healing of connective tissues; Dr.
Seminar: Physical Therapy PT-GE.3003.
See general admission section,
page 187.
School funded fellowships are available for full-time PhD students.
Prapos Pothongsunun is the chair of
the Physical Therapy Program at Chiang
SPECIAL OPPORTUNITIES
Mai University, Thailand; and Dr. Sue
Several clinical research laboratories are
Ann Sisto, director of research in the
available to doctoral candidates to work
Department of Physical Therapy, Stony
under the supervision of an experi-
Brook University, has received federal
enced researcher in physical therapy:
and private funding to conduct research
Arthur J. Nelson Jr. Human Performance
addressing movement disorders of indi-
Laboratory, NYU Department of Physical
viduals with disabilities.
Therapy; Motor Recovery Laboratory of
the NYU Rusk Institute of Rehabilitation
Medicine; and Rehabilitation Engineering Research Center, VA Medical Center,
New York City.
129
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses
The courses listed
Physical THERAPY/PT
offered in 2013–2015.
Analysis and Synthesis of Human
Fall, First Year
Motion I
herein are to be
ADVANCED CERTIFICATE
IN ORTHOPEDIC PHYSICAL
THERAPY
PT-GE.2116 45 hours: 3 credits. Fall.
The Physical Therapist as an Educator/
Prerequisites: courses in human anato-
Communicator
my, kinesiology, and physiology.
PT-GE.2020 30 hours: 2 credits.
Advanced Physical Therapy Exami-
Analysis and Synthesis of Human
Applied Anatomy/Physiology of the
nation and Intervention Skills of the
Motion II
Cardiopulmonary System
Musculoskeletal System I
PT-GE.2118 45 hours: 3 credits. Spring.
PT-GE.2024 45 hours: 3 credits
PT-GE.2601 45 hours: 3 credits. Fall.
Prerequisites: courses in human anatomy, kinesiology, and physiology.
Advanced Physical Therapy Exami-
Life Span Development
PT-GE.2209 45 hours: 3 credits.
nation and Intervention Skills of the
Measurement and Evaluation of Human
Musculoskeletal System II
Motion I
Physical Agents and Mechanical
PT-GE.2602 45 hours: 3 credits. Spring.
PT-GE.2187 45 hours: 3 credits. Fall.
Modalities (including Aseptic
Advanced Physical Therapy
Measurement and Evaluation of Human
Control)
Examination and Intervention Skills of
Motion II
PT-GE.2215 60 hours: 4 credits.
the Musculoskeletal System III
PT-GE.2188 45 hours: 3 credits. Spring.
PT-GE.2603 45 hours: 3 credits. Sum-
Prerequisite: PT-GE.2187.
Techniques/Infection and Disease
Exercise Physiology
PT-GE.2225 60 hours: 4 credits.
mer.
Measurement and Evaluation of
Seminar: Orthopedic Physical Therapy
Human Motion III
Applied Anatomy/Physiology of the
PT-GE.2604 30 hours: 2 credits. Sum-
PT-GE.2189 48 hours: 3 credits.
Musculoskeletal System
mer.
Summer. Prerequisites: PT-GE.2187 and
PT-GE.2230 45 hours: 3 credits.
PT-GE.2188.
Advanced Evidence-Based Orthopedic
Spring, First Year
Physical Therapy
Independent Study
PT-GE.2605 30 hours: 2 credits. Spring.
PT-GE.2300 Variable credit.
Advanced Anatomy, Physiology, and
Practicum in Pathokinesiology
Pathophysiology of the Musculoskeletal
Research I
Clinical Sciences/Pathology/Imaging/
System
PT-GE.3001 90 hours: 3 credits. Fall.
Pharmacology of the Cardiopulmonary
Manual Techniques
PT-GE.2008 45 hours: 3 credits.
System
PT-GE2610 45 hours: 3 credits. Fall.
Practicum in Pathokinesiology
Mentored Orthopedic Physical Therapy
Research II
Clinical Practice I
PT-GE.3002 90 hours: 3 credits. Spring.
Kinesiology/Biomechanics/Ergonomics
PT-GE.2220 60 hours: 5 credits.
PT-GE.2611 532–537 hours: 0 credits.
Fall.
PT-GE.2026 60 hours: 4 credits.
Departmental Seminar
PT-GE.3006 30 hours: 3 credits. Spring.
Mentored Orthopedic Physical Therapy
Principles of Exercise
PT-GE.2227 45 hours: 3 credits.
Clinical Practice II
Doctoral Colloquium: Physical Therapy
PT-GE.2612 532–537 hours: 0 credits.
PT-GE.3010 15 hours: 1 credit. Fall,
Fitness Theory and Practice
Spring.
spring. Pass/fail.
PT-GE.2229 30 hours: 2 credits.
Mentored Orthopedic Physical Therapy
DOCTOR OF PHYSICAL
THERAPY
Critical Inquiry and Clinical Decision
Clinical Practice III
PT-GE.2613 532–537 hours: 0 credits.
Making I
PT-GE.2286 30 hours: 2 credits.
Summer.
Summer
M.A./PH.D.
PHYSICAL THERAPY
Histology/General Pathology
Research in Physical Therapy I
Gross Human Anatomy
PT-GE.2030 30 hours: 2 credits. Pass/
PT-GE.2016 30 hours: 3 credits. Fall,
PT-GE.2120 60 hours: 4 credits.
fail.
spring.
$65 laboratory fee required.
Research in Physical Therapy II
Professional Behavior
PT-GE.2450 40 hours per week for
PT-GE.2018 30 hours: 3 credits. Spring,
PT-GE.2281 30 hours: 2 credits.
6 weeks: 2 credits.
Summer, First Year
PT-GE.2004 45 hours: 3 credits.
CPR/First Aid Advanced Emergency
Techniques
Clinical Affiliation I
summer.
130
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Fall, Second Year
Summer, Second Year
Summer, Third Year
Clinical Sciences/Pathology/
Clinical Affiliation II
Clinical Affiliation III
Pharmacology/Imaging of the
PT-GE.2451 40 hours per week for
PT-GE.2452 40 hours per week for
Musculoskeletal System
8 weeks: 3 credits
16 weeks: 6 credits.
PT-GE.2231 60 hours: 4 credits.
Fall, Third Year
Applied Anatomy/Physiology of the
Neuromuscular System
Applied Anatomy/Physiology of the
PT-GE.2232 45 hours: 3 credits.
OB/GYN, Integumentary, and
Endocrinology Systems
Physical Therapy Examinations of the
PT-GE.2233 45 hours: 3 credits.
Cardiopulmonary System
PT-GE.2250 60 hours: 4 credits.
Clinical Sciences/Pathology/
Pharmacology/Imaging of the OB/GYN,
Physical Therapy Examinations of the
Integumentary, and Endocrinology
Musculoskeletal System
Systems
PT-GE.2251 60 hours: 4 credits.
PT-GE.2243 60 hours: 4 credits.
Critical Inquiry and Clinical Decision
Physical Therapy Examinations of the
Making I
Neuromuscular System
IPT-GE.2287 30 hours: 2 credits.
PT-GE.2252 60 hours: 5 credits.
Clinical Observation I
Physical Therapy Examinations of the
PT-GE.2455 1 day per week for
OB/GYN, Integumentary, and
12 weeks: 1 credit.
Endocrinology Systems
PT-GE.2253 45 hours: 3 credits.
Spring, Second Year
Critical Inquiry/Clinical Decision
Physical Therapy Interventions/
Making III
Prevention Programs/Wellness
PT-GE.2288 30 hours: 2 credits.
Programs for the
Cardiopulmonary System
Clinical Observation III
PT-GE.2260 60 hours: 4 credits.
PT-GE.2457 1 day per week for
12 weeks: 1 credit.
Physical Therapy Interventions/ Prevention Programs/Wellness Programs
Spring, Third Year
for the Musculoskeletal System
PT-GE.2261 60 hours: 4 credits.
The Physical Therapist as an
Administrator/Delegator/Manager
Electrotherapeutic Modalities
PT-GE.2019 45 hours: 3 credits.
PT-GE.2218 45 hours: 3 credits.
Physical Therapy Interventions/
Prescription, Application, and, as
Prevention Programs/Wellness
Appropriate, Fabrication of Assistive,
Programs for the Neuromuscular
Adaptive, Orthotic, Protective,
System
Supportive, and Prosthetic Devices and
PT-GE.2262 90 hours: 6 credits.
Equipment
PT-GE.2219 45 hours: 3 credits.
Physical Therapy Interventions/
Prevention Programs/Wellness
Clinical Sciences/Pathology/
Programs for the OB/GYN,
Pharmacology/Imaging of the Neuro-
Integumentary, and Endocrinology
muscular System
Systems
PT-GE.2242 60 hours: 4 credits.
PT-GE.2263 60 hours: 4 credits.
Clinical Observation II
Business Practices/Reimbursement/
PT-GE.2456 1 day per week for
Marketing/Technology/Management of
12 weeks: 1 credit.
Care Delivery System
PT-GE.2295 60 hours: 4 credits.
Clinical Observation IV
PT-GE.2458 1 day per week for
12 weeks: 1 credit.
131
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2015–2017
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., Ph.D., Advanced Certificate
TELEPHONE: 212-998-5555 | FAX: 212-995-3654 | WEBSITE: steinhardt.nyu.edu/appsych
CO N TE NTS
Faculty ...............................................................133
Special Departmental Features.................134
Counseling and Guidance and
Counseling for Mental Health and
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.).................138
students study to become scientific practitioners,
organizational dynamics, psychopathology and
Human Development and
researchers, and scholars. At the master’s level,
personality, sexual and gender identities, trauma
students are offered opportunities to pursue pro-
and resilience, self-regulation and academic
fessional preparation and/or studies foundational
achievement, intervention and social change,
to further graduate work. As part of an urban
schools and communities, and cultural contexts
Developmental Psychology (Ph.D.).........142
university, the department is concerned with the
and immigration.
Psychology and Social Intervention
multiethnic, multicultural issues, and problems
Wellness (M.A., Cert.)..................................136
Social Intervention (M.A.)..........................139
LGBT Health, Education, and Social
Services (Cert.) ........................................... 140
The counseling psychology doctoral program
that characterize New York City and other urban
provides the opportunity for graduates to sit for
Financial Aid Opportunities........................143
environments. As a department in the Stein-
the New York State Psychology Licensing Exami-
Courses.............................................................. 144
hardt School of Culture, Education, and Human
nation, provided they also meet the experiential
Development, faculty and students are actively
requirements, some of which are postdoctoral.
(Ph.D.) ..............................................................143
involved in research and community outreach,
The Ph.D. degree in Counseling Psychology is
For information about the mission
with particular emphasis on promoting positive
fully accredited by the American Psychological
and student learning outcomes for
human development.
Association.
each of our programs, please see the
The department houses doctoral, certificate,
The M.A. program in Counseling for Mental
and master’s programs in several areas of applied
Health and Wellness provides the credentials
psychology, including counseling and guidance,
required for graduates to sit for the New York
mental health and wellness, human development
State Examination as a Licensed Mental Health
Notice: The programs, requirements,
and social intervention, LGBT health, educa-
Counselor.
and schedules listed herein are subject
tion, and social services, counseling psychology,
to change without notice. A directory
developmental psychology, and psychology and
of classes is published each term with a
social intervention. Innovative joint offerings
current schedule. For the most up-to-date
across program areas, collaborative research, and
schedule changes, please consult ALBERT,
curricular offerings reflect the current needs of
NYU’s student information website.
the field.
department website.
132
The M.A. program in School Counseling leads
to New York State Certification.
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Faculty
J. Lawrence Aber, Willner Family
Kesia Constantine, Associate Director
Sandee McClowry, Professor of Applied
Professor in Psychology and Public
of Clinical Training; Clinical Associate
Psychology and Teaching and Learning.
Policy at the Steinhardt School of Culture,
Professor of Applied Psychology.
B.S. 1980, M.S. 1981, Northern Illinois,
Education, and Human Development;
B.A. 1996, Swarthmore College; Ed.M.
Ph.D. 1988, California (San Francisco);
University Professor, New York University.
1997, Harvard; Ph.D. 2006, New York
1999 postdoctoral fellow, Yale.
B.A. 1973, Harvard; Ph.D. 1982, Yale.
University.
Alisha Ali, Associate Professor of
Iris E. Fodor, Professor of Applied
Applied Psychology. B.A. 1971, City
Applied Psychology. B.Sc. 1992, M.Sc.
Psychology. B.A. 1956, City College
College (CUNY); M.S. 1976, Brooklyn
1996, Ph.D. 1998, Toronto.
(CUNY); M.A. 1957, Ph.D. 1964, Boston.
College (CUNY); Ed.D. 1987, Columbia.
LaRue Allen, Raymond and Rosalee
Carol Gilligan, University Professor
Gigliana Melzi, Associate Professor of
Weiss Professor of Applied Psychology;
of Applied Psychology and the
Applied Psychology. B.A. 1989, Clark;
Department Chair. B.A. 1972, Radcliffe
Humanities. B.A. 1958, Swarthmore
M.A. 1992, Ph.D. 1998, Boston.
College; M.S. 1977, Ph.D. 1980, Yale.
College; M.A. 1961, Radcliffe College;
Mary McRae, Associate Professor of
Ph.D. 1964, Harvard.
Psychology. B.A. 1966, Tufts; M.A. 1969,
Erin Brooke Godfrey, Assistant
Ph.D. 1973, Columbia.
Professor of Applied Psychology.
Joshua Aronson, Associate Professor of
College; M.S. 1968, Ed.D. 1976, Temple.
B.A. 1997, Oberlin College; Ph.D. 2010,
Pamela A. Morris, Professor of Applied
New York.
Psychology. B.A. 1990, Columbia; M.A.
1996, Ph.D. 1998, Cornell.
Applied Psychology. B.A. 1986, California
(Santa Cruz); Ph.D. 1992, Princeton.
Ronald Moglia, Associate Professor of
Applied Psychology. B.S. 1966, Ursinus
Judith L. Alpert, Professor of Applied
Arnold H. Grossman, Professor of
Applied Psychology. B.S. 1963, City
Randolph L. Mowry, Clinical Associate
Jennifer Astuto, Research Assistant Pro-
College (CUNY); M.S.W. 1965, Ph.D. 1970,
Professor of Applied Psychology. B.A.
fessor of Applied Psychology. B.A. 1994,
New York University; LMSW, ACSW.
1975, College of William and Mary; Ph.D.
1985, Tennessee (Knoxville).
M.A. 1998, New York University; Ph.D.
2006, City University of New York.
Perry N. Halkitis, Professor of Applied
Psychology, Public Health and Medicine;
Sumie Okazaki, Professor of Applied
Rezarta Bilali, Assistant Professor
Associate Dean of Academic Affairs
Psychology. B.S. 1988, Michigan;
of Applied Psychology. B.A. 2001,
Global Institute of Public Health. B.A.
M.A. 1990, Ph.D. 1994, California
Bogazici University; M.A. 2004, Sabanci
1984, Columbia; M.S. 1988, Hunter
(Los Angeles).
University; Ph.D. 2009, University of
College (CUNY); M.Phil. 1993, Ph.D.
Massachusetts at Amherst.
1995, Graduate Center (CUNY).
Clancy Blair, Professor of Applied
Diane Hughes, Professor of Applied
Psychology. B.A. 1984, McGill; M.A.
Psychology. B.A. 1979, Williams College;
1993, M.P.H. 1996, Ph.D. 1996, Alabama
M.S. 1983, Ph.D. 1988, Michigan.
C. Cybele Raver, Professor of Applied
Psychology. B.A. 1986, Harvard; Ph.D.
1994, Yale.
Mary Sue Richardson, Professor of
Applied Psychology.
B.A. 1967,
¸
(Birmingham).
Shabnam Javdani, Assistant Professor
Marquette; Ph.D. 1972, Columbia.
Mary M. Brabeck, Professor of Applied
of Applied Psychology. B.A. 2004,
Psychology; Dean Emerita. B.A. 1967,
UC Berkley. M.A. 2008, University of
Edward Seidman, Professor of Applied
Minnesota; M.S. 1970, St. Cloud; Ph.D.
Illinois Urbana-Champaign. Ph.D. 2012,
Psychology. B.S. 1963, Pennsylvania
1980, Minnesota.
University of Illinois Urbana-Champaign.
State M.A. 1965, Temple; Ph.D. 1969,
Elise Cappella, Associate Professor of
Samuel Juni, Professor of Applied
Applied Psychology. B.A. 1993, Yale; M.A.
Psychology. B.S. 1973, Brooklyn College
Julia Shiang, Clinical Associate
2000, Ph.D. 2004, California (Berkeley).
(CUNY); M.A. 1975, Ph.D. 1979, SUNY
Professor of Applied Psychology. B.S.
(Buffalo).
1971, Wheaton College; M.S. 1977, Bank
Kentucky.
Street College of Education; Ed.D., 1984,
Anil Chacko, Associate Professor of
Counseling Psychology. B.A. 1997,
Robert Landy, Professor of Educational
Harvard University; Ph.D. 1992, Pacific
Stony Brook University, State University
Theatre and Applied Psychology. B.A.
Graduate School of Psychology.
of New York; M.A. 2003, Ph.D. 2006,
1966, Lafayette; M.S. 1970, Hofstra; Ph.D.
University at Buffalo, State University of
1975, California (Santa Barbara).
New York.
Selçuk R. Sirin, Associate Professor of
Applied Psychology. B.S. 1991, Middle
East Technical (Ankara, Turkey); M.S.
1998, SUNY (Albany); Ph.D. 2003,
Boston College.
133
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Faculty, continued
Lisa Suzuki, Associate Professor of
Willavene Wolf, Professor of Applied
Internship Coordinator
Applied Psychology. B.A. 1983, Whitman
Psychology. B.S. 1954, Rio Grande
Corinne Miller Weinman, Applied
College; M.Ed. 1985, Hawaii (Manoa);
College; M.A. 1957, Ph.D. 1969, Iowa
Psychology, Masters Programs in
Ph.D. 1992, Nebraska (Lincoln).
(Iowa City).
Counseling. B.A. Ed. 1969, City College
Catherine Tamis-LeMonda, Professor
Hirokazu Yoshikawa, Courtney Sale
University; 1984, Graduate Fellow,
of Applied Psychology. B.A. 1983, Ph.D.
Ross University Professor of Globaliza-
American Institute for Psychotherapy
1987, New York University.
tion and Education at Steinhardt. B.A.
and Psychoanalysis (New York).
1997, Yale University; M.M. 1989. The Juil-
Licensed Mental Health Counselor,
Niobe Way, Professor of Applied
liard School; M.A. 1992, Ph.D. 1998, New
Licensed Psychoanalyst, Certified
Psychology. B.A. 1985, California
York University.
Rehabilitation Counselor.
of New York; M.A. 1977, New York
(Berkeley); Ed.D. 1994, Harvard.
Number of Adjunct Faculty: 38
Special Departmental Features
STUDY ABROAD
of new, culturally grounded knowledge
ogy offers a range of study abroad
THE CENTER FOR RESEARCH
ON CULTURE, DEVELOPMENT,
AND EDUCATION
opportunities during winter sessions,
By 2040, people identified as “ethnic
ple domains (language, cognitive, social,
intersessions, and summers. Further
minority” will comprise half the U.S.
emotional) and in different social settings
information is provided through the Of-
population. New waves of immigrants
(home, school, community). Through
fice of Academic Initiatives and Global
continue to arrive, ensuring fundamental
community partnerships, the CRCDE also
Programs, www.steinhardt.nyu.edu/
but unknown changes in the intercul-
works on building capacity of programs
studyabroad.
tural dynamics of homes and schools.In
in its efforts to support parenting and
urban cities, the vast majority of children
child development. Its dynamic and
THE CENTER FOR HEALTH,
IDENTITY, BEHAVIOR, AND
PREVENTION STUDIES
(CHIBPS)
entering preschool/elementary school
culturally sensitive approach highlights
and high school are Latino, Asian or
individual trajectories, mechanisms of
African American, and how well these
change, and cultural variability, thereby
children and their families adjust to these
moving beyond static and ethnocentric
The Center for Health, Identity, Behavior,
high-stake transitions will have long-term
assessments of development. Center
and Prevention Studies (CHIBPS) in the
implications for children’s developmental
faculty includes Drs. Catherine S. Tamis-
Steinhardt School of Culture, Education,
trajectories as well as the future of the
LeMonda, Niobe Way, Diane Hughes,
and Human Development at New York
United States.
Diane Ruble, Ronit Kahana Kalman, and
The Department of Applied Psychol-
University is a leading HIV, substance
In the context of growing diversity
ethnically diverse children across multi-
Hirokazu Yoshikawa.
For more information, visit the Center
abuse, and mental health, behavioral
among the nation’s children, systematic
research center that is focused on the
inquiry into the developmental processes
for Research on Culture, Development,
well-being of all people, including sexual,
and experiences of children from differ-
and Education website, www.steinhardt.
racial, ethnic, and cultural minorities and
ent cultural communities during periods
nyu.edu/crcde.
other marginalized populations.
of major transitions is urgently needed. In
knowledge to improve the lives of those
Center for Research on Culture, Develop-
THE CHILD AND FAMILY
POLICY CENTER
affected with or by HIV, substance abuse,
ment, and Education (CRCDE), seek to
The chief mission of the Child and Family
and mental health burden through the
advance scientific theory and findings on
Policy Center is to bring state-of-the-
rigorous application of social science
children’s social, emotional, and cognitive
field knowledge about how to promote
and public health research paradigms.
development in longitudinal studies of
healthy childhood development and
The team at CHIBPS envisions, develops,
ethnically diverse families with young
school success to the forefront of poli-
and enacts research with and for the
children (infancy through 1st grade) and
cymaking and program implementation.
communities they study. The center is
adolescents (age 13–17) as children tran-
The Center conducts applied research
directed by Dr. Perry Halkitis. For more
sition to preschool/elementary school,
that can inform efforts to develop ef-
information, visit www.steinhardt.nyu.
and high school, respectively. This work
fective programs and policies for young
edu/appsych/chibps.
is being extended to cross-cultural stud-
children and families. Through confer-
ies, including ongoing collaborations with
ences, technical assistance activities,
colleagues in China and Korea.
partnership projects, and publications,
CHIBPS advances research and
response, faculty and students at NYU’s
The scientific innovation of the
CRCDE research includes the generation
134
on the development and experiences of
the Center also communicates important
knowledge about children and families
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Special Departmental
to policymakers, leaders in the nonprofit
with internationally recognized strategic
Human Development and Social Change
Features, continued
sector, practitioners, the media, and
partner organizations to:
(IHDSC) at New York University ad-
other stakeholders.
n
Generate actionable evidence by us-
The institute aims to break new intel-
is uniquely positioned to stimulate and
methodologies to conduct and evalu-
lectual ground through its support for
support new initiatives that will benefit
ate powerful settings-based strategies
interdisciplinary research and training
children in New York City and New York
to promote child and youth develop-
across a range of disciplines. IHDSC has
State. The Center’s director, Dr. LaRue
ment, particularly in the Middle East/
fostered a network of more than 40 fac-
Allen, is a leading child development
North Africa and sub-Saharan Africa;
ulty affiliates from the social, behavioral,
scholar who currently directs a number
n
Communicate actionable evidence by
health, and policy sciences in perform-
of projects involving University-commu-
engaging diverse stakeholders across
ing cutting edge research to study how
nity partnerships. The Center also draws
sectors and regions and disseminating
complex social forces such as globaliza-
on expertise from other sectors of the
a rigorous evidence base upon which
tion, technology, and immigration affect
University and the Steinhardt School.
to base program and policy decisions
human development.
New York University’s Steinhardt School
for children and youth in low- and
of Culture, Education, and Human Devel-
middle-income and conflict-affected
Steinhardt School of Culture, Education,
countries;
and Human Development; the Wagner
opment brings together the disciplines
The IHDSC is a joint initiative of the
Build institutional and organizational
School of Public Service; the Faculty
(e.g., early childhood, special education),
capacity for a robust global science
of Arts and Sciences; and the Office
and health programs.
through the provision of communica-
of the Provost. With a total portfolio
tion, professional development, and
of over $40 million in active feder-
training activities.
ally and privately funded research and
of applied psychology, education studies
GLOBAL TIES FOR CHILDREN
n
training grants, IHDSC is the largest
With funding from NYU Abu Dhabi and
interdisciplinary research center on
recently established a new international
INSTITUTE FOR HUMAN
DEVELOPMENT AND
SOCIAL CHANGE
research center, Global TIES for Children:
Global forces are dramatically chang-
includes Professor Lawrence Aber;
Transforming Intervention Effectiveness
ing the environments of children, youth,
Professor Christopher Flinn, Department
and Scale. This center aims to gener-
and adults both in the United States
of Economics, FAS; Professor Cathie
ate high-quality research in order to
and throughout the world. First- and
Tamis-Lemonda, Department of Applied
contribute to the design, implementation,
second-generation immigrant children
Psychology; Paul Horn, Senior Vice
evaluation, and scale-up of effective pro-
are on their way to becoming a majority
Provost; C. Cybele Raver, Vice Provost
grams and policies to promote children’s
in the U.S., bringing linguistic and cultural
for Academic, Faculty, and Research
holistic development in low-income
diversity to the institutions with which
Affairs; Dean Perry Halkitis, Professor of
and conflict-affected countries around
they come into contact. Technological
Applied Psychology, Publich Health and
the world. To do so, an interdisciplinary
developments will proceed at a pace
Medicine; Associate Dean of Academic
team of scientists from across the Global
that may outstrip the capacity of school
Affairs, Global Institute of Public Health;
Network University will leverage the in-
systems to adequately prepare children.
and Professor Larry Wu, Department of
terdisciplinary sciences of social settings
Families will increasingly be concentrated
Sociology, FAS, who also serves as the
and human development to generate evi-
in mega-cities of unprecedented size and
Deputy Director of the Institute.
dence as to how programs and policies
potentially unprecedented poverty.
NYU New York, University Professors
Larry Aber and Hiro Yoshikawa have
135
dresses these urgent societal questions.
ing state-of-the-art advanced research
The Child and Family Policy Center
to promote children’s development work,
How does human development
for whom, and in what contexts. Specifi-
unfold in the context of these rapidly
cally, TIES for Children proposes to work
changing social forces? The Institute for
the NYU Washington Square Campus.
The Institute’s governing committee
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Counseling and Guidance: School Counseling or
Bilingual School Counseling
Counseling and Guidance for Mental Health
and Wellness
S c hoo l Counseling
The counseling programs in the De-
programs, university counseling centers,
Director
partment of Applied Psychology are
hospitals, HIV and AIDS outreach pro-
Lisa Suzuki
committed to generating, advancing,
grams, and substance abuse treatment
certification in New York State as school
and disseminating knowledge related
centers. Completion of New York State
counselors in grades K–12. Students who
Counse ling for mental
to research and practice in counseling
licensure requirements allows one to en-
wish to become certified as bilingual
Health and Well ness
and guidance. The principles informing
gage in private psychotherapy practice.
school counselors may pursue this goal
Director
their work include understanding people
Some graduates go on to pursue ad-
within the framework of the school
Randolph Mowry
across the life span in cultural contexts,
vanced degrees, including doctoral study.
counseling program, with a bilingual
concentration.
promoting equity and social justice, and
Kimball Hall
helping all people craft lives of wellness,
212-998-5555
health, and meaning.
Students wishing to pursue master’s-
Graduates of the School Counseling, K–12 concentration, are eligible for
DEGREE REQUIREMENTS
Please be advised that fieldwork
Master of Arts in Counseling and
placement facilities that provide training
Degree
level graduate study in counseling may
Guidance: School Counseling or
required for your program degree, and
M.A., Advanced
choose one of two programs:
Bilingual School Counseling
agencies that issue licenses for practice
Certificate
n
Students in this program complete
in your field of study, each may require
Wellness, which prepares graduates
48 credits of coursework. All students
you to undergo general and criminal
Faculty
as mental health counselors working
are required to take 36 credits in the
background checks, the results of which
Ali, Chacko,
with both individuals and groups in a
following courses: Professional Ori-
the facility or agency must find accept-
Constantine,
broad spectrum of settings, including
entation and Ethical Issues in School
able before it will allow you to train at
Grossman, Halkitis,
community agencies, university coun-
Counseling APSY-GE.2650, Foundations
its facility or issue you a license. You
Javdani, Juni,
seling programs, mental health centers,
of School Counseling APSY-GE.2662,
should inform yourself of offenses or
McClowry, McRae,
hospitals, HIV and AIDS outreach pro-
Counseling: Theory and Process APSY-
other facts that may prevent obtaining a
Mowry, Okazaki,
grams, and substance abuse treatment
GE.2657, Research and Evaluation in
license to practice in your field of study.
Richardson, Shiang,
centers. Graduates of the program are
Behavioral Sciences APSY-GE.2070,
NYU Steinhardt will not be responsible
Suzuki
eligible for New York State Licensure
Individual Counseling Practice Labs I
if you are unable to complete program
as a Mental Health Counselor and addi-
and II APSY-GE.2658, 2659, Cross-Cul-
requirements or cannot obtain a license
Aff iliated Fac ulty
tionally are eligible to take the National
tural Counseling APSY-GE.2682, Human
to practice in your field because of the
Landy
Counselors Exam to become a national
Growth and Development APSY-GE.2138,
results of such background checks.
certified counselor.
Group Dynamics APSY-GE.2620, Career
Some fieldwork placement facilities in
Counseling APSY-GE.2635, Program
your field of study may not be available
Counseling or Bilingual School Coun-
Development and Evaluation APSY-
to you in some states due to local legal
seling, which trains students interested
GE.2663, and Interpretation and Use of
prohibitions.
in working as school counselors in
Tests in Counseling Children and Adoles-
grades K–12. Graduates are eligible for
cents APSY-GE.2673.
Di rector of Interns hip
Weinman
Counseling for Mental Health and
Counseling and Guidance: School
n
New York State certification as school
Master of Arts in Counseling for
Mental Health and Wellness
counselors and additionally eligible
lum, students in the school counseling
Students in Counseling for Mental Health
to take the National Certified School
program complete a year-long, 6-credit
and Wellness must complete 60 credits
Counselor Exam to become national
(400 hours) internship in a school that
of coursework. All students are required
certified school counselors.
is selected by the student in consulta-
to take 39 credits in the following cours-
tion with the director of internships.
es: Professional Orientation and Ethical
CAREER OPPORTUNITIES
Coursework for this sequence includes
Issues in Counseling for Mental Health
A degree in counseling can open the
Internship in School Counseling I APSY-
and Wellness APSY-GE.2651, Founda-
door to a range of professional op-
GE.2667 (3 credits) and Internship in
tions of Counseling for Mental Health
portunities. Graduates of the school
School Counseling II APSY-GE.2668 (3
and Wellness APSY-GE.2661, Counsel-
counseling or bilingual school counsel-
credits).
ing: Theory and Process APSY-GE.2657,
Students must also take one course
Individual Counseling Practice: Labs
elementary, middle, and high schools,
(3 credits) in applied content area (see
I and II APSY-GE.2658, 2659, Cross-
working with students on counseling and
below), as well as one course (3 credits)
Cultural Counseling APSY-GE.2682,
guidance-related issues. Graduates of the
that focuses on special populations,
Research and Evaluation in Behavioral
program in Counseling for Mental Health
including women and mental health;
Sciences APSY-GE.2070, Human Growth
and Wellness will be well-placed to seek
gay, lesbian, bisexual, and transgender
and Development APSY-GE.2138,
careers in both public and private agen-
people; and substance abusers, among
Abnormal Psychology APSY-GE.2038,
cies, including community mental health
others.
Group Dynamics: Theory and Practice
ing program move on to positions in
136
In addition to the basic curricu-
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Counseling and
APSY-GE.2620, Dynamics of Vocational
results of such background checks.
ADMISSION REQUIREMENTS
Guidance and
Development APSY-GE.2634, Program
Some fieldwork placement facilities in
Applications are reviewed for fall
Counseling for Mental
Development and Evaluation APSY-
your field of study may not be available
entrance only.
Health and Wellness,
GE.2663, and Interpretation and Use
to you in some states due to local legal
continued
of Tests in Counseling Adults APSY-
prohibitions.
GE.2672. In addition to the curriculum
This is a full-time master’s program
with strict course sequencing and a
research requirement that is best com-
specified above, students also complete
Applied Content Area
pleted on a full-time basis. Part-time
a 1-year-long (600 hours) supervised
To fulfill their requirements for ap-
matriculation will only be considered
internship. The internship experience is
plied content area credits, students
on an exceptional, case-by-case basis.
chosen by the student in consultation
may choose courses from offerings in
with the director of internships.
the program, department, and school
Coursework for this sequence
that enable them to pursue special-
CERTIFICATE OF
ADVANCED STUDY
includes Internship in Counseling for
ized interests. Students may also elect
A Certificate of Advanced Study is
Mental Health and Wellness I APSY-
to take applied coursework in other
available to individuals already possess-
GE.2655 (3 credits) and Internship in
schools within the University. Applied
ing a master’s degree in counseling.
Counseling for Mental Health and Well-
content areas may include grief and
This program is designed to meet the
ness II APSY-GE.2656 (3 credits).
bereavement counseling; career
specialized and diverse needs for pro-
counseling; women and mental health;
fessional education beyond a counseling
course (3 credits) that focuses on
gay, lesbian, bisexual, and transgender
M.A. Students who have completed their
special populations, including women
studies; drama therapy, art therapy, or
Master’s in counseling and are a school
and mental health; gay, lesbian, bisexual,
music therapy; and marriage and family.
or mental health counselor can take 30
and transgender people; and substance
Students in the Program in Counseling
credits from the Master’s in Counseling
abusers, among others.
for Mental Health and Wellness should
Programs offerings, as well as courses
consult with an adviser to develop this
from programs in Drama Therapy, Art
In addition, students choose one
Students must also take 12 credits in
applied content areas.
applied content area sequence.
Therapy, and Music Therapy. Course
selections may also include some
Please be advised that fieldwork place-
Comprehensive Exams
doctoral-level courses by advisement. In
ment facilities that provide training
All students in the M.A. Programs in
consultation with a faculty advisor, stu-
required for your program degree, and
Counseling must pass the Counselor
dents will design their course of study
agencies that issue licenses for practice
Preparation Comprehensive
to develop areas of interest or need, or
in your field of study, each may require
Examination (CPCE) for satisfaction of
to build on existing knowledge. Students
you to undergo general and criminal
the terminal experience requirement.
design their own program of study in
background checks, the results of which
This exam is produced by the Center
consultation with faculty advisers. Upon
the facility or agency must find accept-
for Credentialing and Education, Inc.
completion of the 3 years of relevant
able before it will allow you to train at
(CCE), an affiliate of the National Board
work after completing the 30 credits,
its facility or issue you a license. You
for Certified Counselors, Inc. (NBCC).
students are eligible for the advanced
should inform yourself of offenses or
The exam is held in the spring and
certificate.
other facts that may prevent obtaining a
fall semesters, and students can take
license to practice in your field of study.
the exam up to two times. If they are
NYU Steinhardt will not be responsible
unsuccessful in their initial attempt,
if you are unable to complete program
they must also complete a designated
requirements or cannot obtain a license
project.
to practice in your field because of the
The MA Counseling Programs are accredited by the Masters in Psychology and Counseling
Accreditation Council (MPCAC) for the period of January 2015 through January 2025.
137
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Counseling Psychology
Director
The Ph.D. Program in Counseling
DEGREE REQUIREMENTS
Please be advised that fieldwork place-
Sumie Okazaki
Psychology is fully accredited by the
For completion of the doctorate, 79
ment facilities that provide training
American Psychological Association
credits beyond the bachelor’s degree
required for your program degree, and
Kimball Hall
(APA). Counseling psychologists are
are required. Additionally as part of un-
agencies that issue licenses for practice
212-998-5555
defined as those who enter into profes-
dergraduate or other graduate work, 18
in your field of study, each may require
sional relationships with individuals and
credits in psychology are prerequisites
you to undergo general and criminal
Degree
groups and bring to those relationships
to the Ph.D. program. In the Counsel-
background checks, the results of which
Ph.D.
knowledge of psychology as a science,
ing Psychology required curriculum
the facility or agency must find accept-
knowledge of counseling theory and re-
(46 credits), students complete work in
able before it will allow you to train at
Faculty
search, a personally integrated theory of
counseling theory and process, cross-
its facility or issue you a license. You
Ali, Chacko,
counseling, and an ethical responsibility
cultural counseling, group counseling,
should inform yourself of offenses or
abnormal psychology, program seminar,
other facts that may prevent obtaining a
Constantine, Gilligan,
The major principles underlying the
Grossman, Halkitis,
Program in Counseling Psychology are a
seminars in vocational development
license to practice in your field of study.
Javdani, Juni,
focus on a developmental understand-
and counseling theory, clinical assess-
NYU Steinhardt will not be responsible
McClowry, McRae,
ing of clients; commitment to a health
ment, statistics and research design,
if you are unable to complete program
Okazaki, Richardson,
model of intervention; and appreciation
and practica in individual counseling
requirements or cannot obtain a license
Suzuki
of the gendered, cultural, and insti-
and counselor training and supervision.
to practice in your field because of the
tutional contexts of people’s lives, as
Students also must take a counseling
results of such background checks.
these contexts affect both clients and
psychology specialty elective (3 cred-
Some fieldwork placement facilities in
counselors. The program follows the
its); and statistics and research design
your field of study may not be available
scientist-practitioner model of training
electives (9 credits).
to you in some states due to local legal
and is organized in three areas: general
Students also must complete de-
prohibitions.
psychology, including statistics and
partmental and state licensure course
research methodology; counseling and
requirements covering measurement,
ADMISSION REQUIREMENTS
vocational psychology; and patterns
history and systems, principles of
Applicants to the Program in Counsel-
of learning experiences designed to
learning, personality, developmental
ing Psychology must follow both the
meet the professional goals of program
psychology, social psychology, and the
Steinhardt School’s and the program’s
matriculants.
biological basis of behavior (21 credits).
admission procedures and deadlines. All
In addition to course requirements,
admissions materials must be received
CAREER OPPORTUNITIES
students must pass a comprehensive ex-
by December 1. The GRE must be taken
Graduates of the program are eligible to
amination to be admitted to candidacy,
in time to allow the required five weeks
sit for the New York State psychology
complete a full-year full-time internship,
for scores to arrive by December 1.
licensing examination and are prepared
have an approved dissertation proposal
Psychology GRE scores are not re-
to practice in diverse settings such as
and dissertation, and pass a final oral
quired. Applicants must also submit an
colleges, clinics, hospitals, and commu-
examination of the dissertation.
autobiographical statement, following
nity agencies, as well as pursue careers
in research and teaching.
Some courses may be waived,
a program outline, and three letters of
exempted or passed by examination.
recommendation. Contact the program
A minimum of 54 credits must be
directly for full details on program ad-
completed at New York University for
mission criteria.
students admitted with a bachelors degree (36 credits for students admitted
with a masters degree).
Steinhardt fellows
program and Research
assistantships
See page 200. 
138
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Human Development and Social Intervention
interim Director
The M.A. in Human Development and
Methodology: Students will gain exper-
Area of Specialization Electives
Jennifer Astuto
Social Intervention offers a distinct
tise in research design and in the use
(12 credits): Under advisement, students
curriculum that emphasizes the practical
of various methods of quantitative and
choose four courses for specialization
Kimball Hall
skills of research design and methods,
qualitative reasoning and analysis of
in one of three areas of study:
212-998-5555
grant writing and management, and
data.
Developmental Psychology, Health,
n
or Methodology.
program development and evaluation
Degree
from a community psychology perspec-
Dual degree option in LGBT Health,
Research Requirement: For the intern-
M.A., Dual M.A./
tive. The curriculum is firmly rooted in
Education, and Social Services
ship requirement, students participate
Adv. Cert.
the traditions and lexicon of community,
See page 140.
on a research team for 10–12 hours a
week each semester. During the summer
social, personality, and developmental
Faculty
psychology. Students will learn how
CAREER OPPORTUNITIES
between the first and second year or
Aber, Allen, Astuto,
issues such as poverty, race, gender, and
The program prepares students to
during the final semester, students com-
Blair, Halkitis, Hughes,
culture influence the daily lives of indi-
pursue careers as research project
plete an externship at a research site
McClowry, Melzi,
viduals. Hands-on research and grant
directors, research coordinators, grant
off campus in order to strengthen and
Seidman, Suzuki,
writing will aid students in efforts to ap-
writers, research scientists, and program
broaden their skills. Students have an
Tamis-LeMonda, Way
ply social interventions to these issues.
evaluators in university-based research
opportunity each spring to participate
centers, community agencies, hospitals,
in the department’s annual research
college graduates with backgrounds
school systems, and private industry,
conference for MA students. Second
in the social sciences, including
including evaluation research firms. In
year HDSI students are required to sub-
psychology; social work; sociology; an-
addition, the program prepares students
mit an application for this conference.
thropology; and race, gender or ethnic
to pursue doctoral study in the social
Terminal Experience: Students com-
studies, as well as those who have work
sciences, such as human development,
plete a thesis under the supervision of
or volunteer experiences in nonprofit
public policy, or social and community
a faculty member, meeting monthly
organizations, schools, health facilities,
psychology.
throughout the second year to discuss
The program is designed for recent
their field and research experiences and
and community centers and seek to
further or change the direction of their
DEGREE REQUIREMENTS
to provide feedback to one another
careers. All students in this program will
Academic prerequisites: Prior to ma-
about the process of psychological
receive training in
triculation in the graduate program,
research and application. This is the final
students must have completed a basic
requirement for completion of Evalua-
1. Theories of human development;
statistics course (with content similar
tion Methodology in Behavioral Sciences
2. Theories and techniques of preventive
to Basic Statistics I RESCH-GE.2085)
I APSY-GE.2174.
and promotive interventions;
within the past three years. Students
also must have completed five courses
Please be advised that fieldwork place-
influence of culture and context in
in psychology prior to matriculation in
ment facilities that provide training
various settings;
the graduate program.
required for your program degree, and
3. Theories and concepts of the
4.Conceptualization and analysis of
The HDSI program requires 42
agencies that issue licenses for practice
credits for completion. The curriculum
in your field of study, each may require
includes the following:
you to undergo general and criminal
program management and evaluation;
Required Core Courses (15 credits):
background checks, the results of which
and
Grant Writing and Grant Management
the facility or agency must find accept-
for the Social Sciences APSY-GE.2077;
able before it will allow you to train at
Culture, Context, and Psychology
its facility or issue you a license. You
APSY-GE.2105; Survey of Developmental
should inform yourself of offenses or
In addition to a core of research
Psychology: Advanced APSY-GE.2271;
other facts that may prevent obtaining a
methodology and psychology courses,
Risk and Resilience APSY-GE.2279;
license to practice in your field of study.
students will also pursue one of the fol-
Development and Prevention Science
NYU Steinhardt will not be responsible
lowing three areas of study:
APSY-GE 2094.
if you are unable to complete program
Developmental Psychology: Students
Required Courses in Statistics and
requirements or cannot obtain a license
will examine classical as well as con-
Research Methods (15 credits):
to practice in your field because of the
temporary literature on developmental
Basic Statistics II RESCH-GE.2086,
results of such background checks.
changes in emotional, social, and cog-
Measurement: Classical Test Theory
Some fieldwork placement facilities in
nitive areas, with specific attention to
APSY-GE.2140, Evaluation Methodology
your field of study may not be available
the roles of culture and context (e.g.,
in Behavioral Science I APSY-GE.2173,
to you in some states due to local legal
family, school, community) in these
Evaluation Methodology in Behavioral
prohibitions.
processes.
Science II APSY-GE.2174, Research Proj-
Health: Students will examine the
ect Seminar I APSY-GE.2837 (0 credits),
individual level, socioecological, and
Research Project Seminar II APSY-
sociopolitical factors that shape physi-
GE.2838.
individual and social change;
5. Research methodology including
6. Grant preparation and grant
management.
n
n
cal and mental health outcomes for
individuals, families, and communities.
139
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Lesbian, Gay, Bisexual, Transgender Health,
Education, and Social Services
Director
The LGBT Health, Education, and
a variety of individuals, including LGBT
Electives (6 credits)
Randolph Mowry
Social Services advanced certificate
individuals, to conduct research on
Students may take 2 courses to be
program is for individuals who want
LGBT issues, to engage in policy analysis
selected from the following:
Kimball Hall
to work with lesbian, gay, bisexual
and reform, or to more effectively
212-998-5655
and transgender individuals and/or to
manage or direct organizations
Contemporary Gay, Lesbian, Bisexual
work on LGBT issues in educational,
and agencies that serve the LGBT
and Transgender Issues (Silver School of
Degrees
health, research, counseling, and
community.
Social Work) MSWEL-GS.2095, Advanced Certificate
community-based settings. Through
The Advanced Certificate is a joint
3 credits, Fall
required and elective coursework you
initiative of three NYU schools that
Affiliated Faculty
will gain greater knowledge about this
have long studied and served LGBT
HIV Prevention & Counseling:
Ali, Cahill, Grossman,
specific population and develop skills to
populations and individuals:
Psychoeducational Perspectives
Guilamo-Ramos,
provide more effective services to LGBT
n Halkitis, Martin, Moglia
NYU Steinhardt School of Culture,
(Steinhardt), APSY-GE.2450
people and organizations serving this
Education, and Human Development
3 credits, January Intersession
population.
Department of Applied Psychology
This 13-credit Advanced Certificate is
designed for professionals who already
n Silver School of Social Work
Women and Mental Health (Steinhardt),
n Robert F. Wagner Graduate School of
APSY-GE.2041, 3 credits, Spring
hold a master’s degree in:
Public Service
Sexual Decision-Making & Risk Taking
n social work
n counseling
Advanced Certificate in LGBT Health,
in Adolescence (Steinhardt), APSY-
n psychology
Education, and Social Services
GE.2008, 3 credits, Fall
n public health
n public policy and management
Total Credits Required: 13
Developing Targeted Community Level
n health policy and management
n teacher education
n educational leadership or a related
field of study
HIV/AIDS Prevention Interventions:
Required Core Courses (7 credits)
Domestic & Global Perspectives (Silver
School of Social Work), MSWEL-GS.2139,
LGBT Issues in Public Policy (Wagner
3 credits, Spring
School of Public Policy), PADM-GP.
The time to completion of the
2444, 4 credits, Fall
Students may take the course they did
not take to satisfy the core above
degree program will vary based on
the students’ status (full-time versus
Counseling Gay, Lesbian, Bisexual, and
(Steinhardt), APSY-GE.2895 or APSY-
part-time) and the number of credits
Transgender Youth or Counseling Gay,
GE.2896, 3 credits, Fall/Spring
registered for each semester. Students
Lesbian, Bisexual, and Transgender
have up to 6 years to complete the
Adults and Older Adults (Steinhardt)
degree program.
APSY-GE.2895 or APSY-GE.2896, 3 cred-
This is an ideal additional credential
its, Fall and alternate Spring
for anyone who is providing direct
services to or would like to work with
Dual Degree Program with Human Development and Social Intervention
Students who pursue the Advanced
deadline: November 1; Fall deadline:
Certificate in LGBT Health, Education,
March 1).
December 15th and April 15th in order
To apply as an internal transfer, a
to allow students ample time to plan
and Social Sciences may count 6 credits
n from the curriculum towards the elective
component of their HDSI curriculum.
— Have a cumulative GPA of at least
3.0 in HDSI coursework.
— Submit a statement of interest no
is 49 credits.
longer than 1200 words.
n will be able to designate their interest
Dual Degree Applicants with the Hu-
in enrolling in the certificate program
Intervention Program
n Matriculated HDSI students are
n After each admissions cycle, the
names of those admitted to the certificate will be communicated to the
appropriate staff at NYU Steinhardt.
New applicants to the HDSI program
Admission Requirements for
man Development and Social
Decisions shall be made no later than
for and register for courses.
student must:
The total amount of credits required for
the HDSI MA degree with the certificate
n when they apply to the MA program
n Applications shall be reviewed by
program faculty.
eligible to apply to the advanced certificate as internal transfers (Spring
140
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
LGBT Health,
Education, and
Dual Degree Program with the Master of Public Health Program
Social Services,
continued
Students who pursue the Advanced
n An MPH student may apply no earlier
Decisions shall be made no later than
than the Spring term of their first year
April 15th in order to allow students
and Social Sciences may count 6 credits
and must have Fall MPH grades on
ample time to plan for and register
from the curriculum towards the elective
record.
component of their MPHP curriculum.
n The total amount of credits required for
Application for Fall entrance is due on
names of those admitted to the
certificate will be communicated
n cate is 49 credits.
— Have a cumulative GPA of at least
n to the appropriate staff at NYU
Steinhardt.
— Submit a statement of interest no
Dual Degree Applicants with the
Master of Public Health Program
After each admissions cycle, the
To apply, a student must:
the MPHP-MA degree with the certifi-
Admission Requirements for
for Fall courses.
n March 1st.
3.0 in MPH coursework.
141
n Certificate in LGBT Health, Education,
longer than 1200 words.
n Applications shall be reviewed by the
Applications will only be accepted
Associate Dean for Academic Affairs
for fall entrance into the certificate
and/or other program faculty as
program.
appropriate.
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Developmental Psychology
Director
The mission of the Ph.D. Program in
An understanding of how ethnicity,
DEGREE REQUIREMENTS
Clancy Blair
Developmental Psychology is to pro-
race, social class, gender, and culture
Students take 72 credits. Academic
vide students with a strong foundation
influence human development within
offerings and requirements include the
Kimball Hall
in developmental theories and research
and across national boundaries
following:
212-998-5555
from a lifespan perspective. Students
n
The application of assessment tools to
n
examine individual and environmental
address the needs of diverse popula-
Degrees
influences on the development of in-
tions
Ph.D.
fants, children, adolescents, and adults,
Areas of research focus for doctoral
Faculty
ronments. The Ph.D. program offers the
students may include the following:
Aronson, Blair,
advanced student a program of study
Brabeck, Gilligan,
that focuses on current issues in the
Melzi, Raver, Sirin,
dynamic and complex field of human
Tamis-LeMonda, Way
development, while also emphasizing a
of psychology (e.g., developmental,
experimental, historical, neuropsychology)
n
n
language, perceptual)
opment in infants and young children
n
Social and emotional development
among urban ethnic-minority children
affiliated Faculty
and research. Research takes place in
and adolescents in the United States
Aber, Allen
laboratories at NYU as well as in the
and worldwide
n
hoods, and community settings of the
Family, school, and cultural influences
n
New York.
Etiology of risk behaviors, resiliency,
Advanced content seminars in human
development
n
Sequences in research designs, methods, and statistics
n
Active research involvement and atten-
n
Completion of a data-based dissertation
on human development
n
Courses in developmental psychology (e.g., cognitive, emotional, social,
Cognitive, emotional, and social devel-
basic foundation in psychological theory
multiethnic and richly diverse city of
Courses in the foundational areas
social, personality, cognitive, learning,
especially those situated in urban envi-
homes, hospitals, schools, neighbor-
n
dance at weekly research colloquia
and coping in at-risk populations
School-, family-, and community-based
ADMISSION REQUIREMENTS
interventions
Admission to this program requires a
Children’s learning, academic achieve-
bachelor’s or a master’s degree in psy-
cal theory and research can address the
ment, and emotional self-regulation in
chology or a related field, GRE scores
social challenges that individuals face.
school settings
(verbal and quantitative), three letters of
Quantitative modeling of high-risk
recommendation, prior research experi-
health behaviors and decisions
ence, and a personal interview with the
Test and scale development, validity
program faculty.
The Program in Developmental
n
Psychology educates its students to
think creatively about how psychologi-
Through their coursework and research
n
n
experiences, students in the Ph.D. Program in Developmental Psychology gain
expertise in the following:
n
and reliability studies, and the study of
individual differences
n
See general admission section,
page 187.
The core areas of developmental psy-
chology with a focus on how current
CAREER OPPORTUNITIES
research methodologies are applied to
Graduates are prepared for careers
issues in human development
as professors in academic settings;
Steinhardt fellows
program and Research
assistantships
A wide range of quantitative and
researchers in academic and gov-
See page 200. 
qualitative research methodologies,
ernmental agencies; human service
including longitudinal, experimental,
professionals in hospitals, schools, and
observational, ethnographic, narrative,
community settings; directors and
and case study methods
evaluators of mental health and health-
The skills to identify the roles of family
promotion programs; as well as primary
members, peers, schools, neighbor-
prevention programs.
n
n
hoods, and communities in the life
of the individual, as well as how the
individual shapes his or her own experiences
142
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Psychology and Social Intervention
Director
The goal of the Ph.D. Program in
of individual and social change; and
Edward Seidman
Psychology and Social Intervention is to
research methodology for multilevel and
train action scientists to work in a vari-
cross-level analysis.
Kimball Hall
ety of settings in order to understand,
212-998-5555
transform, and improve the contexts
Intervention-research or policy-
n research practica (two semesters)
Psychology and social intervention
n Areas of research focus may include
the following:
and systems (ranging from families,
elective courses (at least three)
n
Participation in area seminar
Completion of a second-year empirical
n Degree
small groups, schools, communities, and
Ph.D.
neighborhoods to public policies) in
service and community-based organi-
which humans develop across the lifes-
zations
The analysis and change of human
n
paper
Completion of a comprehensive
n examination requirement
Faculty
pan. The program has a strong emphasis
Aber, Allen, Bilali,
on (a) understanding and assessing
Cappella, Godfrey,
social settings, systems, and policies;
Hughes, Morris,
(b) creating, improving, implementing
ecological transitions (e.g., between
ADMISSION REQUIREMENTS
Seidman, Yoshikawa
and evaluating prevention and interven-
neighborhoods, between school and
Requirements for admission include
tion programs; and (c) understanding
work)
strong academic background as evi-
The design and evaluation of preven-
denced by standard indicators, such as
tion and promotion programs
GPA and GRE scores; evidence of prior
Analysis and evaluation of public poli-
research experience; evidence of inter-
cies relevant to health, education, and
est in human ecologies, systems-level
well-being
interventions, and/or policy
Experiences of racial, ethnic, sexual,
interventions and analysis; and three
methodological training in the con-
and other minorities, as well as im-
letters of recommendation.
ceptualization and assessment of such
migrant populations, in organizational,
ecologies. Students also learn about
community, and transnational contexts
various forms of diversity and structural
inequality among individuals, institutions, communities, and societies.
Students learn how varied ecologies
influence individual functioning and
well-being and receive theoretical and
successful and unsuccessful efforts in
these domains across multiple levels of
Consequences of poverty, social exclu-
n sion, and discrimination
Completion of an independent,
n empirically based dissertation
The analysis and restructuring of
n n n n See the general admission section,
page 167.
Setting level influences on intergroup
n
disparities or relationships
analysis. Students are expected to have
FINANCIAL AID
OPPORTUNITIES
an interest in studying and understand-
CAREER OPPORTUNITIES
Tuition remission and stipends are
ing various forms of diversity and
The program prepares students for
provided to all doctoral students in
structural inequality among groups of
diverse roles in academia and social re-
the first three years. During the fourth
individuals, institutions, communities,
search. In the academic arena, students
year, doctoral students are provided
and societies.
are well-positioned for jobs in schools
with a stipend to cover living expenses.
of human development, education,
Doctoral students are also funded via
focus on research in applied settings
public health, and public policy. In the
research grants from the faculty in
for the purposes of understanding
area of social research, students are
the Department of Applied Psychol-
and changing social settings. Program
prepared for positions in research, ad-
ogy. In addition, the Department of
faculty members study a wide range of
vocacy, and social service organizations.
Applied Psychology offers Monroe
ecologies (e.g., schools, neighborhoods,
Indeed, there is increasing demand for
Stein and Raymond and Rosalee Weiss
policy, programs) and preventive and
evidenced-based strategies in health,
Awards. Information on scholarships
policy interventions (psychological,
education, and social service organiza-
is available on the Steinhardt Gradu-
social, education, and health programs)
tions, and students will be positioned to
ate Admissions website under financial
locally, nationally, and internationally.
contribute to the design and implemen-
aid. All applicants who are interested
Program faculty members also conduct
tation of such strategies.
in being considered for school-based
The program maintains a heavy
research on how cultural factors and
scholarships must complete the Free
identities influence and interact with
DEGREE REQUIREMENTS
Application for Federal Student Aid
experiences of these ecologies and
Students take 72 credits, depending on
(FAFSA) by going to www.fafsa.ed.gov
interventions. The University’s New York
prior graduate coursework. Require-
and submitting it electronically to NYU.
City location provides an ideal urban
ments for program completion include:
Check the Graduate Admissions web
setting for studying many kinds of communities, combined with gateways to
pages for detailed instructions. The
Courses in psychology and social
deadline for submitting the FAFSA form
the world at large. The main objectives
intervention (e.g., Theories of Change
to NYU is February 1 for the fall term.
of the program are to provide students
in Applied Psychology, Psychologi-
Please note that the earliest time one
with basic grounding in fundamentals of
cal Approaches to Conceptualizing
can access the form is January 1.
psychology and behavioral science and
and Measuring Human Environments,
intensive training in theories of ecologi-
and Developmental and Prevention
cal psychology; theories and techniques
of preventive and promotive interven-
n Science)
Design, methodology, and statistics
n tions; program and policy formation,
sequence (e.g., Research Design and
implementation, and evaluation; concep-
Methodology in the Behavioral Scienc-
tualization and analysis
es, Intermediate Quantitative Statistics,
For more details, contact the Department of Applied Psychology.
See general financial aid section,
page 199.
and Multivariate Statistics).
143
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Courses
The courses listed
herein are to be
APPLIED PSYCHOLOGY/
APSY-GE
offered in 2015–2017.
Issues in Counseling People with
Evaluation Methodology in the
Disabilities
Behavioral Sciences I
APSY-GE.2068 30 hours: 3 credits.
APSY-GE.2173 45 hours: 3 credits.
Prerequisites: RESCH-GE .2001,
Neuropsychology of Behavior
notes to courses
*Registration closed
to special students.
†Pass/fail basis.
APSY-GE.2001 30 hours: 3 credits.
Research and Evaluation in the
Prerequisite: a course in psychology
Behavioral Sciences
or educational psychology.
APSY-GE.2070 45 hours: 3 credits.
Social Psychology
Research Design and Methodology in
APSY-GE.2174 45 hours: 3 credits.
APSY-GE.2003 30 hours: 3 credits.
the Behavioral Sciences I
Prerequisite: APSY-GE.2173.
Prerequisite: a course in general or edu-
APSY-GE.2073* 45 hours: 3 credits.
cational psychology.
Required of doctoral students in the De-
Child and Adolescent Psychopathology
partment of Applied Psychology. Open
APSY-GE.2181 30 hours: 3 credits.
APSY-GE.2041.
Evaluation Methodology in the
Behavioral Sciences II
Please be advised that
fieldwork placement
Experimental Psychology
facilities that provide
APSY-GE.2005 45 hours: 3 credits.
training required for
Prerequisite: one year of statistics
Research Design and Methodology in
your program degree,
or measurement, or permission of
the Behavioral Sciences II
and agencies that
instructor.
APSY-GE.2074* 45 hours: 3 credits.
Cognitive Development
Prerequisite: APSY-GE.2073 or permis-
APSY-GE.2198 30 hours: 3 credits.
issue licenses for
practice in your field
Sexual Decision Making and
of study, each may
Risk Taking in Adolescence
require you to undergo
APSY-GE.2008 30 hours: 3 credits.
by permission of instructor.
Temperament-Based Intervention
APSY-GE.2184 30 hours: 3 credits.
sion of instructor.
Conflict Analysis and Resolution
Grant Writing and Grant Management
APSY-GE 2205 30 hours: 3 credits
for the Social Sciences
general and criminal
background checks,
Psychology of Women
APSY-GE.2077 30 hours: 3 credits.
Cross-Cultural Research Methods
the results of which
APSY-GE.2014 30 hours: 3 credits.
Prerequisites: APSY-GE.2271 and
APSY-GE.2222 30 hours: 3 credits.
the facility or agency
Prerequisites: a course in general psy-
APSY-GE.2105.
must find acceptable
chology or equivalent.
before it will allow you
Emotional Development in Childhood:
Gestalt Therapy: An Overview of
Organization and Neurobiology
to train at its facility or
Health Psychology and Human
Theory and Practice
APSY-GE.2261 30 hours: 3 credits.
issue you a license. You
Development
APSY-GE.2093 30 hours: 3 credits.
Prerequisite: Introductory graduate-level
should inform yourself
APSY-GE.2022 30 hours: 3 credits.
course in statistics and developmental
Developmental and Prevention Science
of offenses or other
facts that may prevent
Cognitive Behavior Therapy:
obtaining a license
Theory and Applications
to practice in your
APSY-GE.2025 30 hours, 3 credits.
field of study. NYU
psychology.
APSY-GE.2094 30 hours: 3 credits.
Early Childhood: The Development of
Social Development of Children and
Self-Regulation
Adolescents
APSY-GE.2265 30 hours: 3 credits.
APSY-GE.2097 30 hours: 3 credits.
Prerequisite: Introductory graduate-level
Steinhardt will not be
Abnormal Psychology
responsible if you are
APSY-GE.2038 30 hours: 3 credits.
unable to complete
Prerequisite: APSY-GE.2039 or equiva-
Culture, Context, and Psychology
program requirements
lent.
APSY-GE.2105 30 hours: 3 credits.
license to practice in
Theories of Personality
Psychological Research in Infancy
Childhood Contexts
your field because of
APSY-GE.2039 30 hours: 3 credits.
APSY-GE.2115 30 hours: 3 credits.Pre-
APSY-GE.2270 30 hours: 3 credits.
the results of such
Prerequisite: a graduate course
requisite: a course in developmental or
Prerequisite: Introductory graduate-level
background checks.
in general, developmental, or
educational psychology.
course in developmental psychology or
Some fieldwork place-
educational psychology.
course in statistics and developmental
psychology.
Intervention/Prevention in Early
or cannot obtain a
permission of instructor.
Human Growth and Development
ment facilities in your
Survey of Developmental Psychology:
field of study may not
Women and Mental Health
be available to you in
APSY-GE.2041 30 hours: 3 credits.Pre-
some states due to lo-
requisite: a course in general psychology
Measurement: Classical Test Theory
APSY-GE.2271 30 hours: 3 credits.
cal legal prohibitions.
or equivalent.
APSY-GE.2140 (formerly APSY-GE.2035)
Prerequisite: an introductory course in
45 hours: 3 credits.
psychology or educational psychology.
Counseling
Measurement: Modern Test Theory
Adolescent Development:
APSY-GE.2045 30 hours: 3 credits.
APSY-GE.2141 (formerly APSY-GE.2037)
Theory and Research
45 hours: 3 credits.Prerequisite: APSY-
APSY-GE.2272 30 hours: 3 credits.
The Development of Child Language
GE.2140 or equivalent, or permission of
Prerequisites: a course in
APSY-GE.2055* 45 hours: 3 credits.
instructor.
developmental psychology and a course
APSY-GE.2138 30 hours: 3 credits.
Advanced
Action Approaches to Mental Health
144
Prerequisite: a course in developmental
in sociology, social psychology, or the
psychology or linguistics.
study of cultures.
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Courses, continued
Risk and Resilience
Professional Orientation and Ethical
Cross-Cultural Counseling
APSY-GE.2279 30 hours: 3 credits.
Issues in School Counseling
APSY-GE.2682 30 hours: 3 credits.
Prerequisite: a graduate-level course
APSY-GE 2650* 30 hours: 3 credits.
Prerequisite: APSY-GE.2657 or equivalent.
in developmental psychology or work
experience in the area of developmental
Professional Orientation and Ethical
psychology.
Issues in Counseling for Mental Health
Grief and Bereavement Counseling
and Wellness
APSY-GE.2683 30 hours: 3 credits.
APSY-GE.2651* 30 hours: 3 credits.
Prerequisite: APSY-GE.2681 or related
Independent Study
work experience.
APSY-GE.2300 45 hours per : 1–6 credits. Hours to be arranged.
Internship in Counseling for Mental
Health and Wellness I and II
Marriage, Couple, and Family
Applied Psychology:
APSY-GE.2655*, 2656* 45 hours: 3
Counseling
Integrative Seminar
credits per term. Hours arranged.
APSY-GE.2684 30 hours: 3 credits.
APSY-GE.2335 30 hours: 3 credits.
APSY-GE.2655 is prerequisite for APSY-
Prerequisite: APSY-GE.2657 or equiva-
Open only to master’s candidates in
GE.2656.
lent.
applied psychology.
Individual Counseling:
Special Topics in Applied Psychology:
Academic Achievement Gaps:
Theory and Process
Workshop on Research Development
Socio-psychological Dynamics
APSY-GE.2657 45 hours: 3 credits.
APSY-GE.2686 15 hours per credit:
0–6 credits.
APSY-GE.2345 45 hours: 3 credits.
Prerequisite: course in educational or
Individual Counseling: Practice I
Prerequisite or co-requisite: Basic
developmental psychology, or permis-
APSY-GE.2658*† 50 hours: 3 credits.
graduate-level research design or statistics. Only open to graduate students in
sion of instructor.
Individual Counseling: Practice II
HIV Prevention and Counseling:
APSY-GE.2659*† 50 hours: 3 credits.
Psychoeducational Perspectives
Prerequisite: APSY-GE.2658.
applied psychology.
Substance-related & Addictive
Disorders
APSY-GE.2450 30 hours: 3 credits.
Foundations of Counseling for Mental
Trauma: Theoretical and Clinical
Health and Wellness
Perspectives
APSY-GE.2661* 30 hours: 3 credits.
APSY-GE.2691 30 hours: 3 credits.
Substance Use, Abuse, and Addiction:
Treatment Perspectives
APSY-GE.2500 30 hours: 3 credits.Prerequisite: a course in general psychology
Foundations of School Counseling
or equivalent.
APSY-GE.2662* 30 hours: 3 credits.
Case Seminar in Trauma Studies:
Program Development and Evaluation
Management: Disaster Mental Health
APSY-GE 2701 30 hours: 3 credits.
APSY-GE 2692 30 hours: 3 credits.
Special Topics in Crisis Intervention and
Transdisciplinary Perspectives of
in Counseling
Clinical Work
APSY-GE.2663* 30 hours: 3 credits.
APSY-GE.2505 30 hours: 3 credits.
Prerequisite: APSY-GE.2070 or equiva-
Understanding and Measuring the
Prerequisite: APSY-GE.2500 or permis-
lent, or permission of instructor.
Social Contexts for Development
APSY-GE.2825 (formerly Organizational
sion of instructor.
Internship in School Counseling I
and Community Processes, G89.2290)
Social Psychology, Intervention, and
APSY-GE.2667* 45 hours: 3 credits.
30 hours: 3 credits.
Social Change
Hours arranged.
Intervention and Social Change
APSY-GE 2605 30 hours: 3 credits
Internship in School Counseling II
APSY-GE.2826 (formerly G89.2269)
Brief Psychodynamic Therapy
APSY-GE.2668* 45 hours: 3 credits.
30 hours: 3 credits.
APSY-GE 2611 30 hours: 3 credits
Hours arranged.
Prerequisite: APSY-GE.2667.
APSY-GE.2620* 45 hours: 3 credits.
Advanced Group Dynamics:
Practicum in Intervention Research or
Policy Research I and II
Group Dynamics: Theory and Practice
Religiosity and Spirituality: Theory,
APSY-GE.2827 (formerly Practicum
Research, and Counseling
in Community Research, G89.3287)
APSY-GE.2669 30 hours: 3 credits.
45 hours: 3 credits. APSY-GE.2828
(formerly Practicum in Community
Consultation and Facilitation
APSY-GE.2625*† 45 hours: 3 credits.
Interpretation and Use of Tests in
Research, G89.3288) 45 hours: 3
Prerequisite: APSY-GE.2620
Counseling Adults
credits.
APSY-GE.2672* 45 hours: 3 credits.
Dynamics of Vocational Development
Prerequisite: APSY-GE.2657 or equiva-
Advanced Seminar in Psychology and
APSY-GE.2634 30 hours: 3 credits.
lent.
Social Intervention
Career Counseling
Interpretation and Use of Tests in
Seminar in Community Psychology,
APSY-GE.2635 30 hours: 3 credits.
Counseling Children and Adolescents
G89.3290) 30 hours: 3 credits.
Prerequisites: APSY-GE.2634 and
APSY-GE.2673* 45 hours: 3 credits.
Only open to doctoral students in
APSY-GE.2657.
Prerequisite: APSY-GE.2657 or equiva-
psychology and social intervention,
lent.
or permission of instructor.
APSY-GE.2830* (formerly Advanced
145
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Courses, continued
Families and Schools
Dissertation Proposal Seminar in
Practicum in Counselor Training
APSY-GE 2831 30 hours: 3 credits.
Applied Psychology
APSY-GE.3629*† 45 hours: 3 credits.
APSY-GE.3001* 30 hours: 3 credits.
Prerequisite: permission of instructor.
Child Development and Social Policy
Open only to doctoral students in
Enrollment limited to advanced
APSY-GE.2832 (formerly Child
applied psychology, or by permission
sixth-year and doctoral students in
Development and Social Policy,
of instructor.
counseling psychology.
Prerequisite: graduate course in
Departmental Seminar: Theories of
Seminar in Counseling Theory and
developmental psychology or
Change in Applied Psychology
Research
equivalent.
APSY-GE.3009* 30 hours: 3 credits.
APSY-GE.3633* 30 hours: 3 credits.
Open to doctoral candidates in applied
Open to advanced sixth-year and
psychology.
doctoral students in counseling
G89.2292) 30 hours: 3 credits.
Research: Using Mixed Methods
psychology.
APSY-GE.2835 30 hours: 3 credits.
Prerequisites: RESCH-GE.2140 and
Internship in Counseling Psychology
APSY-GE.2073.
APSY-GE.3016 0 credits.
Seminar in Vocational Development
Full-time one-year internship required
Theory and Research
Project Research Seminar I
of all doctoral students in counsel-
APSY-GE.3657 30 hours: 3 credits.
APSY-GE.2837 30 hours: 0 credits.
ing psychology.Prerequisites: Doctoral
Prerequisite: Open to advanced
Only open to master’s students
candidacy and approved doctoral disser-
sixth-year and doctoral students in
in human development and social
tation proposal.
counseling psychology.
intervention.
Seminar: Current Issues in
Clinical Assessment in Counseling
Project Research Seminar II
Developmental Psychology
Psychology I and II
APSY-GE.2838 30 hours: 3 credits.
APSY-GE.3021* 30 hours: 3 credits.
APSY-GE.3665, 3666* 45 hours: 3 cred-
Prerequisite: APSY-GE.2837.
Prerequisite: open only to doctoral
its each term.
Only open to master’s students in
students in developmental psychology;
Prerequisites: graduate courses in test
human development and social interven-
other doctoral students by permission
interpretation, abnormal psychology,
tion.
of instructor.
and personality theory.
Project Research Seminar: PSI
Listening Guide Method of
IES-Predoctoral Interdisciplinary
APSY-GE 2839 30 hours: 3 credits.
Psychological Inquiry
Training Seminar on Causal
APSY-GE.3040 30 hours: 3 credits.
Interference I and II
APSY-GE 3901, 3902 30 hours: 3 credits
Play and Drama Therapy with Children
and Adolescents
Advanced Listening Guide
APSY-GE.2840 (formerly E86.2120)
APSY-GE.3045 30 hours: 3 credits.
each term.
30 hours: 3 credits.
Historical Perspectives of
Positive Psychological Development:
Psychological Theory
Innovations in Theory, Research,
APSY-GE.3103 30 hours: 3 credits.
and Practice
APSY-GE.2870 30 hours: 3 credits.
Supervised Advanced Counseling
Practicum: Individual and Group I, II
Psychology of Gender Roles and
APSY-GE.3607, 3608*† 225 hours: 2
Sex Differences
credits each term. Hours arranged.
APSY-GE.2880 30 hours: 3 credits.
Registration by permission of program
adviser and practicum director. Open to
Gay, Lesbian, Bisexual, and
candidates in counseling psychology.
Transgender People: Individual Study
APSY-GE.2892 20 hours per credit:
Counseling Psychology Program
2–3 credits.
Seminar
Requires permission of the instructor.
APSY-GE.3611, 3612* 60 hours: 3 credits
each term.Prerequisite: doctoral
Counseling Gay, Lesbian, Bisexual,
matriculation. Required of all doctoral
and Transgender Youth
students in counseling psychology
APSY-GE.2895 30 hours: 3 credits.
during the first or second year in
the program.
Counseling Gay, Lesbian, Bisexual, and
Transgender Adults and Older Adults
Forum in Counseling Psychology
APSY-GE.2896 30 hours: 3 credits.
APSY-GE 3620 30 hours : 3 credits.
Prerequisite: doctoral matriculation.
Required of all doctoral students in
counseling psychology during the first
or second year in the program.
146
Department of applied psychology the steinhardt school of culture education and human development bulletin 2015–2017
Department Of
Teaching and
Learning
Department CHAIR: susan neuman
D EG R E E S
EAST BUILDING, SUITE 612 | 239 GREENE STREET, NEW YORK, NY 10003–6674
M.A., Ph.D., Advanced Certificate
TELEPHONE: 212-998-5470 | FAX: 212-995-4198 | WEBSITE: steinhardt.nyu.edu/teachlearn
CO N TE NTS
Teacher Education Programs.....................148
Field Experiences........................................... 149
Faculty .............................................................. 150
Doctoral Programs.........................................152
Early Childhood and
Childhood Education .............................154
R
esearch and scholarship in the
Department of Teaching and
Learning is concerned with teaching
and learning at a variety of levels, in
a variety of settings, particularly in
urban settings. The department focuses primarily
on academic subject areas and includes the
English Education........................................... 157
learning and teaching of students, community
Environment Conservation Education... 160
members, teachers, teacher educators, and
Literacy Education...........................................161
researchers. In addition, faculty members
Mathematics Education ..............................163
study the impact of sociocultural and historical
Multilingual Multicultural Studies ............165
factors on learning and teaching. Investigations
Science Education..........................................169
range from micro to macro studies and applied
Social Studies Education..............................170
research within a broad range of theoretical
Special Education........................................... 174
perspectives.
Teaching and Learning..................................177
Courses...............................................................178
Faculty in Teaching and Learning teach NYU
undergraduates, prospective teachers at both
the undergraduate and master’s level, practicing
teachers and other educational professionals,
For information about the mission
and doctoral students. NY State certification-
and student learning outcomes for
granting teacher education programs include
each of our programs, please see the
specializations in TESOL, bilingual education,
department website.
foreign language education, childhood
education, early childhood education, special
education, English education, literacy education,
Notice: The programs, requirements,
mathematics education, science education,
and schedules listed herein are subject
and social studies education, as well as several
to change without notice. A directory
programs that do not lead to certification
of classes is published each term with a
including environmental education. The
current schedule. For the most up-to-date
department offers a mix of traditional university-
schedule changes, please consult ALBERT,
based programs as well as intensive “residency”
NYU’s student information website.
model teacher education programs tied to urban
public schools. The doctoral program in Teaching
and Learning also offers a special focus in urban
education. Faculty members serve as resources
to schools, businesses, communities, and
professional organizations involved with teaching
and learning.
147
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Teacher Education Programs
For teachers who already have initial
The Teacher Education programs
consider alternatives as they participate
prepare their students to meet the
in the dialogue and refine their core
certification, the Department of Teach-
challenges of teaching and leadership in
philosophy while engaging deeply with
ing and Learning also offers a full range
today’s demanding educational environ-
the philosophies and experiences of a
of courses leading to M.A. degrees and
ment. Program graduates will not only
wide range of other scholars, teachers,
professional certification in areas such
be able to succeed in their first years of
and students.
as English, foreign languages, mathe-
teaching but will have a sufficiently thor-
Most of the courses that students
matics, science education, social studies,
ough foundation in theory and practice
take prior to the student teaching
and special education. The department
to keep improving their educational
experience have a participant/observa-
has developed other programs that lead
work throughout their careers. NYU
tion requirement that sends them into
to the state’s new category of initial/
teachers are highly regarded in the
schools, which allows students to test
professional certification. For those
metropolitan area and beyond. Many
their emerging conceptions of teach-
seeking to become literacy specialists in
teacher education program graduates
ing in actual practice and makes the
either elementary or secondary schools,
are in leadership positions in schools,
transition to their own student teaching
these M.A. degrees allow teachers either
universities, and other educational
classroom easier and more productive.
to deepen and enrich their professional
institutions.
The on-campus courses also focus on
knowledge in the field they are already
The Department of Teaching and
issues of curriculum development, class-
certified in or to add a second certifica-
Learning offers many initial certification
room management, assessment, and the
tion in such areas as literacy, special
teaching curricula. These certification
use of technology so that all program
education, teaching English to speakers
programs fully comply with the lat-
graduates are prepared to step into the
of other languages, or bilingual educa-
est regulations of the New York State
high-pressure world of standards and
tion. For details on these professional
Education Department that became
high-stakes tests.
certification M.A. degree programs,
effective in 2004.
In designing and implementing these
In addition to the pedagogical core
requirements for all programs, which in-
see the appropriate pages later in this
bulletin.
curricula, the department has drawn
clude multicultural education, language
on its faculty’s extensive experience
and literacy, and special education, each
as Pre-K–12 teachers as well as teacher
curriculum also enables future teachers
educators, current teachers and princi-
to deepen and enrich their background
Note: Students seeking certification in
pals in the New York City schools, and
in the fields they will be teaching.
Early Childhood Education and in the
graduates’ work and feedback. Each
Discipline-based courses integrate
dual program Early Childhood Educa-
program integrates practical experi-
content and pedagogical approaches
tion/Early Childhood Special Education
ence and hands-on knowledge with a
so that students may simultaneously
are to enroll in Placement in Early
rich theoretical understanding of how
consider an aspect of the subject—his-
Childhood CHDED-GE.2255 and will be
children learn and how they can best be
tory, mathematics, science, literature,
supervised by NYU faculty during this
taught
and so on—and how it could be most
portion of their fieldwork. Students are
effectively taught.
expected to attend the assigned school
The introductory course for all of the
programs, Inquiries into Teaching and
The early childhood and childhood
site no fewer than three mornings a week
Learning, sets a conceptual founda-
curricula offer both a normal and an ac-
for the duration of the semester.
tion for the department’s approach to
celerated schedule of completion of the
A faculty supervisor will visit the site
teacher education. This course creates
M.A. degree and certification require-
each week, and student schedules must
a dialogue between the learner’s own
ments. Part-time students may need
take into consideration the days the
prior educational experience, the ex-
more time to complete the program.
supervisor will be at the site.
periences of students in the New York
The particulars of the requirements of
City public schools—where all Inquiries
each specific curriculum are detailed
students are offered substantial op-
below. Students should contact the
portunities for observation—and the
advisers listed for more details and
foundational research-based literature
responses to more specific questions
of the study of education. Inquiries into
about these programs.
Teaching and Learning is designed to
allow students to raise questions and
148
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Field Experiences
New York State mandates that all
while providing support to the school
teaching experience and continua-
students seeking certification in teacher
and community. Part-time students will
tion into further experiences requires a
education satisfy a number of field re-
coordinate with their faculty advisors and
minimum GPA of 2.5 in courses in the
quirements. All students seeking teacher
the Office of Clinical Studies the number
area of specialization and a positive
certification must complete no fewer
of hours of fieldwork to be completed.
faculty review of performance in the
than 100 hours of fieldwork prior to
Students not seeking teacher certification
field. At least one of the placements
student teaching and no fewer than two
complete the number of hours, at least
must be in a school serving a popula-
semesters of student teaching. Students
15, required by any course that includes a
tion of students of whom at least 50
seeking certification in more than one
field experience.
percent are eligible for free or reduced
area, i.e. enrolled in a dual program, will
The course meets monthly and
be required to complete no fewer than
includes an introduction to New York
cal Studies arranges student teaching
150 hours of fieldwork prior to student
City educational settings, an informa-
orientation meetings—known as Student
teaching. The Office of Clinical Studies
tion session on student teaching, and an
Teaching Convocations—during which
coordinates the field assignments for all
explanation of the requirements for New
students have the opportunity to inquire
students in the Department of Teaching
York State Teacher Certification.
about general requirements and speak
lunch. Each semester, the Office of Clini-
and Learning. The office has a network
Attendance will be logged on the
to faculty about schools sites. Students
seeking certification
of approved schools that will host stu-
appropriate Fieldwork Time Sheets avail-
will be assigned to partner schools with
in Early Childhood
dents completing all their fieldwork. The
able on the 3rd floor of the East Building
which NYU has established relationships
Education and in the
current list of cooperating schools may
at 239 Greene Street. Completed time
over time. The current list of cooperating
dual program Early
be viewed by visiting the website of the
sheets (at least 100 hours) will be
schools may be viewed by visiting the
Childhood Education/
Office of Clinical Studies at steinhardt.
submitted at the end of the semester to
website of the Office of Clinical Studies
Early Childhood
nyu.edu/teacher.education. The office
instructors or directly to the Office of
at steinhardt.nyu.edu/teacher.education.
Special Education will
is located on the 3rd floor of the East
Clinical Studies on the 3rd floor of the
enroll in Placement
Building at 239 Greene Street.
East Building at 239 Greene Street.
of campus-based courses, and the op-
than 20 hours per week for each week
will be supervised
PRE-STUDENT TEACHING
FIELDWORK
portunities provided by the field setting,
of the semester distributed over multiple
by NYU faculty
The initial semester of a course of study
students will engage in activities that
days in their assigned school. Students
during this portion
in the Department of Teaching and Learn-
may include, but are not limited to, the
must check with their faculty adviser
of their fieldwork
ing typically aims to provide students
following:
as to the exact time requirement of
since early childhood
with a foundation of understanding of
n certification requires
teaching and learning approaches and
n
experiences at the
strategies. To provide some practi-
n PreK, Kindergarten
cal application of classroom teaching,
and 1st or 2nd grade
many courses either have a specific field
level. Students are
component or assign projects requiring
expected to attend
observation and participation in school
the assigned school
*Note: Students
Beyond the field-based assignments
in Early Childhood
CHDED-GE.2255 and
While the amount of time spent in a
school may vary from one semester to
the other, students will spend no fewer
Observations of one or more classrooms
student teaching. Students in secondary
Assisting teachers
education must be at the school each
Looking at curriculum and discussing
day their assigned class meets (typically
curriculum with teachers
five days per week). All programs expect
Sitting in on planning sessions or staff
students to assume increasing teaching
development meetings
responsibilities over time until taking
Looking at students’ work samples and
over full control of one classroom period
classrooms. To accommodate these
discussing them with students and/or
per day. All student teaching placements
site no fewer than
requirements, all M.A. students (except
teachers
are supervised by NYU faculty.
three mornings a
students in Early Childhood Educa-
week for the duration
tion and Early Childhood Education/
of the semester. A
Early Childhood Special Education*) are
faculty supervisor
required to register for Issues in Early
will visit the site each
Childhood Education ECED-GE2024. The
education, auxiliary programs, etc.)
week, and student
Office of Clinical Studies will assign stu-
Shadowing a student in all or most
ACCREDITATION
schedules must take
dents to one of our cooperating schools.
of his or her classes throughout the
The Steinhardt School of Culture,
into consideration the
Full-time students are expected to attend
school day
Education, and Human Development’s
days the supervisor
the assigned school site no fewer than
Attending teacher professional
teacher education program has been
will be at the site.
three mornings a week for the duration of
development programs
accredited by the Teacher Education
Visiting local community agencies
Accreditation Council (TEAC) for a
the semester. The students arrange a mu-
n n Visiting classrooms outside of your
n lines and requirements must be approved
Discovering what resources and
by the Office of Clinical Studies and the
services the schools offer (special
faculty adviser of the student.
n n n n
tually agreeable weekly schedule with the
period of seven years from 2012 until
classroom teacher and/or school liaison
149
Any variation from the above guide-
subject area
2019. The accreditation certifies that the
and maintain that schedule throughout
STUDENT TEACHING
Steinhardt School teacher education
the semester. The goal is to ensure conti-
All students must complete two semes-
program has provided evidence that it
nuity in students’ presence in the school,
ters of supervised student teaching, each
adheres to TEAC’s quality principles. The
allowing them to experience the develop-
in a different school and in a different
accreditation affirms the claim that NYU
ment of teaching and learning over time,
grade. Entry into the initial student
Steinhardt uses evidence to develop
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Fieldwork, continued
and improve its programs that prepare
in your field of study, each may require
if you are unable to complete program
teachers. For more information, contact
you to undergo general and criminal
requirements or cannot obtain a license
TEAC, One Dupont Circle, Suite 320,
background checks, the results of
to practice in your field because of the
Washington, DC 20036; 202-466-7236;
which the facility or agency must find
results of such background checks.
www.teac.org.
acceptable before it will allow you to
Some fieldwork placement facilities in
train at its facility or issue you a license.
your field of study may not be available
Please be advised that fieldwork
You should inform yourself of offenses or
to you in some states due to local legal
placement facilities that provide training
other facts that may prevent obtaining a
prohibitions.
required for your program degree, and
license to practice in your field of study.
agencies that issue licenses for practice
NYU Steinhardt will not be responsible
Mark Alter, Professor. B.S. 1969, Unity
Pamela Fraser-Abder, Professor. B.Sc.
Raul Lejano, Associate Professor of
College; M.S. 1973, Ph.D. 1980, Yeshiva.
1972, West Indies; M.Ed. 1976, Ph.D. 1982,
Environmental Conservation Education.
Pennsylvania State.
B.S. 1984, University of Philippines; M.S.
Faculty
Sarah W. Beck, Associate Professor. B.A.
1986, UC Berkeley; Ph.D 1998, UCLA
1991, Harvard; M.F.A. 1993, Washington
Helen Friedlander, Master Teacher. B.A.
(St. Louis); Ed.D. 2002, Harvard.
1966, Hofstra M.A., 1970, New York
University.
Jason B. Blonstein, Master Teacher. B.S.
1998.
Lorena Llosa, Associate Professor. B.A.
1994, Santa Clara; M.A. 1996, Ph.D. 2005,
1965, Hobart College; M.A. 1969, New
Jay Gottlieb, Professor, B.S. 1964, City
York; M.A. 1996, Fordham.
College (CUNY); M.S. 1966, Ph.D. 1972,
Yeshiva.
Anne Burgunder, Master Teacher. B.S.
California (Los Angeles).
Jasmine Ma, Assistant Professor. BS
2000, Yale University; Ed.M. 2005,
1987, Duquesne University, Pittsburgh;
Maura Gouck, Master Teacher. B.A. 1967,
M.S. 1994, Bank Street College, New
Fordham; M.A. 1970, New York.
Harvard; Ph.D. 2012, Vanderbilt.
Joan Malczewski, Assistant Professor.
York.
Robin Harvey, Master Teacher. B.S. 1990,
B.A. 1985, Michigan; M.A. 1995, Ph.D.
Georgetown; M.A. 2003, New York.
2002, Columbia.
College of Education; Ph.D. 1987, New
James J. Kemple, Research Professor.
Cynthia McCallister, Associate
York.
Ed.M. 1986, Ed.D. 1989, Harvard.
Professor. B.S. 1984, Ball State; M.Ed.
Robert Cohen, Professor B.A. 1976,
Michael Kieffer, Associate Professor.
Ed.M. 1978, SUNY Buffalo; M.A. 1980,
B.A. 2000, Stanford; Ed.M. 2006,
Sandee McClowry, Professor. B.S. 1980,
Ph.D. 1987, California, Berkeley.
Harvard; Ed.D 2009, Harvard.
M.S. 1981, Northern Illinois, Ph.D. 1988,
Fabienne Doucet, Associate Professor.
Susan A. Kirch, Associate Professor.
B.A. 1995, Messiah College; M.S.
B.A. 1989, Mount Holyoke College; Ph.D.
1998, Ph.D. 2000, North Carolina
1996, Harvard.
Suzanne Carothers, Professor. B.A. 1971,
Bennett College; M.S. 1973, Bank Street
1990, Ed.D. 1995, Maine (Orono).
California (San Francisco); 1999
Elizabeth McDonald, Master Teacher.
B.A. 1974, Rutgers; Ed.M. 1977, Lesley;
(Greensboro).
David E. Kirkland, Associate Professor.
Miriam Eisenstein-Ebsworth, Associate
postdoctoral fellow, Yale.
C.A.S. 1991, Harvard.
Ph.D. 2006, Michigan State.
Joseph McDonald, Professor and Master
Professor. B.A. 1968, Brooklyn College
(CUNY); M.A. 1971, Columbia; Ph.D. 1979,
Maris H. Krasnow, Clinical Assistant
Teacher. B.A 1969, Scranton; MAT, 1972,
Graduate Center (CUNY).
Professor. B.A. 1971, Emerson College;
Ed.D., 1986, Harvard.
M.A. 1972, Ed.D. 1982, Columbia.
Catherine Milne, Associate Professor.
Lisa Fleisher, Associate Professor.
150
B.A. 1972, Brooklyn College (CUNY);
Mary J. Leou, Clinical Associate
B.Ed. 1978, B.Sc. 1979, James Cook
M.S. 1977, Ph.D. 1979, Illinois (Urbana-
Professor. B.A. 1985, M.Ed. 1989, Ed.D.
(Queensland); M.Sc. 1993, Ph.D. 1998,
Champaign).
1997, Columbia.
Curtin University of Technology.
James W. Fraser, Professor. B.A. 1966,
Okhee Lee, Professor. BA 1981,
Carole Guss Mulligan, Master Teacher.
California (Santa Barbara); M.Div. 1970,
Kyungpook National University;
B.A. 1963, Xavier; M.A. 1978, St. John’s
Union Theological Seminary; Ph.D. 1975,
MA 1983 Kyungpook National University;
College.
Columbia.
Ph.D. 1989, Michigan State University.
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Faculty, continued
Shondel Nero, Associate Professor.
Harriet Y. Pitts, Clinical Assistant
Katherine Stahl, Clinical Associate
B.A. 1984, Concordia (Canada); M.A.
Professor. B.A. 1972, Hunter College
Professor. B.S. 1976, West Chester;
1990, Ed.M. 1994, Ed.D. 1997, Columbia.
(CUNY); M.S. 1976, Ed.D. 1984, Rutgers.
M.Ed. 1984, Georgia Southern; Ed.D.
Susan Neuman, Professor and Chair.
Patricia A. Romandetto, Master Teacher.
BA 1968, American University; MA 1974,
B.S. 1965, M.S. 1966, St. John’s; M.S. 1975,
Ayanna Taylor, Master Teacher.
California State University, Hayward;
Lehman College (CUNY).
BA 1994, University of Pennsylvania;
2003, Georgia.
MA 2002, Rutgers University.
Ed.D 1977, University of the Pacific,
Stockton.
Pedro A. Noguera, Peter Agnew
Joan Rosenberg, Clinical Assistant
Professor. B.S. 1965, M.A. 1968, New
Audrey Trainor, Associate Professor.
York; Ed.D. 1984, Columbia.
B.A. 1989, University of North Carolina
at Greensboro; M.Ed. 1996, University
Professor of Education. B.A. 1981, M.A.
1982, Brown; Ph.D. 1989, California
Barbara Schwartz, Clinical Associate
of North Carolina at Greensboro; Ph.D.
(Berkeley); hon.: Ph.D. 2001, San
Professor. B.A. 1969, Case Western
2003, University of Texas, Austin.
Francisco.
Reserve; M.S. 1971, Bank Street College
Erin O’Connor, Associate Professor.
of Education; M.A. 1977, Ph.D. 1987, New
Diana B. Turk, Associate Professor. B.A.
York University.
1990, Hamilton College; M.A. 1993, Ph.D.
1999, Maryland (College Park).
B.A. 1996, Georgetown; Ed.M. 2000,
Columbia; Ed.D. 2005, Harvard.
Rosa Riccio Pietanza, Master Teacher.
B.A. 1970, Hunter College (CUNY); M.A.
Martin A. Simon, Professor. B.A. 1972,
New York; M.A. 1976, St. Mary’s; Ed.D.
Orit Zaslavsky, Professor. B.Sc. 1972,
1986, Massachusetts.
Hebrew University in Jerusalem; M.Sc.
1980, Ph.D. 1987, Technion (Haifa, Israel)
1975, Hunter College (CUNY).
Number of Adjunct Faculty: 84
151
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Doctoral Programs
Program Co-directors
Doctoral programs in the Department of
Ph.D. Program in Teaching and Learning.
Okee Lee
Teaching and Learning aim to prepare
See page 177.
[email protected]
students to assume a variety of leading
issues in acquiring academic literacy,
and the role of culture in literacy.
Language and culture. The depart-
n roles in education, research, and policy
Ph.D. Program in English Education,
ment particularly invites interests in
Michael Kieffer
across the United States and throughout
including a concentration in applied
language acquisition and in issues
Micahael.kieffer@nyu.
the world. Built on the traditions and
linguistics. See page 159.
related to education in multilingual and
edu
achievements of the oldest gradu-
multicultural settings.
ate school of pedagogy in the United
Ph.D. Program in Bilingual Education.
Pless Building,
States—founded in 1890—the depart-
See page 165.
6th Floor
ment’s programs are designed to draw
212-998-5460
on four sources of learning:
steinhardt.nyu.edu/
teachlearn/doctoral
The first is the experience of profes-
n DEGREE REQUIREMENTS
Degree requirements that are com-
Ph.D. Program in Teaching English to
mon across all doctoral programs in the
Speakers of Other Languages (TESOL).
Department of Teaching and Learning
See page 166.
are described below. Please note that
additional degree requirements vary ac-
sional practice that students bring to
Degrees
their studies. Students are encouraged
Ph.D. Program in Early Childhood
cording to the specific program or focus
Ph.D.
to reflect on this practice and to use
and Childhood Education. See pages
area. Prospective applications should
it to ground their study of theory and
155–156.
also consult the specific program de-
Faculty
scriptions or contact particular program
research.
The second is a rich set of courses,
THEMES OF STUDY
faculty to learn about program-specific
Cohen, Doucet,
seminars, and independent learning ex-
Doctoral study in the Department of
requirements.
Ebsworth, Fleisher,
periences available to doctoral students
Teaching and Learning focuses on
Fraser, Fraser-Abder,
within the Department of Teaching and
several areas of scholarship and prac-
Coursework Requirements
Gottlieb, Jacobs,
Learning; other departments in the
tice. These reflect the strengths and
Minimum credit requirements and some
Kirch, Kirkland, Lejano,
Steinhardt School of Culture, Education,
interests of the department’s faculty
specific coursework requirements range
Llosa, Ma, Malczewski,
and Human Development; and other
and the opportunities available among
from 48 to 60 credits, depending on pro-
McCallister, McDonald,
schools at New York University. The
the department’s programs for doctoral
gram, focus area, and prior coursework
Milne, Nero, Neuman,
school is one of the most distinguished
students to have mentored learning
completed. Nonetheless, all doctoral
Noguera, O’Connor,
and diverse schools of education in the
experiences. The themes are as follows:
students in Teaching and Learning must
Simon, Trainor, Turk,
nation. The University is internationally
Zaslavsky
renowned and the nation’s largest inde-
Alter, Beck, Carothers,
n minimum requirements (which count
pendent university, located in one of its
all levels from early childhood to uni-
toward those credit totals). Please note
most intellectually vibrant communities,
versity, including preparatory teacher
that these fulfill the Steinhardt-wide
Greenwich Village.
education and continuing teacher edu-
coursework requirements.
The third is the mentorship available to
cation, and across a variety of teaching
doctoral students in teaching, research,
fields. The department particularly in-
Teaching and Learning, to be taken
and program development. The depart-
vites interests in teaching within urban
in student’s first year of enrollment.
ment is home to distinguished teacher
settings, teaching diverse students, the
This course will introduce students to
preparation programs, to numerous
role of content knowledge in teaching,
doctoral level study and will assist in
projects serving the continuing profes-
and changing conceptions of teaching
acclimating students to the department,
sional education of teachers, and to an
and teacher education.
to scholarship, and to the professional
Educational reform, including school
world of research studies (*this require-
The fourth is an intellectually focused
reform, curriculum reform, and reform
ment may be waived by the student’s
and interpersonally supportive com-
of policies that bear on teaching and
program advisor to accommodate
munity of professors, researchers, and
learning. The department particularly
extenuating circumstances*).
peers. It is a community small, diverse,
invites interests in the problems of
and focused enough to provide an
urban education, in designing learning
selected by student with approval of ad-
incomparable degree of guidance and
environments that work well for di-
visor. Cognate courses constitute those
support to doctoral students. Under
verse learners, in rethinking curriculum
taken in an area outside of the program/
the direction of a faculty adviser, each
and school designs, and in the role of
focus area that are supportive to the
student fashions a unique program of
teacher learning within educational
student’s research.
studies.
reform. In making admission decisions,
n array of research projects.
n n Pro-Seminar for Department of
Two (2) Cognate Courses, to be
Foundations Requirements: All stu-
the department’s faculty strives for
dents are required to complete 6 credits
PROGRAMS OF STUDY
balance across these areas, each year
(two courses) of course work in the
The department offers a number of
admitting a small number of highly
foundations of education during the first
different degree programs leading to
qualified students with interest in each
24 credits of doctoral study. Graduate
the Ph.D. degree. Each degree program
(regardless of the students’ degree
courses qualify for the foundations re-
has specific requirements, yet they have
preferences).
quirement when they are upper division
Literacies across all levels of education
courses (Steinhardt 2000 level courses
below. The degree programs are as
and content areas. The department
or their equivalent in other schools)
follows:
particularly invites interests in early
and designed to broaden students’ ac-
literacy, adolescent and adult literacy,
cess to knowledge beyond the areas of
more in common than not, as outlined
152
complete the following common, core
Teaching and teacher education across
n n Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Whether a qualifying paper or a
consist of at least three members: a
Doctoral Programs,
specialization. To this end, courses are
continued
considered foundational when they: (1)
written exam, the students’ work on the
chair from Teaching and Learning and
provide broad basic content, not limited
written candidacy requirement must be
two additional members from within
to a single profession, and are outside
approved by two readers; the first reader
or outside of Teaching and Learning.
the student’s specialization, and do not
will typically be the student’s advisor.
At least one member should be in the
require prerequisites; (2) are based on
The paper or exam will be submitted
student’s program area.
current scholarship in the arts, humani-
to the two readers preferably no later
ties, sciences and/or social sciences; and
than the end of Spring semester of their
5. The dissertation proposal should not
(3) have wide applicability to common
second year. Once the student submits
exceed 40 pages, and should include:
issues of the student’s specialization and
the qualifying paper or exam, the readers
profession.
will respond in one of three ways: accep-
Fifteen (15) credits of research
tance, rejection, or request for revision.
a) Statement of problem and research question(s)
b) Review of research literature/theory related to the question(s)/topic
methodology courses, of which one
In the event of a request for revision, the
must be a qualitative methods course
paper must be resubmitted according
and one must be a quantitative methods
to a schedule agreed on by the student
course. Per Department of Teaching
and the two readers. Revisions must be
and Learning requirements, students
approved by the end of the Fall of the
should complete one qualitative and one
student’s third year. If the qualifying pa-
quantitative course in their first year of
per is ultimately rejected, either at first or
enrollment.
after revision, the student is not permit-
6. Upon the completion of the proposal,
ted to continue in the PhD program.
the dissertation committee must meet
Three (3) credits of specialized
c) Research methodology section
d) Statement of significance/expected contributions of the study
e) Timeline of stages of research and
expected completion date
as a group to discuss and formally ap-
methodology. This advanced, specialized methodology course should
2. The oral candidacy requirement
prove or recommend revisions to the
directly support the student’s area of
will consist of a comprehensive exam
proposal. Once the proposal has been
research and be linked to his or her
scheduled after coursework has been
approved, the committee must sign the
planned dissertation work.
completed and preferably no later
appropriate forms and submit them to
than the Fall semester of the third year.
the appropriate Steinhardt offices.
Dissertation Proposal Seminar for
Department of Teaching and Learning.
Ordinarily two hours in length, the
(In some cases, this requirement can be
oral is a comprehensive exam cover-
7. Once the proposal has been ap-
fulfilled through an independent study,
ing between 25-30 readings (books or
proved by the dissertation committee,
with approval of the advisor.)
articles). Depending on the program,
it must be reviewed and approved by
this reading list will be either a standard
two additional faculty members. Pos-
Additional Requirements
list for all students in the program, or a
sible recommendations of these two
1. The written candidacy requirement
list that is drawn up by the candidate in
reviewers are: Pass, Deferred Pass, or
consists of either a qualifying paper or a
consultation with an examining commit-
Not Approved. If the proposal receives a
written exam. If a paper, it should be an
tee of two faculty members. Some, but
recommendation of Not Approved, the
original, article-length paper, of one of
not all, of the readings on this list may
student must rewrite and resubmit the
the following types, as negotiated with
have been covered in coursework they
proposal to the dissertation committee
the faculty advisor.
take. Readings will cover subfields that
and the reviewers.
•Empirical study (e.g. pilot study,
reflect program/departmental expertise.
paper based on analysis of faculty
The exam is conducted by an examining
8. Upon completion of the dissertation
mentor’s data)
committee of two faculty members, and
and its approval by dissertation com-
is graded Pass, Fail, or Pass with Distinc-
mittee members, a defense will be held
tion using a rubric common across all
with the student, chair, committee mem-
programs (see rubric below). On passing
bers, and at least two additional faculty
the oral examination, the student is ad-
members who did not serve on the dis-
mitted to candidacy. A failed oral exam
sertation committee, one of whom must
•Conceptual Paper (paper based on
theory)
•Review of literature on a specific
topic
may be retaken once, at a time agreed
come from outside the program. The de-
may set specific requirements within this
on by the student and the examining
fense, which will last for approximately
range of possibilities (e.g. by requiring
committee but within the time con-
two hours, will serve as the final stage of
a certain type of paper). The qualifying
straints described above. If the student
the doctoral process.
paper should be in addition to work com-
fails the oral again, s/he is not permitted
See the Steinhardt doctoral webpage
pleted for courses. It may be based on a
to continue in the PhD program.
for school-wide policies regarding
Individual programs or focus areas
matriculation, advisement, minimum
project that a student begins in a course,
but if so, it should be substantially re-
3. After successful completion of the
residency requirements, candidacy, dis-
vised and expanded upon. If the written
written and oral candidacy require-
sertation committees, and other policies
candidacy requirement is a written exam,
ments, students will complete and file
and procedures.
it will consist of several questions that
the Application to Doctoral Candidacy.
and will be administered in a take-home
4. Once advanced to candidacy,
format, with students having 2-3 months
students then form their dissertation
Steinhardt fellows
program and Research
assistantships
to complete the questions.
committees and proceed to develop a
See page 180.
assess different areas of competence
dissertation proposal. Committees will
153
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Early Childhood and Childhood Education
Early Childhood
Programs in Early Childhood and
Supports the growth of teachers as
CERTIFICATION CURRICULA
Program LEADER
Childhood Education prepare teachers
social advocates for educational equity
Two master’s initial certification pro-
Erin O’Connor
and other professionals to work with
in a pluralistic culture.
grams are available for students who do
East Building,
children from from birth through 5th
The foremost concern of the program is
not hold teaching certification but wish
Room 518
grade. Graduate preservice programs
to create quality care and education for
to become teachers: the early childhood
212-992-9473
lead to the Master of Arts degree and
all children. The belief in social justice is
program for those desiring to work with
[email protected]
fulfill academic requirements for initial/
inherent in the multiple strands of the
children from birth through grade two
professional or permanent teacher cer-
graduate early childhood teacher certifi-
and the childhood program for those
Childhood Program
tification in New York State depending
cation program at New York University.
who seek to teach children from grades
LEADER
on the student’s background. To meet
The programs:
one through six.
Fabienne Doucet
certification requirements, preservice
East Building
students may need liberal arts cred-
Room 516
its in addition to those taken for their
212-998-7390
undergraduate degree (see Admission
[email protected]
Requirements.) For those seeking graduate studies beyond the master’s level, a
Degrees
doctoral program is also offered
The students in the Programs in Early
M.A., Ph.D.
Childhood and Childhood Education are
n Involve deep study of how children
Early Childhood Education
develop in multiple contexts;
The Early Childhood Education Program
Offer recursive teaching experiences in
reflects three central themes: (1) creat-
a variety of settings;
ing quality care for all children through
Provide a strong principle-based set of
the development of strong relationships
practices regarding learning environ-
with families and their communities;
ments and educational experiences;
(2) developing teaching practice as
Support children and adults in learning
reflective practitioners and teacher
n n n n Faculty
not a homogeneous group. They vary
to accept and respect each other’s
researchers; and (3) a commitment to
Doucet, Friedlander,
widely in age and background. Many
differences;
social justice for young children and
Kirch, Krasnow, Lee,
were liberal arts or business majors as
Foster a critical view of people’s
their families. The program may be
Mulligan, O’Connor,
undergraduates. Some are making a
histories;
completed in a traditional three- or
Romandetto,
career change. All have chosen teaching
Consider the needs, lifestyles,
four-semesters beginning in the fall, or
Neuman, Schwartz
because they are interested in children
languages, and cultural patterns of the
on a Part-Time basis for those who are
and are seeking a career that is person-
communities we serve;
currently employed in other fields with
Show respect for and encourage equal
a specialized plan for completion of
status for all people;
student teaching and other field require-
Encourage taking immediate action
ments, or for those currently teaching
help prospective teachers develop as
to interrupt our own and other’s
with a Part-Time program with course-
decision makers and reflective practi-
discriminatory behavior; and
work in the summer.
ally rewarding.
The early childhood and childhood
teacher certification programs aim to
tioners who are committed to working
n n n n Advocate institutional changes that
n in urban schools and to using the city
value early childhood education as
Degree Requirements
as a core resource for their learning.
a vital part of a child’s educational
Satisfactory completion of many
Prospective teachers are immersed in
experiences.
Department of Teaching and Learn-
thoughtful discussions and interactions
ing degrees includes field experiences.
around the critical contemporary issues
Children are viewed as competent
in education, especially those of devel-
persons actively engaged in meaning
opmental, linguistic, cultural, and racial
making in the multiple contexts in which
Master of Arts
diversity and educational equity. Each
they find themselves. The program
Initial Certification M.A. Program in
course in the program is tied to either
recognizes the singular importance of
Early Childhood Education,
fieldwork or student teaching, generat-
parents and families in nurturing young
Birth-Grade 2 (41 credits)
ing rich and authentic reflections upon
children and the need for educators to
Foundations (6 credits): course offer-
theory and practice. The program
develop reciprocal relationships with
ings include Issues in Early Childhood
each family. The family’s rich knowledge
Education (ECED-GE.2024 or Inquiries in
Involves deep study of how children
of their children should help inform
Teaching and Learning III TCHL-GE.2010
learn at different developmental stages
caregiving and educational practices,
(or other course approved by faculty)
and in different contexts, as well as
and our advocacy efforts should take
and Language and Literacy in the Early
strategies for supporting the learning;
that knowledge into consideration.
Years LITC-GE.2001.
n Fosters an understanding of the rela-
n The central component of teachers’
Please see page 149.
Pedagogical Content (5 credits):
tionships between and among schools,
development as teacher-researchers is
course offerings include Curriculum in
families, and community-based orga-
continual reflection on their own and
Early Childhood Education: Theory and
nizations as they interact to impact
others’ educational practices. Careful
Methods in Integrated Curriculum ECED-
student learning;
reflection and examination will help
GE.2037, Science and Social Studies
Develops both content knowledge
preservice teachers to develop powerful
for the Young Child ECED.GE-2314 OR
and pedagogical knowledge with an
tools as caring, talented, and committed
Multicultural Perspectives in Social Stud-
understanding that both are needed at
professionals.
ies in Early Childhood ECED-GE.2012,
n high levels by teachers; and
Integrating Seminar in Early Childhood
Education II ECED-GE.2003, Education
of Infants and Toddlers ECED-GE.2701,
Working With Parents CHDED-GE.2297,
154
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Early Childhood and
Integrated Arts in the Early Childhood
Master of Arts
is flexible and highly individualized, pro-
Childhood Education,
Curriculum I and II MPAIA-GE.2050,
Initial Certification M.A. Program in
viding specialties in such related areas
continued
2051, Teaching Elementary Mathematics:
Childhood Education, Grades 1–6
as teacher education, curriculum devel-
Foundations and Concept Development
(42 credits)
opment, child development, innovations
MTHED-GE.2115, Developing Strategies
Foundations (9 credits): course offer-
in schooling, and specific content areas
that Support Children’s Social Behavior
ings include Inquiries into Teaching and
such as literacy, numeracy, and social
SPCED-GE.2025, The Young Special
Learning III TCHL-GE.2010, Foundations
studies. Extensive faculty mentoring
Needs Child: Child, Family and Commu-
of Curriculum in Childhood Education
is a distinctive feature of the doctoral
nity I SPCED-GE.2126.
CHDED-GE.2070.
program. See page 152 for informa-
Content in Special Education (3 cred-
Pedagogical Content (21 credits): Lan-
tion on all the doctoral programs in the
its): Education Children with Special
guage and Literacy in the Early Grades
Department of Teaching and Learning
Needs in Early Childhood Settings
I LITC-GE.2001, Language and Literacy
and pages 208–210 for general degree
SPCED-GE 2160.
II LITC-GE.2002, Multicultural Perspec-
requirements.
Observation, Fieldwork, and Student
tives in Social Studying CHDED-GE.2011,
Teaching (7 credits): Field Placement
Teaching Elementary School Math-
CAREER OPPORTUNITIES
in Early Childhood ECED-GE.2255,
ematics: Foundations and Concepts
Graduates of the Early Childhood and
Field Experiences in Schools and Other
MTHED-GE.2115, Teaching Elementary
Childhood Education Programs have a
Settings- Infancy Experience TCHL-
School Mathematics: Problem Solving
number of career opportunities: teach-
GE.2005, Student Teaching in Early
(2) MTHED-GE.2116, Science Experiences
ing children in public or private childcare
Childhood I and II ECED-GE.2903, 2904.
in the Elementary School I (2) SCIED-
centers, early childhood centers, and
Culminating Experience (2 credits): In-
GE.2009, Science Experiences in the
elementary schools; educating teachers
tegrating Seminar ECED-GE.2004. Also
Elementary School II (2) SCIED-GE.2010,
and conducting research in schools and
required for New York State certification
Developing Strategies That Support
universities; and directing curriculum
is The Social Responsibilities of Teach-
Children’s Social Behavior SPCED-
development and educational programs
ers: Drug and Alcohol Education/Child
GE.2025, Education of Children with
in schools, colleges, and universities. In
Abuse Identification/School Violence
Special Needs in Childhood Settings
non-school settings, graduates write,
Prevention TCHL-GE.2999 (0 credits).
(3) SPCED-GE.2161, Integrating Arts in
edit, and publish educational materi-
Childhood Settings CHDED-GE.2055.
als for children and work in children’s
Childhood Education
Fieldwork and Integrating Seminars (6
television.
The Childhood Education Program views
credits): Fieldwork in Schools and Other
the following themes as central to its
Educational Settings TCHL-GE2005,
curriculum: (1) understanding learning,
Student Teaching in Childhood I CHDED-
SPECIAL OPPORTUNITIES:
SUMMER STUDY ABROAD
the learner, communities of learners, and
GE.2251, Student Teaching in Childhood
The Programs in Early Childhood and
the contexts in which learning occurs;
II CHDED-GE.2252, Integrative Seminar I:
Childhood Education, English Education,
(2) understanding the nature, structure,
Study of Teaching CHDED-GE.2359.
Literacy Education, and Social Studies
and tools of inquiry of the disciplines
Culminating Experience (3 credits):
Education offer a study abroad option:
taught; and (3) using knowledge
Integrative Seminar II: Study of Teaching
a three-week, 6-credit graduate summer
of pedagogy to create and adapt
CHDED-GE.2010. Also required for New
study abroad program in England.
supportive learning environments based
York State certification is The Social
on formal and informal assessments.
Responsibilities of Teachers: Drug and
is aimed at educators in English educa-
The program aims to help prospective
Alcohol Education/Child Abuse Iden-
tion, primary education (early childhood
teachers who are committed to work
tification/School Violence Prevention
and childhood), literacy education,
in urban schools for educational equity.
TCHL-GE.2999 (0 credits).
and social studies education. It gives
It has multiple entry credits. It may be
The program in Oxford and London
participants the opportunity to deepen
completed in four academic semesters
Doctoral Program
their knowledge of language develop-
or on an accelerated full-time basis in
The doctoral program, which leads
ment and literacy learning as well as
a little more than a calendar year, Dual
to a Ph.D., requires a minimum of 60
develop a thorough understanding of
certification in childhood/childhood
credits beyond the master’s degree. The
the history and contemporary context
special education is also available. (See
program is designed for people seeking
of immigration and the impact it has on
Special Education section.)
leadership roles such as serving on a
teaching and learning in schools. Mul-
college or university faculty, as an edu-
tidimensional instructional experiences
Degree Requirements
cational researcher, or as a curriculum
include writing; response to literature,
Satisfactory completion of many
specialist. Extensive individual mentor-
drama, and poetry; analysis of historical
Department of Teaching and Learning
ing is available by our skilled faculty
materials, and art. Students visit schools
degrees includes field experiences.
representing many dimensions of early
in London as a basis for comparing
childhood and childhood education (see
British and American school systems
Doctoral Program section).
and curricula, especially in relation to
Credits are distributed among cours-
the education of new immigrant children
es in the foundations, cognate areas,
and young people. The program also
research, specialization, and dissertation
includes visits to museums, theatres,
research and preparation. The program
and historical sites in both London and
Oxford. Critical issues for both teachers
155
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Early Childhood and
and students, such as approaches to
Childhood Education must meet specific
Childhood Education,
collaboration, assessment, and evalua-
liberal arts requirements for New York
FINANCIAL AID
OPPORTUNITIES
continued
tion, are an integral part of this program
State certification. Applicants must have
Teaching fellowships may be available
of study.
completed a major in liberal arts or 30
for qualified applicants to doctoral
credits in a liberal arts concentration
study.
Additional summer study abroad
programs, intersession (winter break),
as well as college-level work in English,
and spring break programs are being
social science, mathematics, natural
updated. Please check the Steinhardt
or physical science, and a language
website for the most current study
other than English, or American Sign
abroad options.
Language, by the time of M.A. degree
See general financial aid section,
page 199.
completion and recommendation for
ADMISSION REQUIREMENTS
Applicants for the initial certification
M.A. Program in Early Childhood Educa-
New York State certification.
See general admission section,
page 187.
tion and the Preservice M.A. Program in
156
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
English Education
Program LEADER
The programs in English education,
Master’s Programs
teaching professionals seeking addi-
Sarah W. Beck
widely recognized as among the finest in
The M.A. Degree Program in Teaching
tional coursework in educational theory
the country, are founded on the uncom-
English, Grades 7–12 (ENGL), serves
and research methods in preparation for
East Building
mon belief that content, theory, and
professionals seeking preparation for
doctoral-level study. The curriculum is
5th Floor
method are inseparable. To support this
initial New York State certification. It
tailored to the professional and personal
212-998-5463
through practice, coursework focuses on
may be completed in four academic
needs of individual students, with
E-mail: sarah.beck@
transactional processes between speaker
semesters or on an accelerated, full-time
possible concentrations in curriculum
nyu.edu
and listener, writer and audience, reader/
basis in a little more than a calendar
and instruction, educational linguistics,
viewer and work, teacher and student,
year, commencing early in the summer,
reading and literature, writing, and
Degrees
school and community, and theory and
followed by fall and spring semesters,
related areas. This degree requires a
M.A., Ph.D., Advanced
practice.
and concluding the following summer.
minimum of 36 credits.
Certificate
The distinguishing characteristics
For initial certification, a minimum of 36
The Master of Arts: Educational
of these programs are the faculty’s
credits are needed.
Theatre, All Grades, with English, 7–12
Faculty
commitment to a transactional social
Pedagogical Content Courses in Eng-
(ETED) responds to the many opportu-
Beck, Kieffer Kirkland,
constructionist view of learning that is
lish Education (12 credits).
nities available in the New York City area
J. McDonald, Gouck
embodied in the following principles: (1)
English Teacher Certification Sequence
for English teachers at the middle and
learning is most significant when one
(24 credits), which includes Teaching
high school levels. The need for modes
Adjunct Faculty
attends to one’s own and others’ needs,
and Learning English Language Arts
of artistic expression that lead toward
Fredrick, Packer
concerns, and enjoyments; (2) individuals
in the Middle and High School ENGEL-
literate engagements with texts has
learn not by memorizing but by construct-
GE.2041, Adolescent Learners in Urban
never been greater than it is today. The
ing their own version of that knowledge in
Contexts TCHL-GE.2515, and Educat-
concern that technologies such as film,
relation to what they already know, believe,
ing Students with Disabilities in Middle
television, and the Internet are replacing
and have experienced; (3) language learn-
Childhood and Adolescent Settings
basic reading and writing skills can be
ing and use proceed most naturally from
SPCED-GE.2162. Inquiries into Teaching
addressed by providing opportunities
whole to part, from known to unknown,
and Learning III TCHL-GE.2010, Student
for students to explore ideas and con-
and from experience to reflection; (4)
Teaching in English Education ENGED-
cepts in the novels and plays they read
language learning has no ceiling; and
GE.2911 and 2922, and The Social
in the English classroom through drama
(5) learning is acquired through using
Responsibilities of Teachers: Drug and
and theatre strategies. To respond to
language in its various modes.
Alcohol Education/Child Abuse Iden-
these concerns, the University offers
English education has been designed
around five areas of study: curriculum
Educational Theatre K–12 with English,
TCHL-GE.2999 (0 credits).
7–12 to serve professionals seeking
preparation for initial New York State
and instruction, educational linguistics,
The Professional Certification M.A.
teaching of reading and literature, writ-
Degree Program in English Education
certification. The curriculum reflects an
ing, and research. The courses offered
(ENGP) serves professionals holding initial
integration of coursework offered by the
examine these areas from various foun-
certification in English in New York State
current faculty in the Program in Edu-
dational, individual, social and cultural,
and seeking preparation for professional
cational Theatre in collaboration with
and epistemological and ethical per-
certification. The curriculum is tailored
the faculty in the Program in English
spectives. Students may choose to focus
to the professional and personal needs
Education.
on a particular area of study or explore
of individual students, with an emphasis
the breadth of offerings available.
on courses in curriculum and instruc-
credits in English or dramatic literature
Students must have earned 30
tion, educational linguistics, reading and
or their equivalent and 30 credits of
CAREER OPPORTUNITIES
literature, writing, and related areas. This
theatre or educational theatre. Students
Many graduates teach English in inter-
degree requires a minimum of 30 credits.
with fewer than 30 prerequisite credits
mediate and secondary schools and
Required Courses (6 credits): Master’s
in these areas upon admission may be
in two- and four-year colleges; others
Seminar in English Education ENGED-
required to take additional coursework
educate teachers and conduct research in
GE.2501 and a concluding seminar,
as part of their master’s program.
schools and universities, teach writing and
Curriculum and Research in English
administer writing programs, and direct
Language Arts ENGED-GE.2120.
this master’s program, distributed as
curriculum development and educational
Courses Related to the Student’s
follows:
programs in schools, colleges, and univer-
Professional Goals (6 credits).
Foundations in Educational Theatre
sities. In nonschool settings, alumni work
Specialization (18 credits): to be chosen
(12 credits): Development of Theatre
as editors and consultants in publishing
by the student in consultation with the
and Drama MPAET-GE.2021 or MPAET-
and education and direct curriculum and
adviser.
GE.2022, Methods of Research in
training programs in industry.
157
tification/School Violence Prevention
The M.A. Degree Program in Teach-
A total of 53 credits are required for
Educational Theatre MPAET-GE.2077,
ing English Language and Literature in
Drama with Special Education Popu-
DEGREE REQUIREMENTS
College (ENGC) serves professionals
lations MPAET-GE.2960, Drama in
Satisfactory completion of many
seeking preparation for two-year college
Education I MPAET-GE.2193.
Department of Teaching and Learn-
teaching and nonteaching positions in
Theory and Methods of Educational
ing degrees includes field experiences.
such fields as publishing and educa-
Theatre (12 credits): Dramatic Activities
Please see page 149.
tional policy making, as well as certified
in the Elementary Classroom MPAET-
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
English Education,
GE.2030, Dramatic Activities in the
teachers and NYU faculty will offer feed-
seeking further study in preparation
continued
Secondary Classroom MPAET-GE.2031,
back and guidance so you can develop
for leadership roles at the secondary
Drama in Education II MPAET-GE.2194,
and refine your teaching techniques.
or school district (K–12) levels. The
Storytelling MPAET-GE.2951, Dramatic
A total of 45 credits are required for
this master’s program, as follows:
and instruction, educational linguistics,
Theory and Methods of English Educa-
Inquiries into Teaching and Learning III
reading and literature, and writing. This
tion (14 credits): Teaching/Learning
TCHL-GE.2010, 3 credits,
certificate is granted only to students
English Language Arts in Middle and
Drug and Alcohol Education/Child
who have completed 30 credits (with
High School ENGED-GE.2041, Cur-
Abuse Identification and School
grades better than B) of graduate study
riculum and Research in the English
Violence Prevention: The Social Respon-
beyond the M.A.
Language Arts ENGED-GE.2120.
sibilities of Teachers TCHL-GE.2999, 0
Language Development and Reading
credits,
Advanced Certificate/Master of Arts
Literature (3 credits) ENGED-GE.2139
Adolescent Learners in Urban Contexts
in English Education: Clinically Based
or Literature and the Adolescent Ex-
TCHL-GE.2515, 2 credits,
English Education Grades 7-12 (CBEE)
perience (3 credits) ENGED-GE.2521;
Integrating Education Technology in
Program for Great Oaks Charter School
Foundations of Educational Linguistics
Teaching and Learning EDCT-GE.2018,
Teacher Residency
(3 credits) ENGED-GE.2505 or Teaching
1 credit,
This teacher residency program
Expository Writing (3 credits) ENGED-
Educating Students with Disabilities in
prepares recent college graduates to
GE.2511.
Middle Childhood and Adolescent Set-
become English teachers in urban public
Professional Education (16 credits):
tings SPCED-GE.2162, 3 credits,
schools. NYU Steinhardt has partnered
Social Responsibilities of Teachers:
Psychological and Educational As-
with the Great Oaks Foundation to
Drug and Alcohol Education/Child
sessments in Special Education
offer this unique program to quali-
Abuse Identification/School Violence
SPCED-GE.2136, 3 credits,
fied members of the Great Oaks Tutor
Prevention TCHL-GE.2999, Inquiries into
Individuals with Disabilities in School
Corps Urban Fellowship Program in
Teaching and Learning III TCHL-GE.2010,
and Community SPCED-GE.2124, 3
Newark, New Jersey. The curriculum im-
Supervised Student Teaching: Drama
credits,
merses aspiring teachers in the English
in the Elementary Drama Classroom
Strategies for Teaching Students with
and Language Arts classrooms and
MPAET-GE.2134, Student Teaching the
Emotional/Behavioral Disorders SPCED-
integrates theory, practice, and English
English Language Arts in Middle and
GE.2108, 3 credits,
content into daily teaching and learning
High School ENGED-GE.2911 or 2922,
Education of Students with Severe and
experiences. Graduates of the program
Adolescent Learners in Urban Contexts,
Multiple Disabilities SPCED-GE.2052, 3
are eligible for certification in Teaching
TCHL-GE.2515.
credits,
English for grades 7-12.
Integration Seminar in Special Education
A total of 30 credits are required
Dual Certification MA in Teaching
II SPCED-GE.2508, 2 credits,
for the CBEE program in English: 18
English, Grades 7-12 and Teaching
Introduction to Assistive Technology
credits (post baccalaureate) for the
Students with Disabilities, Grades 7-12
for People with Disabilities OT-GE.2194,
advanced certificate plus 12 credits for
This innovative, dual certification master
1 credit,
the master’s program.
of arts program prepares you to teach
Fieldwork in Schools and Other Educa-
English and Special Education for
tional Settings TCHL-GE.2005, 0 credits,
grades 7-12. Learn pedagogical strate-
Student Teaching in Secondary Special
gies that address the needs of students
Education SPCED-GE 2524, 3 credits,
ELIGIBILITY TO THE
CLINICALLY BASED ENGLISH
EDUCATION PROGRAM
with disabilities; build solid foundations
Content Elective ENGED-GE. 2xxx, 3
To be admitted to the Clinically Based
in English, literacy, and the language
credits,
English Education Advanced Certificate
arts; and acquire valuable classroom
Content Elective ENGED-GE. 2xxx, 3
please visit the following website for
experience through student teaching
credits,
more details: http://steinhardt.nyu.edu/
placements in New York City schools.
MA Seminar in English Education
teachlearn/english/residency/admis-
You’ll double your credentials and ex-
ENGED-GE.2501, 3 credits,
sionsrogram
pand your career options. This program
Student Teaching in English Language
leads to eligibility for New York State
Arts: Middle or High School ENGED-
initial teaching certification.
GE.2911 OR 2922, 3 credits,
Oaks Tutor Corps Urban Education
Teaching and Learning English Lan-
Fellowship. If you are not admitted
combines content courses and general
guage Arts in Middle/High School
to this Fellowship, please consider
and specialized core pedagogy classes
ENGED-GE.2041 OR 2042, 3 credits,
English Education: Teaching English
with fieldwork and supervised student
Curriculum and Research in Literacy and
Grades 7-12: Initial Certification (ENGL-
teaching. You’ll complete two semesters
the English Language Arts ENGED-
MA)-Master of Arts Program on our
of student teaching in New York City
GE.2120, 3 credits.
This dual certification MA program
schools, in special and inclusive settings
158
primary areas of study are curriculum
Literature (by advisement).
In summary, you must
1. First be admitted to the Great
application guide page.
2. Have completed a bachelor’s degree
for students with disabilities, as well
Certificate of Advanced Study
with a strong overall grade point aver-
as in middle and high school English
The sixth-year Certificate of Advanced
age and a minimum 3.0 grade point
language arts classrooms. This is a great
Study in teaching English language
opportunity to integrate theory, prac-
and literature is intended primarily for
tice, and subject content. Cooperating
those secondary school English teachers
average in English content courses
3. Have completed a major in English in
your undergraduate program or the
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
English Education,
equivalent of 30 credits or credits in
Ph.D. Degree Program in
interested in teaching writing. Applica-
continued
undergraduate or graduate course-
English Education
tion must be made by February 1 for the
work.
The doctoral program is directed
fall semester. An on-campus interview is
primarily toward students seeking or
mandatory. For further information and
the college level of a foreign language
already holding positions in higher edu-
application materials, contact the direc-
or American Sign Language.
cation. Areas of concentration include
tor of the Expository Writing Program at
literature, reading, media education,
212-998-8860.
4. Have successfully completed study at
In order to participate in the Teacher
Residency, candidates must be willing
composition education, curriculum
to commit to three (3) years of full-time
development, and applied linguistics.
teaching in a Newark district or charter
The doctorate requires a minimum of 54
public school.
credits beyond the M.A. and success-
SPECIAL OPPORTUNITIES
ful completion of a candidacy essay
Conferences, institutes, and seminars
APPLICATION REQUIREMENTS/
PROCESS
and dissertation. Specific requirements
at NYU’s Washington Square campus
for the Ph.D. degree are determined in
feature distinguished visiting faculty and
Great Oaks Tutors will submit the
consultation with the adviser.
topics of professional concern.
Coordinator, who will forward the
ADMISSION REQUIREMENTS
and Early Childhood and Childhood
information of qualified Tutors to the
In addition to the general require-
Education offer summer graduate
Steinhardt School English Education
ments, applicants for the M.A. program
study abroad programs in Oxford and
faculty and the Office of Graduate
must present at least 30 credits in
London, England. The curriculum offers
Admissions for review and an admission
college-level English. Applicants for
educators an opportunity to explore
decision.
the Preservice M.A. Degree Program in
British approaches to the teaching
Teaching English 7–12 must also have
and learning of language and literacy
completed a college-level language
across all school levels, from early child-
Completed and signed application
course other than English or American
hood through college. The program is
form (application fee is waived)
Sign Language. Applicants for the In-
designed for teachers, mentor-teachers,
Transcripts from each post-secondary
Service M.A. Degree Program in English
and curriculum specialists in elemen-
institution attended or attending
7–12 must hold provisional New York
tary education, literacy and language,
Statement of Purpose/Letter of
State certification in English 7–12. Ap-
and English. Participants engage in the
Interest—tell us about your interest
plicants for the Certificate of Advanced
process of developing literacy curricula
and goals in pursuing a graduate
Study must hold an acceptable M.A.
that reflect depth of content and include
education in teaching English
degree in English or English education
pedagogy and instructional practices
Resume
and must have completed three years of
that have potential to reach a wide
successful teaching. Doctoral applicants
range of students. Critical issues for
Note: To be admitted to the Clinically
must present a master’s degree in Eng-
both teachers and students, such as ap-
Based English Education Master of
lish education, English, or a related field
proaches to collaboration, assessment,
Arts program you must successfully
such as reading, linguistics, or TESOL.
and evaluation, are an integral part of
complete the Advanced Certificate.
See general admission section,
The Programs in English Education
requested materials to the Residency
The following materials must be
submitted to the Residency Coordinator:
n
n
n
n
The CBEE Program Director and Urban
See general financial aid section,
page 199.
this program of study.
page 187.
Master Teacher will provide their recM.A. degree to the Office of Graduate
FINANCIAL AID
OPPORTUNITIES
Admissions.
The Department of Teaching and
ommendations for continuance in the
In order to participate in the Teacher
159
Learning offers numerous teaching fel-
Residency, candidates must be willing
lowships and graduate assistantships.
to commit to three (3) years of full-time
The NYU Expository Writing Program
teaching in a Newark district or charter
offers teaching fellowships (precep-
public school.
tor positions) for graduate students
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Environmental Conservation Education
Director
For more than 30 years, the 37-credit
environmental education. The program
tive for Urban Environmental Education
Mary Leou
M.A. Program in Environmental
makes ample use of the vast resources
(www.nyu.edu/wallerstein). For profiles
Conservation Education prepares gradu-
available in New York City, through
of graduates, please visit http://
239 Greene Street
ates for environmental careers in the
which students study contemporary
steinhardt.nyu.edu/teachlearn/environ-
212-998-5474
broad field of environmental education.
environmental issues and programs;
mental/ma/alumni
[email protected]
The program’s interdisciplinary ap-
evaluate, develop, or implement educa-
proach draws on both theory and practice
tional initiatives for children, youth, and
DEGREE REQUIREMENTS
Degree
and integrates the natural and social
adults; or undertake applied research in
Students in the Master of Arts program
M.A.
sciences with education and fieldwork to
environmental education.
complete 37 credits of coursework.
help students gain an understanding of
Students complete internships in a
Core courses (12 credits minimum):
Faculty
the profound effects of human activity
wide variety of organizations, including
Foundations of Environmental Thought
Lejano, Leou
on the planet and the role of education in
New York City Audubon, NYC Depart-
ENYC-GE.2019, Cities and their Environ-
solving environmental problems.
ment of Environmental Protection, Jane
ments ENYC-GE.2005, Environmental
Goodall Institute, New York City Soil and
Politics ENYC-GE.2021, Internship in
Adjunct Faculty
The program draws on faculty from
Chapman, Land,
a wide variety of disciplines within the
Water Conservation District, the United
Environmental Conservation Educa-
Maenza-Gmelch
University, including education, history,
Nations, Rainforest Alliance, the Mayor’s
tion ENYC-GE.2024, Environmental
philosophy, law, journalism, science,
Office of Environmental Coordination,
Education: Theory and Practice ENYC-
health, and the arts. Core courses in
Wildlife Conservation Society, High
GE.2022, and the Final Seminar in
environmental thought, social ecology,
School of Environmental Studies, Harbor
Environmental Conservation Education
environmental politics, and environmen-
School, the American Museum of Natural
ENYC-GE.2023.
tal education introduce students to the
History, the New York State Department
Electives (13 credits minimum): Elec-
theories, policies, and ethics that have
of Environmental Conservation, and Wave
tives in related areas are selected by
shaped public discourse and under-
Hill. The University’s own Sustainability
advisement. Students take courses in
standing of the environment.
Initiative provides additional opportunities
the department and throughout the Uni-
for involvement and learning.
versity in such areas as environmental
Electives allow students to tailor
their program of study to fit their par-
CAREER OPPORTUNITIES
economics, history, ecology, food stud-
in areas such as environmental justice,
The program prepares individuals to
ies, media, and the arts.
curriculum design, teacher education,
assume leadership roles in schools, non-
Other requirements (6 credits): two
policy studies, sustainable development,
profit organizations, cultural institutions,
courses in ecology or a related area.
ecology, youth education, wildlife edu-
and government agencies. Graduates
cation, and sustainability. M.A. students
work as educators, program managers,
ADMISSION REQUIREMENTS
can take electives within Steinhardt, the
consultants, advocates, administrators,
Applicants to the Program in Environ-
Robert F. Wagner Graduate School of
and community leaders. In addition
mental Conservation Education must
Public Service, and the Graduate School
to careers in education, students may
follow both the Steinhardt School and
of Arts and Science. The program also
pursue careers in policy, advocacy, the
the program admission procedures and
has a strong affiliation with the Program
media, and numerous other professions
deadlines. All school and program ad-
in Science Education in this depart-
in the public and private sectors.
missions materials must be received by
ment, and the Wallerstein Collaborative
Some graduates go on to law school
December 15. Specific admission to the
for Urban Environmental Education at
or doctoral programs in environmental
Program in Environmental Conservation
NYU provides students with numerous
education, environmental studies, en-
Education includes the submission of a
opportunities to study and work closely
vironmental science, and related areas.
statement of purpose and two letters of
with science education faculty on
The University offers many opportuni-
recommendation.
research, curriculum projects, and other
ties to explore employment possibilities
environmental initiatives.
through the program’s internships and
The integration of coursework with
160
policy, sustainability, science education,
ticular conservation education interests
See general admission section,
page 187.
the extensive network of organizations
required fieldwork provides students
with which the program is associated,
with a unique urban experience in
including NYU’s Wallerstein Collabora-
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Literacy Education
Program LEADER
Two master’s degree programs are
the language and literacy learning that
Kay Stahl
offered by the Department of Teaching
students bring to school and ongoing
work in after-school programs, clinical
Graduates will also be qualified to
and Learning’s Program in Literacy Edu-
observation of their learning in order
settings in hospitals and community
East Building
cation. These programs prepare certified
to closely match instruction to student
centers, new educational companies
239 Greene Street,
classroom teachers as literacy special-
level. Professional seminars explore
that focus on literacy learning, and pri-
5th Floor
ists. In addition, these curricula are also
critical issues that inform the role of
vate tutoring practice. In addition, this
212-998-5460
designed to prepare classroom teachers
literacy specialists and classroom teach-
degree provides excellent background
[email protected]
at the early childhood and elementary
ers in schools. Finally, two practica at
for positions in the educational publish-
levels or content-area teachers at mid-
two different age levels within each
ing industry that concentrate on the
Degree
dle school and high school levels who
program—a seminar on practical in-
development of literacy materials and
M.A.
wish to reach all students in their classes
quiry and the responsibilities of literacy
literacy assessment.
and integrate the strategic teaching of
specialists, and a culminating project—
Faculty
reading and writing. In either curriculum,
allow the candidates to apply program
DEGREE REQUIREMENTS
Kieffer, McCallister,
full-time students can finish in an ac-
learning and address the leadership
Satisfactory completion of many
Neuman, Stahl
celerated 12-month format (fall, spring,
and teaching responsibilities of literacy
Department of Teaching and Learn-
and summer semesters), and part-time
specialists and the professional interests
ing degrees includes field experiences.
students can finish in two years.
and concerns of each student.
Please see page 149.
for candidates interested in students
ADMISSION REQUIREMENTS
Master of Arts
from birth through grade 6 (LITB), the
Candidates must hold an appropriate
Both programs can be taken as full-time
other, from grade 5 through grade 12
teaching certificate as a prerequisite
or part-time programs. The Steinhardt
(LITC). To apply for these programs,
for admission to these M.A. programs.
School of Culture, Education, and Hu-
a candidate must hold either initial or
For admission to the literacy program,
man Development provides a wealth of
professional certification in teaching at
birth-grade 6 (LITB) candidates must
choices for the two electives—courses
the appropriate level (see section on
hold at least an initial certificate in early
from areas such as bilingual education,
Admission Requirements for details). On
childhood/childhood education or an
special education, drama educa-
completion of a program, the candidate
initial certificate in either early child-
tion, educational communication and
is eligible for New York State certifi-
hood education or childhood education.
technology, media ecology, English
cation as a literacy specialist for the
For admission to the literacy program,
education, educational administration,
appropriate grade levels (see above)
grades 5–12 (LITC), candidates must
or educational psychology.
and will meet all requirements for the
hold at least an initial certificate in
Literacy Education, Birth–Grade 6
new literacy specialist certification.
middle or secondary education or an i
(LITB) (34 credits) Courses are offered
nitial certificate in either middle
in two phases. Phase I includes Literacy
resent literacy as the means by which
childhood or adolescence education.
Education I and II: Early Childhood/
people think, learn, and communicate,
Candidates holding an out-of-state base
Childhood LITC-GE.2012,2013; Lan-
including reading, writing, listening, and
certificate must apply for a comparable
guage and Literacy Development
speaking. The curricula are designed to
New York State certificate with the New
LITC-GE.2010; Reading and Writing:
help teachers understand the principles
York State Education Department (see
Foundations LITC-GE.2016; and Texts,
of language and literacy learning and
www.highered.nysed.gov/tcert) prior
Tools, and Culture ECED-GE.2017. Phase
the development of diverse learn-
to program completion in order to be
II includes Literacy Assessment LITC-
ers, especially those who experience
recommended for the literacy certifica-
GE.2011, Literacy of the Special Learner
difficulty with literacy learning, across
tion in New York State.
SPCED-GE.2055, Supervised Practi-
One master’s degree program is
The literacy master’s programs rep-
developmental levels, academic disci-
CAREER OPPORTUNITIES
LITC-GE.2030 (two placements, at two
These programs support the develop-
The graduates of this program will
different instructional levels, for 2 credits
ment of teaching expertise in the role
qualify for literacy specialist positions.
each), and Organization and Supervision
of literacy specialist and in a particular
Those graduating from the LITB pro-
of Literacy Programs LITC-GE.2065. The
area of specialization within the cur-
gram work in day care, preschools, and
program requires two electives that can
riculum selected by students—such as
public schools through grade six either
be taken at any point in the program.
the integration of strategic teaching of
as teachers with special expertise teach-
reading and writing within different con-
ing in reading and writing or as literacy
Literacy Education, Grades 5–12 (LITC)
tent areas (e.g., social studies, science,
specialists. Those graduating from
(34 credits) The courses are offered in
or math) or clinical work in literacy. The
the LITC program work at the middle
two phases. Phase I includes Literacy
course of study builds on the partici-
school or high school levels as teachers
Education I and II: Middle Childhood
pants’ professional experiences, involves
in particular content area with special
and Adolescence LITC-GE.2014, 2015;
the application of theory to practice and
expertise in integrating the teaching of
Language and Literacy Development
vice versa, and stresses the use of data
language and literacy into their curricula
LITC-GE.2010; Reading and Writing LI-
for decision making. Similarly the cur-
or as literacy specialists.
TC-GE.2016; and Text, Tools, and Culture
riculum for children in schools builds on
161
cum in Early Childhood and Childhood
plines, and social and cultural contexts.
LITC-GE.2017. Phase II includes Literacy
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Literacy Education,
Assessment LITC-GE.2011, Literacy of
SPECIAL OPPORTUNITIES
tary education, literacy and language,
continued
the Special Learner SPCED-GE.2055,
Conferences, institutes, and seminars
and English. Participants engage in the
Supervised Practicum in Middle Child-
at NYU’s Washington Square campus
process of developing literacy curricula
hood and Adolescence LITC-GE.2031
feature distinguished visiting faculty and
that reflect depth of content and include
(two placements, one at each level, for
topics of professional concern.
pedagogy and instructional practices
2 credits each), and Organization and
that have potential to reach a wide
Supervision of Literacy Programs LITC-
and Early Childhood and Childhood
range of students. Critical issues for
GE.2065. The program requires two
Education offer summer graduate
both teachers and students, such as ap-
electives that can be taken at any point
study abroad programs in Oxford and
proaches to collaboration, assessment,
in the program.
London, England. The curriculum offers
and evaluation, are an integral part of
educators an opportunity to explore
this program of study.
FINANCIAL OPPORTUNITIES
British approaches to the teaching
Loans and scholarships may be
and learning of language and literacy
available for qualified applicants to
across all school levels, from early child-
master’s study.
hood through college. The program is
See general financial aid section,
page 199.
162
The Programs in English Education
designed for teachers, mentor-teachers,
and curriculum specialists in elemen-
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Mathematics Education
TCHL-GE.2999.
Program Codirectors
The Department of Teaching and
Master of Arts in
Orit Zaslavsky
Learning offers master’s and doctoral–
Mathematics Education
orit.zaslavsky@
level degrees in mathematics education.
The preservice M.A. program in teaching
ing mathematics, grades 7–12, serves
nyu.edu
At the master’s level, the department
mathematics, grades 7–12, is a variable
professionals holding initial New York
offers a program leading to initial
30-38 credit program that prepares
State certification in mathematics and
Martin Simon
secondary certification for aspiring
students to teach mathematics in
seeking preparation for professional
(Doctoral Program)
teachers and a program for second-
grades 7–12 and culminates in students
certification. It is a 30-credit program
[email protected]
ary mathematics teachers leading to
being eligible for initial New York State
that combines advanced mathematics
professional secondary certification. At
certification. This curriculum may be
content courses with pedagogy courses
East Building,
the doctoral level, students can pursue a
completed in four academic semesters
to enhance the student’s understanding
4th Floor
mathematics education doctorate with
or in an accelerated, full-time basis in
of both content and teaching. Course
239 Greene Street
a focus on any level of schooling (el-
one calendar year or a little more than
requirements include Mathematics
ementary, secondary, post-secondary).
one calendar year, commencing early in
Content Courses (9 credits, by advise-
Students in these programs may take
the summer, followed by fall and spring
ment), Pedagogical Content Knowledge
their mathematics courses at NYU’s
semesters, and concluding the following
Courses (12 credits, by advisement),
Degrees
world-renowned Courant Institute of
summer. There is an option of extend-
Courses on Current Issues in Education
M.A., Ph.D.
Mathematical Sciences. Faculty from
ing the certificate to include grades 5–6.
(9 credits), and a Culminating Project.
the Courant Institute also serve, when
Required Courses: General Pedagogi-
Faculty
appropriate, on the dissertation commit-
cal Core Courses (14 credits), including
ADMISSION REQUIREMENTS
Burgunder, Ma,
tees of doctoral students in the Program
Inquiries into Teaching and Learning III
See general admission section, initial
Simon, Zaslavsky
in Mathematics Education.
TCHL-GE.2010, Education of Students
certification page 198.
212-998-5870
Members of the mathematics educa-
with Disabilities SPCED-GE.2162, Lan-
The in-service M.A. program in teach-
Applicants to the preservice M.A.
tion faculty have been, and continue
guage and Literacy TCHL-GE.2275, and
degree program in teaching mathemat-
to be, active in cutting-edge research.
Adolescent Learners in Urban Context
ics, grades 7–12, must hold a bachelor’s
They encourage and support students
TCHL-GE.2515.
degree with a strong mathematics
in the programs to become involved in
Pedagogical Content Knowledge
GPA. They must also have completed
research, funded projects, and profes-
Courses (8-14 credits), including
a minimum of 30 credits of acceptable
sional activities. Current research of
Teaching of Secondary School Math-
mathematics content at a Calculus 1
the mathematics education faculty
ematics MTHED-GE.2033, Professional
level and above. Two semesters of Cal-
include studies of the mechanisms of
Seminar for Secondary Mathematics
culus should have been taken as part of
mathematics concept development;
MTHED-GE.2122, and 1-4 courses by
the 30 credits. Applicants who did not
how people learn mathematics in and
advisement from the following: The
take a course in Linear Algebra and a
out of school settings, and how they
Teaching of Rational Numbers MTHED-
course in Geometry may be required to
learn across settings; the teaching and
GE.2031, The Teaching of Geometry
complete one or both courses, in addi-
learning of rational numbers; the roles
MTHED-GE.2036, The Teaching of
tion to the program requirements, prior
and use of examples in mathematics
Algebra MTHED-GE.2035, The Teach-
to their graduation from NYU. Appli-
teaching and teacher education, as well
ing of Data Collection and Analysis
cants must also have taken and passed
as in learning to prove.
MTHED-GE.2032, Educational Technol-
three semester hours at the college level
ogy in Secondary School Mathematics
of a foreign language or sign language.
CAREER OPPORTUNITIES
MTHED-GE.2034, and The Teaching of
Under special circumstances, applicants
Graduates have many career oppor-
Pre-calculus and Trigonometry in High
with fewer than the required number of
tunities open to them both within and
School MTHED-GE.2037.
credits but whose grades indicate the
outside the academic community here
Mathematics Content Courses (6 cred-
ability to do well in mathematics may be
and abroad. These include research in
its) taken, by advisement, either in the
allowed to take the missing coursework
mathematics education, mathemat-
Graduate School of Arts and Science or
as a part of the program, in addition to
ics teacher education, mathematics
selected math content courses offered
the regular requirements.
curriculum development, mathematics
through the Program in Mathemat-
education leadership, and the teaching
ics Education itself, with Mathematical
certification M.A. degree program in
of mathematics and related subjects
Proof and Proving MTHED-GE.2050
mathematics, grades 7–12, must also
(including statistics) at all levels from
required.
have completed a bachelor’s degree and
elementary school through college.
Field Work and Student Teaching (6
hold initial New York State certification
credits), including Student Teaching
in secondary mathematics.
DEGREE REQUIREMENTS
in Mathematics Education: Middle and
Satisfactory completion of many
High Schools I & II MTHED-GE.2911, 2922.
Department of Teaching and Learn-
Also required for New York State
ing degrees includes field experiences.
certification is The Social Responsi-
Please see page 139.
bilities of Teachers: Drug and Alcohol
Applicants to the professional
Education/Child Abuse Identification/
School Violence Prevention (0 credits)
163
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Mathematics
Ph.D. Program Teaching and Learning
Education, continued
with an emphasis in Mathematics
al Seminar in Mathematics Education
students are required to have a
Education
I MTHED-GE.3021, which focuses on
cumulative, doctoral grade credit
Students interested in a doctoral pro-
research on mathematics teaching and
average of 3.0 to qualify for the
gram in mathematics education apply
teacher education; Qualitative Research
Departmental Candidacy Examination.
for admission to the Ph.D. Program in
in Mathematics Education I: Research
Teaching and Learning with an emphasis
Design MTHED-GE.3010; Qualitative
doctoral students should confer with
in mathematics education.
Research in Mathematics Education II:
their departmental advisers in order
Guided Data Analysis MTHED-GE.3011;
to plan the remaining courses neces-
in mathematics education, mathemat-
and Learning Theories in Mathematics
sary as preparation for the candidacy
ics and related fields (e.g., statistics),
Education Research MTHED-GE.3014.
examination. Doctoral students may not
and in educational research. The
Based on the student’s coursework and
sit for the candidacy examination more
coursework, along with involvement
prior experience, courses in mathemat-
than twice. Candidacy examination ap-
in faculty research projects (20 hours
ics, statistics, and research design are
plications are available at the Office of
per week for four years), is designed
generally required.
Research and Doctoral Studies,
The program includes coursework
Required courses include Profession-
of high-quality research in mathemat-
ADMISSION REQUIREMENTS
ics education. In addition, the program
See general admission section, initial
prepares students to be strong math-
certification page 198.
The PhD program in Teaching and
PhD Program: See department
doctoral admissions requirements.
If doctoral candidacy is not accepted, matriculation will be suspended.
the original date of matriculation will be
restored.
Successful completion of the De-
Learning with an emphasis in mathemat-
partmental Candidacy Examination,
ics education requires a minimum of 36
a comprehensive examination in the
credits of graduate coursework beyond
program of specialization, provides the
the master’s degree. Most students take
basis of acceptance into doctoral can-
at least 48 credits. Although there are
didacy following formal matriculation.
required courses and competencies,
Below are the two schoolwide prereq-
there is also significant flexibility in stu-
uisites to the taking of the candidacy
dent programs for pursuit of particular
examination as well as regulations
interests.
concerning the examination itself.
With appropriate background in a
5th Floor.
If candidacy is subsequently accepted,
ematics teachers and teacher educators,
mathematics.
At an early stage of doctoral study,
Pless Hall, 82 Washington Square East,
to produce graduates who are capable
who have a strong understanding of
2. Good Academic Standing. All doctoral
1. Matriculation. Only doctoral students
combination of mathematics and educa-
who are fully matriculated are eligible
tion, a full-time student can complete
for the Departmental Candidacy
the program in approximately four
Examination. Matriculation is
years. Students in this program must
established during the first semester
also take and pass a comprehensive
of registration in the doctoral program.
examination following their coursework
and complete a doctoral dissertation.
164
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Multilingual Multicultural Studies
Bilingual Education,
Multilingual Multicultural Studies is a
training programs for multinational cor-
PROGRAMS IN FOREIGN LANGUAGE
Foreign Language
unit in the Department of Teaching and
porations, and international educational
EDUCATION
Education,
Learning that includes three distinct
agencies both here and abroad.
Teaching English to
but related programs: Bilingual Educa-
Speakers of Other
tion, Foreign Language Education, and
DEGREE REQUIREMENTS
Foreign Language 7–12
Languages (TESOL)
the Teaching of English to Speakers
Satisfactory completion of many
(Chinese, French, Italian, Japanese,
of Other Languages (TESOL). Unit
Department of Teaching and Learning
and Spanish).
Program LEADER
faculty are committed to an additive
degrees includes field experiences.
Students seeking certification must
Shondel Nero
approach to multilingualism, cultivating
an appreciation for cultural diversity
M.A. Program in Teaching a
complete 44 credits of coursework.
PROGRAMS IN BILINGUAL EDUCATION
Courses include foundations in linguis-
East Building,
in various educational settings. The
3rd Floor
programs are open to qualified pre- and
M.A. Program in Bilingual Education.
second language research, and student
212-998-5757
in-service teachers at the elementary,
The Master of Arts program (34 credits)
teaching placement at the secondary
[email protected]
secondary, college, and adult levels and
prepares teachers to use bilingual ap-
level. Students may also take Teaching
www.steinhardt.nyu.
welcome teacher-educators, research-
proaches with their students in such
Foreign Languages to Elementary School
edu/teachlearn/mms
ers, supervisors, program coordinators,
areas as early childhood education,
Children FLGED-GE29.2018 to extend
and curriculum and materials specialists
childhood education, middle childhood
their certification to K–6. This curriculum
Degrees
for schools and other related settings.
education, adolescence education, a
may be completed in four academic
M.A., Ph.D.
Graduates of our teacher certification
special subject (mathematics, science,
semesters or on an accelerated, full-time
programs may receive certification in
social studies), literacy education, career
basis in a little more than a calendar year,
Certificates
New York State with reciprocity in most
education, and technical education.
commencing early in the summer, fol-
Post-baccalaureate
other states throughout the country.
Advanced Certificate,
Students can avail themselves of an
tics, target language, methods, culture,
lowed by fall and spring semesters, and
Doctoral Program.
concluding the following summer.
Post-Master’s
innovative course of study designed
The Doctoral Program in Bilingual Educa-
Certificate of
around a core of subjects shared by the
tion (Ph.D.) prepares teacher educators,
M.A. Program in Foreign Language
Advanced Study
three programs. Depending on individu-
supervisors, and researchers for bilingual
Education.
al interests, programs allow for courses
and bicultural settings. The program
Students wishing to teach at the
Faculty
in any of the following related areas:
emphasizes research in language ac-
college or adult level may earn an M.A.
Eisenstein Ebsworth,
English education, applied linguistics,
quisition, bilingualism, and pedagogy
without achieving state certification.
Harvey, Llosa, Nero,
early childhood and elementary educa-
in linguistically diverse environments in
The program requires the completion
Tang, Woodley
tion, literacy, anthropology, foreign
addition to the foundations of education,
of 34 credits.
languages, and linguistics. The programs
research methods, departmental content
Adjunct Faculty
also include seminars and workshops
seminars, and dissertation proposal
Joint M.A. Program in Teaching
Avenia-Tapper, Blaber,
in materials and curriculum develop-
seminar. Students are required to take
French as a Foreign Language 7-12
Carpenter, Chan,
ment and language through content and
54 credits of coursework and 1 credit per
and TESOL 7-12
Choong, Collins Coma,
assessment. Field experiences consist
semester for advisement while preparing
(Steinhardt and NYU Paris).
Darbes, Dawley-Carr,
of classroom observation, supervised
their doctoral dissertations.
This unique transatlantic program,
DeCapua,, DeFazio,
student teaching or internship, study
Gilbert, Gordon,
abroad, and research opportunities.
Graham, Grulich,
offered jointly with Steinhardt, NYU
Bilingual Extension
Paris, Department of French, Graduate
(Advanced Certificate: Bilingual
School of Arts and Science, combines
Gure, Lan, Lee, Lo,
CAREER OPPORTUNITIES
Education for Teachers).
two semesters in Paris and two
Longshaw, Lum,
Graduates of the Multilingual Multi-
The 15-credit bilingual extension program
semesters in New York City leading to
Marsh, McSweeny,
cultural Studies programs are in great
includes courses in linguistics, culture, bi-
dual certification in New York State in
Niu, Pally, Reddington,
demand as language teachers, program
lingual and second language pedagogy,
Teaching of French and Teaching
Ress, Shen, Stafford,
coordinators, curriculum specialists, and
and language through content.
English as a Second Language (ESL).
Vigourt, Woo, Wu
evaluators in elementary and second-
The two full-time semesters (fall and
ary schools, community colleges, and
Post-M.A. Advanced Certificate in
spring) spent in Paris in the first year
universities throughout the New York
Bilingual Education.
allow students to immerse themselves in
metropolitan area, across the country,
The Post-M.A. Advanced Certificate in Bi-
French language and culture under the
and worldwide. Doctoral graduates are
lingual Education is for bilingual teachers,
mentorship of faculty from NYU in Paris
sought by research institutions, col-
supervisors, teacher trainers, administra-
and from French universities. Degree
leges, and universities. As globalization
tors, and materials developers who wish
candidates can seek opportunities to
increases, more people are seeking to
to continue their education beyond the
work as English Language Teaching
broaden their skills through language
master’s level. The 30–credit program is
Assistants of English in secondary
learning and cultural awareness. Op-
appropriate for those who wish to contin-
schools in Paris as well as interact
portunities are rapidly growing in many
ue their study of bilingual education or add
closely with teachers and students in
non-school settings as well, such as
to their teaching and learning experience.
France. Students complete their
community organizations, immigrant re-
The Post-M.A. Advanced Certificate can
remaining course work at NYU’s
settlement agencies, publishing houses,
also serve as a bridge between master’s
Washington Square campus in New York
and doctoral study. The bilingual extension
City on a full- or part-time basis.
can also be earned through this program.
165
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Multilingual
Curriculum includes core courses
M.A. Program in Teaching a
M.A. Program in TESOL
Multicultural
covering general pedagogical issues as
Foreign Language (7–12) and
(All Grades—Leading to New York State
Education, continued
well as knowledge critical to foreign
Teaching English to Speakers of Other
Teacher Certification).
language and ESL teaching and
Languages (All Grades).
Students seeking state certification must
learning. Students complete their
This dual teacher certification program
complete 44 credits of coursework,
required two semesters of student
enables students to learn to teach
which includes foundations in linguistics,
teaching at New York City public
English as a second language and to
structure of American English, methods,
schools, with one semester in a
teach a foreign language. The program
culture, second language research, and
secondary school for French and a
of study integrates second/foreign
two student teaching placements at
second semester in an elementary
language pedagogy, linguistics, cross-
elementary and secondary levels. This
school for ESL. Students seeking initial
cultural studies, and second language
curriculum may be completed in four
certification must complete 50 credits
acquisition research. Students have to
or more academic semesters, studying
of course work to teach French, grades
fulfill student teaching requirements at
full or part time, or on an accelerated,
7–12, and ESL grades K-12 in New York
the elementary level for ESL and the
full-time basis in a little more than
State. Students also have the option of
secondary level for the target language.
a calendar year, commencing early
taking an additional summer course to
Students who complete this 50-credit
in the summer, followed by fall and
extend their certification to include
program will be certified in teaching
spring semesters, and concluding the
teaching foreign languages at K-6 level.
ESL (all grades) and a foreign language
following summer.
(7–12). Students may also take the
Joint M.A. Program in Teaching
course Teaching Foreign Languages to
M.A. Program in TESOL
Spanish as a Foreign Language 7-12
Elementary School Children FLGED-
(Not Leading to New York State
and TESOL 7-12
GE.2018 to extend their certification to
Teacher Certification).
(Steinhardt and NYU Madrid).
grades K–6.
Students wishing to teach at the college level or abroad may earn an M.A.
This unique transatlantic program,
offered jointly with Steinhardt and
Post-Master’s Certificate of
degree without achieving New York
NYU Madrid, Department of Spanish,
Advanced Study in
State teacher certification. The program
Graduate School of Arts and Science,
Foreign Language Education.
requires the completion of 34 credits of
combines two semesters in Madrid
The certificate program in foreign lan-
coursework, which includes foundations
and two semesters in New York City
guage education consists of 30 credits
in linguistics, structure of American Eng-
leading to dual certification in New
beyond the master’s degree and three
lish, methods, culture, second language
York State in Teaching of Spanish and
years of relevant education experience.
research, and field experiences.
Teaching English as a Second Language
Students are required to take courses
(ESL). The two full-time semesters
in teaching methodology, curriculum
Post-Master’s Certificate of
(fall and spring) spent in Madrid in the
development, and research methods.
Advanced Study.
The certificate program in foreign lan-
first year allow students to immerse
themselves in Spanish language and
Teaching English to Speakers of
guage education consists of 30 credits
culture under the mentorship of faculty
Other Languages (TESOL).
beyond the master’s degree and three
from NYU in Madrid. Degree candidates
The TESOL Program prepares teachers
years of relevant education experience.
can seek opportunities to work as
of English to speakers of other
Students are required to take courses
English Language Teaching Assistants
languages at elementary, secondary,
in teaching methodology, curriculum
of English in secondary schools in
and college levels.
development, and research methods.
with teachers and students in Spain.
Post-baccalaureate
Ph.D. Program in TESOL.
Students complete their remaining
Advanced Certificate in TESOL.
The Doctoral Program in TESOL (Ph.D.)
course work at NYU’s Washington
This 15-credit program is designed for
prepares teacher educators, supervisors,
Square campus in New York City on
those who are interested in teach-
and researchers for TESOL and bicul-
a full- or part-time basis. Curriculum
ing English abroad and who decide to
tural settings. The program emphasizes
includes core courses covering general
choose a second career in teaching
research in second language acquisition
pedagogical issues as well as knowledge
English as a second/foreign language
and pedagogy in linguistically diverse
critical to foreign language and ESL
and those who either do not seek a
environments. Courses include founda-
teaching and learning. Students
master’s degree or are undecided about
tions of TESOL, research methods,
complete their required two semesters
matriculating for a master’s degree.
departmental content seminars, and a
of student teaching at New York City
Coursework includes foundation in
dissertation proposal seminar. Stu-
public schools, with one semester in
methods, structure of American English,
dents are required to take 54 credits of
a secondary school for Spanish and
and internship.
coursework and 1 credit per semester
Madrid as well as interact closely
a second semester in an elementary
for advisement while preparing their
school for ESL. Students seeking initial
doctoral dissertations.
certification must complete 50 credits
of course work to teach Spanish, grades
7–12, and ESL grades K-12 in New York
State. Students also have the option
of taking an additional summer course
to extend their certification to include
teaching foreign languages at K-6 level.
166
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Multilingual
ADMISSION REQUIREMENTS
M.A. in Foreign Language Education
Joint M.A. Program in Teaching
Multicultural
Note: All MMS programs require TOEFL
(Chinese, French, Italian, Japanese,
Spanish as a Foreign Language 7-12 and
Education, continued
scores (minimum IBT score of 100) for
and Spanish).
TESOL 7-12
international students who have not
Students not seeking New York State
(Steinhardt and NYU Madrid)
received bachelor’s degrees from insti-
certification should have completed a
Applicants must hold a baccalaureate
tutions in English-speaking countries.
bachelor’s degree with a major in one of
degree with a minor or major in Spanish
Upon arrival, all international students
the liberal arts or sciences, have a strong
language or literature or an equivalent
have their English assessed by NYU’s
GPA in their undergraduate studies,
degree. To be recommended for teacher
American Language Institute.
and demonstrate advanced proficiency
certification upon completion of this
The ALI may recommend additional
in the target language. These students
M.A. program, applicants must have
English development.
may enroll in the M.A. Program for
completed at least 25 college credits in
Teachers of Foreign Language (FLED)
Spanish prior to admission. Applicants
only.
who are deficient in credits or who do
Bilingual Extension Post-baccalaureate
Advanced Certificate.
Students seeking New York State
not meet this credit requirement should
Applicants must have an undergraduate
certification should apply for the
take the CLEP exam to earn an equiva-
degree in liberal arts or sciences. There
M.A. Program in Teaching a Foreign
lency of 12 college credits or take NYU
are additional requirements for those
Language 7–12. They should have com-
SPS’s language proficiency test to earn
desiring the bilingual extension.*
pleted a bachelor’s degree in the target
an equivalency of up to 16 college cred-
foreign language, a bachelor’s degree
its. Interested candidates apply through
Bilingual Education M.A. Program.
in one of the liberal arts and science
NYU Steinhardt. Applicants must also
Applicants should have completed a
areas with a concentration in the target
submit GRE scores, three letters of rec-
bachelor’s degree with a major in one
foreign language, or an equivalent of 30
ommendation, and an academic writing
of the liberal arts or sciences and must
credits in the target foreign language.
sample in Spanish that may not exceed
25 pages. The in-office deadline for all
demonstrate advanced proficiency in
materials is April 15.
English and an additional language.
Joint M.A. Program in Teaching
To obtain the bilingual extension, the
French as a Foreign Language 7–12 and
candidate must be eligible for certifica-
Teaching English to Speakers of Other
M.A. Program in Teaching a
tion in his or her primary area. Students
Languages (TESOL)
Foreign Language (7–12) and Teaching
not seeking the bilingual extension for
(Steinhardt and NYU Paris).
English to Speakers of Other Languages
New York State certification should
Applicants must hold a baccalaureate
(All Grades) (FLTS).
have completed a bachelor’s degree
degree with a minor or major in French
Applicants must have completed a
with a major in one of the liberal arts
language or literature or an equivalent
bachelor’s degree with a major in the
or sciences and demonstrate advanced
degree. To be recommended for teacher
target language or have 30 credits or
proficiency in English and an additional
certification upon completion of this
equivalent. In addition, students must
language.
M.A. program, applicants must have
have taken as part of their general
completed at least 25 college credits in
education courses at least 3 credits
Bilingual Education Post-Master’s
French prior to admission. Applicants
each in mathematics, science, and social
Advanced Certificate Program.
who are deficient in credits or who
studies.
Applicants for the Post-Master’s Ad-
do not meet this credit requirement
vanced Certificate must have completed
should take the CLEP exam to earn an
Post-Master’s Certificate of Advanced
a master’s degree in a related area.
equivalency of 12 college credits or take
Study in Foreign Language Education.
NYU SPS’s language proficiency test to
Applicants must hold a master’s degree
Ph.D. Program in Bilingual Education.
earn an equivalency of up to 16 college
in a related area with a strong GPA and
Applicants must present a master’s
credits. Interested candidates apply
must demonstrate advanced proficiency
degree, current GRE scores, two letters
through NYU Steinhardt. Applicants
in the target language. Post-baccalau-
of recommendation, and a sample of
must also submit GRE scores, three
reate Advanced Certificate in TESOL.
written work in English.
letters of recommendation, and an
Applicants must have completed a
academic writing sample in French that
bachelor’s degree in an accredited col-
may not exceed 25 pages. The in-office
lege or university.
deadline for all materials is April 15.
M.A. in TESOL (All Grades) Leading to
New York State Teacher Certification.
Applicants should have completed a
*Bilingual extension: Applicant
bachelor’s degree with a major in one of
must be eligible for New York
the liberal arts or sciences. In addition,
State certification in their
primary areas such as early
students must have taken as part of
childhood education; childhood
their general education coursework or
education; middle childhood
an equivalent for 3 credits in mathemat-
education; adolescence
ics, science, and social studies and 12
education; a specialized subject
credits of a language other than English
area, such as math, science,
or social studies; literacy
or an equivalent of language proficiency.
education; speech pathology;
psychology; and career or
technical education.
167
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Multilingual
M.A. in TESOL Not Leading to New York
Global Study
Steinhardt, may also take advantage of
Multicultural
State Teacher Certification.
The Programs in Multilingual Multicul-
the Multilingual and Multicultural Stud-
Education, continued
Applicants should have completed
tural Studies (MMS) and in International
ies January intersession study abroad
a bachelor’s degree with a major in
Education jointly offer a three-week,
program in the Dominican Republic. This
English or one of the liberal arts or
6-credit graduate summer study abroad
three-week program includes a 3-credit
sciences.
program in Shanghai, China. The cur-
graduate course, where students explore
riculum offers educators an opportunity
intercultural perspectives in multilingual
Post-Master’s Advanced Certificate.
to examine intercultural perspectives
and multicultural education by an inten-
Students must have completed a mas-
in multilingual multicultural education
sive “real time” linguistic and cultural
ter’s degree in a related area.
in China and to explore the teach-
experience in Santiago, Dominican
ing of language, particularly English
Republic. In addition to the graduate
Ph.D. Program in TESOL.
and Chinese, across all school levels.
course, students take a one-credit un-
Applicants must present a master’s
The program is designed for graduate
dergraduate course in Spanish, offered
degree in a related area, current GRE
students, teachers, and curriculum spe-
by the host university in Santiago to
scores, two letters of recommendation,
cialists in TESOL, bilingual education,
experience language immersion. All stu-
and a sample of written work in English.
foreign language education, English
dents stay with Dominican host families,
education, and international education.
which enriches their linguistic and cul-
Teaching and learning activities include
tural experience. The program also takes
classes and seminars taught by NYU
students on educational tours to Santo
faculty members and lectures by faculty
Domingo, the capital city, and to other
members from local higher education
parts of the Dominican Republic.
Students can take advantage of oth-
institutions, such as Shanghai Normal
University. Internship opportunities are
er study abroad opportunities offered
also available in Shanghai.
by the Department of Teaching and
In addition to the Shanghai program,
168
Learning, such as the English Education-
foreign language and TESOL majors,
summer program in London.
as well as all graduate students across
.
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Science Education
Program Director
The Program in Science Education
Degree Requirements
CAREER OPPORTUNITIES
Pamela Fraser-Abder
offers graduate study designed to meet
Fellows complete 12 credits in the
The CRISP Program provides a founda-
the needs of several types of students.
practice of science teaching, 11 in sci-
tion for entering science education
East Building,
The University offers a preservice
ence content, and 12 in core learning in
during a predicted shortage of science
Suite 426
teacher education program for teachers
special education, language, literacy,
teachers at all levels.
212-998-5208
of science at the 7–12 level. The Master’s
and assessment. Some elements of the
[email protected]
programs in Science Education provide
curriculum span more than one semes-
public schools. However, science com-
Graduates teach at both private and
an excellent opportunity for those who
ter. Fellows complete 35 credits through
munication skills are also the basis for
Degree
are presently teaching in schools or
continuous study, commencing in the
a variety of careers outside the formal
M.A.
colleges to develop additional expertise
first summer and concluding in July of
school system as well. Newspapers
in specific areas such as curriculum
the following year. While the residency
and magazines, radio and television,
Faculty
development, assessment, research,
component of the program starts in July
museums and science centers, science-
Blonstein,
and technology. Many courses focus on
with a three-week session, the majority
and technology-based organizations,
Fraser-Abder, Lejano,
strategies for teaching science to urban
of the residency program takes place
and corporations all need people who
Leou, Milne
at-risk students.
from September through June, following
have a sound science background and
the calendar of the public school year.
can communicate scientific ideas to the
general public.
The focus of the Program in Science
Adjunct Faculty
Education is the preparation of science
Fellows are required to study full time in
Wallace
educators who will provide academic
this program.
ADMISSION REQUIREMENTS
and professional leadership in the area
of science and technology education in
Residency
Applicants to the CRISP M.A. program
an urban environment.
CRISP Fellows spend three weeks in
in teaching a science, grades 7–12, must
July followed by a full school year in a
have completed a bachelor’s degree.
Clinically Rich Integrated
mentored teacher residency placement.
They must also have completed a
Science Program (CRISP), M.A.
In July, Fellows begin their residency—
major in science in their undergraduate
This selective one-year full-time teacher
and their first experiences in an urban
programs or the equivalent in NYU’s
residency master’s degree program im-
school—in a structured and mentored
undergraduate science majors. The
merses career changers and top college
setting in a host school in NYC. They
applicant must also have successfully
graduates as CRISP Fellows in the sci-
work closely with teachers to plan les-
completed study at the college level of
ence classroom. Fellows are mentored
sons, first observing, then co-teaching
a foreign language or American Sign
by master teachers and coached by
middle school students in science.
Language
skilled senior educators, take academic
Starting in September and continuing
coursework on-site and at NYU’s Wash-
through the following June, Fellows
ington Square campus and participate
follow and participate in the life of the
as a full member inthe host school’s
school, teachers, classroom, curricu-
community. Fellows are eligible for ini-
lum, and students through a full public
tial/professional certification in Teaching
school year.
Science (Biology, Chemistry, or Physics),
Fellows can also partner with NYU
grades 7-12. Please see the department
science education faculty as well as
website for more information.
engineering faculty from NYU Poly
CRISP strives to prepare teachers
who:
and faculty from the NYU School of
Medicine to engage students in science
learning and discovery. The special
know science deeply and are con-
summer teacher residency introduces
nected to a community of scientists
Fellows to urban public schools in a
and science educators;
summer setting and prepares them for
deeply understand and are prepared
their teacher residency immersion in
to meet the challenges of teaching
September. The school’s science faculty,
students whose lives are challenged by
assistant principal, and principal will also
poverty, disabilities, and limited experi-
mentor Fellows informally throughout
ence with academic literacy;
the teacher residency.
n n develop the skills, tools, dispositions,
n and connections to learning communities so they can thrive as early-career
teachers working to ensure their
students thrive as well; and
will stay in teaching, serving students
n in greatest need of their teaching.
169
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Social Studies Education
Program LEADER
The master’s program in social studies
Master of Arts
In-Service/Professional Certification
Diana Turk
education leads to New York State initial
The Program in Social Studies Education
Program in Social Studies Education
teacher certification to teach social
offers two tracks leading to the Master
(30 credits). Applicants must have
East Building,
studies, history, and the humanities in
of Arts degree: one for students seeking
met all the requirements for New York
Suite 624
grades 7-12, with an extension avail-
initial certification to teach middle- and
State initial certification in adolescent
212-998-5492
able for grades 5-6. Combine your love
secondary-level social studies and
social studies. In addition, applicants
[email protected]
of history, geography, economics, or
one for students seeking professional
must have a bachelor’s degree from an
political science and government with
certification who already are certified
accredited college or university with a
Degree
inquiry-based teaching methods for
in middle- and secondary-level social
minimum GPA of 3.0 in social studies
M.A.
adolescents in multicultural, multieth-
studies.
content coursework.
must be at the 2000 level of study.
At least 18 credits of the program
nic, urban schools. Learn to teach with
Faculty
primary sources and divergent historical
DEGREE REQUIREMENTS
Cohen, Fraser, Jacobs,
interpretations. As you develop as a
Satisfactory completion of many
Malczewski, Turk
teacher, your lesson plans and class-
Department of Teaching and Learning
room teaching will become exciting,
degrees includes field experiences.
I. Courses linking social studies content to social studies pedagogy (12
credits): The Social Studies Curricu-
Adjunct Faculty
inquiry-based history workshops that
Berman, Faithful,
use innovative technologies to bring the
Master’s Degree Program in Teaching
lum: U.S. History SOCED-GE.2047;
Fitzgerald, Fuller
past to life. We follow an interdisciplin-
Social Studies 7–12 leading to Initial
The Social Studies Curriculum: World
ary approach to social studies: you’ll
Certification (35 credits).
History SOCED-GE.2048; Humani-
learn how to enhance your teaching
Curriculum Courses (6 credits): Social
ties, Literacy, and the Social Studies
by integrating historical narrative with
Studies Curriculum: U.S. History SOCED-
SOCED-GE.2145; M.A. Seminar in
novels, film, music, photography, and the
GE.2047, Social Studies Curriculum:
Social Studies SOCED-GE.2146.
visual arts.
World History SOCED-GE.2048.
Our program features small classes
Pedagogical Content (9 credits): M.A.
In addition, students take a total of 15 credits from Course Listings II and
and opportunities to work with an out-
Seminar in Social Studies SOCED-
III. The specific courses selected are
standing faculty dedicated to improving
GE.2146, Teaching Social Studies in
agreed upon by both the student and
the teaching of history in high schools
the Middle and Secondary School
his or her academic adviser and are
and middle schools. The pivotal experi-
SOCED-GE.2042, Language and Literacy
based on the student’s previous social
ence of the program is a two-semester
Acquisition and Development TCHL-
studies coursework and professional
sequence of student teaching at the
GE.2275.
needs and interests. Possible courses
middle and high school levels -- a modi-
Pedagogical Core (9 credits): Inquiries
include those below. Others are avail-
fied teacher residency experience that
into Teaching and Learning TCHL-
able by advisement.
follows the calendar of the New York
GE.2010, Integration of Media and
City public school year. Unique graduate
Technology in Secondary Curriculum
II. Content specialization (Courses in
study abroad opportunities broaden
and Learning EDCT-GE.2018, Educat-
social studies content taken within
your learning experiences.
ing Students with Disabilities in Middle
the Program in Social Studies Educa-
Childhood and Adolescent Settings
tion, in the Department of History or
public and independent, charter, and
SPCED-GE.2162, Adolescent Learners in
Humanities and Social Sciences in the
magnet school classrooms throughout
Urban Contexts TCHL-GE.2515.
Professions, or in another department
New York City and across the country.
Student Teaching (5 credits): Teach-
related to social studies within the
Many other graduates serve as teacher
ing Practicum: Social Studies in the
Graduate School of Arts and Science)
trainers, department chairs, or cur-
Middle and Secondary Schools SOCED-
Possible courses include The City
riculum specialists in middle and high
GE.2053, Supervised Student Teaching
as Resource in Historical Research
schools. Still others work in educational
I SOCED-GE.2911, Supervised Student
SOCED-GE.2304, What Are Schools
print and electronic publishing, educa-
Teaching II SOCED-GE.2922.
For? History of American Educa-
tional television, museum education,
Elective (3 credits): In consultation with
tion and Society: Race and Ethnicity
and in private and non-profit settings
adviser, students select one course as an
HSED-GE.2174, and Historical Perspec-
throughout the United States.
elective from offerings in the Stein-
tives HSED-GE.2175.
Join our graduates who teach in
We also offer three unique M.A.
hardt School of Culture, Education, and
III. Courses addressing theories and
programs: one which leads to dual
Human Development or the Graduate
certification in Educational Theatre, all
School of Arts and Science.
strategies for adapting curriculum
grades, and Teaching Social Studies,
Culminating Experience (3 credits): Cul-
and instruction (Courses that offer
grades 7-12; one which leads to dual
minating Experience: Social Studies and
theories and strategies for adapt-
certification in Art Education, all grades,
History Workshop SOCED-GE.2140.
ing curriculum to meet the special
and Teaching Social Studies, grades 7-12;
Other: The Social Responsibility of
needs of students). Possible courses
and one which leads to dual certification
Teachers: Drug and Alcohol Educa-
include Language and Literacy for
in Teaching Students with Disabilities,
tion/Child Abuse Identification/School
Upper Grades LITC-GE.2002, Foun-
Generalist, 7-12, and Teaching Social
Violence Prevention TCHL-GE.2999 (0
dations of Curriculum for Diverse
Studies, grades 7-12.
credits).
Learners SPCED-GE.2051, Educating Students with Special Needs in
170
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Social Studies
Middle Childhood and Adolescent
hours in history will be taken as part of
tory and geography of the U.S. and the
Education, continued
Settings SPCED-GE.2162, Adolescent
the program. Students must have also
world; at least 3 credits in economics; at
Development: Theory and Research
completed coursework in economics (3
least 3 credits in government or political
APSY-GE.2272.
credits), political science/government
science; and at least 3 credits in one of
(3 credits), and an additional 3 credits
the social sciences with the exception of
in history, geography, economics, politi-
psychology and philosophy. For theatre,
minating Experience: Social Studies
cal science/government, sociology, or
students must have earned 24 credits
and History Workshop SOCED-
anthropology. Students must also have
in drama, theatre, dramatic literature,
GE.2140.
completed one semester’s worth of
or their equivalent. Students with fewer
study of a language other than English.
than 24 credits in these areas on admis-
IV. Culminating seminar (3 credits): Cul-
Note: Students who complete our
In certain instances, the program will
accept students who have not satisfied
coursework in educational theatre and/
require three years of teaching to be
all of the above requirements. In these
or social studies. To be recommended
eligible for New York State professional
cases, such students will be required
for certification in social studies and
certification.
to complete at NYU all outstanding
theatre, students will have completed a
coursework, in addition to their program
total of 30 content credits in each area.
CAREER OPPORTUNITIES
requirements, prior to their graduation
Six credits are included in the following
The Program in Social Studies Education
from NYU. The applicant must also have
program of study.
prepares teachers, teacher educators,
successfully completed study at the
and curriculum specialists in social
college level of a language other than
DEGREE REQUIREMENTS
studies for positions in middle and
English or American Sign Language.
A total of 48 credits are required for this
secondary schools. It also provides an
In-Service M.A. Degree Program in
master’s program, distributed as follows:
introduction for those who seek to work
Social Studies Education Applicants
in the school reform movement. Many
must hold provisional New York State
Content Core in Educational Theatre
alumni of the program work as social
certification in social studies 7–12.
and Social Studies (12 credits): World
studies teachers, department chairs,
and curriculum coaches and directors
See general admission section,
page 187.
in middle and high schools in New York
Drama I or II MPAET-GE.2103 or MPAETGE.2104, Drama in Education I or II
MPAET-GE.2193 or MPAET-GE.2194, The
City and across the United States. Some
Master of Arts: Educational Theatre,
Social Studies Curriculum: U.S. History
of our graduates work in educational
All Grades, with Social Studies, 7–12
SOCED-GE.2047, The Social Studies
agencies and community colleges and
Social studies and theatre have a
Curriculum: World History SOCED-
in the statewide and national school
powerful alliance when learners are
GE.2048.General Pedagogical Core in
reform movements.
provided with the chance to explore a
Educational Theatre and Social Studies
period of history, historical concepts,
(14 credits): Drama with Special Educa-
social studies complete the appropri-
and historical debates through the
tion Populations MPAET-GE.2960 or
ate coursework and field experience
use of drama-based frameworks. This
Educating Students with Disabilities in
necessary for New York State certifica-
innovative dual certification program
Middle School and Adolescent Settings
tion in social studies. Once you have
is built on the school’s teacher certifica-
SPCED-GE.2162, Human Development
completed your M.A. work at NYU, you
tion programs in Educational Theatre,
and Education in the Arts MPAIA-
will be qualified to teach social studies
All Grades, and Teaching Social Stud-
GE.2010, The Social Responsibilities
in many other states that have certi-
ies, 7–12. Students are provided with
of Teachers: Drug and Alcohol Educa-
fication requirements similar to New
opportunities to explore key ideas in
tion/Child Abuse Identification/School
York’s. Coursework includes courses
primary source documents or histori-
Violence Prevention TCHL-GE.2999,
in history and the social sciences,
cal texts through the use of interactive
Literacy and Social Studies SOCED-
professional education in social studies,
dramatic strategies. The dual certifica-
GE.2147, Exploring Social Issues through
student teaching, and related activities.
tion program adheres to state learning
Drama MPAET-GE.2976, Understanding
Certification in secondary social studies
standards for both theatre and social
Diversity: Teaching Pluralism MPAET-
entitles the candidate to teach social
studies, and the curriculum reflects an
GE.2977, Inquiries into Teaching and
studies, history, and the humanities at
integration of coursework offered by the
Learning III TCHL-GE.2010.
both the middle and high school levels
current faculty in the program in Educa-
Specialized Pedagogical Core in
(grades 7 through 12).
tional Theatre, in collaboration with the
Theatre and Social Studies (14 credits):
faculty in the program in Social Studies
Teaching Social Studies in the Middle
ADMISSION REQUIREMENTS
Education. Each of the competencies
and Secondary School SOCED-GE.2042,
Master’s Degree Program in Teaching
now necessary for teacher certification
Methods and Materials of Research in
Social Studies 7–12 leading to initial
programs are met by the coursework,
Educational Theatre MPAET-GE.2077,
certification. All applicants should have
fieldwork, and student teaching require-
Drama Across the Curriculum and
completed a bachelor’s degree with
ments in both programs, as well as all
Beyond MPAET-GE.2955, Dramatic
a major in one of the following areas:
the faculty and institutional requirements.
Activities in the Elementary School
cal science/government. In addition,
ADMISSION REQUIREMENTS
the Secondary School MPAET-GE.2031,
students must have completed at least
Students must have earned 24 credits in
M.A. Seminar in Social Studies SOCED-
a total of 15 semester hours of study in
theatre and 24 credits in social studies.
GE.2146.
the history and geography of the U.S.
For social studies, students must have
and the world. An additional 6 credit
completed at least 15 credits in the his-
Students who earn the M.A. in
MPAET-GE.2030, Dramatic Activities in
history, geography, economics, or politi-
171
sion will be required to take additional
professional certification program
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Social Studies
Student Teaching in Theatre and Social
secondary level with the guidance and
Adolescent Learners in Urban Contexts
Education, continued
Studies (8 credits): Supervised Student
support of experienced NYU faculty
TCHL-GE.2515, 2 credits
Teaching: Social Studies in the Second-
supervisors.
ary School SOCED-GE.2051, Supervised
Personal attention is given to each
Specialized Pedagogical Core – 9 pts
Student Teaching Theatre in the Elemen-
student throughout the duration of pro-
School Arts II: Issues in Pedagogy and
tary Classroom MPAET-GE.2134.
gram, from initial advisement through
Curriculum (secondary) E90.2272, 3
Terminal Experience (0 credits): Social
completion of the Masters final project.
credits (45 hrs fldwk)
Studies and History Workshop SOCED-
Classes are small, and Special Projects
Teaching Social Studies in Middle and
GE.2140 or culminating research project
and Guest Speakersoffer additional pro-
Secondary School SOCED-GE.2042, 3
in educational theatre.
fessional opportunities and experiences.
credits (45 hrs fldwk)
Students must successfully complete
For students who have an undergraduate BA or BFA degree and wish to
examinations. Scores must be submit-
acquire teacher certification, this dual
ted to the State Education Department
degree program offers a curriculum that
Student Teaching – 6 pts
before it will consider issuing certificates
satisfies the academic requirements for
Supervised student teaching Art in El-
to teach in the public schools of New
New York State initial teacher certi-
ementary Classroom E90.2406, 3 credits
York State.
fication in Visual Art (all grades) and
(20 days min)
Social Studies (grades 7-12). Students
Practicum: Social Studies in the second-
Master of Arts in Art Education,
are required to fulfill all additional New
ary School SOCED-GE.2051, 1 credit
All grades, with Social Studies, 7-12
York State Department of Education
Student Teaching in the Secondary
This program offers a M.A and Dual Cer-
Certification requirements including
School SOCED-GE.2922, 2 credits
tification in Art Education (all grades)
mandatory tests and assessments.
GE.2146, 3 credits
Terminal Experience – 3 pts
and Social Studies Education (grades
7-12). This new dual degree program
ADMISSION REQUIREMENTS
Social Studies and History Workshop
will model critical and investigatory
Students must have completed at least
SOCED-GE.2140, 3 credits OR
education that empowers students to
30 credits in studio art and art history
Research in Art Ed E92.2001, 2 credits
think beyond subject area. A funda-
courses, in addition to at least 15 credits
and Final Project E92.2301, 1 credit
mental component of this program is
in history and/or geography, 3 credits
collaboration across two departments in
in politics, 3 credits in economics, 3 ad-
Master of Arts in Teaching Social
Steinhardt: the Department of Teaching
ditional credits in another area of social
Studies, Grades 7-12 and Teaching
and Learning and the Department of
studies, and a semester of study of
Students with Disabilities, Grades 7-12
Art and Art Professions. Students take
language other than English.
This innovative, dual certification master
of arts program prepares you to teach
courses in both departments and have
the opportunity to engage with and
DEGREE REQUIREMENTS
Social Studies and Special Education for
learn from students and faculty across
A total of 44 credits are required for this
grades 7-12. Learn pedagogical strate-
Steinhardt. Students must apply to the
master’s program, distributed as follows:
gies that address the needs of students
with disabilities; build strong founda-
Art Education Program initially and fulfill
all admissions requirements, including
Content Core – 12 pts
tions in social studies, history, and
a visual portfolio, and then meet the
Media literacy in the art classroom
special education; and gain hands-on
admissions requirements for the Social
E90.2277, 3 credits
classroom experience through student
Studies Education program in Teaching
School Arts I: Issues in Pedagogy
teaching placements in New York City
and Learning.
and Curriculum (elementary) E90.2271, 3
schools. You’ll help meet the rising
credits (45 hrs fldwk)
demand for dual-certified secondary
With a special focus on contem-
porary art and its social context, this
The Social Studies Curriculum: US his-
school educators. This program leads
program conceptualizes the artist-
tory SOCED-GE.2047, 3 credits
to eligibility for New York State initial
educator as cultural worker, intellectual,
The Social Studies Curriculum: World
teaching certification.
and activist. Students are involved in
History SOCED-GE.2048, 3 credits
This dual certification MA program
combines content courses and general
integrated learning opportunities that
172
MA Seminar in Social Studies SOCED-
the New York State Teacher Certification
re-imagine both art and social studies
General Pedagogical Core - 14 pts
and specialized core pedagogy classes
education. As part of the program’s
Special Ed, Disability Studies, and Con-
with fieldwork and supervised student
emphasis on praxis, graduate students
temporary Art E92.2081, 3 credits (15
teaching. You’ll complete two semesters
teach a 9-week NYU Visionary Studio
hrs fldwk)
of student teaching at New York City
Saturday Workshop for high school
Contemporary Art and Critical Peda-
schools, in special and inclusive settings
students from across New York City. This
gogy: Issues in Representation, Identity
for students with disabilities, as well as
field experience allows Art Education
and multiculturalism E90.2275, 3 credits
in middle and high school social studies
students to establish a dialogue be-
Literacy and Social Studies SOCED-
classrooms. This is a great opportunity
tween theory introduced in the seminar
GE.2147, 3 credits
to integrate theory, practice, and subject
and practice in the classroom, as well
Inquiries into Teaching and Learning III
content. Cooperating teachers and NYU
as develop their teaching style as they
TCHL-GE.2010, 3 credits (15 hrs fldwk)
faculty will offer feedback and guid-
design and implement a thematic credit
Drug and Alcohol Education/Child
ance so you can develop and refine your
plan based on social issues. In addition,
Abuse Identification and School
teaching techniques.
students spend two-semesters in stu-
Violence Prevention: The Social Respon-
dent teaching placements in New York
sibilities to teachers TCHL-GE.2999, 0
City schools at both the elementary and
credits
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Social Studies
ADMISSION REQUIREMENTS
Fieldwork in Schools and Other
Education, continued
Candidates for admission must have
Educational Settings TCHL-GE.2005, 0
with a strong overall grade point aver-
a bachelor’s degree. The applicant’s
credits
age and a minimum 3.0 grade point
transcript(s) are evaluated to ensure
Student Teaching in Social Studies:
average in Social Studies content
that the applicant has completed the
Middle and High School II SOCED-
equivalent major or concentration in one
GE.2922, 2 credits
of the liberal arts or sciences. In cases
Teaching Practicum: Social Studies
Studies in your undergraduate pro-
in which teacher candidates have not
in the Middle and Secondary School gram or the equivalent of 30 credits
completed an appropriate liberal arts
SOCED-GE.2053, 1 credit
or credits in undergraduate or gradu-
major or concentration, we will require
Student Teaching in Secondary Special
as a condition of graduation from the
Education SPCED-GE 2524, 3 credits
master’s program that the teacher can-
The Social Studies Curriculum: US
the college level of a foreign language
didate’s complete the necessary major
History SOCED-GE.2047, 3 credits
or American Sign Language.
or concentration prior to the completion
Teaching Social Studies in Middle and
of the master’s degree. For admissions,
Secondary School SOCED-GE.2042, 3
Residency, candidates must be willing
candidates must also have at least 15
credits
to commit to three (3) years of full-time
2. Have completed a bachelor’s degree
courses
3. Have completed a major in Social
ate coursework.
4. Have successfully completed study at
In order to participate in the Teacher
teaching in a Newark district or charter
credits in history and/or geography, 3
credits in politics, 3 credits in econom-
Advanced Certificate/Master of Arts
ics, 3 additional credits in another area
in Social Studies Education: Clinically
of social studies, and a semester of
Based Social Studies Education Grades
study of language other than English.
7-12 (CBEE) Program for Great Oaks
APPLICATION REQUIREMENTS/
PROCESS
public school.
Charter School Teacher Residency
Great Oaks Tutors will submit the
DEGREE REQUIREMENTS
This teacher residency program
requested materials to the Residency
A total of 45 credits are required for this
prepares recent college graduates to
Coordinator, who will forward the
dual certification master’s program.
become Social Studies teachers in urban
information of qualified Tutors to the
public schools. NYU Steinhardt has part-
Steinhardt School Social Studies Educa-
Inquiries into Teaching and Learning III
nered with the Great Oaks Foundation
tion faculty and the Office of Graduate
TCHL-GE.2010, 3 credits
to offer this unique program to qualified
Admissions for review and an admission
Drug and Alcohol Education/Child
members of the Great Oaks Tutor Corps
decision.
Abuse Identification and School
Urban Fellowship Program in Newark,
Violence Prevention: The Social
New Jersey. The curriculum immerses
mitted to the Residency Coordinator:
Responsibilities of Teachers TCHL-
aspiring teachers in the Social Stud-
n
GE.2999, 0 credits
ies classrooms and integrates theory,
Adolescent Learners in Urban Contexts
practice, and English content into daily
TCHL-GE.2515, 2 credits
teaching and learning experiences. Language and Literacy Acquisition and
Graduates of the program are eligible
Development TCHL-GE.2275, 3 credits
for certification in Teaching Social Stud-
Interest—tell us about your interest and
Integrating Education Technology in
ies for grades 7-12.
goals in pursuing a graduate education
Teaching and Learning EDCT-GE.2018,
The following materials must be subCompleted and signed application
form (application fee is waived)
n
Transcripts from each post-secondary
institution attended or attending
n
A total of 30 credits are required
Statement of Purpose/Letter of
in teaching English
1 credit
for CBEE program in Social Studies:
Educating Students with Disabilities
18 credits (post baccalaureate) for the
in Middle Childhood and Adolescent
advanced certificate plus 12 credits for
Note: To be admitted to the Clinically
Settings SPCED-GE.2162, 3 credits
the master’s program.
Based Social Studies Education Master
Psychological and Educational
n
Resume
of Arts program you must successfully
complete the Advanced Certificate.
and Community SPCED-GE.2124, 3
ELIGIBILITY TO THE
CLINICALLY BASED Social
Studies EDUCATION
PROGRAM
credits
To be admitted to the Clinically Based
M.A. degree to the Office of Graduate
Strategies for Teaching Students with
Social Studies Education Advanced
Admissions.
Emotional/Behavioral Disorders SPCED-
Certificate please visit the follow-
GE.2108, 3 credits
ing website for more details: http://
Residency, candidates must be willing
Education of Students with Severe and
steinhardt.nyu.edu/teachlearn/english/
to commit to three (3) years of full-time
Multiple Disabilities SPCED-GE.2052, 3
residency/admissionsrogram
teaching in a Newark district or charter
Assessments in Special Education
SPCED-GE.2136, 3 credits
Individuals with Disabilities in School
credits
In summary, you must
Integration Seminar in Special Education
1. First be admitted to the Great
II SPCED-GE.2508, 2 credits
Oaks Tutor Corps Urban Education
Introduction to Assistive Technology
Fellowship. If you are not admitted to
for People with Disabilities OT-GE.2194,
this Fellowship, please consider Social
1 credit
Studies Education: Teaching English
The Social Studies Curriculum: World
Grades 7-12: Initial Certification
History SOCED-GE.2048, 3 credits
(SS-MA)-Master of Arts Program on our
MA Seminar in Social Studies SOCED-
application guide page.
The CBEE Program Director and Urban
Master Teacher will provide their recommendations for continuance in the
In order to participate in the Teacher
public school.
GE.2146, 3 credits
173
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Special Education
Program LEADER
The programs in special education
and background. Some were educa-
DEGREE REQUIREMENTS
Joan Rosenberg
prepare teachers for positions work-
tion majors, but many were liberal arts,
Satisfactory completion of many
[email protected]
ing with students with and without
business, or fine arts majors as under-
Department of Teaching and Learning
disabilities from birth through grade 6.
graduates. Some are making a career
degrees includes field experiences.
East Building,
As described below, at NYU we offer
change. The diversity of the student
Room 200
M.A. programs designed to meet New
population contributes to the richness
General Pedagogical Core (76 credits):
212-998-5460
York State requirements for the various
of the programs. Consequently, program
Inquiries in Teaching and Learning
teacher certificates:
requirements and curricula offerings
III TCHL-GE.2010 (or other course
are designed to be responsive to the
approved by faculty), Language and
Early Childhood Education
diverse backgrounds of our participants.
Literacy in the Early Years LITC-GE.2001.
(Birth–Grade 2)
Graduate students have the option of
Degree
M.A.
Early Childhood Education and Special
beginning the program part-time, while
Specialized Pedagogical Courses—
Alter, Fleisher,
Education: Early Childhood (dual certi-
most individuals, particularly those who
Early Childhood (143 credits): Issues
Friedlander, Gottlieb,
fication) (ESEE)
are career changers, will need to commit
in Early Childhood Education ECED-
Special Education: Early Childhood
to a period of full-time field/student
GE.2024, Curriculum in Early Childhood
(SEEC)
teaching; however, for those currently
Education: Theory and Methods in
working in education settings, special-
Integrated Curriculum ECED-GE.2037,
Faculty
n Krasnow, Rosenberg,
Schwartz, Trainor
n Adjunct Faculty
Childhood Education (Grades 1–6)
ized arrangements may be developed
Curriculum in Early Childhood Educa-
Duggan, Greenbaum,
n Childhood Education and Special
in consultation with the Office of Field
tion: Materials and Practice in Integrated
Greenberg, Heller,Izzo,
Education: Childhood (dual certifica-
Study.
Curriculum ECED-GE.2038, The Educa-
Kohn, Korenthal,
tion) (CSEC)
Lesser, Okuma, Siegel
tion of Infants and Toddlers ECED-GE
M.A. Programs in Special Education
2701, Teaching Elementary School Math
at the Early Childhood Level
MTHE-GE.2115, Integrating Seminar in
Special education refers to specialized
(Birth–Grade 2)
Early Childhood Education I ECED-
services or environmental modifica-
The M.A. programs in early childhood
GE.2002, Integrating Seminar in Early
tions, differentiated instruction, adapted
special education focus on the value of
Childhood Education II ECED-GE.2003,
curricula, or other supports provided to
early childhood educational experiences
Science and Social Studies for the
students with disabilities. NYU students
in all aspects of the young child’s life.
Young Child ECED-GE.2314 OR ECED-
are encouraged to view all children
Play is the basis of learning in all spheres
GE.2012, Multicultural Perspectives
and their families as individuals with
of development, and relationships with
in Social Studies in Early Childhood,
varying degrees of skills and untapped
peers and adults are key to children’s
Integrated Arts in the Early Childhood
potential for quality lives in school,
learning from their experiences. Ac-
Curriculum I & II MPAIA-GE.2050,2051.
work, and recreation in their communi-
cordingly, NYU graduates are prepared
Specialized Pedagogical Courses—
ties. Classroom, home, and community
to work collaboratively with families,
Special Education (15–18 credits):
interventions are designed to meet the
other professionals, and the community
The Young Special Needs Child: Child,
characteristics, needs, and visions for a
organizations that represent the wide
Family, and Community I SPCED-
valued future of each child, not limited
cultural variations characteristic of
GE.2126; The Young Special Needs
by traditional categories of disability.
urban settings.
Child: Child, Family, and Community II
Special Education: Childhood (SECH)
n SPCED-GE.2127; Educating Children with
Respecting the critical role that families
play in the lives of children, and the
The Dual-Certification Master’s
Special Needs in Early Childhood Set-
multidimensional nature of providing
Program in Early Childhood Education
tings, SPCED-GE.21282160; Education
quality services for complex students,
and Special Education: Early Childhood
of Students with Severe and Multiple
the program’s graduates are prepared
(ESEE) (47 credits)
Disabilities SPCED-GE.2052, SPCED-
to work collaboratively with families,
This program is open to participants
GE.2160; Principles and Practices of
other professionals, and the community
who have a bachelor’s degree but who
Early Childhood Special Education
organizations that represent the wide
are not yet certified to teach. Upon
SPCED-GE.2128; Strategies for Teaching
cultural variations characteristic of
successful completion of the program,
Students With Emotional Behavioral Dis-
urban settings.
participants will be eligible for New York
abilities SPCED-GE.2108 OR Developing
State certification in both general and
Strategies to Support Children’s Social
throughout each program, thus allowing
special education at the early childhood
Behavior SPCED-GE.2025.
graduate students to reflect, ques-
level (birth–grade 2). Students may
Observation, Fieldwork, and Student
tion, and refine their knowledge and
complete this program on an acceler-
Teaching (7 credits): Field Observa-
skills. Observation and fieldwork, plus
ated, full-time basis in a little more than
tion- Infancy or Toddler Observation
student teaching placements, enable
a calendar year, commencing early in
TCHL-GE.2000, Field Placements in
participants to practice application of
the summer, followed by fall and spring
Early Childhood ECED-GE.2255, Ob-
their skills with children representing the
semesters, and concluding the following
servations in Early Childhood Special
full range of abilities and disabilities, in
summer.
Education Settings SPCED-GE.2502,
Theory and practice are integrated
a range of settings, and within the full
174
Student Teaching in Early Childhood
age range of the teaching certificate.
I ECED-GE.2903, Student Teaching in
The participants in the M.A. Programs
Early Childhood Special Education II
in Special Education vary widely in age
SPCED-GE.2904.
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Special Education,
Culminating Experience (3 credits):
with Severe and Multiple Disabilities
DEGREE REQUIREMENTS
continued
Integrating Seminar in Early Childhood
SPCED-GE.2052; Developing Strategies
Satisfactory completion of many
Special Education II SPCED-GE.2512.
to Support Children’s Social Behavior,
Department of Teaching and Learning
SPCED-2025.
degrees includes field experiences.
tification is The Social Responsibilities
Observation, Fieldwork, and Student
Please see page 149.
of Teachers: Drug and Alcohol Educa-
Teaching (minimum 4 credits): Ob-
tion/Child Abuse Identification/School
servations in Early Childhood Special
General Pedagogical Core (15 credits):
Violence Prevention TCHL-GE.2999 (0
Education Settings SPCED-GE.2502,
Inquiries in Teaching and Learning III
credits).
Student Teaching in Early Childhood
TCHL-GE.2010, Language and Literacy in
Special Education II SPCED-GE.2904.
the Early Years LITC-GE.2001, Language
Also required for New York State cer-
SPECIFIC ADMISSION
REQUIREMENTS
Electives (8 credits): Student Teaching
and Literacy for the Upper Grades LITC-
in Early Childhood Special Education I
GE.2002, Foundations of Curriculum
To meet certification requirements,
SPCED-GE.2903, others by advisement.
for Diverse Learners SPCED-GE.2051,
students seeking their initial certificate
Culminating Experience (3 credits):
Individuals with Disabilities in Schools
may need liberal arts credits in addition
Integrating Seminar in Early Childhood
and Communities SPCED-GE.2124.
to those taken for their undergraduate
Special Education II SPCED-GE.2512.
Specialized Pedagogical Courses—
degree. Applicants for the M.A. Program
Also required for New York State cer-
Childhood (10 credits): Multicultural
in Early Childhood Special Education
tification is The Social Responsibilities
Perspectives in Social Studying CHD-
leading to initial teacher certification
of Teachers: Drug and Alcohol Educa-
ED-GE.2011, Teaching Math in the
must have completed college-level work
tion/Child Abuse Identification/School
Elementary School, MTHED-GE 2115,
in English, social science, mathemat-
Violence Prevention TCHL-GE.2999 (0
Science Experiment in an Elementary
ics, natural or physical science, and a
credits).
School, SCIED-GE2009, Integrating
Art in Childhood Education, CHDED-
language other than English, as well as
GE 2055, Integrative Seminar I: Study
liberal arts or sciences by the time of
SPECIFIC ADMISSION
REQUIREMENTS
M.A. degree completion. Students may
Candidates must hold or be eligible for
Specialized Pedagogical Courses—
complete liberal arts deficiencies any
provisional or initial certification in early
Special Education (12 credits): Educa-
time before program graduation. For
childhood education.
tion of Children with Special Needs in
a 30-credit concentration in one of the
Childhood Settings SPCED-GE.2161,
admission to the accelerated program,
candidates must have met the liberal
M.A. Programs in Special Education at
Strategies for Working with Children
arts requirements before entering the
the Childhood Level (Grades 1–6
with Emotional/Behavioral Disabili-
program.
These programs are designed to engage
ties SPCED-GE.2108, Assessment and
prospective teachers in thoughtful dis-
Instructional Design for Students with
cussion of and interaction around critical
Mild/Moderate Disabilities SPCED-
See general admission section,
page 187.
contemporary issues in education,
GE.2133, Education of Students with
The M.A. Program in Special Education:
especially in the areas of developmental,
Severe/Multiple Disabilities SPCED-
Early Childhood (SEEC) (30 credits)
linguistic, cultural, and racial diversity
GE.2052.
This program is open to participants
and educational equity. Assuming a
Observation, Fieldwork, and Student
who have a bachelor’s degree and who
person-centered approach to service
Teaching (6 credits): Fieldwork in
hold certification or are eligible for
delivery, NYU students learn to under-
Schools and Other Educational Settings,
certification in early childhood educa-
stand, create, and adapt assessments,
TCHL-GE 2005, Observations in Special
tion. Upon successful completion of the
curricula, and environments in order
Education SPCED-GE.2501, Student
program, participants will be eligible for
to address the spectrum of cognitive,
Teaching in Childhood Education
New York State certification in special
behavioral, and emotional needs of the
CHDED-GE.2901, Student Teaching in
education at the early childhood level
students with whom they will work.
Childhood Special Education II SPCEDGE.2902.
(birth–grade 2).
175
Teaching CHDED-GE.2359.
The Dual-Certification Master’s Degree
Culminating Experience (3 credits):
DEGREE REQUIREMENTS
Program in Childhood Education and
Integrating Seminar in Childhood Spe-
Satisfactory completion of many
Special Education: Childhood (CSEC)
cial Education II SPCED-GE.2508.Also
Department of Teaching and Learn-
(46 credits)
required for New York State certification
ing degrees includes field experiences.
This program is open to participants
is The Social Responsibilities of Teach-
Please see page 149.
who have a bachelor’s degree but who
ers: Drug and Alcohol Education/Child
are not yet certified to teach. Upon
Abuse Identification/School Violence
Specialized Pedagogical Courses (18
successful completion of the program,
Prevention TCHL-GE.2999 (0 credits).
credits): The Young Special Needs Child:
participants will be eligible for New York
Child, Family, and Community I SPCED-
State certification in both general and
GE.2126; The Young Special Needs Child:
special education at the childhood level
SPECIFIC ADMISSION
REQUIREMENTS
Child, Family, and Community II SPCED-
(grades 1–6). Students may complete
To meet certification requirements,
GE.2127; Educating Children with Special
this program on an accelerated, full-time
students seeking their initial certificate
Needs in Early Childhood Settings,
basis in a little more than a calendar
may need liberal arts credits in addition
SPCED-GE.2160; Principles and Practices
year, commencing early in the summer,
to those taken for their undergraduate
of Early Childhood Special Education
followed by fall and spring semesters,
degree. Applicants for the M.A. Program
SPCED-GE.2128; Education of Students
and concluding the following summer.
in Early Childhood Special Education
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
leading to initial teacher certification
DEGREE REQUIREMENTS
Electives (5 credits): Student Teach-
must have completed college-level work
Satisfactory completion of many
ing in Childhood Special Education I
in English, social science, mathemat-
Department of Teaching and Learning
SPCED-GE.2521, Literacy of the Special
ics, natural or physical science, and a
degrees includes field experiences.
Learner SPCED-GE.2055, or others by
language other than English, as well as
Please see page 149.
advisement.
Culminating Experience (3 credits): In-
a 30-credit concentration in one of the
liberal arts or sciences by the time of
General Pedagogical Core (6 credits):
tegrating Seminar in Childhood Special
M.A. degree completion. Students may
Foundations of Curriculum for Diverse
Education II SPCED-GE.2508.
complete liberal arts deficiencies any
Learners SPCED-GE.2051, Individuals
Also required for New York State cer-
time before program graduation. For
with Disabilities in Schools and Com-
tification is The Social Responsibilities
admission to the accelerated program,
munities SPCED-GE.2124.
of Teachers: Drug and Alcohol Educa-
candidates must have met the liberal
Specialized Pedagogical Courses (12
tion/ Child Abuse Identification/School
arts requirements before entering the
credits): Education of Children with
Violence Prevention TCHL-GE.2999 (0
program.
Special Needs in Childhood Settings
credits).
See general admission section,
SPCED-GE.2161, Strategies for Working
Disabilities SPCED-GE.2108, Assessment
SPECIFIC ADMISSION
REQUIREMENTS
The M.A. Program in Childhood
and Instructional Design for Students
Candidates must hold or be eligible
Special Education (SECH) (30 credits)
with Mild/Moderate Disabilities SPCED-
for provisional or initial certification in
This program is open to participants
GE.2133, Education of Students with
childhood education.
who have a bachelor’s degree and who
Severe/Multiple Disabilities SPCED-
hold certification or are eligible for cer-
GE.2052.
tification in childhood education. Upon
Observation, Fieldwork, and Stu-
successful completion of the program,
dent Teaching (minimum 4 credits):
participants will be eligible for New York
Observations in Special Education
State certification in special education
SPCED-GE.2501, Student Teaching in
at the childhood level (grades 1–6).
Childhood Special Education II SPCED-
page 187.
with Children with Emotional/Behavioral
GE.2522.
176
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Teaching and Learning
Program Codirectors
The Doctoral Program in Teaching and
ment of Teaching and Learning, other
ACCREDITATION
Okhee Lee
Learning in the Steinhardt School of
departments in the Steinhardt School,
The Steinhardt School of Culture,
[email protected]
Culture, Education, and Human Develop-
and other schools at NYU; (3) Mentor-
Education, and Human Development’s
ment at New York University aims to
ship in research, teaching, and program
teacher education program has been
Michael Kieffer
prepare first-rate scholars and practitio-
development, including participation
accredited by the Teacher Education
Michael.kieffer@nyu.
ners in teaching and teacher education,
in research and development projects
Accreditation Council (TEAC) for a
edu
curriculum design and evaluation,
that focus on the problems and poten-
period of five years. The accreditation
educational reform, and public policy as
tial of urban schools, urban teachers,
certifies that the Steinhardt teacher
it affects teaching and learning.
and urban youth; (4) An intellectually
education program has provided
focused and interpersonally supportive
evidence that it adheres to TEAC’s
Pless Building,
6th Floor
The program draws on four sources
212-998-5470
of learning: (1) The experience of profes-
community of professors, researchers,
quality principles. The accreditation
steinhardt.nyu.edu/
sional practice that students bring to
and peers.
affirms the claim that NYU Steinhardt
teachlearn/doctoral
their studies, which provides context
uses evidence to develop and improve
and depth of field (For this reason, the
DEGREE REQUIREMENTS
its programs that prepare teachers.
Degrees
program admits only distinguished
This degree requires students to
For more information, contact
Ed.D., Ph.D.
practitioners and prefers applicants who
complete between 48 and 60 cred-
TEAC, One Dupont Circle, Suite 320,
have at least five years of teaching ex-
its of study following matriculation
Washington, DC 20036; 202-466-7236;
Faculty
perience and a master’s degree.); (2) A
(depending on prior experience and
www.teac.org.
Alter, Beck, Carothers,
rich set of courses, seminars, and inde-
coursework). Individual specializations
Cohen, Doucet,
pendent learning experiences available
also have additional requirements.
Eisenstein-Ebsworth,
to program students within the Depart-
Fleisher, Fraser,
Fraser-Abder, Gottlieb,
Jacobs, Kirkland,
Lee, Lejano, Llosa,
Ma, Malczewski,
McCallister, McDonald,
Milne, Nero, Noguera,
Neuman, O’Connor,
Simon, Tang, Trainor,
Turk, Zaslavsky
177
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses
The courses listed
herein are to be
DEPARTMENTAL COURSES/
TCHL-GE
Dissertation Proposal Seminar II
Integrated Arts in Childhood
TCHL-GE.3002* 30 hours: 3 credits. Fall,
Education II
Spring.
CHDED-GE.2055 30 hours: 2 credits.
Field Consultation
Prerequisites: satisfactory completion
Fall, Spring.
TCHL-GE.2000 Minimum of 30 hours
of TCHL-GE.3001 and a completed
per credit: 1–3 credits per term. May
application form.
offered in 2015–2017.
notes to courses
*Registration closed
to special students.
Spring. Hours to be arranged.
Study of Teaching
CHDED-GE.2250 30 hours: 3 credits.
be repeated for total of 6 credits. Fall,
Doctoral Seminar in Curriculum and
Fall.
Instruction
Inquiries in Teaching and Learning III
TCHL-GE.3013 40 hours: 4 credits.
Working with Parents
TCHL-GE.2010 60 hours including
Spring.
CHDED-GE.2297 30 hours: 3 credits.
Summer.
arranged field work; 3 credits. Fall,
Spring, Summer.
Proseminar for Doctoral Students in
Teaching and Learning I and II
Integrating Seminar II: Study of
Applied Research Design
TCHL-GE.3037, 3038 20 hours: 1–3
Teaching
TCHL-GE.2013 30 hours: 3 credits. Fall,
credits. Fall.
CHDED-GE.2010 30 hours: 3 credits.
Fall, Spring.
Spring.
Prerequisites: RESCH.UG.1085,1086, or
Topics in Teaching and Learning:
RESCH.GE.2001, 2002, or equivalent.
Schooling and Race
Multicultural Perspectives in Social
TCHL-GE.3101 30 hours: 3 credits.
Studying
Evaluating Educational Programs
CHDED-GE.2011 30 hours: 2 credits. Fall,
TCHL-GE.2132 30 hours: 3 credits.
Student Teaching in Childhood
Spring.
Education II
Reading Recovery: Related Theory and
Spring.
CHDED-GE.2902 10 weeks, full days: 2
Child Development and the Program in
credits. Fall, Spring.
Childhood Education
Research I
CHDED-GE.2021 30 hours, 20 hours
RDREC-GE.2206 45 hours: 3 credits.
Integrating Seminar in Childhood I:
minimum of field experience: 3 credits,
Fall.
Study of Teaching
plus 20 hours. Fall, Spring.
Prerequisite: LITC-GE.2001 or permission
CHDED-GE.2359 20 hours: 2 credits.
of the instructor.
Fall, Spring.
Reading Recovery: Related Theory and
Independent Study
Research II
CHDED-GE.2300 45 hours per credit:
RDREC-GE.2207 45 hours: 3 credits.
1–6 credits. Fall, Spring, Summer; hours
Student Teaching in Childhood
Spring.
to be arranged.
Education I
Foundations of Curriculum in
Childhood Education
CHDED-GE.2901 10 weeks, half days: 2
Prerequisite: RDREC-GE.2206 or
credits. Fall, Spring.
permission of the instructor.
Research on Urban and Minority
EARLY CHILDHOOD
EDUCATION/ECED-GE
Education
TCHL-GE.2512 30 hours: 3 credits. Fall.
CHDED-GE.2070 45 hours: 3 credits.
Student Teaching in Early Childhood I
ECED-GE.2903 20 full days minimum: 2
Multicultural Perspectives in Social
credits. Fall.
Studying in Early Childhood
The Social Responsibilities of Teachers:
ECED-GE.2012 30 hours: 3 credits. Fall,
Student Teaching in Early Childhood II
Drug and Alcohol Education/Child
Spring.
ECED-GE.2904 20 full days minimum: 3
Abuse Identification/School Violence
credits. Spring.
Prevention
Issues in Early Childhood Education
TCHL-GE.2999 15 hours: 0 credits. Fall,
ECED-GE.2024 30 hours, 15 hours
Spring.
minimum of field experience: 3 credits.
Summer, fall.
Dissertation Proposal Seminar I
TCHL-GE.3001* 30 hours: 3 credits. Fall,
Curriculum in Early Childhood
Spring.
Education: Theory and Methods in
Prerequisites: limited to doctoral
Integrated Curriculum
students in the Steinhardt School
ECED-GE.2037 30 hours: 2 credits. Fall,
of Culture, Education, and Human
Spring.
Development who have achieved
candidacy and have completed at least
Curriculum in Early Childhood
one course in research methodology.
Education: Materials and Practice
ECED-GE.2038 30 hours: 3 credits. Fall,
Spring.
178
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
EARLY CHILDHOOD AND
CHILDHOOD EDUCATION/
CHDED-GE
Writing and Rhetoric
Negotiating the Curriculum
ENGED-GE.2120 30 hours: 3 credits.
Intermediate Expository Writing
Spring.
ENGED-UG.2005 45 hours: 3 credits.
Integrating Seminar in Early Childhood
Fall, Spring.
Education IECED-GE.2002 10 hours per
English Curriculum Implications from
credit: 1–3 credits. Summer, fall.
Contemporary Research
Accompanies field or student teaching
ENGED-GE.2149 30 hours: 3 credits.
Practicum: Individualizing Writing
placement.
Summer.
Instruction
Integrating Seminar in Early Childhood
Current Problems in Educational
Education II
Linguistics
ECED-GE.2003 30 hours: 2 credits. Fall,
ENGED-GE.2233 30 hours: 3 credits.
Practicum: Teaching Expository Writing
Spring.
Spring.
ENGED-GE.2511 Beck. 30 hours: 3
Enrollment limited to 12 students.
ENGED-GE.2101 30 hours: 3 credits. Fall,
Spring.
credits. Spring.
Accompanies field or student teaching
placement.
Developing Curricula in the English
Field Placement in Early Childhood
Language Arts
Doctoral Seminar in Written Discourse
ECED-GE.2255 15 hours: 1–2 credits.
ENGED-GE.2575 30 hours: 3 credits.
ENGED-GE.3919 Beck. 30 hours: 3
credits. Fall (even years).
Fall.
Prerequisite: 55 hours minimum of field
Pluralistic Approaches to Cultural
placement.
Literacy
Core Experiences in Teaching and
ENGED-GE.2577 Kirkland. 30 hours: 3
Research
Science and Social Studies in the Early
credits. Fall.
Master’s Seminar in English Education
Years
ECED-GE.2314 30 hours, 2 credits, Fall,
Language and Linguistics
ENGED-GE.2501 30 hours: 3 credits.
Fall.
Spring.
Language Development and Reading
The Education of Infants and
Literature
Teaching, Research, and
ToddlersECED-GE.2701 30 hours, 3
ENGED-GE.2397 30 hours: 3 credits.
Reflection
credits, Fall, Spring.
Spring (alternating years).
Early Childhood and Elementary
Foundations of Educational Linguistics
Language Arts in the Middle School
Education: Theory and Research
ENGED-GE.2505 Kirkland. 30 hours: 3
ENGED-GE.2041 30 hours: 3 credits.
ECED-GE.3037, 3038 30 hours: 3
credits. Fall, Spring.
Teaching and Learning English
Teaching and Learning English
credits each. Fall, Spring.
Additional Courses
Dramatic Activities in the English
Language Arts in the High School
Classroom
ENGED-GE.2042 30 hours: 3 credits.
ENGED-GE.2507 30 hours: 3 credits.
Independent Study
Spring.
Mentorship in English Education
ENGED-GE.2402 45 hours per credit:
ECED-GE.2300 45 hours per credit: 1–6
credits. Fall, Spring, Summer; hours to
Teaching Reading in the English
1–6 credits. Fall, Spring.
be arranged.
Classroom
Registration by permission of the
For description, see page 173.
ENGED-GE.2509 Beck. 30 hours: 3
sponsoring professor.
credits. Fall.
Student Teaching in English Education:
ENGLISH EDUCATION/
ENGED-GE
Linguistics, Society, and the Teacher
Middle School
ENGED-GE.2515 Kirkland. 30 hours: 3
ENGED-GE.2911 Minimum of 20 days: 4
credits. Fall.
credits.
Curriculum and Instruction
Literature and the Adolescent
Student Teaching in English Education:
Language and Learning Across
Experience
High School
the Curriculum
ENGED-GE.2521 30 hours: 3 credits.
ENGED-GE.2922 Minimum of 20 days:
ENGED-GE.2023 30 hours: 3 credits.
Spring.
4 credits.
Summer.
Doctoral Seminar in Reading and
The English Teacher as Reflective
The Teaching of Language and
Teaching Literature
Practitioner
Literature
ENGED-GE.3014 30 hours: 3 credits.
ENGED-GE.2540 30 hours: 3 credits.
ENGED-GE.2044 30 hours: 3 credits.
Spring (even years).
Fall, Spring.
Summer.
Doctoral Seminar in Educational
Independent Study
Social Contexts and Cultural Studies:
Linguistics
ENGED-GE.2300 45 hours per credit:
Teaching English in the Inner City
TCHL-GE.3017 30 hours: 3 credits. Fall.
1–6 credits. Fall, Spring, Summer; hours
ENGED-GE.2049 Kirkland. 30 hours: 3
to be arranged.
credits.
179
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
ENVIRONMENTAL
CONSERVATION EDUCATION/
ENYC-GE
Foundations of Environmental Thought
Literacy Assessment
LITC-GE.2011 30 hours: 3 credits. Spring.
MATHEMATICS EDUCATION/
MTHED-GE
Prerequisites: LITC-GE.2013 or LITCGE.2015, LITC-GE.2010, LITC-GE.2016,
Curriculum and Assessment in
and LITC-GE.2017.
Secondary Mathematics
MTHED-GE.2007 30 hours: 3 credits.
ENYC-GE.2019 30 hours: 3 credits. Fall.
Literacy Education I: Reading Practices
Fall.
Contemporary Debates in
in Early Childhood and Childhood
Environmental Ethics
LITC-GE.2012 30 hours: 3 credits. Fall,
Research Investigations in Mathematics
ENYC-GE.2020 30 hours: 3 credits.
Spring.
Education
MTHED-GE.2008 30 hours: 3 credits.
Spring.
Literacy Education II: Writing Practices
Environmental Politics
in Early Childhood and Childhood
Explorations in Mathematics–Geometry
ENYC-GE.2021 30 hours: 3 credits.
LITC-GE.2013 30 hours: 3 credits. Fall.
MTHED-GE.2026 15 hours: 1 credit.
Spring.
Literacy Education I: Reading Practices
Explorations in Mathematics–Data and
Final Seminar in Environmental
in Middle Childhood and Adolescence
Chance
Conservation Education
LITC-GE.2014 30 hours: 3 credits. Fall,
MTHED-GE.2027 15 hours: 1 credit.
ENYC-GE.2025 30 hours: 3 credits. Fall,
Spring.
Explorations in Mathematics–Fractions,
Spring.
Literacy Education II: Writing Practices
Decimal, and Percents
Internship in Environmental
in Middle Childhood and Adolescence
MTHED-GE.2028 15 hours: 1 credit.
Conservation Education
LITC-GE.2015 30 hours: 3 credits. Fall.
The Teaching of Rational Numbers,
ENYC-GE.2030 45 hours per credit:
1–12 credits. Fall, Spring; hours to be
Reading and Writing: Foundations
Grades 5–12
arranged.
LITC-GE.2016 30 hours: 3 credits. Fall.
MTHED-GE.2031 45 hours: 3 credits.
Environmental Education: Theory and
Text, Tools, and Culture
Prerequisite/Corequisite:
Practice
LITC-GE.2017 30 hours: 3 credits.
MTHED-GE.2033.
ENYC-GE.2070 30 hours: 3 credits.
Spring.
Fall.
The Teaching of Data Collection and
Spring.
LITERACY EDUCATION/LITC-GE
Practicum in Literacy Education
Analysis, Grades 7–12
(Grades B–6)
MTHED-GE.2032 45 hours: 3 credits.
LITC-GE.2991 48 hours: 2 credits
Prerequisite/Corequisite:
(repeatable for 4 credits). Spring,
MTHED-GE.2033.
Language and Literacy in the Early
Summer.
YearsLITC-GE.2001 30 hours, 15 hours
Prerequisite: LITC-GE.2011.
Fall, Spring.
The Teaching of Secondary School
Mathematics
minimum of field experience: 3 credits.
Practicum in Literacy Education
MTHED-GE.2033 45 hours: 3 credits.
(Grades 5–12)
Summer, fall.
Language and Literacy for Upper
LITC-GE.2992 48 hours: 2 credits
Grades (3–6)
(repeatable for 4 credits). Spring,
Educational Technology in Secondary
LITC-GE.2002 30 hours: 3 credits. Fall,
Summer.
School Mathematics
Spring, Summer.
Prerequisite: LITC-GE.2011.
MTHED-GE.2034 45 hours: 3 credits.
International Literature for Children
Literacy for the Special Learner
LITC-GE.2003 30 hours: 3 credits.
SPCED-GE.2055 30 hours: 3 credits.
Spring.
Spring.
The Teaching of Algebra, Grades 7–12
Prerequisites: LITC-GE.2010, LITC-
MTHED-GE.2035 45 hours: 3 cred-
Critical Reading and Response to
GE.2013 or LITC-GE.2015, LITC-GE.2016,
its. Spring. Prerequisite/Corequisite:
Literature
and LITC-GE.2017 or permission of
MTHED-GE.2033 and MTHED-GE.2031.
LITC-GE.2005 30 hours: 3 credits. Fall.
instructor.
Language as a Basis for Teaching
Organization and Supervision of
MTHED-GE.2036 45 hours: 3 credits.
Reading and Writing
Literacy Programs
Spring. Prerequisite/Corequisite:
LITC-GE.2008 30 hours: 3 credits.
LITC-GE.2065 30 hours: 3 credits.
MTHED-GE.2033 and MATH-UA.270 or
Spring.
Spring, Summer.
equivalent.
Prerequisites: a course in child
Prerequisite: LITC-GE.2011 or permission
development and in the teaching of
of instructor.
Prerequisite/Corequisite:
MTHED-GE.2033.
The Teaching of Geometry, Grades 7–12
reading or permission of instructor.
The Teaching of Pre-calculus and
Trigonometry in High School
MTHED-GE.2037 45 hours: 3 credits.
Language and Literacy Development
Prerequisite/Corequisite: MTHED-
LITC-GE.2010 30 hours: 3 credits. Fall.
GE.2033 and MATH-UA.233,
MATH-UA.235, or equivalent.
180
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Mathematical Content Courses:
Teaching Elementary School
3 credit courses: A study of basic
Mathematics: Problem Solving and
concepts of mathematics related to
Procedures
secondary school from an advanced
MTHED-GE.2116 20 hours: 2 credits.
MULTILINGUAL
MULTICULTURAL STUDIES/
BILED-GE, FLGED-GE,
LANED-GE, TESOL-GE
viewpoint.
Independent Study
Multilingual Multicultural
Selected Topics in Modern Mathematics
MTHED-GE.2300 45 hours per credit:
Studies
I: Number Theory
1–6 credits. Fall, Spring, Summer. Hours
MTHED-GE.2043 30 hours.
to be arranged.
Bilingual Education Programs
Selected Topics in Modern Mathematics
Contemporary Issues in Science and
Foreign Language Education
II: Discrete Mathematics
Mathematics Education: Gender and
MTHED-GE.2044 30 hours.
Ethnicity
Teachers of English to Speakers
SCMTH-GE.2000 30 hours: 3 credits.
of Other Languages (TESOL)
MTHED-GE.2050 45 hours. Fall.
Doctoral Courses
Bilingual Multicultural Education:
Professionalized Subject Matter in
Qualitative Research in Mathematics
BILED-GE.2001 30 hours: 3 credits. Fall,
Mathematics I: Geometry
Education I: Research Design
Spring, Summer.
MTHED-GE.2101 30 hours.
MTHED-GE.3010 30 hours: 3 credits.
Professionalized Subject Matter in
Qualitative Research in Mathematics
and PracticeTESOL-GE.2002 30 hours:
Mathematics II: Linear Algebra
Education II: Guided Data Analysis
3 credits. Fall, Spring, Summer.
MTHED-GE.2102 30 hours.
MTHED-GE.3011 30 hours: 3 credits.
Mathematical Modeling
Learning Theories in Mathematics
MTHED-GE.2103 30 hours.
Education Research
Mathematical Proof and Proving
Theory and Practice
Teaching Second Languages: Theory
Linguistic AnalysisLANED-GE.2003 30
MTHED-GE.3014 30 hours: 3 credits.
Mathematical Investigations and
hours: 3 credits. Fall, Spring, Summer.
Intercultural Perspectives in
Multilingual Multicultural Education
Problem Posing
Mathematics Curriculum Research and
LANED-GE.2005 30 hours: 3 credits.
MTHED-GE.2104 45 hours.
Evaluation
Fall, Spring, Summer.
MTHED-GE.3015 30 hours: 3 credits.
Professional Seminar for Secondary
Teaching Foreign Languages to
School Mathematics
Professional Seminar in Mathematics
Elementary School Children
MTHED-GE.2122 Prerequisite/Corequi-
Education IMTHED-GE.3021 30
FLGED-GE.2018 30 hours: 3 credits.
site: MTHED-GE.2911 or 2922
hours: 3 credits.
Summer only.
History of Mathematics
Professional Seminar in Mathematics
Applied Linguistics in French
MTHED-GE.2061 30 hours: 3 credits.
Education IIMTHED-GE.3022 30 hours:
FLGED-GE.2027 30 hours: 3 credits.
3 credits.
Fall.
Supervision of Mathematics in the
Schools
Advanced Individual Project
MTHED-GE.2135 30 hours: 3 credits.
in Multilingual Multicultural
StudiesFLGED-GE.2039 45 hours per
Student Teaching in Mathematics
credit: 3–6 credits. Fall, Spring, Summer;
Education: Middle and High Schools I
hours to be arranged.
MTHED-GE.2911 A minimum of 20 days:
3 credits. Fall, Spring. Prerequisite/
Teaching Second Languages in a
Corequisite: MTHED-GE.2033.
Technological Society
LANED-GE.2040 30 hours: 3 credits.
Student Teaching in Mathematics
Fall, Spring, Summer.
Education: Middle and High Schools II
MTHED-GE.2922 A minimum of 20
days: 3 credits. Fall, Spring. Prerequisite/
Corequisite: MTHED-GE.2033.
Teaching Elementary School
Mathematics: Foundations and Concept
Development
MTHED-GE.2115 30 hours: 3 credits.
181
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Language Evaluation and Assessment
Student Teaching in Bilingual Education
Independent Study
LANED-GE.2060 30 hours: 3 credits.
(Grades 7–12)
BILED-GE.2300 45 hours per credit.
Fall, Spring.
BILED-GE.2992 20 days minimum: 3
Fall, Spring, Summer; hours to be
credits. Fall, Spring.
arranged
Education (Grades 7–9)
The Second Language Classroom:
Applied Linguistics in Chinese
FLGED-GE.2911 100 hours: 2–3 credits.
Elementary and Secondary Schools
FLGED-GE.2417 30 hours: 3 credits. Fall.
Fall, Spring.
LANED-GE.2201 40 hours: 4 credits.
Closed to nonmatriculated students.
Fall, Spring.
Student Teaching in Foreign Languages
“Supervised Student Teaching.”
Applied Linguistics in Spanish
FLGED-GE.2419 30 hours: 3 credits. Fall.
Other restrictions listed in bulletin under
The Second Language Classroom:
Colleges and Adults
Applied Linguistics in Japanese
Student Teaching in Foreign Languages
LANED-GE.2202 40 hours: 4 credits.
FLGED-GE.2421 30 hours: 3 credits.
Education (Grades 10–2)
Fall, Spring.
Spring.
Linguistics, Literacy, and
Advanced Research Seminar: TESOL/
BilingualismLANED-GE.2203 30 hours:
Foreign Language and Bilingual
3 credits. Summer.
Education
FLGED-GE.2922 20 days minimum for
2-3 credits: Fall, Spring.
The Teaching of Foreign Languages:
LANED-GE2800 30 hours: 3 credits.
Theory and Practice
FLGED-GE.2069 60 hours: 4 credits.
Teaching Second Languages Across
Fall.
Content Areas
Culminating Seminar in Multilingual
LANED-GE.2204 30 hours: 3 credits.
Research and Practice in Academic
Fall, Spring.
English Writing for ELLs
TESOL-GE.2810 30 hours: 3 credits. Fall,
Multicultural StudiesLANED-GE.2099
30 hours: 3 credits. Fall, Spring.
Spring.
Structure of American English
Spring
LANED-GE.2205 30 hours: 3 credits.
Bilingual Exceptional Child
Fall, Spring, Summer.
Spring, Summer.
Second Language Acquisition: Theory
FLGED-GE.2914 10 hours per credit: 1–6
and Research
credits. Fall, Spring, Summer.
Methods of Teaching Language Arts
LANED-GE.2206 30 hours: 3 credits.
and Literacy with a Bilingual Approach
Fall, Spring.
Advanced Chinese for Teachers of
Student Teaching in TESOL (Grades
FLGED-GE.2918 30 hours: 3 credits. Fall,
K–6)TESOL-GE.2901 20 days minimum:
Spring.
3 credits. Fall, Spring.
Doctoral Seminar: Bilingual Education
Chinese I
FLGED-GE.2124 30 hours: 3 credits. Fall.
Advanced Chinese for Teachers of
Field Experience and Seminar in
Foreign Language Teaching
BILED-GE.2110 30 hours: 3 credits.
Summer only.
Workshop in Foreign Language
Education
BILED-GE.2103 30 hours: 3 credits. Fall,
Student Teaching in TESOL (Grades
and TESOL
7–12)TESOL-GE.2902 20 days
LANED-GE.3005, 3006, 3007, 3008 30
minimum: 3 credits. Fall, Spring.
hours for each session: 3 credits. Fall,
Spring.
Chinese II
FLGED-GE.2125 30 hours: 3 credits.
Classroom Observation Seminar in
Spring.
Teaching Second Languages
TESOL-GE.2250 30 hours: 3 credits.
Advanced Spanish for Teachers of
Fall, Spring.
Spanish
FLGED-GE.2128 30 hours: 3 credits.
Teaching EFL in International Settings
Spring.
TESOL-GE.2223 30 hours: 3 credits.
Fall, Spring
Spanish Syntax for Teachers of Spanish
FLGED-GE.2427 30 hours: 3 credits.
Independent Study
Spring
LANED-GE.2300 45 hours per credit.
Fall, Spring, Summer; hours to be
Advanced French for Teachers of
arranged.
French
FLGED-GE.2129 30 hours: 3 credits.
Independent Study
Spring.
TESOL-GE.2300 45 hours per credit.
Fall, Spring, Summer; hours to be
Student Teaching in Bilingual Education
arranged.
(Grades K–6)
BILED-GE.2991 20 days minimum: 3
Independent Study
credits. Fall, Spring.
FLGED-GE.2300 45 hours per credit.
Fall, Spring, Summer; hours to be
arranged.
182
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
SCIENCE EDUCATION/
SCIED-GE
Residency I: Other Contexts
SCIED-GE 2401 20 hours: 2 credits. Fall.
SOCIAL STUDIES EDUCATION/
SOCED-GE
Science Experiences in the Elementary
Data and Assessment for Educators
Developing Strategies That Support
School I
SCIED-GE 2405 30 hours: 3 credits. Fall.
Children’s Social Behavior
SCIED-GE.2009 30 hours: 2 credits.
Fall.
SPCED-GE.2025 30 hours: 3 credits.
Science Curriculum and
Fall, Spring.
Teaching Methods
Science Experiences in the Elementary
SCIED-GE 2420 30 hours: 0-3 credits,
Foundations of Curriculum for Diverse
School II
Fall, Spring.
Learners
SCIED-GE.2010 30 hours: 2 credits.
SPCED-GE.2051 30 hours: 3 credits.
Spring.
Concepts in Modern Science
Summer, fall.
Prerequisite: SCIED-GE.2009.
SCIED-GE 2410 30 hours: 0-3 credits.
Corequisite: SPCED-GE.2124.
Fall, Spring.
Breakthroughs in ScienceSCIEDGE.2018 30 hours: 3 credits. Fall.
Methods I: Teaching of Science in
Education of Students with Severe and
Residency II: Advanced
Multiple Disabilities
SCIED-GE 2402 30 hours: 0-3 credits.
SPCED-GE.2052 30 hours: 3 credits.
Spring, Summer.
Fall, Spring.
Residency II: Specialized
Literacy for the Special Learner
SCIED-GE 2403 30 hours: 2 credits.
SPCED-GE.2055 30 hours: 3 credits.
Spring.
Spring.
Middle Schools
SCIED-GE.2039 45 hours: 3 credits. Fall.
Methods II: Teaching of Science in
High School
Prerequisite: ECED-GE.2012 or at least
6 credits in literacy and permission of
SCIED-GE.2040 45 hours: 3 credits.
Spring.
SOCIAL STUDIES EDUCATION/
SOCED-GE
instructor.
Strategies for Teaching Students with
Using New York City’s Nonformal
Science Resources to Teach Science
Teaching Social Studies in the Middle
Emotional and Behavioral Disabilities
SCIED-GE.2050 30 hours: 3 credits.
and Secondary SchoolSOCED-GE.2042
SPCED-GE.2108 30 hours: 3 credits.
Spring, Summer.
30 hours: 3 credits. Fall, Spring, Summer.
Fall, Spring.
Science Curriculum: Intermediate and
The Social Studies Curriculum:
Secondary Schools
U.S. History
Individuals with Disabilities in Schools
SCIED-GE.2092 30 hours: 3 credits. Fall.
SOCED-GE.2047 30 hours: 3 credits.
and Communities
Fall.
SPCED-GE.2124 30 hours: 3 credits.
Prerequisite: SPCED-GE.2124.
Culminating Seminar: Teacher as
Summer, fall.
Researcher, Reflective Practitioner, and
The Social Studies Curriculum:
Curriculum Developer
World History
The Young Special Needs Child: Child,
SCIED-GE.2100 10 hours: 1 credit.
SOCED-GE.2048 30 hours: 3 credits.
Family, and Community I
Spring.
SPCED-GE.2126 30 hours: 3 credits.
Student Teaching in Science Education:
Summer, fall.
Middle School
Student Teaching in Social Studies
SCIED-GE.2911 A minimum of 20 days:
Education: Middle School
The Young Special Needs Child: Child,
2 credits. Fall, Spring; hours to be
SOCED-GE.2911 140 hours: 3 credits.
Family, and Community II
arranged.
Fall, Spring.
SPCED-GE.2127 30 hours: 3 credits.
Student Teaching in Science Education:
Student Teaching in Social Studies
High School
Education: High School
SCIED-GE.2922 A minimum of 20
SOCED-GE.2922 140 hours: 3 credits.
Principles and Practices in Early
days: 2 credits. Fall, Spring; hours to be
Fall, Spring.
Childhood Special Education
Spring.
Prerequisite: SPCED-GE.2126.
SPCED-GE.2128 30 hours: 3 credits.
arranged.
Culminating Experience: Social Studies
Summer, Spring.
Research Internship in Science/
and History Workshop
Prerequisite: SPCED-GE.2160.
Mathematics for Educators
SOCED-GE.2140 30 hours: 3 credits.
SCMTH-GE.2002 60 hours: 1-6 credits.
Summer.
Humanities and Social Studies
Independent Study
SOCED-GE.2145 30 hours: 3 credits.
SCIED-GE.2300* 45 hours per credit:
Spring.
Residency I: Initial
SPCED-GE.2131 30 hours: 3 credits.
Assessment and Instructional Design
for Students with Mild to Moderate
1–6 credits. Fall, Spring, Summer; hours
to be arranged.
Psychological Foundations of Learning
Disabilities
Summer.
M.A. Seminar in Social Studies
Disabilities
SOCED-GE.2146 30 hours: 3 credits.
SPCED-GE.2133 30 hours: 3 credits.
Fall, Summer.
Prerequisite: SPCED-GE.2161.
SCIED-GE 2400 30 hours: 1-3 credits.
Summer, Fall.
183
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
Courses, continued
Psychological and Educational
Integration Seminar in Special
Assessment in Special Education
Education II
SPCED-GE.2136 30 hours: 3 credits. Fall.
SPCED-GE.2508 30 hours: 3 credits.
Fall, Spring.
Educating Students with Special Needs
Prerequisite: all program coursework
in Early Childhood Settings
preceding student teaching.
SPCED-GE.2160 30 hours: 3 credits.
Fall, Spring.
Integrating Seminar in Early Childhood
Educating Students with Special Needs
SPCED-GE.2511 30 hours: 1–3 credits.
in Childhood Settings
Fall, Spring.
Special Education I
SPCED-GE.2161 30 hours: 3 credits. Fall,
Spring.
Integrating Seminar in Early Childhood
Prerequisite: SPCED-GE.2051.
Special Education II
SPCED-GE.2512 30 hours: 2–3 credits.
Educating Students with Special Needs
Spring, Summer.
in Middle Childhood and Adolescent
Settings
Student Teaching in Special Education
SPCED-GE.2162 30 hours: 3 credits. Fall,
I: Early Childhood (Grades B–2)
Spring.
SPCED-GE.2903 Minimum 20 days: 3
credits. Fall, Spring.
Transdisciplinary Special Educational
Program Development and
Student Teaching in Special Education
Implementation
II: Early Childhood (Grades B–2)
SPCED-GE.2249 30 hours: 3 credits.
SPCED-GE.2904 Minimum 20 days: 3
credits. Fall, Spring, Summer.
Observation in Special Education
SPCED-GE.2501 20 hours of field
Student Teaching in Special Education
experience: 1 credit. Fall.
I: Early Childhood (Grades 1–6)
SPCED-GE.2901 Minimum 20 days: 2
Observation in Early Childhood Special
credits. Fall, Spring.
Education
SPCED-GE.2502 20 hours of field
Student Teaching in Special Education
experience: 1 credit. Fall, Spring.
II: Early Childhood (Grades 1–6)
SPCED-GE.2902 Minimum 20 days:
Integration Seminar in Special
variable 2–3 credits. Fall, Spring.
Education I
SPCED-GE.2507 20 hours: 2 credits.
Fall, Spring.
184
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2015–2017
program in
Rehabilitation
Sciences
An interdisciplinary, inter-professional program
faculty CHAIR: Diana Van Lancker Sidtis
D EG R E E
665 Broadway, 9th Floor | NEW YORK, NY 10010–5615
Ph.D.
TELEPHONE: 212-992-9470 | EMAIL: [email protected]
T
he new and innovative PhD program
CO N TE NTS
Program Features ..........................................185
Degree Requirements...................................185
in rehabilitation sciences unites
traditional rehabilitation health professions in physical and occupational
therapy with art, drama, and music
therapies; applied psychology; communicative
For information about the mission
sciences and disorders; and nutrition. The pro-
and student learning outcomes for
gram prepares scientist-practitioners from these
each of our programs, please see the
and related disciplines to develop theory and
department website.
practice that enhances human performance and
quality of life for people with disabilities.
The PhD program in Rehabilitation Sciences
Notice: The programs, requirements,
is designed to prepare students, with and
and schedules listed herein are subject
without professional degrees, for outstanding
to change without notice. A directory
and fulfilling academic careers in research
of classes is published each term with a
and teaching. Collaborative mentorship is a
current schedule. For the most up-to-date
core component of the program. Students are
schedule changes, please consult ALBERT,
expected to commit to full-time involvement in
NYU’s student information website.
ongoing research in collaboration with one or
more faculty members.
185
program in rehabilitation sciences the steinhardt school of culture, education, and human development bulletin 2015–2017
Program Features
The program in rehabilitation sciences
DEGREE REQUIREMENTS
Additional Degree Requirements
Students in this program must:
uses a biopsychosocial paradigm to
prepare students to become a scientist-
The PhD program in Rehabilitation
practitioner who studies physical,
Sciences comprises a total of 48 credits.
1.Complete all related points as
determined by the program and
mentor with a minimum grade point
cognitive, and psychological conditions
across the developmental continuum
Core Research Methods Courses
average of 3.0 prior to candidacy
in diverse contexts, both nationally and
(18 credits), including:
and in compliance with Steinhardt
globally, and promotes those studies
Research Design and Methodology in
doctoral polices (http://steinhardt.
for better human development and
the Behavioral Sciences I APSY-GE.2073
functioning.
(3 credits),
The curriculum is designed around
Measurement: Classical Test Theory
a rigorous scientific training model
APSY-GE.2140 (3 credits),
that includes advanced courses in
Statistics for the Behavioral and Social
quantitative and qualitative research
Sciences I&II RESCH-GE.2001/2002
through completion of two
design. The core research methodology
(6 credits),
publishable papers, each mentored
component offers cutting-edge applied
Quantitative/Qualitative Research
by a different faculty member at
statistical courses and workshops in
Methods (6 credits). Student selection
the Rusk Institute of Rehabilitation
methods and measurement with options
by interest and advisement but may
Medicine at NYU Langone Medical
for advanced modeling and statistical
include:
Center or the Steinhardt School
analysis relevant to your research
Advanced Modeling I: Topics of Multi-
of Culture, Education, and Human
interests and goals.
variate Analysis RESCH-GE.2004,
Collaborative mentorship is a core
Factor Analysis RESCH-GE.2016,
component of the program. Students
Approaches to Qualitative Inquiry
are expected to commit to full-time
RESCH-GE.2140,
involvement in ongoing research in
Research Using Mixed Methods
collaboration with one or more faculty
ASPY-GE.2835
nyu.edu/doctoral/policies).
2.Meet specialized program standards
in English competency and scholarly
writing.
3.Advance to Doctoral Candidacy
Development.
4.Identify a doctoral dissertation
committee.
5.Fulfill all conditions for filing a
proposal.
6.Register for Doctoral Advisement
DCADV.GE.3400 and appoint a
members, who will also help them plan
coursework, identify sites and resources
Content Area (6 credits), including:
dissertation committee before
throughout the city for your research,
Trans-disciplinary Patient Based
submitting a formal proposal for
and focus their specialization toward a
Management RESCH-GE.300x
dissertation topic.
(3 credits)
The PhD program in Rehabilitation
Independent Study in Bioethics
Sciences is designed to prepare
OT-GE.2300 (3 credits)
review.
7.Complete and defend orally a
doctoral dissertation.
Steinhardt School policy requires all
students, with and without professional
degrees, for outstanding and fulfilling
Electives (18 credits)—Students must
doctoral students to complete their
academic careers in research and
select 18 points from the following
degree requirements within eight years
teaching.
programs by interest and advisement:
of the date of matriculation.
The program consists of 48 credits
Applied Psychology, Occupational
beyond the master’s degree, two
Therapy, Physical Therapy, Music and
publishable papers, and a dissertation.
Performing Arts Professions, Art and Art
With our full-tuition scholarship and
Professions, Communicative Sciences
stipend assistance, you can complete
and Disorders, Nutrition, Food Studies
this degree program in five years or less
and Public Health.
of full-time study.
Research Colloquium (3 credits),
Start Date: Fall semester only
PT-GE.2010
Application Deadline: December 1
Dissertation Proposal Seminar
(3 credits), RESCH-GE.3001
186
program in rehabilitation sciences the steinhardt school of culture, education, and human development bulletin 2015–2017
Admission
Admission to NYU Steinhardt is offered
2. Special (nondegree) students—those
■
Art/Music Portfolio: Most art and
to applicants who hold a bachelor’s
who have filed a special student
music programs require a portfolio or
degree or equivalent international
application and credentials showing
a performance audiotape, videotape,
credentials and who show promise of
that they are qualified to take courses
CD, or DVD for evaluation. Visit the
scholarly achievement. An applicant
but are not degree candidates in
respective program website for
is judged on the basis of a variety
the Steinhardt School of Culture,
of criteria that include academic
Education, and Human Development.
record, letters of recommendation,
Special students must meet the same
by the desired program. Prospective
and academic or professional honors.
minimum requirements for admission
applicants must check the the online
When relevant, an applicant may also
as matriculants. Students not
Graduate Admissions Application
be judged by test scores and practical
intending to matriculate for a degree
Guide for information on supplemental
experience.
and who are classified as special
materials. The guide is located at www.
specific requirements.
■
students must meet the required
Graduate students are classified as
average for admission.
follows:
Special students are permitted to
1. Matriculated (degree) students—
enroll for up to 18 units during their
entire status as a special student.
those who have been accepted for
Supplemental materials if required
steinhardt.nyu.edu/guide.
■
GRE scores: Required for all doctoral
applicants and applicants to the
following master’s programs:
■
study toward a degree or certificate.
Communication (MCC)
student’s first registration. A student
APPLICATION INFORMATION
AND DEADLINES
is not permitted to be matriculated
Information regarding the application
for two degrees or programs at the
process, financial aid, and housing for
same time.
graduate students may be obtained
Matriculation begins with the
Students who hold acceptable
■
M.S. Program in Communicative
Sciences and Disorders (CSDM),
■
M.A. in Education and Jewish
Studies (EDJS)
■
M.A. in Education and Jewish
from the Office of Graduate Admissions,
Studies and Hebrew and Judaic
degrees from regionally accredited
Steinhardt School of Culture, Education,
Studies (Dual Degree: Steinhardt/
institutions may be considered for
and Human Development, New York
matriculation in the Steinhardt School
University, 82 Washington Square East,
of Culture, Education, and Human
3rd Floor, New York, NY 10003-6680;
Development for the degrees of
212-998-5030; steinhardt.nyu.edu/
Master of Arts, Master of Fine Arts,
graduate _admissions.
Master of Music, Master of Science,
GSAS) (EJHJ)
■
M.A. in Teaching French as a
Foreign Language (Joint Degree:
Steinhardt/GSAS) (FLTF)
■
M.A. in Teaching Spanish as a
Foreign Language (Joint Degree:
Doctor of Philosophy, Doctor of
Components of a Degree Application
Education, Doctor of Psychology1,
An application is considered complete
Steinhardt/GSAS) (FLTF)
Doctor of Arts1, Doctor of Physical
and ready for review by the Admissions
Candidates enrolling for the first time
Therapy, Doctor of Professional
Committee when all appropriate
in summer 2016 or fall 2016 to any
Studies, or for the Advanced
materials have been received. The
program leading to initial teacher
Certificates. See also admission
following items are necessary before the
certification will be required to submit
information under individual
committee will review an application:
official scores from the GRE or Miller
programs.
■
Students are advised that
enrollment in other than state-
■
registered or otherwise approved
Completed and signed Application for
Analogies Test (MAT). All other master’s
Graduate Admission
and advanced certificate programs do
Statement of purpose/personal
not require GRE scores. An unofficial
statement
copy of your test scores should
programs may jeopardize their
■
Résumé/curriculum vitae
accompany your graduate application
eligibility for certain student aid
■
Official transcripts in a sealed envelope
materials, and official scores must be
awards. All of the Steinhardt School’s
from each postsecondary school
on file by the deadline before a decision
programs are registered by the New
attended
will be rendered. NYU Steinhardt’s ETS
A $75.00 nonrefundable
institution code is 2556; a departmental
application fee
code is not required. Visit www.gre.org
York State Education Department.
A copy of the State Inventory of
1
M.A. in Media, Culture, and
■
Registered Programs is available for
for more information about the exam.
student review in the Office of the
Visit www.pearsonassessments.com/
Students are currently
Associate Dean for Academic Affairs,
postsecondaryeducation/graduate_
not being admitted
82 Washington Square East, 5th floor.
admissions/mat.html for additional
to this doctoral
program.
187
admissions the steinhardt school of culture, education, and human development bulletin 2015–2017
information on the MAT.
Admission, continued
■
TOEFL scores: The TOEFL exam is
Application Deadlines
required for all applicants whose native
It is always advisable to apply early,
language is not English and who did
since many programs have very firm
International Students
and Applicants with
International Credentials
not receive the equivalent of a four-
deadlines. It is the responsibility of the
NYU Steinhardt encourages applications
year U.S. undergraduate education
applicant to ensure that all materials are
from international students. We offer
from an institution where English is
in the Office of Graduate Admissions by
a diversity of programs that attract
the official language of instruction.
the appropriate deadline. All deadlines
master’s and doctoral candidates from
Applicants holding or completing only
are “in-office” deadlines, not postmark
all over the world. A few important
a graduate degree from an English-
deadlines. Applications filed after the
points for international students:
speaking institution are still required
deadline will be processed as time
to submit a TOEFL score unless the
and space in the program permit. The
graduate program was four or more
Office of Graduate Admissions reserves
mailing time and processing are
years in duration. To clarify: if your
the right to return any application that
required for international credentials,
graduate education was less than
arrives after the deadline. Should any
applicants should have all application
four years in duration at an institution
deadline fall on an official holiday or
materials in the Office of Graduate
where English was the official
weekend, the in-office deadline will be
Admissions well before the
language of instruction, the TOEFL
the next business day.
would still be required. All doctoral
appropriate deadline.
2. Transcripts and Degree Information.
applicants whose native language
Doctoral Programs
You must have the equivalent of a U.S.
is not English must submit scores
Ph.D. and Ed.D. programs (fall only)—
bachelor’s degree to be considered
from the Test of English as a Foreign
Language (TOEFL). An official score
report must be sent to NYU Steinhardt
before the appropriate deadline, using
December 1
D.P.T. entry-level program PTPS
(summer only)—December 1
D.P.S. program OTHS (fall or spring)—
for admission. Candidates holding an
artist diploma may be considered for
the music performance, music theory,
or composition programs. For each
institution code 2556. No department
March 15 for fall or November 1 for
post-secondary school attended, one
code is necessary. Visit www.toefl.org
spring
transcript in the original language
for more information about the exam.
■
1. Apply on time! Because additional
and one English translation are
Recommendation letters: All doctoral
Master’s and Advanced Certificate
required to be submitted with your
applicants must submit three letters of
Programs
application. In determining what items
recommendation. Most master’s and
Deadlines vary by program. Specific
to submit, please understand that
advanced certificate applicants require
dates are posted in the online
the Admissions Committee must be
two letters. Applicants should check
Application Guide located at www.
able to review four elements related
the online Application Guide at www.
steinhardt.nyu.edu/guide. Candidates
to your prior studies: (1) the courses
steinhardt.nyu.edu/guide for more
may also contact Graduate Admissions
taken as part of your studies; (2) the
detailed information relevant to their
at 212-998-5030 or steinhardt.
grades received for those courses;
program of interest.
[email protected].
(3) the actual degree/title conferred;
and (4) the date the degree was
All programs reserve the right to
Spring Semester Programs
conferred/awarded.
request additional information and
Several master’s and advanced
materials if deemed necessary for
certificate programs and the D.P.S.-
requirements, applicants to the M.S.
admission or financial aid consideration.
OTHS review applications midyear in
in clinical nutrition (HOND) who have
the spring semester. To determine if
non-U.S. credentials must present
admission as matriculants in a particular
a program reviews applications in the
a course-by-course evaluation of
program may not take courses as a
spring, please visit the online Graduate
their international credentials along
special student in that program, except
Application Guide at www.steinhardt.
with their completed application. A
where specifically permitted to do so by
nyu.edu/guide.
number of agencies can provide this
Students who have been denied
Due to accrediting and internship
service. NYU Steinhardt recommends
the director of enrollment management,
Summer Study Abroad
World Education Services (www.wes.
For up-to-date information on
org). To locate other independent
eventual matriculation for a master’s
applying for study abroad, prospective
foreign degree evaluation agencies
degree should take note that 18 units of
candidates should visit steinhardt.nyu.
visit www.eatright.org/students/
coursework toward any master’s degree
edu/study_abroad/how_to_apply.
getstarted/international/agencies.
Office of Graduate Admissions.
Special students contemplating
must be completed after matriculation is
established for that degree.
aspx.
3. The Test of English as a Foreign
Applicants with foreign credentials
Language (TOEFL) is mandatory for
and/or nonimmigrant visas should see
all applicants whose native language
below.
is not English or who did not receive
a bachelor’s degree at an Englishspeaking college or university.
Applicants holding or completing only
a graduate degree from an English
speaking institution are still required
to submit a TOEFL score unless the
188
admissions the steinhardt school of culture, education, and human development bulletin 2015–2017
Admission, continued
graduate program was four or more
The American Language Institute
visa from the U.S. government.
years in duration. Other English
of the School of Professional Studies
Heightened security measures may
language proficiency exams such
of New York University offers in-
result in delays in processing your
as the IELTS can not be submitted
tensive courses in English language
I-20 and your student visa request.
for the TOEFL. With the exception
skills. Individuals who wish to obtain
Please apply for these credentials as
of the above-mentioned conditions,
additional information about the
soon as possible, using overnight and
the TOEFL cannot be waived, and
American Language Institute course
express mail whenever possible.
conditional admission is not given to
offerings are invited to contact
Once admitted, international
applicants who have not taken the
them directly: American Language
candidates should visit steinhardt.
TOEFL. Include a copy of your TOEFL
Institute, School of Professional
nyu.edu/welcome/next_steps/ to
score report from Educational Testing
Studies, New York University, 7 East
learn more about the visa process
Service (ETS) if possible with your
12th Street, Room 821 New York, NY
and application for an I-20 (for
application. The official scores must
10003; telephone: 212- 998-7040; fax:
F-1 students) or DS-2019 (for J-1
be reported to the Office of Graduate
212-995-4135; www.scps.nyu.edu/ali;
students), the document needed to
Admissions Office by ETS by the
email: [email protected].
appropriate application deadline.
apply for the F-1 or J-1 visa.
7. New International Student Seminar.
Although we do not have a required
encourages international applicants
New Student Seminar for International
TOEFL score, successful applicants
to investigate scholarship support
Graduate Students (SAHS-GE 2003)
typically score 100 or above on
offered by their home country.
is an opportunity to connect with
the Internet-based test or 600 or
Master’s and advanced certificate
other students while obtaining
above on the paper-based test. Our
applicants who are not U.S. citizens or
valuable information about working
TOEFL test code the ETS is 2556.
permanent residents are not eligible
on- and off-campus, conducting
A department code is not required.
for federal financial aid and typically
library research, navigating New
Visit www.toefl.org for registration
do not receive consideration for
York City and NYU Steinhardt, and
information.
school-based financial aid. Full-time
more. Required of NYU Steinhardt
doctoral applicants, regardless of
international graduate students during
Regardless of the TOEFL score, all
country of citizenship, will receive
their first semester of study. Consult
accepted applicants whose native
consideration for fellowships and
the Office of the Associate Dean for
language is not English or who did
assistantships.
Student Affairs, Pless Hall, 2nd floor,
4. American Language Institute (ALI).
189
5. Financial Aid. NYU Steinhardt
212-998-5065, for further information.
not attend a college or university
6. Visa Information. All international
where English was the language
applicants wishing to obtain the
of instruction are required to
F1 student visa will list “New York
CAMPUS VISITS
take an online English proficiency
University” as the “expected visa
All prospective students are invited to
examination, for an additional fee,
sponsor” on the graduate admissions
visit the New York University campus.
administered by New York University’s
application. When completing your
Many programs host information
American Language Institute (ALI).
admissions application, please be
sessions throughout the academic
Instructions for exam registration are
sure to use your full legal name as it
year. Please call the Office of Graduate
communicated upon acceptance to
appears on your passport. The use of
Admissions at 212-998-5030 or visit
NYU Steinhardt. Depending on your
any other names, such as nicknames,
steinhardt.nyu.edu/graduate_admissions
performance on this examination,
will cause serious delays in applying
to learn of the dates.
you may be required to take non-
for your U.S. visa. All international
credit English coursework before
applicants must have an international
Visitor Information page at www.nyu.
or while you are taking academic
address as their permanent address.
edu/about/visitor-information.html.
coursework in your program of study.
The U.S. government mandates
Such coursework may lengthen the
that international candidates have a
time and expense of graduate study
permanent, international address to
and should therefore be taken into
receive their visa. Please be prepared
account by students and their funding
to pay additional fees for processing
sources.
your I-20 from NYU and your student
admissions the steinhardt school of culture, education, and human development bulletin 2015–2017
For more information, go to NYU’s
Registration and
Advisement
Registration
All degree students are assigned
All special students must meet the
advantage of all opportunities for
approval as a special graduate student
the objective (master’s degree, doc-
securing advice before selecting
is for one semester unless otherwise
torate, or certificate) authorized by
courses.
noted. Extensions may be granted upon
Veterans Affairs with the minimum num-
reapplication. The application form may
ber of units required. The Department
DEGREE STUDENTS
be obtained by contacting the Office
of Veterans Affairs may not authorize al-
Degree students are required to obtain
of Graduate Admissions, Steinhardt
lowance payments for credits that are in
adviser approval prior to registration.
School of Culture, Education, and Hu-
excess of scholastic requirements, that
The adviser assigned to each student
man Development, New York University,
are taken for audit purposes only, or for
is familiar with the requirements and
Pless Hall, 82 Washington Square East,
which nonpunitive grades are received.
opportunities within his or her program
3rd Floor, New York, NY 10003-6680;
of study. The adviser will consult with
212-998-5030. The application may also
assistance in the Office of the University
the individual student concerning (1) the
be downloaded at steinhardt.nyu.edu/
Registrar, 25 West 4th Street, 1st Floor.
selection of courses or where alternate
graduate_admissions.
Since interpretation of regulations
governing veterans’ benefits is subject
VETERANS
to change, veterans should keep in
(3) the methods by which exemptions
Various Department of Veterans Affairs
touch with the Department of Veterans
may be secured. For the most up-
programs provide educational benefits
Affairs or NYU’s Office of the University
to-date and detailed information on
for spouses, sons, and daughters of
Registrar.
requirements and procedures, students
deceased or permanently disabled
should check with their department.
veterans as well as for veterans and
AUDITING 1
By approval and signature, the adviser
in-service personnel, subject to certain
Graduate matriculated students may
attests to the courses selected as
restrictions. Under most programs, the
audit a maximum of two Steinhardt
meeting degree requirements. The
student pays tuition and fees at the time
School of Culture, Education, and
responsibility for meeting the degree
of registration but will receive a monthly
Human Development (-GE) courses per
requirements, however, rests with the
allowance from Veterans Affairs.
term with the approval of the course
Veterans with service-connected dis-
instructor. The total number of credit
abilities may be qualified for educational
and audit courses for full-time students
SPECIAL (NONMATRICULATED)
STUDENTS
benefits under Chapter 31. An applicant
may not exceed 18 units in a given term;
for this program is required to submit to
the total number of credit and audit
Graduates of accredited four-year
the Department of Veterans Affairs a let-
courses for part-time students may not
colleges holding acceptable degrees
ter of acceptance from the college the
exceed 11 units in a given term, nor do
may register as special students in
applicant wishes to attend. On meeting
audit courses count toward full-time
courses for which they meet the
the requirements of Veterans Affairs, the
status. No credit will be given or letter
prerequisites and that are open to
applicant will be given an Authorization
grades recorded, no withdrawals will
special students. Such a student should
for Education (VA Form 22-1905), which
be honored or refunds granted on
submit (with fee) an undergraduate
must be presented to the Office of the
courses so audited. Students receiving
transcript indicating degree conferral
University Registrar, 25 West 4th Street,
any form of financial aid must show
and an application for admission as
before registering for course work.
evidence of full-time credit registration
a special student. Special students
190
Veterans may obtain applications or
in which courses may best be taken, and
student.
Not available to special
students.
All veterans are expected to reach
academic standards of the school. The
choices are possible, (2) the sequence
1
certification of enrollment.
advisers and are urged to take full
Allowance checks are usually sent
before requesting auditing privileges.
are required to meet with the special
directly to veterans by the Department
Tuition remission may not be applied.
student adviser prior to registration.
of Veterans Affairs. Veterans and eligible
Auditing forms may be obtained from
Approval to register as a nondegree
dependents should contact the Office
the Steinhardt Office of Advisement and
student does not imply or guarantee
of the University Registrar each term
Registration Services, Pless Hall, 2nd
admission into a degree program.
for which they desire Veterans Affairs
Floor, and must be filed in the Office
Registration and advisement the steinhardt school of culture, education, and human development bulletin 2015–2017
Registration,
of the University Registrar, 25 West
Eligibility Categories for Full-Time
continued
4th Street, prior to the beginning of
Equivalency
A doctoral candidate may receive
full-time equivalency for working
the third week (fall/spring) or third day
(summer) of the term in question.
5. Supervised Research on Proposal:
1. Required Internship: Students may
on the proposal for a maximum of
receive full-time equivalency for 40
two consecutive years (including the
DROP/ADD AND WITHDRAWAL
POLICIES
hours per week of required internship.
respective summer sessions). The
This category may be prorated:
candidate must have an approved
Courses added without adviser approval
e.g., students may receive 3 units of
chairperson. In all cases, full-time
may be considered as not meeting
equivalency for 10 hours per week of
equivalency may be granted only
degree requirements. Students and
required internship.
if the dissertation committee
faculty are urged to monitor this
Please note: Student teaching does
chairperson attests that the candidate
procedure carefully. Only an official
not fall under the guidelines of an
is doing 40 hours per week of work
adviser is authorized to sign a student’s
internship and is, therefore, not
toward the proposal. If a candidate
drop/add form.
eligible for equivalency.
is doing 20 hours of work per week
toward the proposal, that candidate
Students are permitted to add to
their program during the first two weeks
of regular classes. A student may not
2. Master’s Final Experience/Thesis:
a. A student working 40 hours per
would be eligible for half-time
equivalency.
add a course beyond the end of the sec-
week on a master’s thesis may
ond week of the term with the exception
receive full-time equivalency for
of courses that begin midsemester.
one semester. (This category may
A doctoral candidate who has
Students may register for midsemester
be prorated for a maximum of two
completed all required coursework,
courses prior to the first meeting of the
semesters depending on program
has an approved dissertation
class through the Albert registration
requirements.)
committee, and whose proposal has
system, or a Change of Program Form
b. A student working on a master’s
6. Supervised Research on Dissertation:
been approved may request full-
and must have the approval of the aca-
final project and not registered for
time equivalency if the candidate is
demic adviser.
units of credit for this requirement
working 40 hours per week on the
may receive 3 units of equivalency
dissertation and if clear evidence
for one semester only.
indicates that the student is making
No change in schedule is valid unless
it is reported to the Office of the University Registrar on the forms provided
c. A student working 40 hours per
satisfactory progress toward
or by using the Albert registration
week on a culminating gallery
submission of the dissertation.
system. Change of Program forms may
showing or performance with
A student may receive half-time
be obtained from the program adviser.
verification from the department
equivalency if his or her committee
Courses officially dropped during the
may receive full-time equivalency
chairperson attests that he or she
first three weeks of the term will not
for one semester. (This category
is working 20 hours a week on the
appear on the transcript. Those dropped
may be prorated for a maximum
dissertation.
from the beginning of the fourth week
of three semesters depending on
through the ninth week of the term will
program requirements.)
the ninth week, no one may withdraw
Please note: There can be no full-time
equivalency for students when they
be recorded with a grade of “W.” After
3. Candidacy Examination: A
have full-time employment unless
matriculated student preparing for
they are interns fulfilling a degree
the doctoral candidacy examination
requirement. Students are not eligible
FULL-TIME EQUIVALENCY
may receive 3 units of equivalency for
for equivalency if they are not registered
The University defines full-time
one term only.
for any unit-bearing coursework;
from a course.
therefore, students registered for
coursework to be a minimum of 12
units each term. It is considered to be
4. Supervised Research on Topic for
leave of absence, maintenance of
equivalent to 40 hours of study per
Proposal:
matriculation, or zero-unit courses will
week. Full-time equivalency students
a. A doctoral candidate working on
not be considered for equivalency.
are expected to spend no less than 40
the topic for the dissertation may
Certification of full-time study must be
hours per week on a combination of
receive 3 units of equivalency
determined at the time of registration.
coursework and the items that appear
for one term only if the adviser
The only way in which full-time
below.
certifies that the candidate is doing
equivalency can be officially established
at least 10 hours of research per
is by a fully completed equivalency form
week.
being filed with the Steinhardt Office of
Full-time equivalency status may affect financial aid. Financial aid is based
on billable credit hours (the actual
b. A doctoral candidate enrolled in
Advisememt and Registration Services.
number of credits for which a student
the Dissertation Proposal Seminar
Information relating to both full-time
is enrolled) and not any additional
is eligible for 3 additional units of
and half-time equivalency status may be
approved equivalency credits that a
equivalency.
obtained from the Steinhardt Office of
student is eligible to receive.
Advisement and Registration Services,
Pless Hall, 2nd Floor.
191
Registration and advisement the steinhardt school of culture, education, and human development bulletin 2015–2017
Registration,
LEAVE OF ABSENCE
schools is held in May. Students must
or institution to which the transcript is
continued
Masters and Advanced Certificate
apply for graduation via Albert. A
to be sent
students as well as doctoral students
student must be enrolled for either
in Occupational Therapy (DPS) and
coursework or maintenance of
official transcripts that can be issued to
Physical Therapy (DPT) who are
matriculation during the academic
a student. The student should indicate in
planning a leave of absence are
year of graduation. In order to
his or her request if he or she would like
referred by their adviser to the Office
graduate in a specific semester, you
the University to forward the transcripts
of Counseling and Student Services,
must apply for graduation within the
to the student’s home address, but NYU
Pless Hall, 2nd Floor, (212-998-5065)
application deadline period indicated
still requires the name and address of
to complete an interview as part of the
on the calendar. (Students view the
each institution.
official “leave” process.
graduation deadlines calendar and
Doctoral students who are planning
general information about graduation
Unofficial transcripts are available on
Albert.
a leave of absence are referred by their
on the Office of the Registrar’s
adviser to the Office of Research and
webpage at www.nyu.edu/registrar.)
transcript request through the online
Doctoral Studies, Pless Hall, 5th Floor;
It is recommended that the student
request form, the student will receive
further information can be obtained at
apply for graduation no later than the
email confirmation when the Office of
http://steinhardt.nyu.edu/doctoral/poli-
beginning of the semester in which he
the University Registrar has received the
cies/ and the required form at http://
or she plans to complete all program
student’s signed request form. Contact
steinhardt.nyu.edu/doctoral/forms.
requirements. If the student does not
the office at 212-998-4280.
A leave of absence may not exceed
successfully complete all academic
If the student initiates his or her
Once a final examination period has
two semesters or one academic year.
requirements by the end of the
begun, no transcript will be forwarded
There is no fee for the leave of absence
semester, he or she must reapply for
for any student who is currently enrolled
as there is no access to University facili-
graduation for the following cycle.
in courses until all the student’s final
grades have been received and re-
ties during the period of the leave.
OFFICIAL TRANSCRIPTS
corded. Students must notify the Office
MAINTENANCE OF
MATRICULATION
Official copies of a student’s University
of the University Registrar immediately
transcript can be requested when
of any change of address.
To maintain matriculation in a master’s
a stamped and sealed copy of the
degree or advanced certificate program,
student’s University records is required.
grades at the end of each semester via
a candidate is required to complete at
Requests for official transcripts require
Albert, NYU’s Web-based registration
least one 3-unit course each academic
the signature of the student requesting
and information system. Albert can
year at New York University, under
the transcript. Currently, we are not
be accessed via NYUHome at home.nyu.
the auspices of the Steinhardt School
accepting requests for a transcript by
edu.
of Culture, Education, and Human
email.
Students are able to access their
students must pay a maintenance
by either (1) completing the online
fee per academic year. All course
request form at www.nyu.edu/registrar/
INFORMATION ON HOW TO
REQUEST ENROLLMENT
VERIFICATION
requirements must be completed within
transcript-form.html and mailing or fax-
Students can view and print their own
six years from the date of matriculation.
ing the signature page (recommended
enrollment certification directly from
Continuous matriculation is required.
method) or (2) writing a request letter
Albert using integrated National
(See Tuition, Fees, and Expenses, page
(see below) and mailing or faxing the
Student Clearinghouse student portal.
165.)
completed and signed letter. Our fax
This feature can be accessed from the
number is 212-995-4154; our mailing
“Enrollment Certification” link on the
the exception of Physical Therapy (DPT)
address is New York University, Office
Albert homepage. Eligible students
and Occupational therapy (DPS) stu-
of the University Registrar, Transcripts
are also able to view and print a Good
dents, are not eligible for maintenance
Department, P.O. Box 910, New York, NY
Student Discount Certificate, which
of matriculation (see page 179).
10276-0910.
can be mailed to an auto insurer or any
A transcript may be requested
Development. In lieu of such completion,
Please note: Doctoral students, with
There is no charge for academic
PERMITTED COURSE LOADS
transcripts.
Writing a Request Letter: A request
A full-time graduate student may
other company that requests proof
of status as a good student (based
on cumulative GPA). This feature is
register for a minimum of 12 units per
letter must include all of the following
available for students in all schools
term. The maximum number permitted
information:
except the School of Law.
Verification of enrollment or
any student is 18 units (16 units in
summer). Graduate students registering
■
University ID Number
graduation may also be requested by
for fewer than 12 units who wish to
■
Current name and any other name
submitting a signed letter with the
under which you attend/attended NYU
following information: University ID
establish full-time status should consult
their advisers for specific regulations
■
Current address
number, current name and any name
governing such procedures. (See Full-
■
Date of birth
under which the student has attended
Time Equivalency, above.)
■
School of the University you attend/
NYU, current address, date of birth,
attended and for which you are
school of the University attended, dates
requesting the transcript
attended, date of graduation, and the
GRADUATION APPLICATION
192
There is no limit for the number of
Students may officially graduate
■
Dates of attendance
full name and address of the person or
in September, January, or May. The
■
Date of graduation
institution to which the verification is to
Commencement ceremony for all
■
Full name and address of the person
be sent. Requests should be submitted
Registration and advisement the steinhardt school of culture, education, and human development bulletin 2015–2017
Registration,
to the Office of the University Registrar,
ARREARS POLICY
DIPLOMA ARREARS POLICY
continued
Transfer and Certification Department,
The University reserves the right to deny
Diplomas of students in arrears will be
New York University, P.O. Box 910, New
registration and withhold all information
held until their financial obligations to
York, NY 10276-0910. Or students can
regarding the record of any student who
the University are fulfilled and they have
fax their signed request to 212-995-4154.
is in arrears in the payment of tuition,
been cleared by the Office of the Bursar.
Students must allow seven business
fees, loans, or other charge (including
Graduates with a diploma hold may
days from the time the Office of the
charges for housing, dining, or other
contact the Office of the Bursar at 212-
University Registrar is in receipt of a
activities or services) for as long as any
998-2806 to clear arrears or to discuss
request. To confirm receipt of a request,
arrears remain.
their financial status at the University.
ATTENDANCE
If a student repeats a course in which he
to probation. Students who have two
Regulations governing required or
or she had received a failing grade, all
consecutive probationary terms will be
voluntary class attendance in the
grades are counted in the average; the
subject to dismissal.
school are determined by individual
lower grade, although it does not count
departments and instructors.
towards the degree, is not removed
students must contact our office at
212-998-4280. Currently we are not
accepting requests for certification by
email.
Advisement
from the transcript.
The lowest passing graduate grade
is D.
A general average of 2.5 is required
CHANGE OF PROGRAM AND/
OR DEGREE OBJECTIVE
Note: F grades and all other permanent
for the master’s degree, and a general
grades may not be changed unless the
average of 3.0 is required for the sixth-
Students who are changing their
original grade resulted from a clerical
year Certificate of Advanced Study and
program and/or degree objective
error.
doctoral degrees.
must complete the appropriate forms
Note: There are no A+, D-, or F+ grades.
Note: Students taking “-GG,” “-GH,”
and “-GC” courses in other graduate
available from the Office of Graduate
Admissions, Pless Hall, 3rd Floor.
W = Official withdrawal. Courses
divisions of NYU are urged to check
Students who are changing from one
officially dropped during the first
with the appropriate school for details
program or concentration to another
three weeks of the term will not
of their grading policies because they
within the same department or from
appear on the transcript. Those
may differ from those of the Steinhardt
one department to another department
dropped from the beginning of
School of Culture, Education, and
within the Steinhardt School of Culture,
the fourth week through the ninth
Human Development.
Education, and Human Development
week of the term will be recorded
must submit an Internal Transfer Form
with a grade of “W.” After the
INDEPENDENT STUDY 1
and submit all appropriate documents
ninth week, no one may withdraw
It should be noted that independent
for the desired program. Students
from a course.
study requires a minimum of 45 hours
desiring a change of degree must
R = Registered paid auditor, not
graded.
submit a new Application for Graduate
of work per unit. Independent study
cannot be applied to the established
Admission and the appropriate
P
= Pass, not counted in average.
professional education sequence in
documents for the desired degree.
I
= Term paper or other work or
teaching curricula.
Students who are transferring from
final examination lacking (grade
NYU Steinhardt to another school at
given only with the permission
established its own maximum credit
New York University (GSAS, Stern, etc.)
of the instructor); may be made
allowance for independent study. This
must file an application and appropriate
up within time limits (see note
information may be obtained from a
documents with the admissions office of
below). If not made up, grade
student’s program adviser.
the appropriate graduate division.
lapses to F
Each departmental program has
Prior to registering for independent
study, each student should obtain an
GRADES
1
Not available to special
students.
193
Independent Study Approval Form from
The scale of grades is based on a 4-unit
Note: “-GE” courses: A grade of “I” must
the adviser; this form will provide a title
scale as follows:
be removed within the time limit set
to the independent study (it is not a
by the instructor; which limit may not
registration form). When completed, this
A = 4.0 units
C = 2.0 units
exceed one semester after the close
form must be submitted to the Office
A- = 3.7 units
C- = 1.7 units
of the course. Students with 9 credits
of the University Registrar, 25 West 4th
B+ = 3.3 units
D+ = 1.3 units
or more of I on their transcripts at any
Street.
B = 3.0 units
D = 1.0 units
given semester will be considered as
B- = 2.7 units
F = 0 units
not making satisfactory progress in their
C+ = 2.3 units
programs of study and will be subject
Registration and advisement the steinhardt school of culture, education, and human development bulletin 2015–2017
Advisement, continued
PASS/FAIL OPTION 1
to the end of the fifth week of the term
been counted toward another degree.
Matriculated students have the option
(fall/spring) or the fifth day of the term
Forms for approval of transfer credit are
to take courses on a pass/fail basis. The
(summer).
available in the Office of Advisement
and Registration Services. All transfer
maximum of such courses is determined
by the program but may not exceed 25
STUDY ABROAD
credit must be approved by the program
percent of the student’s total program.
Students may fulfill a limited number
adviser.
The student is responsible for adherence
of their course requirements through
to these regulations.
various study abroad programs.
Courses that are departmentally des-
Such programs are offered through
ignated as pass/fail shall not be included
the Office of Academic Initiatives and
in the 25 percent pass/fail option open
Global Programs (for further information,
to students. This pass/fail option can be
visit www.steinhardt.nyu.edu/studyabroad
applied only to“-GA”, “-GE” and “-GG”
or call the office at 212-992-9380).
For additional information, see
graduate study/general requirements
beginning on page 175.
courses. Once this option is utilized,
Not available to special
students.
1
such a decision cannot be changed nor
TRANSFER OF CREDIT
will the letter grade be recorded. The
Permission to study or to accept work
lowest passing graduate grade is D. An
taken in an institution outside of New
F grade is counted in the average. Pass/
York University must be obtained for
fail grades are not considered “weighted
graduate students from their program
grades.” Pass/fail option forms may be
advisor. Transfer credit may be accepted
obtained from the Office of Advise-
only from accredited colleges and
ment and Registration Services, Pless
universities. Coursework must have been
Hall, 2nd Floor, and must be filed in the
completed within the last 10 years with
Office of the University Registrar prior
a grade of B or better and may not have
University Policies
POLICIES CONCERNING
PLAGIARISM
of his or her ideas. In particular, it is the
considered among the most serious
responsibility of the student to learn the
of offenses. (See NYU Steinhardt’s
The Bylaws of the University define the
proper forms of citation: directly copied
Statement on Academic Integrity in the
educational conduct of students to be
material must always be in quotes;
Steinhardt School of Culture, Educa-
under faculty jurisdiction. Given this
paraphrased material must be acknowl-
tion, and Human Development Student
charge, the Steinhardt School of Culture,
edged; and even ideas and organization
Handbook.)
Education, and Human Development
derived from another’s work must be
has established the following guidelines
acknowledged. The following defini-
DISCIPLINE
to avoid plagiarism, a form of academic
tion of plagiarism has been adopted by
Students are expected to familiarize
misconduct.
the faculty members of the Steinhardt
themselves and to comply with the rules
School of Culture, Education, and Hu-
of conduct, academic regulations, and
man Development:
established practices of the University
Students in the process of learning
acquire ideas from others and exchange
ideas and opinions with classmates,
else’s work as though it were your
Education, and Human Development. If,
occurs in reading, writing, and discus-
own. More specifically, plagiarism is
pursuant to such rules, regulations, or
sion.
to present as your own: a sequence of
practices, the withdrawal of a student is
words quoted without quotation marks
required before the end of the term for
required—to build their own work upon
from another writer; a paraphrased
which tuition has been paid, a refund
that of other people, just as professional
passage from another writer’s work;
will be made according to the standard
researchers and writers do. Giving credit
facts or ideas gathered, organized,
schedule for refunds.
to someone whose work has helped
and/or reported by someone else, orally
one’s own is courteous and honest.
and/or in writing.
Plagiarism, on the other hand, is a form
194
and the Steinhardt School of Culture,
professors, and others. This exchange
Students are expected—and often
1
Adapted from Expository
Writing Program,
“Statement on Plagiarism,”
New York University,
undated, mimeographed.
—Plagiarism is presenting someone
—Since plagiarism is a matter of
GRADUATE COMMISSION
The voting membership of the
of fraud. Proper acknowledgment marks
fact, not of the student’s intention,
commission is composed of the dean
the difference.1
it is crucial that acknowledgment of
and an elected faculty member from
A hallmark of the educated student
sources be accurate and complete. Even
each of the schools offering a graduate
is the ability to recognize and acknowl-
where there is no conscious intention to
program as well as academic officers
edge when information is derived from
deceive, the failure to make appropriate
from the central administration. Each
others. The Steinhardt School of Culture,
acknowledgment constitutes plagiarism.1
school is also represented by a member
Education, and Human Development
NYU Steinhardt imposes heavy
expects that a student will be scru-
penalties for plagiarism in order to
pulous in crediting those sources that
safeguard the degrees that the Uni-
have contributed to the development
versity grants. Cases of plagiarism are
of its student body.
Registration and advisement the steinhardt school of culture, education, and human development bulletin 2015–2017
UNIVERSITY POLICY ON
PATENTS
of the Department of Public Safety
Students offered research opportunities
President for Public Safety. Under no
are reminded that inventions arising
circumstances, other than at a public
from participation in such research are
safety storage area, may approved
governed by the University’s Statement
simulated firearms be stored in any
of Policy on Patents, a copy of which
University-owned, -leased, or -controlled
may be found in the Faculty Handbook
facilities.
in a location designated by the Vice
or obtained from the dean’s office.
CAMPUS SAFETY
NEW YORK UNIVERSITY
WEAPONS POLICY
The Department of Public Safety
New York University strictly prohibits
telephone: 212-998-2222;
the possession of all weapons, as
212-998-2220 (TTY).
described in local, state, and federal
is located at 7 Washington Place;
New York University’s annual Campus
statutes, that includes, but is not limited
Security Report includes statistics for
to, firearms, knives, explosives, etc., in
the previous three years concerning
and/or around any and all University
reported crimes that occurred on
facilities—academic, residential, or
campus, in certain off-campus buildings
other. This prohibition extends to all
or property owned or controlled by
buildings—whether owned, leased, or
NYU, and on public property within or
controlled by the University, regardless
immediately adjacent to the campus.
of whether the bearer or possessor
The report also includes institutional
is licensed to carry that weapon. The
policies concerning campus security,
possession of any weapon has the
such as policies concerning sexual
potential of creating a dangerous
assault, drugs, and alcohol. You can
situation for the bearer and others.
obtain a copy of the current report by
The only exceptions to this policy
are duly authorized law enforcement
contacting Thomas Grace, Director of
Community Standards and Compliance
personnel who are performing official
Administration, 768 Broadway, Room
federal, state, or local business and
768, or by visiting the following
instances in which the bearer of the
website: www.nyu.edu/life/safety-
weapon is licensed by an appropriate
health-wellness/be-safe/public-safety/
licensing authority and has received
crime-reports-statistics.html.
written permission from the executive
vice president of the University.
NEW YORK UNIVERSITY
SIMULATED FIREARM POLICY
New York University strictly prohibits
simulated firearms in and/or around any
and all University facilities—academic,
residential, or other. This prohibition
extends to all buildings, whether owned,
leased, or controlled by the University.
The possession of a simulated firearm
has the potential of creating a
dangerous situation for the bearer and
others.
The only exceptions to this policy
are instances in which (1) the bearer
is in possession of written permission
from a dean, associate dean, assistant
dean, or department head and (2) such
possession or use of simulated firearms
is directly connected to a University- or
school-related event (e.g., play, film
production). Whenever an approved
simulated firearm is transported from
one location to another, it must be
placed in a secure container in such
a manner that it cannot be observed.
Storage of approved simulated
firearms shall be the responsibility
195
Registration and advisement the steinhardt school of culture, education, and human development bulletin 2015–2017
Tuition, Fees, and
Expenses
When estimating the
Following is the schedule of fees estab-
Office of the Bursar and the Office of
Doctor of Physical Therapy (D.P.T.)
cost of a university
lished by the Board of Trustees of New
the University Registrar has confirmed
tuition, see page 117.
education, students
York University for the years 2013–2015.
eligibility.
should consider
The Board of Trustees reserves the right
two factors: (1) the
to alter this schedule without notice.
total cost of tuition,
Note that the registration and
GENERAL FEES AND EXPENSES
DIPLOMA ARREARS POLICY
Basic Health Insurance Benefit Plan
Diplomas of students in arrears will be
(full-time domestic students automati-
fees, and materials
services fee covers memberships, dues,
held until their financial obligations to
cally enrolled; any student can select1, 2):
related to a particular
etc., to the student’s class organization
the University are fulfilled and they have
Annual.......................................................$1,360
program plus costs
and entitles the student to membership
been cleared by the Bursar. Graduates
Fall term........................................................ 525
directly related to the
in such university activities as are
with a diploma hold may contact the
Spring term (coverage
choice of living style
supported by this allocation and to
Office of the Bursar at 212-998-2806 to
(dormitory, apartment,
receive regularly those university and
clear arrears or to discuss their financial
commuting costs);
college publications that are supported
status at the University.
and (2) financial aid
in whole or in part by the student
that may be available
activities fund. It also includes the
GRADUATION
not register in the
from a variety of
University’s health services, emergency
No candidate may be recommended
preceding term)................................... 368
sources.
and accident coverage, and technology
for a degree until all required fees have
fees.
been paid. The University cannot be
Comprehensive Health Insurance
responsible for the inclusion in the
Benefit Plan (international students
This section
provides information
The act of registering generates
for the spring and
summer terms)..................................... 835
Summer term (only
for students who did
on both of these
related tuition and fee charges for
current official graduation list of any
automatically enrolled;1, 2 all others can
distinct but related
which you are financially responsible.
candidate who makes payment after
select):
topics.
The Office of the Bursar is located at
the first day of May, September, or
Annual........................................................$2,132
25 West 4th Street. Checks and drafts
January for degrees in May, September,
Fall term........................................................ 823
are to be drawn to the order of New
or January, respectively. Following the
Spring term (coverage
York University for the exact amount
payment of all required fees, and on
of the tuition and fees required. In the
approval of the faculty, the candidate
case of overpayment, the balance is
will be recommended for the degree as
refunded upon request by filing a refund
of the date of the next regular meeting
for students who did
application in the Office of the Bursar.
of the University Board of Trustees at
not register in the
which the awarding of degrees is a part
preceding term)................................... 576
A fee will be charged if payment is
not made by the due date indicated on
account is subject to an interest charge
Stu-Dent Plan (dental service through
TUITION
Tuition per unit, per term.................. $1,538
Holders of New York State Tuition
Assistance Program Awards will be
allowed credit toward their tuition fees
NYU’s College of Dentistry):
Initial Enrollment.....................................$225
Spouse/Partner.......................................... 225
of 12 percent per annum from the first
day of class until payment is received.
summer terms).................................. 1,309
Summer term (only
of the order of business.
the student’s statement.
The unpaid balance of a student’s
for the spring and
Fall term 2015
Dependent...................................................... 80
Nonreturnable registration................ $470
Renewal.......................................................... 185
and services fee, first unit
Late tuition payment fee
Nonreturnable registration ................... 66
in the amount of their entitlement,
and services fee, per unit, for
provided they are New York State
registration after first unit
(other than late registration).............25
Penalty fee...................................................... 10
residents enrolled on a full-time basis
and they present with their schedule/
Spring term 2016
1
bill the Award Certificate for the
Nonreturnable registration................ $470
2
applicable term.
Students who receive awards after
and services fee, first unit
Nonreturnable registration..................... 66
Waiver option available.
Students automatically enrolled in the
Basic Plan or the Comprehensive Plan
can change between plans or waive the
registration will receive a check from
and services fee, per unit,
plan entirely (and show proof of other
the University after the New York State
for registration after first unit
acceptable health insurance).
payment has been received by the
196
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2015–2017
Tuition, Fees, and
Application fee for admission:
Expenses, continued
Graduate degree (nonreturnable,
see page 176)........................................ $75
SUBJECT-RELATED/COURSE-RELATED FEES
All course fees are to be paid when registering for:
Graduate special student status
(nonreturnable), payable one
Subject Area
Cost time only (see page 176).................$75
GEARSAMFA
$350 Studio Art
Deposit upon graduate acceptance,
GEARSMMA
$350 Photo Lab
depending on the program,
GEARSTDA
$350 Studio Art
(nonreturnable).................. $200 to 750
GEARSTMA
$350 Course Number
Cost Sections
Late registration
Additional fee payable by any student
permitted to register
commencing with the
second week of classes.................... $25
commencing with the
fifth week of classes............................. 50
Maintenance of matriculation
(per semester )................................. $300
(master’s DPS, DPT, and sixth-year
students only; doctoral students
should consult page 190.)
Duplicate rating sheet ..............................$2
Makeup examination................................$20
SUBJECT-RELATED/
COURSE-RELATED FEES
See table at right
DOCTORAL ADVISEMENT FEE
Doctoral students should consult page
190.
DEFERRED PAYMENT PLAN
The Deferred Payment Plan allows you
to pay 50 percent of your net balance
due for the current term on the payment
due date and defer the remaining 50
percent until later in the semester. This
plan is available to students who meet
the following eligibility requirements:
■
Matriculated and registered for 6 or
more units
■
Without a previously unsatisfactory
University credit record
■
Not in arrears (past due) for any
University charge or loan
The plan includes a nonrefundable
application fee of $50, which is to be
included with the initial payment on the
payment due date.
Interest at a rate of 1 percent per
month on the unpaid balance will be
assessed if payment is not made in full
by the final installment due date.
A late payment fee will be assessed
on any late payments.
197
Type Studio Art
Type Art & Art Professions
ART-GE 2514
$120ALLUrban Glass
ART-GE 2582
$120ALLUrban Glass
ART-GE 2771
$350ALL
Studio Art
ART-GE 2772
$350ALL
Studio Art
ART-GE 2773
$350ALL
Studio Art
ART-GE 2774
$350ALL
Studio Art
ART-GE 2775
$350ALL
Studio Art
ART-GE 2776
$350ALL
Studio Art
Studio Art
ART-GE 2777
$350ALL
ART-GE 2778
$350ALL
Studio Art
ART-GE 2780
$350ALL
Studio Art
ART-GE 2782
$350ALL
Studio Art
ART-GE 2783
$350ALL
Studio Art
ART-GE 2783
$350ALL
Studio Art
ART-GE 2784
$350ALL
Studio Art
ART-GE 2785
$350ALL
Studio Art
ART-GE 2786
$350ALL
Studio Art
ART-GE 2787
$350 ALL
Studio Art
ART-GE 2788
$350ALL
Studio Art
ART-GE 2791
$350ALL
Studio Art
ART-GE 2793
$350 ALL
Studio Art
ART-GE 2794
$350ALL
Studio Art
Music & Performing Arts Professions
MPABR-GE 2334
$105 ALLPrivate Lesson
MPAJZ-GE 2026
$100ALL
MPAJZ-GE 2078
$235 ALLTickets
Recital
MPAJZ-GE 2370
$105 ALLPrivate Lesson
MPAME-GE
$100 ALLRecital
MPAPE-GE 2026
$100 ALLRecital
MPAPE-GE 2356
$105 ALLPrivate Lesson
MPAPS-GE 2334
$105 ALLPrivate Lesson
MPASS-GE 2111
$105 ALLPrivate Lesson
MPASS-GE 2112
$105 ALLPrivate Lesson
MPASS-GE 2121
$100 ALLRecital
MPATC-GE 2026
$100 ALLRecital
MPATC-GE 2321
$105 ALLPrivate Lesson
MPATC-GE 3026
$100 ALLRecital
MPAVP-GE 2111
$105 ALLPrivate Lesson
MPAVP-GE 2113
$105 ALLPrivate Lesson
MPAVP-GE 2121
$100 ALLRecital
MPAVP-GE 2410
$105ALLPrivate Lesson
MPAWW-GE 2334
$105 ALLPrivate Lesson
Occupational Therapy
OT-GE 2003
$50 ALLLab
Physical Therapy
PT-GE 2120
$65 ALLLab
GEPTPSDPTVariable DPT Flat Rate
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2015–2017
Tuition, Fees, and
Expenses, continued
WITHDRAWAL AND REFUND
OF TUITION
Withdrawal within the second calendar
application and agreement is required
for each semester this plan is used. The
A student who for any reason finds it
.................................................70% tuition only
Deferred Payment Plan application will
impossible to complete a course for
be available at www.nyu.edu/bursar/
which he or she has registered should
Withdrawal within the third calendar
forms in July for the fall semester and in
consult with an academic adviser and
week from the opening date of the term December for the spring semester.
file a completed Change of Program
................................................. 55% tuition only
A separate deferred payment plan
For additional information, please
week from the opening date of the term .
form with the Office of the Bursar.
visit the Office of the Bursar website
(Note: An official withdrawal must be
Withdrawal within the fourth calendar
at www.nyu.edu/bursar/payment.info/
filed if a course has been canceled,
week from the opening date of the term plans.html or call 212-998-2806.
and, in this case, the student is entitled
................................................. 25% tuition only
to a refund of tuition and fees paid.)
TUITIONPAY PLAN
Withdrawal does not necessarily entitle
Withdrawal after completion of the
TuitionPay (formerly called AMS)
the student to a refund of tuition
fourth calendar week of the term
is a payment plan administered by
paid or a cancellation of tuition still
..................................................................... NONE
SallieMae. The plan is open to all NYU
due. A refund of tuition will be made
students with the exception of the SCPS
provided such withdrawal is filed within
Please note: A student may not
noncredit division. This interest-free plan
the scheduled refund period for the
withdraw from a class during the last
allows for all or a portion of a student’s
term (see schedule below as well as
three weeks of the fall or spring term
educational expenses (including tuition,
the separate schedule for Intensive
or the last three days of each summer
fees, room, and board) to be paid in
Weekend Graduate Study).
session.
monthly installments.
Merely ceasing to attend a class does
Exceptions to the published refund
not constitute official withdrawal, nor
schedules may be appealed in writing
consists of one large lump sum payment
does notification to the instructor. A stop
to the refund committee of the school
due at the beginning of each semester
payment of a check presented for tuition
and should be supported by appropriate
(August for the Fall semester and Janu-
does not constitute withdrawal, nor
documentation regarding the circum-
ary for the Spring semester). TuitionPay
does it reduce the indebtedness to the
stances that warrant consideration of an
is a budget plan that enables a family to
University. The nonreturnable registration
exception. Exceptions are rarely granted.
spread payments over the course of the
and services fee and a penalty of $20 for
Students who withdraw should review
academic year. By enrolling in this plan,
a stopped payment must be charged in
the “Refunds” page on the Office of the
you spread your fall semester tuition
addition to any tuition not canceled.
Bursar’s website: www.nyu.edu/bursar.
The traditional University billing cycle
payments over a four-month period
The date on which the Change of
Federal regulations require adjust-
(June through September) and your
Program form is filed, not the last date
ments reducing financial aid if a student
spring semester tuition payment over
of attendance in class, is considered the
withdraws even after the NYU refund
another four-month period (November
official date of withdrawal. It is this date
period. Financial aid amounts will be
through February).
that serves as the basis for computing
adjusted for students who withdraw
any refund granted the student.
through the ninth week of the semester
With this plan, you budget the cost
The refund period (see schedule be-
and have received any federal grants or
deducting any financial aid you will be
low) is defined as the first four calendar
loans. This adjustment may result in the
receiving and/or any payments you have
weeks of the term for which application
student’s bill not being fully paid. NYU
made directly to NYU.
for withdrawal is filed. The processing of
will bill the student for this difference.
refunds takes approximately two weeks.
The student will be responsible for pay-
of your tuition and/or housing, after
A nonrefundable enrollment fee of
ment of this bill before returning to NYU
$50 is required when applying for the
fall and spring TuitionPay plan. You must
Refund Period Schedule (Fall and
and will remain responsible for payment
enroll in both the fall and spring plans.
Spring Terms Only)
even if he or she does not return to
Monthly statements will be mailed by
This schedule is based on the total
NYU.
TuitionPay, and all payments should
applicable charge for tuition excluding
be made directly to them. For addi-
nonreturnable fees and deposits.
For any semester a student receives
any aid, that semester will be counted
in the satisfactory academic progress
tional information, contact TuitionPay at
800-635-0120 or visit the NYU Bursar
Withdrawal on or before the official
standard. This may require the student
website at www.nyu.edu/bursar/pay-
opening date of the term and for the
to make up credits before receiving any
ment.info/plans.html.
first two weeks of the semester....... 100%
further aid.
(100% of tuition and fees)
Withdrawal of all courses on the second
day after the official opening date of
1
the term through the end of the first
and services fee is not returnable
calendar week1. ....................................... 100%
beginning with the second day after the
(100% of tuition only)
official opening date of the term.
It should be noted that the registration
The first calendar week consists of the
first seven (7) calendar days beginning
with the official opening date of the
term (Note: not the first day of the class
meeting).
198
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2015–2017
Financial Aid
New York University believes that
HOW TO APPLY
Renewal Eligibility
students should be able to choose the
Students must submit the Free
Financial aid awards are not auto-
college that offers them the best range
Application for Federal Student Aid
matically renewed each year. Continuing
of educational opportunities. In order
(FAFSA), and later, New York State
students must submit a FAFSA each
to make that choice possible, New York
residents must also complete the New
year by the NYU deadline, continue
University attempts to aid students who
York State Tuition Assistance Program
to demonstrate financial need,
are in need of financial assistance.
(TAP) application. (The TAP application
make satisfactory progress toward
is available on the Internet when using
degree requirements, and be in good
to help students meet the difference
FAFSA on the Web. See www.nyu.edu/
academic standing.
between their own resources and the
financial.aid/tap.html.)
Financial aid is awarded in an effort
cost of education. All awards are subject
The FAFSA (available online at www.
Withdrawal
to availability of funds and the student’s
fafsa.ed.gov) is the basic form for all
Students should follow the official
demonstrated need. Renewal of as-
student aid programs; be sure to com-
academic withdrawal policy described
sistance depends on annual reevaluation
plete all sections. Students should give
in this bulletin. Those receiving federal
of a student’s need, the availability of
permission on the FAFSA for application
aid who withdraw completely may be
funds, the successful completion of the
data to be sent directly to New York
billed for remaining balances resulting
previous year, and satisfactory progress
University (NYU’s federal code number
from the mandatory return of funds to
toward completion of degree require-
is 002785).
ments. In addition, students must meet
Students requiring summer
the U.S. government. The amount of
federal aid “earned” up to that unit is
the published filing deadlines. Detailed
financial aid must submit a summer aid
determined by the withdrawal date and
information on financial aid is available
application in addition to the FAFSA
a calculation based on the federally
with the admission application and is
and TAP application. The application
prescribed formula. Generally, federal
also available on the Office of Financial
becomes available in February and can
assistance is earned on a pro rata basis.
Aid website, www.nyu.edu/financial.aid.
be obtained from the NYU Financial Aid
website at www.nyu.edu/financial.aid.
UNIVERSITY-SPONSORED AND
ADMINISTERED PROGRAMS
based on financial need. However, it is
ELIGIBILITY
Through the generosity of its alumni
frequently possible to receive a combi-
To be considered for financial aid,
and other concerned citizens, as well
nation of awards based on both. Thus,
students must be officially admitted
as from funds supplied by the federal
University scholarships or fellowships
to NYU or matriculated in a degree
government, the University is able
may be granted by themselves or in
program and making satisfactory
to provide an extensive financial aid
conjunction with student loans or Fed-
academic progress toward degree
program for its students. Awards are
eral Work-Study employment. To ensure
requirements. Students in certain
competitive and based on academic
that maximum sources of available sup-
certificate or diploma programs may
achievement, test scores, and, in most
port will be investigated, students must
also be eligible for consideration.
cases, financial need.
apply for financial aid by the appropri-
Generally, University-administered aid is
ate deadline.
awarded to full-time students. Half-time
Scholarships and Grants
students (fewer than 12 but at least
Scholarships and grants awarded by the
cial aid award must inform the NYU
6 units per semester) may be eligible
school generally range from $500 to full
Office of Financial Aid or the Office of
for a federal Stafford Student Loan or
tuition.
Graduate Admissions if he or she sub-
a federal PLUS Loan, but they must
sequently decides to decline all or part
also maintain satisfactory academic
of that award. To neglect to do so may
progress.
Many awards are granted purely on
the basis of scholastic merit. Others are
A student who has received a finan-
Part-Time Employment
Wasserman Center for Career
prevent use of the award by another
student. If a student has not claimed his
Citizenship
Development. Most financial aid award
or her award (has not enrolled) by the
In order to be eligible for aid both
packages include work-study. This
close of regular (not late) registration
from NYU and from federal and state
means that students are eligible to
and has not obtained written permission
government sources, students must
participate in the Federal Work-Study
from the Office of Financial Aid and the
be classified either as U.S. citizens or
Program and may earn up to the
Office of Graduate Admissions for an
as eligible noncitizens. Students are
amount recommended in their award
extension, the award will be canceled,
considered to be eligible for financial aid
package. Work-study wages are paid
and the student may become ineligible
if they meet the criteria listed on NYU’s
directly to the student on a biweekly
to receive scholarship or fellowship aid
Financial Aid website at www.nyu.edu/
basis and are normally used for books,
in future years.
financial.aid.
transportation, and personal expenses.
Determination of financial need is
It is not necessary to be awarded
also based on the number of credits
work-study earnings in order to use the
for which the student indicates he or
services of the Wasserman Center. All
she intends to register. A change in
students may use the center as soon
registration therefore may necessitate
as they have paid their tuition deposit
an adjustment in financial aid.
and may also wish to use the center as
a resource for summer employment.
199
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2015–2017
Financial AId,
Extensive listings of both on-campus
current students in the M.A. Program in
work to help school children acquire
continued
and off-campus jobs are available. The
Higher and Postsecondary Education.
literacy and/or math skills. Tutors need
Wasserman Center for Career Develop-
For information, contact the Program in
not be enrolled in a teacher preparation
ment is located at 133 East 13th Street,
Higher and Postsecondary Education,
program or have prior tutoring
2nd Floor; 212-998-4730.
Steinhardt School of Culture, Education,
experience, but they must be able to
New York City. As one of the largest
and Human Development, New York
make a minimum weekly commitment
urban areas in the world, New York City
University, Pless Hall 82 Washington
of six hours in blocks of no less than
offers a wide variety of opportunities
Square East, 7th Floor, NY 10003-6674;
two hours during the school day (8:30
for part-time work. Many students work
212-998-5656.
a.m.–3:00 p.m.). Tutors must have a
Federal Work-Study Program allotment
in order to gain experience in a field
that they wish to enter after graduation
The Juventud Española de Brooklyn
determined on the basis of the FAFSA.
and to help meet educational expenses.
Scholarship. This scholarship was
For more information, please visit
Many employers list positions with
established to provide financial
steinhardt.nyu.edu/americareads.
NYU’s Wasserman Center for Career
assistance to matriculated students
Development.
who intend to earn a degree that will
NYU STEINHARDT SCHOOLSPONSORED PROGRAMS
and/or language. Individuals interested
STEINHARDT doctoral
FELLOWS PROGRAM AND
RESEARCH ASSISTANTSHIPS
in applying for this scholarship should
The Steinhardt School offers all full-time
Application deadlines, criteria, award
forward a letter of interest, an official
Ph.D. students a complete funding and
amounts, and other detailed information
transcript of previous college work, and
mentoring program. The Steinhardt
for school-based scholarships and
two letters of recommendation to the
Fellows program is designed to help
fellowships may be found on the
Office of the Associate Dean for Student
Ph.D. students undertake full-time
Graduate Admissions website at
Affairs, Steinhardt School of Culture,
study and research, to participate
steinhardt.nyu.edu/financial_aid.
Education, and Human Development,
in superior academic and scholarly
New York University, Pless Hall, 2nd
experiences, and to complete their
SCHOLARSHIPS
Floor, 82 Washington Square East, New
studies in a timely manner. Depending
There are a number of scholarships
York, NY 10003-6680. The letter of
on the student’s program of study and
available to both master’s and doctoral
interest should show evidence of the
degree requirements, financial support
students and for full-time and part-time
seriousness of purpose the applicant has
includes two or three years of full tuition
study. Scholarships typically provide
to teach Hispanic culture and language.
and fees and a generous living stipend
enable them to teach Hispanic culture
of $25,000 through the completion
partial tuition support, and decisions are
scholarships include the following:
UNIVERSITY FELLOWSHIPS
AND ASSISTANTSHIPS
Full-Time Study
Resident Assistantships. Resident
and completion of their dissertation.
21st Century Scholarships
assistants are student paraprofessional
In addition, each of the school’s
Steinhardt Graduate Study Scholarships
staff members living on individual floors
academic departments has developed
NYU Opportunity Scholarships
and assigned areas in each resident
a set of benchmarks and milestones,
Deans Opportunity Scholarships
hall. Resident assistants are the first
such as conference presentations,
Next Step Scholarships
resource for residents concerning
exhibitions, authored manuscripts, grant
Peace Corps Returnee Scholarships
roommate relations, programming
submissions, and sample syllabi, that
Historically Black Colleges and
information, referrals to other offices
faculty mentors help their students
or staff, or general information
achieve in order to prepare them
about the University, the city, or the
academically and professionally for
neighborhood. Resident assistants are
postdoctoral work.
based on merit and need. School-based
of the student’s required coursework,
and one to three years with a $15,000
scholarship to support the development
Universities (HBCU) Scholarships
Health Professions Opportunity
Scholarships
carefully selected and trained to provide
support and assistance. The application
alternatively be appointed to a Research
Centennial Scholarships
and selection process for this highly
Assistantship. Research Assistants are
Jonathan Levin Urban Education
selective leadership position begins late
funded by external grants and work
in the fall term. Students interested in
with a principal investigator on a funded
becoming resident assistants should
research project. Unlike Steinhardt Fel-
contact the Office of Residential
lows, RAs agree to work 20 hours per
Internship in Student Personnel
Life and Housing Services, New York
week on an ongoing research project,
Administration. The Program in Higher
University, 726 Broadway, 7th Floor, New
typically with a team of faculty and
and Postsecondary Education offers
York, NY 10003 212-998-4600; www.
other students. Steinhardt Fellows may
paid internships in a variety of student
nyu.edu/residential.education/staff/rali.
become Research Assistants when
Scholarships
Mayor’s Graduate Scholarship Program
Steinhardt faculty win funding for proj-
personnel positions at NYU and at area
200
Selected doctoral students may
Part-Time Study
colleges. Interns enroll in three courses
NYU’s America Reads/Counts. NYU’s
per term and work 20 hours per week
program is the largest in the nation. This
for compensation, which includes
is an excellent opportunity for graduate
are awarded a full funding package and
various contributions of stipend,
students to earn money while working in
are assigned to a faculty mentor. There
tuition, and room and board. Internship
a rewarding job. Under the supervision
is no special application for this funding
candidates must be applicants to or
of classroom teachers, NYU students
program.
ects that require research assistance.
All admitted full-time Ph.D. students
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2015–2017
Financial AId,
OTHER SOURCES OF AID
continued
State Grants and Fellowships
may be obtained from the student’s
for you. If you wish to utilize these loans,
New York State and other states offer
regional office of the Department of
you must accept them on the Albert
a variety of grants (see the Higher
Veterans Affairs or by visiting www.
Student Center and follow the instruc-
Education Services Corporation website:
va.gov. Additional guidance may be
tions given. If you wish to borrow an
www.hesc.com). Although application
obtained from the Office of the Univer-
amount lower than suggested, you may
is made directly to the state and grants
sity Registrar, 25 West Fourth Street,
indicate the specific amount when you
are awarded by the state, the amount
1st Floor.
are accepting the loan on your Albert
Applications and further information
Student Center.
each student is expected to receive is
A variety of additional, private
estimated and taken into account by
Loans
the University when drawing up the
If you have applied for financial aid, and
(non-federal) alternative loans are
student’s financial aid package. All
are eligible, you will be able to access
also available from individual lending
applications for state scholarship aid
your award package via the Financial
institutions. Please think carefully about
should be filed at least two months
Aid section on your Albert Student
your obligations as a borrower before
before bills are due or by the deadline
Center, where you will have the option
pursuing any educational loan. Consider
the state specifies, whichever is earlier.
to accept or decline the award.
your educational investment at NYU as
A financial aid package at NYU may
well as your long-term financial commitments when borrowing.
New York State Tuition Assistance
suggest several types of loans for which
Program. Legal residents of the state of
a student is eligible, based on certain
New York who are enrolled in a full-time
criteria (such as anticipated units/cred-
Federal Direct Subsidized/
degree program of at least 12 units a
its, housing status, financial need, etc.)
Unsubsidized Loan program.
term, or the equivalent, may be eligible
and, for campus-administered loans, the
Undergraduate students may qualify
for awards under this program. The
availability of funds. Some Federal Loan
for both subsidized and unsubsidized
award varies depending on income and
Programs, such as the Perkins Loan,
Stafford loans (please note Graduate
tuition cost.
Health Professions Student loan, and
student will be eligible only for unsubsi-
Nursing Loan, allocate limited funds to
dized loans). The interest on the Federal
so via a FAFSA application. For more
New York University for campus-based
Direct Subsidized Loan is paid by the
information about TAP, visit www.nyu.
disbursement and administration. NYU
U.S. Government while the student is
edu/bursar/loans.awards/tap.html.
will require you to complete a promis-
in school and remains enrolled at least
States Other Than New York. Some
sory note to ensure appropriate loan
half-time. The Federal Direct Unsubsi-
students from outside New York State
disbursement and corresponding credit
dized Loan terms and conditions are
may qualify for funds from their own
on your bursar bill. Promissory notes
the same as the subsidized loan, with
state scholarship programs that can be
are posted to the Albert Student Center
the exception, that the federal govern-
used at New York University. Contact
for eligible students in July/August,
ment does not pay the interest while
your state financial aid agency (call
and must be printed, completed, and
the student is in school; instead, the
800-433-3243 to get its telephone
returned to the Office of Financial Aid.
interest is accrued and added to the
number and address) to ask about
Applicants for the spring semester will
principal of the loan upon payment. For
program requirements and application
receive notice on the Albert Student
details about Federal Direct Subsidized/
procedures. When you receive an
Center in January/ February. If, once
Unsubsidized Loans see www.nyu.edu/
eligibility notice from your state
the semester begins and you were
admissions/financial-aid-and-schol-
program, you should submit it to the
awarded one of these loans, and you did
arships/types-of-financial-aid.html or
New York University Office of Financial
not receive credit on your tuition bill,
www.nyu.edu/admissions/financial-aid-
Aid in advance of registration.
you should contact or visit the Office
and-scholarships/federal-direct-loans.
of Financial Aid to review your file to
html.
Students applying for TAP must do
Scholarships and Grants from
determine if all the necessary docu-
Other Organizations
ments are on file. In addition, please
Federal Direct PLUS Loan program.
In addition to the sources of gift aid
be sure to keep your mailing address
The Federal Direct PLUS Loan is
described above, students may also
current on your Albert Student Center,
available to parents of dependent un-
be eligible for a private scholarships
via NYUhome.)
dergraduate students and to qualifying
or grants from an outside agencies or
201
and are the amount that NYU will certify
Other federal loans are secured and
graduate and professional students. Di-
organizations. Some sources to explore
disbursed to the student in cooperation
rect PLUS loans help pay for education
are employers, unions, professional
with the U.S. Department of Educa-
expenses up to the cost of attendance
organizations, and community and
tion. Your award package may include
minus all other financial aid received.
special interest groups.
information about Federal Direct Loans.
The U.S. Department of Education will
This means that you may be eligible for
evaluate the borrower’s credit his-
Veterans Benefits
the type and amount of loan(s) speci-
tory to determine if they are eligible to
Various programs provide educational
fied, based upon the information we
utilize this loan. Interest is accruing and
benefits for spouses, sons, and
have about you at the time the award is
charged annually for this loan. If the
daughters of deceased or permanently
offered. It does not mean you will auto-
borrower’s has adverse credit history,
disabled veterans as well as for veterans
matically receive the loan(s), but rather
they may be denied this loan. Borrowers
and in-service personnel who served on
informs you of your current eligibility
may contact the Department of Educa-
active duty in the United States Armed
and how to apply. The suggested loan
tion at 1-800-848-0979 for additional
Forces after January 1, 1955. In these
amounts on your Albert Student Center
information.
programs the amount of benefits varies.
are the maximum you are eligible for
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2015–2017
Financial AId,
Private (non-federal) alternative loan
continued
programs.
A private (nonfederal) loan may be a financing option for students and families
who are not eligible for federal aid or
who need additional funding beyond the
maximum amounts offered by federal
loans. For more information on private
alternative loan visit our website: www.
nyu.edu/financial.aid/private-loans.php
Federal Work Study
Most financial aid award packages
include Federal Work-Study. This means
that students may earn up to the
amount recommended in their financial
aid award package. Work-Study is not
deducted from your Bursar bill. Workstudy wages are paid directly to the
student on a biweekly basis and are
normally used for books, transportation, and personal expenses. Students
may look for employment through the
Wasserman Center for Career Development. The Wasserman Center for Career
development is located at 133 East 13th
Street, 2nd floor, and the phone number
is 212-998-4730.
It is not necessary to be awarded
work-study earnings in order to use the
services of the Wasserman Center. All
students may use the center as soon as
they have paid their tuition deposit and
may also wish to use the center as a
resource for summer employment.
Extensive listings of both on-campus
and off-campus jobs are available.
Employee Education Plans
Many companies pay all or part of
the tuition of their employees under
tuition refund plans. Employed students
attending the University should ask
their personnel officers or training
directors about the existence of a
company tuition plan. Students who
receive tuition reimbursement and NYU
employees who receive tuition remission
from NYU must notify the Office of
Financial Aid if they receive this benefit.
202
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2015–2017
Student Activities/
School and
University Services
The Office of the Associate Dean
process. Our goal is to enrich the
The staff works closely with the aca-
for Student Affairs (Pless Hall, 2nd
educational experience and embody
demic units of the school in facilitating
floor, 212-998-5025, steinhardt.nyu.
the school’s concern for all phases of
the advisement process and other
edu/studentaffairs) is integral to the
student development and the diversity
policies and procedures that derive
school’s educational mission of human
of student needs.
from faculty and school actions such
development, collaborating with faculty,
The Office of Student Affairs includes
as student academic progress, student
other school and University offices, and
the Office of Counseling and Student
discipline, student awards and honors,
students to provide programs, services,
Services, the Office of Advisement and
and the New Student Seminars.
and opportunities that are responsive to
Registration Services, Teacher Certifica-
the dynamic nature of the educational
tion, and Special Student Advisement.
School Services
OFFICE OF COUNSELING AND
STUDENT SERVICES
The Office of Counseling and Student
are directed to the Office of Global
Services works collaboratively with
Services, 561 La Guardia Place, ground
Jeanne Bannon, Director
student services and activities offered
floor.
Pless Hall, 2nd floor, 212-998-5065
throughout the University. The profes-
E-mail: [email protected]
sional staff serves in an advisory capacity
to the Graduate Student Organization.
Counseling Services
The Graduate Student Organization
(GSO) develops programs, activities,
educational, and career development
INTERNATIONAL STUDENT
SERVICES
within a diverse undergraduate
The Office of Counseling and Student
social, and professional needs of its
and graduate student body while
Services provides liaison services and
constituency. The GSO is governed
complementing the excellence of the
assists in the guidance and advisement
by an executive board of officers
academic program, a professional
of international students (Pless Hall,
and representatives from each
staff offers a range of individual and
2nd Floor; 212-998-5065). The Office
department at NYU Steinhardt. The
group counseling, as well as skills
of Counseling and Student Services
GSO, in conjunction with the USG
development workshops and seminars.
is responsible for overseeing the
(Undergraduate Student Government),
This staff includes on-site counselors
New Graduate Student Seminar for
funds student-initiated projects and
from the Student Health Center and
International Students (SAHS-GE.2003),
plays an active role in the governance
the Wasserman Center for Career
a required noncredit course that meets
of the school and University and is
Development.
for eight weeks during the student’s
responsible for appointing students to
first semester at the school. The seminar
serve on designated school/University
Student Services
assists in orienting new students to the
committees.
Student services include recruitment
services and requirements of the school,
activities for prospective students,
the University, and the New York City
obtained by contacting the GSO
orientation programs for new students,
community.
Office in Pless Hall, 3rd floor; 212-998-
To help promote healthy personal,
preadvisement, cocurricular workshops,
school receptions, and student colloquia.
203
GRADUATE STUDENT
ORGANIZATION
For all matters pertaining specifically
and services to help meet the cultural,
Additional information may be
5351; [email protected].
to student visas, international students
Student Activities/School and University Services the steinhardt school of culture, education, and human development bulletin 2015–2017
SPECIAL AWARDS FOR
EXCELLENCE AND SERVICE TO
THE SCHOOL
DOCTORAL DISSERTATION
GRANT
The Office of Student Affairs administers
UNDERGRADUATE AND
MASTER’S STUDENTS
RESEARCH/CREATIVE
PROJECTS AWARD
special awards for scholarship and
Outstanding undergraduate and gradu-
for a Doctoral Dissertation Grant to
service to the school. Nominations
ate students in the Steinhardt School
support travel, data collection, and/or
for these awards are solicited from
of Culture, Education, and Human
writing associated with their dissertation
all members of the NYU Steinhardt
Development are invited to apply for
research. Grants are up to $1,000 and
community. The John W. Withers
the Dean’s Grants for Student Research
are faculty sponsored. For details and to
Memorial Award and the E. George
Competition. Graduate students may
download an application, visit steinhardt.
Payne Memorial Award are awarded
be awarded up to $1,000 to explore a
nyu.edu/research/student.
to graduating seniors and graduate
faculty-sponsored independent research
students who have shown evidence
project or a specific component of thesis
of exemplary scholarship and service
or dissertation work, e.g., instrument
to the school. The Ida Bodman Award
development and/or validation or a
The Doctoral Student Travel Fund assists
and the Samuel Eshborn Service Award
pilot study. Proposed research must be
students with expenses associated
are given on the basis of the quality
conducted within the time specified and
with presenting papers at scholarly and
of service that a student has given to
must adhere to guidelines established by
professional conferences. The fund will
the school. The Arch Award is given to
the University Committee on Activities
offer reimbursement for a maximum
undergraduate and graduate students
Involving Human Subjects. Grant recipi-
of $500. Reimbursement is limited to
based on the unique and beneficial
ents are expected to submit a written
expenses for travel, food, lodging, and
quality of their cumulative record of
report once research is completed, in-
conference fees. Doctoral students are
service to their fellow students, faculty,
cluding the question under investigation,
encouraged to apply by completing
and administration of the school.
research methods, results, conclusions,
the Doctoral Student Travel Fund
Information regarding applications
and how the monies from the Dean’s
form, which is available in the Office of
and a complete listing of awards and
Grant were used. Grant recipients are
Research, 82 Washington Square East,
deadlines for awards can be found at
also expected to present their findings
5th Floor. Requests will be considered,
steinhardt.nyu.edu/graduation/awards.
at the Dean’s Grants to Support Student
as funds are available. For details
Research Colloquium. For details and to
and to download an application, visit
download an application, visit steinhardt.
steinhardt.nyu.edu/research/student.
Doctoral students with approved
doctoral proposals are invited to apply
DOCTORAL STUDENT TRAVEL
GRANTS
nyu.edu/research/student.
University Services and Student Activities
STUDENT ACTIVITIES
Ticket Central Box Office
Palladium Athletic Facility
Student Resource Center
Telephone: 212-998-4949
140 East 14th Street
Kimmel Center for University Life
Website: www.nyu.edu/ticketcentral
Telephone: 212-992-8500
60 Washington Square South, Suite 210
Skirtball Center
Website: www.nyu.edu/
Telephone: 212-998-4411
566 La Guardia Place
palladiumathleticfacility
nyu.edu
ALUMNI ACTIVITIES
BOOKSTORES
Website: www.nyu.edu/src
Office for University Development and
Main Bookstore
Alumni Relations
726 Broadway
Center for Student Activities,
25 West Fourth Street, 4th Floor
Telephone: 212-998-4667
Leadership, and Service
Telephone: 212-998-6912
Website: www.bookstores.nyu.edu
Kimmel Center for University Life
Email: [email protected]
60 Washington Square South, Suite 704
Website: alumni.nyu.edu
Email: student.resource.center@
Telephone: 212-998-4700
Computer Store
726 Broadway
Email: [email protected]
ATHLETICS
Telephone: 212-998-4672
Website: www.osa.nyu.edu
Department of Athletics, Intramurals,
Email: [email protected]
and Recreation
Website: www.bookstores.nyu.edu
Program Board
Kimmel Center for University Life
60 Washington Square South, Suite 707
Telephone: 212-998-4984
Email: [email protected]
Fraternity and Sorority Life
Jerome S. Coles Sports and
Recreation Center
CAREER SERVICES
181 Mercer Street
Wasserman Center for Career
Telephone: 212-998-2020
Development
Email: [email protected]
133 East 13th Street, 2nd Floor
Website: www.nyu.edu/athletics
Telephone: 212-998-4730
Kimmel Center for University Life
Fax: 212-995-3827
60 Washington Square South, Suite 704
Website: www.nyu.edu/
Telephone: 212-998-4710
careerdevelopment
Email: [email protected]
204
Student Activities/School and University Services the steinhardt school of culture, education, and human development bulletin 2015–2017
COMPUTER SERVICES AND
INTERNET RESOURCES
Insurance
Telephone: 212-443-1020
RELIGIOUS AND SPIRITUAL
RESOURCES
Information Technology Services (ITS)
Email: [email protected]
Catholic Center
10 Astor Place, 4th Floor (Client
Website: www.nyu.edu/shc/about/
371 Sixth Avenue/Avenue of the
Services Center)
insurance.html
Americas
Telephone Help Line: 212-998-3333
Website: www.nyu.edu/its
Telephone: 212-9981065
Pharmacy Services
Website: washingtonsquarecatholic.org
Telephone: 212-443-1050
COUNSELING SERVICES
Website: www.nyu.edu/shc/
Edgar M. Bronfman Center for Jewish
Counseling and Behavioral Health
medservices/pharmacy.html
Student Life–Hillel at NYU
7 East 10th Street
Services (CBH)
726 Broadway, Suite 471
HOUSING
Telephone: 212-998-4114
Telephone: 212-998-4780
Office of Residential Life and
Website: www.nyu.edu/bronfman
Email: [email protected]
Housing Services
Website: www.nyu.edu/counseling
726 Broadway, 7th Floor
Protestant Campus Ministries
Telephone: 212-998-4600
Kimmel Center for University Life
DINING
Fax: 212-995-4099
60 Washington Square South,
NYU Campus Dining Services
Email: [email protected]
Room 207
Telephone: 212-995-3030
Website: www.nyu.edu/Life/living-at-nyu
Telephone: 212-998-4711
Website: www.protestantministrynyu.
Website: www.nyudining.com
Office of Off-Campus Housing
com
DISABILITIES, SERVICES FOR
STUDENTS WITH
4 Washington Square Village
(corrner of Mercer and Bleecker)
Hindu Students Council
Henry and Lucy Moses Center for
Telephone: 212-998-4620
Website: www.nyu.edu/clubs/hsc
Students with Disabilities
Website: www.nyu.edu/Life/living-at-
726 Broadway, 2nd Floor
nyu/off-campus-living
The Islamic Center
Kimmel Center for University Life
Telephone: 212-998-4980
(voice and TTY)
Summer Housing
60 Washington Square South,
Website: www.nyu.edu/csd
Telephone: 212-998-4621
Room 207
Website: www.nyu.edu/summer
Telephone: 212-998-4712
HEALTH
Website: www.icnyu.org
726 Broadway, Suite 402
INTERNATIONAL STUDENTS
AND SCHOLARS
Spiritual Diversity Network
Telephone: 212-443-9999
Office for International Students and
Telephone: 212-998-4956
Website: www.nyu.edu/999
Scholars (OISS)
Email: [email protected]
Wellness Exchange
561 La Guardia Place
Student Health Center (SHC)
Telephone: 212-998-4720
For a complete list of student religious
726 Broadway, 3rd and 4th Floors
Email: [email protected]
and spiritual clubs and organizations at
Telephone: 212-443-1000
Website: www.nyu.edu/oiss
NYU, visit www.osa.nyu.edu/clubdocs/
website.php.
Website: www.nyu.edu/health
Counseling (see Counseling and
LESBIAN, GAY, BISEXUAL, AND
TRANSGENDER STUDENTS
SAFETY ON CAMPUS
Behavioral Health Services, above)
Office of Lesbian, Gay, Bisexual, and
Department of Public Safety
Transgender Student Services
7 Washington Place
Emergencies and After-Hours Crisis
Kimmel Center for University Life
Telephone: 212-998-2222;
Response
60 Washington Square South, Suite 602
212-998-2220 (TTY)
•For a life- or limb-threatening
Telephone: 212-998-4424
Email: [email protected]
Email: [email protected]
Website: www.nyu.edu/public.safety
emergency, call 911.
•For a non-life-threatening emergency,
Website: www.nyu.edu/lgbt
call Urgent Care Services at SHC,
call the NYU Department of Public
MULTICULTURAL EDUCATION
AND PROGRAMS
Safety, 212-998-2222.
Center for Multicultural Education and
212-443-1111. When the SHC is closed,
•For mental health emergencies,
Programs (CMEP)
call the Wellness Exchange hotline
Kimmel Center for University Life
at 212-443-9999 or the NYU
60 Washington Square South, Suite 806
Department of Public Safety at
Telephone: 212-998-4343
212-998-2222 to be connected to a
Website: www.cmep.nyu.edu
crisis response coordinator.
Immunizations
Telephone: 212-443-1199
205
Student Activities/School and University Services the steinhardt school of culture, education, and human development bulletin 2015–2017
Community
Service
The central mission of the NYU
College Connection: In this program, the
Steinhardt School of Culture, Education,
University welcomes more than 2,000
and Human Development is to prepare
sixth through ninth grade public school
professionals for careers of service
students to the campus each year.
in the fields of education, health,
NYU undergraduate student volunteers
communications, and the arts. In its
talk with the student visitors on the
preprofessional and advanced degree
importance of postsecondary education
programs, the school places hundreds
and what is involved in preparing for
of students each semester in community
college, and then lead a tour of the
settings where they teach, perform
University campus.
psychology internships, and provide
The school maintains an Office of
therapeutic services and nutritional
Field Projects, which monitors and
counseling.
oversees all of these projects and assists
NYU Steinhardt recognizes the
students from all areas of the University
importance of non-career-related
in participating in these programs. For
community service and offers a rich
further information, students are invited
array of programs that allows NYU
to contact Lee Frissell, Director of Field
graduate and undergraduate students,
Projects, Steinhardt School of Culture,
staff, and faculty to participate in
Education, and Human Development,
volunteer community service activity.
New York University, 82 Washington
Undergraduates and graduate
Square East, New York, NY 10003–6680;
students who want to deepen their
telephone: 212-998-5021; fax: 212-995-
theoretical and practical understanding
4277; or email: [email protected].
of community service may also enroll in
a 2-unit learning course, Students in the
Community: Service, Leadership, and
Training, APSY-UE 1040.
Among the many community service
activities conducted, sponsored, or
administered by NYU Steinhardt are the
following:
America Reads and America Counts:
The school’s Office of Field Projects
places more than 800 tutors each year
in 80 New York City public schools
as part of NYU’s America Reads and
America Counts program. This rewarding work is available to any NYU student
who qualifies for Federal Work-Study.
Interested students should email
[email protected] or visit steinhardt.nyu.
edu/americareads. This work qualifies as
a field placement for students in teacher
preparation courses, but is available
to all students, whatever their program
or major.
206
community Service the steinhardt school of culture, education, and human development bulletin 2015–2017
Graduate Study/
General
Requirements
CONTENTS
General Requirements
The general requirements for each
NEW INTERNATIONAL
STUDENT SEMINAR
specific semester, you must apply
in the Steinhardt School of Culture,
Education, and Human Development are
Participation in the seminar (SAHS-
deadline period indicated on the
described in this section.
GE.2003) is required of all new graduate
calendar. (Students may view the
international students during their first
graduation deadlines calendar and
General Requirements.............................205
term in residence. The seminar explores
general information about graduation on
Master’s Degree.........................................205
professional issues and provides
the Office of the University Registrar’s
Graduation Requirements:
additional orientation and guidance
webpage at www.nyu.edu/registrar.) It
Master’s Programs..................................... 207
to the school, University, and city. For
is recommended that students apply for
Sixth-Year Program (Certificate
further information, consult the Office of
graduation no later than the beginning
of Advanced Study).................................208
the Associate Dean for Student Affairs,
of the semester in which they plan to
Doctoral Programs:
Pless Hall, 2nd Floor (212-998-5065).
complete all program requirements. If
graduate degree or certificate program
General Requirements.............................208
for graduation within the application
students do not successfully complete
Doctor of Philosophy/
GRADUATION
all academic requirements by the end
Doctor of Education..................................210
Students may officially graduate
of the semester, they must reapply for
in September, January, or May. The
graduation for the following cycle.
Commencement ceremony for all
A student must be enrolled for
schools is held in May. You must apply
either course work or maintenance of
for graduation through ALBERT, which
matriculation during the academic year
can be accessed via your NYUHome
of graduation.
account. In order to graduate in a
Master’s Degree
The student must complete
(which occurs at the time of their first
satisfactorily a minimum of 30 units in
registration), even if this involves taking
master’s degree consists of 24 units,
graduate courses (see Note 1, below). At
more courses than minimally required.
all of which must be in courses on the
least 24 of these units must be earned
Coursework in progress during the
second (2) level or above. Undergradu-
under the auspices of the Steinhardt
semester in which matriculation is
ate (0-level or 1-level) courses may not
School of Culture, Education, and
established may be counted toward
be counted as credit toward a master’s
Human Development in courses of
this requirement. This policy applies
degree.
the second (2) level or above, taken
to all new students who register as
under advisement in the Steinhardt
nonmatriculated special students
terms, must elapse between the confer-
School of Culture, Education, and
(nondegree) but who plan on applying
ment of the bachelor’s and master’s
Human Development. Master’s degree
for a degree.
degrees. A student is not permitted
students are required to take a minimum
207
The student’s program of study is
of 18 units of graduate coursework
determined through consultation with
after establishment of matriculation
the program adviser.
The residence requirement for a
At least one year, fall and spring
to be matriculated for more than one
degree at a time.
Graduate Study/General Requirements the steinhardt school of culture, education, and human development bulletin 2015–2017
GRADE AVERAGE
units should be taken during the term in
subjects. This requirement is met
A scholastic average of 2.5 for both
which the student registers for 6 units of
by successful completion of TCHL-
the total record and for courses in the
student teaching. Registration in fewer
GE.2999, The Social Responsibilities
student’s specialization is required
than 6 units of student teaching allows
of Teachers: Drug and Alcohol
for graduation. Individual academic
consideration of an absolute maximum
Education/Child Abuse Identification/
programs may have higher average
of 18 units. Students must receive a
grade requirements.
recommendation from their advisers in
2. The Education Department also
School Violence Prevention/DASA.
order to take more than 16 units in any
requires employees in New York
MAINTENANCE OF
MATRICULATION
student teaching semester.
State school districts, BOCES, or
To maintain matriculation, a candidate
The legislation does not require a
York University, under the auspices
GENERAL REQUIREMENTS
FOR ALL APPLICANTS FOR
STUDENT TEACHING
of the Steinhardt School of Culture,
1. All applicants must be matriculated
unless such an individual is being
must complete at least 3 units at New
charter schools to be fingerprinted.
student teacher or a person in a
field placement to be fingerprinted
Education, and Human Development
for a degree at New York University
compensated for their service
each academic year (fall and spring)
during the term in which they are
and therefore considered to be an
or, in lieu of such completion, must
registered for student teaching.
employee. For students in early
pay a maintenance fee per semester. A
candidate for a master’s degree must
complete all requirements within six
2. All applicants must have an overall
grade average of 2.5.
3. Graduate transfer students from other
childhood education, assignments in
a pre–school-age setting may require
fingerprinting under the auspices of
the New York City Health Department
years of the date of matriculation. If
institutions must have completed
continuous matriculation has not been
a minimum of 8 units of credit at
maintained, a reevaluation of credentials
New York University, selected in
is necessary, and only those courses
consultation with their curriculum
the required New York State Teacher
completed within the last 10-year period
advisers, prior to the term in which
Certification Examinations. Scores are
student teaching is undertaken.
automatically reported to the New
will be credited.
4. All applicants must submit to
prior to entering the field.
3. All prospective teachers must pass
York State Education Department.
SUPERVISED STUDENT
TEACHING
the Office of Clinical Studies a
Courses in supervised student teaching
Assessment Form prior to the first
and field experiences are open only
student teaching placement. This
childhood and childhood education
to matriculated students who have
form requires proof of up-to-date
must have the following, on either the
satisfactorily completed courses in
immunization records.
undergraduate or graduate level:
the content area of the subject(s)
completed Student Teaching Health
5. All applicants must be interviewed
Please consult your departmental
certification liaison for details.
4. All prospective teachers in early
a. College-level work in English,
they plan to teach, in the necessary
by the appropriate department
mathematics, science, social stud-
pre–student teaching fieldwork, and in
faculty and recommended for student
ies, and a language other than
professional study, which would lead to
teaching.
English (American Sign Language
state certification. The program of these
courses includes work in selected early
6. Students need approval of their
advisers to register for field
is acceptable)
b. A concentration in one of the
liberal arts or sciences
childhood, elementary, and secondary
experience courses. For each
private and public schools (teaching
semester, an online Request for
centers) and in other appropriate
Placement Form must be completed
Notice: New York State and Title II 0f
educational institutions.
following attendance of a Student
the 1999 National Higher Education Act
Teaching Convocation event.
specify that the institutional pass rates
Students in pre–student teaching
on State Teacher Exams be published
fieldwork are assigned to a variety of
educational settings to complete a
TEACHER CERTIFICATION
for schools offering teacher education
minimum 100 hours of observation and
On satisfactory completion of teaching
programs. Statistics on the New York
participation prior to student teaching.
programs (including student teaching)
State Teacher Certification Examinations
The Office of Clinical Studies in conjunc-
and degree conferral, students will have
for the Steinhardt School of Culture,
tion with the course instructors will
completed academic requirements for
Education, and Human Development at
arrange placements.
teacher certification in New York State.
New York University are as follows for
2011-2012: 251 students completed the
Students should consult their
curriculum advisers well in advance
Notes
Academic Literacy Skills Test (ALST).
regarding prerequisites for clearance
1. The New York State Education
Of those, 220 passed, and this yielded
to student teaching as well as require-
Department requires that all
a pass rate of 88 percent. A total of
ments for successful completion of the
prospective teachers receive
255 students completed the Educating
student teaching course(s). Full-time
instruction relating to the nature and
All Students (EAS) test. Of those, 225
employment concurrent with student
effects of alcoholic drinks, narcotics,
passed, and this yielded a pass rate of
teaching is prohibited. No more than 16
habit-forming drugs, school violence
88 percent.
prevention and intervention, and signs
of child abuse and discrimination,
208
NOTE 1: A thesis may be substituted for
intimidation, taunting, harassment,
4 units of residence courses on the first
and bullying, including instruction in
(1) level, if program requirements allow.
the best methods of teaching these
Graduate Study/General Requirements the steinhardt school of culture, education, and human development bulletin 2015–2017
NEW YORK STATE TEACHER
CERTIFICATION
to teach in the public schools of New
Office of Research and Doctoral Studies
York State. Requirements include
in accordance with the published
Initial Certificate—The first teaching
an appropriate master’s degree and
deadlines for filing. (See steinhardt.nyu.
certificate obtained by a candidate
three years of teaching experience,
edu/blogs/studentaffairs for deadlines.)
who has met the requirements of the
including one year of mentored teaching
current regulations. Requirements
experience. Holders of the Professional
TRANSFER CREDIT
include the completion of a program
Certificate are required to complete
Students will be allowed to transfer up
registered under these regulations and
175 hours of professional development
to (but not to exceed) 30 percent of
passing scores on the required New
every five years.
the total number of credits required by
York State Teacher Certification exams.
the program. The number of courses
The Initial Certificate will be issued only
TERMINAL EXPERIENCE
accepted for transfer will be determined
to students completing programs that
An appropriate terminal academic
by the program adviser. Credit may
are registered as leading to the Initial
experience is required for all students.
be granted for graduate coursework,
Certificate.
Students should consult their
completed at an accredited graduate
departments for details. If a thesis is
institution, not applied to another
Certificate will need to qualify for a
to be used as the terminal experience,
degree, and not more than 10 years old
Professional Certificate.
the student should secure a thesis
if a grade of B or better was earned for
Professional Certificate—The
form from the Office of Research
any such coursework. In all cases, the
Professional Certificate is the final
Doctoral Studies, Pless Hall, 5th Floor.
24-unit residency requirement must
teaching certificate awarded that
On completion, the master’s thesis
be met.
qualifies a candidate who has met the
approval form signed by the thesis
requirements of the current regulations
sponsor and reader is to be filed in the
Candidates receiving an Initial
Graduation Requirements: Master’s Programs
M.A. CHECKLIST
b. Transfer credit allowances:
i. Upon admission, students are
1. Apply for graduation.
allowed to transfer credits up to
c. The Steinhardt School of Culture,
Education, and Human Development
graduate credit requirements: A
minimum of 24 credits must be taken.
Apply for graduation four to six
(but not exceeding) 30 percent of
months prior to your anticipated
the total required by the program.
graduation date. Exact deadline
The number of courses accepted
Education, and Human Development
dates are available from the Office
for transfer will be determined by
residency requirements: A minimum
of Graduation Services (Registrar).
the program adviser. Credit may
of 24 credits must be completed
Telephone: 212-998-4260.
be granted for graduate course
in residence. Count the number of
2. Information needed.
work completed at an accredited
credits of graduate (2000-level
a. Master’s degree statement of require-
graduate institution not applied
nonprerequisite) courses taken at
ments. Count the number of units
to another degree and not more
required for your degree.
than 10 years old. In all cases, the
b. List of the prerequisite and graduate
courses required for your curriculum.
Each program provides students
d. The Steinhardt School of Culture,
NYU.
e. Total credit requirements: A minimum
24-unit residency requirement must
of 30 credits must be completed.
be met.
(Program requirements vary and
ii. For those already matriculated,
may exceed this number.) Count the
with this information at the time of
transfer credit may be accepted
number of credits taken in 2000-level
matriculation.
for a maximum of 30 percent of
nonprerequisite courses at NYU or
a student’s graduate program
transferred in. Do not count courses
c. Transcript. List the courses and
credits you have completed.
d. List any courses you transferred (via
filing a transfer credit form).
3. Meeting schoolwide requirements.
a. Course requirements: Check all
courses taken at NYU or transferred
(including any advanced standing
previously approved upon initial
matriculation).
taken as prerequisites.
f. Grade unit requirements: minimum of
2.5 scholastic average.
iii. Transfer credit may be accepted
only if a minimum grade of B has
been earned for such coursework.
to NYU against the list of prerequisite
graduate courses required.
209
Graduate Study/General Requirements the steinhardt school of culture, education, and human development bulletin 2015–2017
Sixth-Year Program
ADVANCED CERTIFICATE IN
EDUCATION
Of these 30 units, a maximum of 6
Education, and Human Development,
units of advanced standing may be
each academic year (fall and spring)
The school offers a sixth-year program
applied. Undergraduate (0-level or
or, in lieu of such completion, must
of studies leading to the award of
1-level) courses may not be counted
pay a maintenance fee per semester.
a Certificate of Advanced Study in
as credit toward the Certificate of
A candidate has a six-year period
education with specialization in a
Advanced Study.
following the date of matriculation for
While professional work experience
the completion of all requirements. If
year program should be ascertained
is not required prior to matriculation,
continuous matriculation has not been
by consulting the department of
the certificate will be granted only
maintained, a reevaluation of credentials
specialization sought.
after the student has had three years
is necessary, and only those courses
of satisfactory, related professional
completed within the last 10-year period
CERTIFICATE REQUIREMENTS
experience, obtained either before or
will be credited.
The sixth-year program requires a
during the pursuit of the sixth-year
minimum of 30 units and is open only to
program.
particular area. Availability of the sixth-
■
■
students holding a master’s degree from
a recognized institution.
■
Of these 30 units, a minimum of 15
On recommendation of the adviser,
GRADE AVERAGE
credit for graduate coursework
A scholastic average of 3.0 in required
completed at an accredited graduate
courses is necessary for graduation.
institution, not applied to another
degree, and not more than 10 years old,
units must be completed under the
may be granted to a maximum of 6 units
of Culture, Education, and Human
MAINTENANCE OF
MATRICULATION
Development after the term in which
To maintain matriculation, a candidate
any such coursework.
matriculation is approved.
must complete at least 3 units at New
Of these 30 units, a minimum of 24
York University, under the auspices
units must be completed in residence.
of the Steinhardt School of Culture,
auspices of the Steinhardt School
■
TRANSFER CREDIT
if a grade of B or better was earned for
Doctoral Programs: General Requirements
The purposes of the doctoral programs
and analytical sections; and payment
Advisement and Registration.
in the school are to prepare people who
of the required fees, along with any
Applicants who are accepted and
will advance knowledge; to prepare
other program-specific requirements
permitted to register and who wish
people who will transmit knowledge;
as outlined in the Application for
to begin their programs as full-time
and to prepare people for educational,
Graduate Admissions. The Test of
students may register during no more
administrative, and other professional
English as a Foreign Language (TOEFL)
than one term for a maximum of 18 units
services. Doctoral programs require
is mandatory for all applicants whose
prior to the establishment of official
a minimum of three academic years
native language is not English and who
matriculation. Similarly, applicants who
of full-time graduate-level study (a
did not receive a bachelor’s degree at an
wish to begin as part-time students may
minimum of 12 units per semester)
English-speaking college or university.
register during no more than two terms
after the baccalaureate degree, or their
equivalent in part-time study.
Students are reminded that, in gener-
Applicants should arrange to take
the GRE through the Educational Testing Service, Princeton, NJ 08541. Scores,
for a maximum of 18 units prior to the
establishment of official matriculation.
In all matters relating to the program
al, the degree requirements applying to
to be official, must be reported through
of specialization, the student works
them are defined in the bulletin for the
the Educational Testing Service to the
closely with the program adviser. This
academic year in which their matricula-
Office of Graduate Admissions (Institu-
includes information on any additional
tion is established.
tion Code 2556), Steinhardt School of
prescreening procedures or other condi-
Culture, Education, and Human Develop-
tions unique to the division or program
REQUIREMENTS FOR
DOCTORAL MATRICULATION
ment, New York University, Pless Hall, 82
(such as residency requirement,
Washington Square East, 3rd Floor, New
additional prescreening procedures,
All applicants for admission to doctoral
York, NY 10003-6680.
selection and sequence of courses in
study in the Steinhardt School of
Applications for doctoral study are
specialization, etc.).
Culture, Education, and Human
considered for the fall semester only. All
Development must submit a completed
admitted doctoral students are expect-
Establishment of Formal Matriculation
admission application; official transcripts
ed to enroll for the semester they are
in Doctoral Programs. Each program has
documenting higher education;
accepted or must reapply for admission
a doctoral admissions committee that
official scores from the Graduate
for the next academic year (reapplica-
evaluates the applicant’s application
Record Examination (GRE) general
tion does not guarantee readmission).
based on the following:
test, including the verbal, quantitative,
210
Graduate Study/General Requirements the steinhardt school of culture, education, and human development bulletin 2015–2017
plications are available at the Office of
DOCTORAL ADVISEMENT FEE
SYSTEM (MAINTENANCE OF
MATRICULATION)
quantitative scores on the Graduate
Research and Doctoral Studies,
Effective since fall 1991, the following
Record Examination (GRE) (All
Pless Hall, 82 Washington Square East,
Doctoral Advisement fee system is
GRE scores must be official as
5th Floor.
in effect for all Steinhardt School
1. The applicant’s grade unit average
sit for the candidacy examination more
from previous degree programs
than twice. Candidacy examination ap-
2. The applicant’s verbal and
determined by the Office of Graduate
Admissions.)
3. All supplemental materials required
by the program
4. Personal interview, when appropriate
If doctoral candidacy is not ac-
of Culture, Education, and Human
cepted, matriculation will be suspended.
Development doctoral students:
If candidacy is subsequently accepted,
1. Any semester in which a student is
the original date of matriculation will be
not registered for at least one 3-unit
restored.
course, the student must register
5. The applicant’s work and academic
for DCADV-GE.3400, Doctoral
FINAL ORAL EXAMINATION
Advisement, or departmentally
The final oral examination for doctoral
approved 1-unit substitution.
complete the degree within 8 years of
degrees will be conducted by a
Registration for this course will entitle
the date of matriculation.
commission of five faculty members. If
students to use the libraries and other
A student is not permitted to be
a two-member dissertation committee
research facilities, consult members
matriculated for more than one degree
is appointed, the final oral examination
of the faculty, participate in University
at a time.
commission shall be composed of four
activities, and use the student health
members. A candidate is eligible for this
service and the Coles Sports and
TRANSFER CREDIT
examination only after the approved
Recreation Center. (Additional fees for
There is no provision for advanced
dissertation, abstract, and necessary
standing at the doctoral level. Graduate
forms (which may be obtained from
2. Doctoral Advisement will be a 1-unit
study completed at an accredited
the Office of Research and Doctoral
fee course. These credits will not
institution; not applied to another
Studies) have been transmitted for
count toward the student’s total unit
graduate degree; completed with a
examination purposes and all other
grade of A, B, or Pass; and not more
scholastic requirements have been
than 10 years old may be presented for
met. (Consult steinhardt.nyu.edu/
Advisement may be given full-time
consideration of exemption from certain
policies_doctoral/forms for dates for
equivalency if they are eligible
coursework, if appropriate, without
filing dissertations.) Consult steinhardt.
according to the Steinhardt School
reference to transfer of units.
nyu.edu/policies_doctoral/ forms for the
of Culture, Education, and Human
background
Doctoral students are required to
final oral examination calendar. Final oral
Coles may apply).
requirement.
3. Students who register for Doctoral
Development regulations.
ADMISSION TO CANDIDACY
exams may not be scheduled outside of
Successful completion of the
the final oral examination period posted
Advisement each semester exclusive
Departmental Candidacy Examination,
on the website. The examination need
of summers. Students who are away
a comprehensive examination in
not be restricted to a defense of the
from the area must consult with
the program of specialization,
dissertation.
advisers by telephone or e-mail and
provides the basis of acceptance into
Note: If a candidate fails the oral ex-
4. Students must register for Doctoral
may register via ALBERT for Doctoral
Advisement during the official
doctoral candidacy following formal
amination, he or she may appeal to the
matriculation. Below are the two
associate dean for research and doctoral
schoolwide prerequisites to the taking
studies, who may grant the privilege
of the candidacy examination as well as
of a second oral examination by the
her eight-year time period for degree
regulations concerning the examination
same examining commission, provided
completion (or 10-year period for
itself.
that the examination shall not be given
those students matriculated prior
1. Matriculation. Only doctoral students
before six months have elapsed and
to fall 2008) does not register each
who are fully matriculated are eligible
provided further that no more than two
semester for either one 3-unit course
for the Departmental Candidacy
oral examinations shall be permitted any
or for Doctoral Advisement, his or
Examination. Matriculation is
one candidate. Such an appeal should
her matriculation will lapse after
established during the first semester
be filed in the Office of Research and
one year. With the approval of the
of registration in the doctoral program.
Doctoral Studies.
student’s adviser, matriculation may
registration periods.
5. If a student who is still within his or
be reinstated, at which time the
2. Good Academic Standing. All
doctoral students are required to
TERMINATION OF CANDIDACY
student will be required to pay all
have a cumulative, doctoral grade
A member of the major faculty or
missed tuition and fees. Students who
unit average of 3.0 to qualify for the
dissertation committee may at any
do not register for any given semester
Departmental Candidacy Examination.
time recommend to the associate dean
must also pay missed tuition and
for student affairs the termination
fees for Doctoral Advisement upon
doctoral students should confer with
of a student’s candidacy for a
reregistration.
their departmental advisers in order
doctoral degree, provided that such
to plan the remaining courses neces-
recommendation is accompanied by
sary as preparation for the candidacy
substantiating evidence.
At an early stage of doctoral study,
examination. Doctoral students may not
211
Graduate Study/General Requirements the steinhardt school of culture, education, and human development bulletin 2015–2017
Doctor of Philosophy/Doctor of Education
APPOINTMENT OF
DISSERTATION COMMITTEE
must also be submitted to the Office
When a student has matriculated and
proposal must be approved before
GENERAL DEGREE
REQUIREMENTS (PH.D.
AND ED.D.)
candidacy has been approved, the
data collection and the dissertation
1. All candidates are required to take
associate dean will, on the written
writing are begun. In the proposal,
6 units of foundations work. The
request of the candidate, appoint a
the candidate is expected to indicate
foundations courses must be taken
dissertation committee of two or three
clearly and concisely what is proposed,
during the first 24 units of doctoral
faculty members, at least one of whom,
where information is to be obtained,
study.
the chairperson, shall be from the
and how the research is to be carried
Graduate courses qualify for
candidate’s area of specialization (as
out. Guidelines for submission of the
the foundations requirement when
defined by the two-digit number that
proposal are available in the Office of
they are upper-division courses
designates the academic program in
Research and Doctoral Studies, Pless
(Steinhardt 2000-level courses or
which the candidate is matriculated).
Hall, 5th Floor.
their equivalent in other schools) and
of Research and Doctoral Studies. The
Three-member committees may be
designed to broaden students’ access
reduced subsequently to two-member
DISSERTATION
to knowledge outside of the areas of
committees at the discretion of the
Candidates for the Ph.D. degree must
specialization. To this end, courses are
associate dean and under certain special
show ability for independent research
considered foundational when they
circumstances.
and scholarly technique by means of a
(1) provide broad basic content, are
dissertation, the preparation of which
not limited to a single profession, are
of perspectives being available to the
will usually represent a substantial
outside the student’s specialization,
student during the proposal and disser-
amount of research activity. Candidates
and do not require prerequisites; (2)
tation development process, at least one
for the Ed.D. must present a successfully
are based on current scholarship in
member of the committee must hold
completed dissertation involving applied
the arts, humanities, sciences, and/
professorial appointment in a program/
research in the field of education.
or social sciences; and (3) have
department different from the candi-
Alternate projects to the dissertation
wide applicability to common issues
date’s program or area of specialization.
for the Ed.D. are provided, subject to
of the student’s specialization and
Further, in order to ensure a diversity
It is the candidate’s responsibility to
approval of faculty. No dissertation or
profession.
nominate the chairperson of this com-
final document will be read regardless
2. All candidates are required to
mittee, whose consent to serve must
of any other consideration unless the
complete a 3-unit course in
be indicated on the application form,
English is technically accurate and
obtainable in and returnable to the Of-
the style and appearance satisfactory.
fice of Research and Doctoral Studies,
(Consult steinhardt.nyu.edu/policies
Pless Hall, 82 Washington Square East,
_doctoral/deadlines for dates for filing
5th Floor. The membership of the com-
the dissertation.)
4. A 3-unit course in dissertation
MINIMUM RESIDENCE
REQUIREMENT
5. A departmental or program seminar
appointment of a dissertation commit-
Consult department of specialization for
6. Fifteen units of research electives
tee chairperson without requesting the
further information. Some departments
specifically addressed to preparing
appointment of the other one or two
require a one-year residency with full-
the student to design and conduct his
remaining committee members. Should
time student status.
mittee will be reviewed and approved by
the associate dean.
Students may elect to request the
the student elect to request the advance
specialized methods of research.
3. Six units of cognate study (study
related to but not in the field of
specialization)
proposal seminar
(3 units)
or her research
All candidates for the Doctor of
7. Specialization courses as specified
appointment of a chairperson in this
Philosophy or Doctor of Education
on the Statement of Requirements
manner, the student must request ap-
degree must complete a minimum of 36
in addition to the requirements (1–6)
pointment of the remaining member(s)
units in residence beyond the master’s
within one year of the date on which the
degree on the second (2) level or above.
committee chairperson was apunited.
Those candidates matriculating for the
both the total record and courses
doctorate directly from the baccalaure-
in specialization is required for
above
8. A scholastic average of 3.0 for
DISSERTATION PROPOSAL
ate are required to complete a minimum
Following appointment of the
54 units in residence on the second (2)
9. Doctoral students are expected to
dissertation committee, the candidate
level or above. Undergraduate (0-level
be able to explain and defend all
will prepare an original research
or 1-level) courses may not be counted
aspects of the data analysis and
proposal for approval by the committee
as credit toward a doctoral degree.
interpretations appropriate to the
and for review by the appropriate
graduation.
design of their dissertation research.
proposal review panel. All proposals
212
Graduate Study/General Requirements the steinhardt school of culture, education, and human development bulletin 2015–2017
Degree and Certificate Programs as
Registered by the New York State
Education Department
HEGIS1
HEGIS1
Programs/ConcentrationsDegrees ConferredNumber
Programs/ConcentrationsDegrees ConferredNumber
Art and Art Professions
Counselor Education
Counseling and Guidance
Art TherapyM.A.3
1099
Studio ArtM.F.A. 1002
School Counseling K–12M.A.2
Studio ArtM.A.
1002
Bilingual School
Visual Culture: Costume StudiesM.A.
1099
0826.01
Counseling K–12M.A.2
0826.01
Visual Culture: Costume Studies/
Counseling and GuidanceAdv. Cert., Ph.D.
0826.01
Library & Information Science
Counseling for Mental
1099/1601
Health and Wellness M.A.3
0826.01
Visual Culture: TheoryM.A.
1099
Counseling PsychologyPh.D.3
2004
Visual Culture and EducationPh.D.
0831
HEGIS1
(dual degree)M.A./MSLIS
Visual Culture and Education:
Art EducationPh.D.
0831
Dance and Dance Education
Art Education & Community PracticeM.A.
1002
Teaching Dance in the ProfessionsM.A.
10
Teaching Dance in the Professions:M.A.
1008
Visual Culture and Education:
Visual CulturePh.D.
0831
ABT Pedagogy
Digital media design
Arts Administration
Performing Arts AdministrationM.A.
1099
Visual Arts AdministrationM.A.
1099
FOR LEARNING:M.A.
0605
Digital media design FOR LEARNING:
Theater/Performing Arts
AdministrationB.F.A./M.A.
1007/1099
GAMES FOR LEARNINGM.A.
0899
Bilingual EducationPh.D.
0899
Drama TherapyM.A.3
1099
Early Childhood and Elementary Education
Business Education
Workplace LearningAdv. Cert.
0838
Business and Workplace EducationAdv, Cert, M.A.
0838
Communicative Sciences and Disorders
Education and Jewish Studies
Education and Jewish StudiesM.A., 0899
Ph.D.
1510
Communicative Sciences
and DisordersM.S., Adv. Cert. PhD
1220
Education and Jewish
Studies and Hebrew and
NOTES
Community Public Health
HEGIS: Higher Education
Community Public Health:
General Information
Community HealthM.P.H.
Survey, New York
Community Public Health:
1
State Education
Department, Office of
Higher Education, State
Education Building, 89
Washington Avenue, 2nd
International Community HealthM.P.H.
Public Health NutritionM.P.H.
Social Services Adv. Cert M.A.
Education and Social PolicyM.A.
2199
0837
Educational Administration
Educational Leadership:
0837
Counseling for Mental Health and
highered.nysed.gov.
Wellness/LGBT Health, Education,
Leads to New York State
and Social ServicesM.A.2
certification.
Human Development & Social
Professional license
Intervention/LGBT Health, Education,
and Social ServicesM.A.2
School Building LeaderM.A.
0828
Educational Leadership:
2101
LGBT Health, Education, andDual Degree w/MPH4
Albany, NY 12234; www.
qualifying.
0837
LGBT Health, Education, and
Social Services Adv. Cert M.A.
3
1111
Community Public Health:
Floor, West Mezzanine,
2
Judaic StudiesM.A.
School District LeaderAdv. Cert.
0827
Educational AdministrationEd.D., Ph.D. 0827
2101
Educational Communications
and TechnologyPh.D.
0605
0826.01/2101
Educational Leadership,
Politics, and AdvocacyM.A.
0899
2099/2101
Dual degree. Only M.A.
4
leads to certification.
Educational Theatre
Teachers of Educational Theatre
in High SchoolsAdv. Cert., Ed.D., Ph.D.
1007
Educational Theatre in Colleges
and CommunitiesM.A., Ph.D.
2 1 3 Degree and Certificate Programs as Registered by the New York State Education Department the steinhardt school of culture, education, and human development bulletin 2015–2017
1007
Degree and Certificate
HEGIS1
HEGIS1
Programs as
Programs/ConcentrationsDegrees ConferredNumber
Programs/ConcentrationsDegrees ConferredNumber
English Education
Music and Music Professions
Registered by the New
York State Education
Department, continued
Teachers of English Language and
Literature in CollegeM.A., Adv. Cert.
1501
English Education
(Secondary and College)Ph.D.
Music BusinessM.A.
1099
Music Business: Music TechnologyM.A.
1099
Music Performance and Composition
CompositionM.A., Ph.D.
1004
Literature, Reading,
1501
PerformanceM.A., Ph.D.
1004
Media Education,
Music Theory and Composition M.M.
1004.10
Composition Education,
Scoring for Film and MediaM.M.
1004.10
1004.10
Curriculum Development Ph.D.
1501
Song WritingM.M.
Applied LinguisticsPh.D.
1501
Music Education
HEGIS1
College and University FacultyM.A., Ed.D., Ph.D.
0832
English as a Second Language/Teaching
Music Teacher K–12Adv. Cert., Ed.D., Ph.D.
0832
English to Speakers of Other Languages (TESOL)
Music TherapistsM.A.
0832
Music Technology M.M., Ph.D.
1099
Post-baccalaureate Study in TESOLAdv. Cert.
1508
Teachers of English to Speakers of
Other Languages/CollegePh.D.
Music Technology —
1508
Post-Master’s Study in TESOL
in CollegeAdv. Cert.
of Other LanguagesM.A.
1508
1508
Environmental Conservation
EducationM.A.
Solo PianoM.M.
1004
Collaborative PianoM.M.
1004
Instrumental PerformanceM.M.
1004
1004
Jazz Performance M.M.
Vocal Performance
0899
Food Studies
Food Studies: Food SystemsM.A.
1306
Food Studies: Food CultureM.A.
1306
Food Studies and Food
ManagementPh.D.
1099
Piano Performance
Teachers of English to Speakers
Dual Degree ProgramM.M.
1306
Classical VoiceM.M.
1004
Music Theatre Performance M.M.
1004
Vocal PedagogyAdv. Cert.
1004
Vocal Performance/
Vocal PedagogyM.M., Adv. Cert
0832
Vocal Pedagogy: Musical TheatreM.M., Adv. Cert.
0832
Performance
Vocal Pedagogy: Classical VoiceM.M., Adv. Cert.
0832
Nutrition and DieteticsM.S., Ph.D.
1306
Clinical NutritionM.S.
1306
1101
Foods and Nutrition M.S.
1306
1101
Occupational Therapy
Foreign Language Education (noncertification)
Foreign Language EducationM.A.
1101
Teachers of Foreign Languages
in CollegesM.A., Adv. Cert.
Post-Master’s Study for Teachers
of Foreign Language in CollegeAdv. Cert
Higher and Postsecondary Education
Higher and Postsecondary
EducationPh.D.
0827
Higher Education AdministrationEd.D.
0827
History of EducationM.A., Ph.D.
0826
0821
International Education
International EducationPh.D.
1208
1208
Advanced Occupational TherapyM.A.
1208
Research in Occupational TherapyPh.D.
1208
Physical Therapy
Higher Education and
Student AffairsM.A.
Occupational TherapyM.S.‡
Occupational TherapyD.P.S.
0899
Cross-Cultural Exchange
and TrainingPh.D.
0899
Global EducationPh.D.
0899
Physical TherapistsM.A.
1212
PathokinesiologyM.A.
1212
Research in
Physical TherapyPh.D.
1212
Physical TherapyD.P.T.
1212
Physical Therapy for Practicing
Physical TherapistsD.P.T.
1212
Orthopedic Physical TherapyAdv. Cert.
1212
Psychology
NOTES
International Development
HEGIS: Higher Education
EducationPh.D.
0899
Educational PsychologyM.A.
0822
General Information
International EducationM.A., Adv. Cert.
0801
General Educational PsychologyM.A.
0822
Psychological Measurement M.A.
0822
1
Survey, New York
State Education
Department, Office of
Higher Education, State
Education Building, 89
Media, Culture, and
CommunicationPh.D., M.A.
0601
and Evaluation
Development PsychologyPh.D.
0822
Media, Culture & Communication/
Counseling and GuidanceM.A.
826.01
Library & Information Science
Counseling for Mental HealthM.A.
826.01
(dual degree)M.A./MSLIS
1099/1601
and Wellness
Washington Avenue, 2nd
Psychology and Social InterventionPh.D.
1099
Floor, West Mezzanine,
Counseling PsychologyPh.D.
2004
Albany, NY 12234; www.
Human Development and M.A.
2099
Social Intervention
highered.nysed.gov.
LGBT Health Education, EducationAdv. Cert
and Social Services
2 1 4 Degree and Certificate Programs as Registered by the New York State Education Department the steinhardt school of culture, education, and human development bulletin 2015–2017
2101.00
Degree and Certificate
Programs as
HEGIS1
Programs/ConcentrationsDegrees ConferredNumber
Registered by the New
REHABILITATION SCIENCES
York State Education
Rehabilitation SciencesPh.D.
1299.00
Department, continued
Sociology of Education
Sociology of EducationPh.D.
2208
Education PolicyM.A.
2208
Social and Cultural StudiesM.A.
2208
Statistics
Applied Statistics for
Social Science ResearchM.S.
1702
Teaching and LearningEd.D., Ph.D.
0829
NOTES
HEGIS: Higher Education
1
General Information
Survey, New York
State Education
Department, Office of
Higher Education, State
Education Building, 89
Washington Avenue, 2nd
Floor, West Mezzanine,
Albany, NY 12234; www.
highered.nysed.gov.
2 1 5 Degree and Certificate Programs as Registered by the New York State Education Department the steinhardt school of culture, education, and human development bulletin 2015–2017
Programs Accredited by Professional
Associations
PROGRAMASSOCIATION
Art TherapyArt Therapy Association
Communicative Sciences and DisordersAmerican Speech-Language/Hearing Association
Community Public HealthCouncil on Education and Public Health
Counseling Psychology, Ph.D.American Psychological Association
Dietetics (Dietetic Internship)American Dietetic Association
Drama TherapyNational Association for Drama Therapy
Occupational TherapyAmerican Occupational Therapy Association
Physical TherapyAmerican Physical Therapy Association
School PsychologyAmerican Psychological Association
Teacher EducationTeaching Education Accreditation Council
2 1 6 Degree and Certificate Programs as Registered by the New York State Education Department the steinhardt school of culture, education, and human development bulletin 2015–2017
Calendar
2015
All dates inclusive
NYU Welcome Day / Move-in Day for new students
Saturday, August 29, 2015 Fall 2015 classes begin
Wednesday, September 2, 2015 Labor Day
Monday, September 7, 2015
No classes scheduled / University Holiday Fall Recess Monday, October 12, 2015
No classes scheduled Legislative Day Classes will meet according to a Monday schedule
Tuesday, October 13, 2015 Midterm Grades Deadline.
Tuesday, November 3, 2015 Student Thanksgiving Recess
No classes scheduled
Wednesday, November 25–Sunday, November 29, 2015
Thanksgiving Recess for University Offices No classes scheduled / University Holiday
Thursday, November 26–Sunday, November 29, 2015
Last day of Fall 2015 classes
Tuesday, December 15, 2015 Reading Day
Wednesday, December 16, 2015 Fall Semester Exams
Thursday, December 17–Wednesday, December 23, 2015
Final Grades Deadline: Grades are due 72 hours after
the scheduled final exam date
Winter Recess
No classes scheduled
Thursday, December 24, 2015– Sunday, January 3, 2016
Winter Recess for University Offices
The University, including the Office of the Registrar,
will be closed from Thursday, December 24, 2015
through Sunday, January 3, 2016. During this period
requests for paper transcripts and enrollment
certifications will not be processed.
2 1 7 calendar
the steinhardt school of culture, education, and human development bulletin 2015–2017
2016
Martin Luther King, Jr. Day
Monday, January 18, 2016
No classes scheduled / University Holiday Last day of January Term 2016 classes
Friday, January 22, 2016 Spring 2016 classes begin
Monday, January 25, 2016 Presidents’ Day
Monday, February 15, 2016
No classes scheduled / University Holiday Spring Recess
No classes scheduled
Monday, March 14–Sunday, March 20, 2016
Midterm Grades Deadline
Monday, April 4, 2016 Last day of Spring 2016 classes
Monday, May 9, 2016 Reading Day
Tuesday, May 10, 2016 Spring Semester Exams
Final Grades Deadline: Grades are due 72 hours
after the scheduled final exam date
Wednesday, May 11–Tuesday, May 17, 2016
Commencement
Wednesday, May 18, 2016 Six Week Summer Session I / 1st Quarter - Monday, May 23, 2016–Monday, June 13, 2016
Three Week Session Memorial Day
No classes scheduled / University Holiday
Monday, May 30, 2016 2nd Quarter - Three Week Session
Tuesday, June 14–Tuesday, July 5, 2016
Independence Day
Monday, July 4, 2016
No classes scheduled / University Holiday Legislative Day
Classes will meet according to a Monday schedule
Tuesday, July 5, 2016 Six Week Summer Session II / 3rd Quarter Wednesday, July 6–Tuesday, July 26, 2016
Three Week Session 4th Quarter - Three Week Session
Wednesday, July 27–Tuesday, August 16, 2016
Final Grades Deadline: Grades are due 72 hours after
the scheduled final exam date 2 1 8 calendar
the steinhardt school of culture, education, and human development bulletin 2015–2017
2016
NYU Welcome Day / Move-in Day
Sunday, August 28, 2016 Labor Day
Monday, September 5, 2016
No classes scheduled / University Holiday Fall 2016 classes begin
Tuesday, September 6, 2016 Fall Recess Monday, October 10, 2016
No classes scheduled Thanksgiving Recess
No classes scheduled
Wednesday, November 23–Sunday, November 27, 2016
Thanksgiving Recess for University Offices
No classes scheduled / University Holiday
Thursday, November 24–Sunday, November 27, 2016
Legislative Day Classes will meet according to a Monday schedule
Tuesday, December 13, 2016
Last day of Fall 2016 classes
Friday, December 16, 2016 Reading Days
Saturday, December 17–Sunday, December 18, 2016
Fall Semester Exams
Final Grades Deadline: Grades are due 72 hours after
the scheduled final exam date
Monday, December 19–Friday, December 23, 2016
Student Winter Recess
No classes scheduled
Saturday, December 24–Monday, January 2, 2017
2 1 9 calendar
the steinhardt school of culture, education, and human development bulletin 2015–2017
2017
January Term 2017 classes begin
Tuesday, January 3, 2017 Martin Luther King, Jr. Day
Monday, January 16, 2017
No classes scheduled / University Holiday Last day of January Term 2017 classes
Friday, January 20, 2017 Spring 2017 classes begin
Monday, January 23, 2017 Presidents’ Day
Monday, February 20, 2017
No classes scheduled / University Holiday Spring Recess
No classes scheduled
Monday, March 13–Sunday, March 19, 2017
Last day of Spring 2017 classes
Monday, May 8, 2017 Reading Day
Tuesday, May 9, 2017 Spring Semester Exams
Final Grades Deadline: Grades are due 72 hours after
the scheduled final exam date
Wednesday, May 10–Tuesday, May 16, 2017
Commencement (tentative date)
Wednesday, May 17, 2017 Six Week Summer Session I / 1st Quarter Three Week Session
Monday, May 22–Monday, June 12, 2017
Memorial Day
Monday, May 29, 2017
No classes scheduled / University Holiday Six Week Summer Session I / 2nd Quarter Three Week Session
Tuesday, June 13–Monday, July 3, 2017
Independence Day
No classes scheduled / University Holiday
Tuesday, July 4, 2017
Six Week Summer Session II / 3rd Quarter Three Week Session
Wednesday, July 5–Tuesday, July 25, 2017
Six Week Summer Session II / 4th Quarter Wednesday, July 26–Tuesday, August 15, 2017
Three Week Session Final Grades Deadline: Grades are due 72 hours after
the scheduled final exam date 2 2 0 calendar
the steinhardt school of culture, education, and human development bulletin 2015–2017
NEW YORK UNIVERSITY
W. 18TH STREET
E. 18TH STREET
1
W. 17TH STREET
W. 16TH STREET
M
3
C
H
E
IRVING PLACE
2
E. 17TH STREET
L
S E
A
2
W. 15TH STREET
E. 16TH STREET
G
R
A
M
E
R
C Y
E. 15TH STREET
3
M
W. 14TH STREET
E. 14TH STREET
PATH
5
4
6
W. 13TH STREET
E. 13TH STREET
11
FIRST AVENUE
10
SECOND AVENUE
13
E. 12TH STREET
E
AV
TH
UR
FO
W. 11TH STREET
8
AY
DW
OA
BR
9
7
THIRD AVENUE
W. 12TH STREET
UNIVERSITY PLACE
FIFTH AVENUE
SIXTH AVENUE
Map & Legend
12
E. 11TH STREET
15
14
W. 10TH STREET
E. 10TH STREET
16
ST
.
17
18
E. 9TH STREET
A
RL
ES
W. 9TH STREET
T
C
H
EE
TH
G
R
ST
0
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.
ST
E
N W I C
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ST
.
OV
E
GR
ST
.
OW
RR
ST
.
BA
ST
.
S
IA
NE
EL
JO
RN
71
72
.
AED
41 42 43
38
40
47
44 45 46
AED
48
AED
50
49
AED
WASHINGTON PLACE
53 54 55
58 59
63
N
60
56
57
AED
61 62
O
W. 4TH STREET
AED
73
AED
74
E. 7TH STREET
36
37
E. 6TH STREET
51
H
52
E. 5TH STREET
O
E. 4TH STREET
79
75
E. 4TH STREET
80
77 78
AED
76
W. 3RD STREET
GREAT JONES STREET
SE VE NT
JONES ALLEY
CO
70
AED
F
85
86
ST
R
AED
39
69
AED
AED
CK
EE
67 68
66
AED
AED
COOPER SQUARE
65
AED
PL
RE
WASHINGTON SQUARE SOUTH
R
35
WAVERLY PLACE
AED
WASHINGTON SQUARE PARK
AED
34
WASHINGTON SQ. EAST
M
WASHINGTON SQ. WEST
64
25
TO
UA
24
23
AS
SQ
21
AED
ER
26
OP
20
32
33
V I L L A G E
ST. MARKS PLACE
CO
22
AED
ER
31
30
28 29
27
WASHINGTON MEWS
MAC DOUGAL ALLEY
WASHINGTON PL.
E A S T
E
E. 8TH STREET
WASHINGTON SQUARE NORTH
EE
L A G
LAFAYETTE STREET
SIXTH AVENUE
PH
TO
IS
BL
L
W. 8TH STREET
R
H
C
E
GREENE STREET
.1
W
R
88
87
90
91
MINETTA LANE
T
92
89
E. 3RD STREET
BOND STREET
E. 2ND STREET
M
ST
.
ST
.
RO
Y
NE
NI
N
G
ST
R
CA
R
EE
T
MI
LE
DO
W
Coral Towers (C-1)
129 3rd Avenue
Palladium Athletic
Facility (C-1)
140 East 14th Street
4
Thirteenth Street
Residence (A-1)
47 West 13th Street
5Office of Global Programs,
Student Services (B-1)
110 East 14th Street
6
Palladium Hall (C-1)
140 East 14th Street
6Wasserman Center for Career
Development (C-1)
140 East 14th Street
O
H
O
97
N
O
L I
T A
ET
6
3
S
TRE
IE S
University Hall (B-1)
110 East 14th Street
L O W E R
YS T
5
Carlyle Court (B-1)
25 Union Square West
M
M
CHR
105 East 17th Street (B-1)
2
E RY
1
B OW
ET
T.
TH S
RE
ABE
ST
EET
G
R
T ST
KIN
M OT
S
T.
RY S
ON
WEST BROADWAY
HO
W.
T
US
ET
E. 1ST STREET
N
E. HO US TO
W. HOUSTON STREET
E
TR
BER
96
MUL
95
94
CROSBY STREET
94
BROADWAY
MERCER STREET
LA GUARDIA PLACE
UE
THOMPSON STREET
AV EN
SULLIVAN STREET
SI X TH
AED
E L IZ
BLEECKER STREET
MACDOUGAL STREET
UE
H AV EN
93
90
E A S T
S I D E
7School of Professional
Studies (B-1)
7 East 12th Street
12 Third Avenue North
Residence (C-1)
75 3rd Avenue
8
838 Broadway (B-1)
9
Casa Italiana ZerilliMarimò (A-1)
24 West 12th Street
13 Rubin Hall (B-2)
35 5th Avenue
14 Bronfman Center (B-2)
7 East 10th Street
11 Founders Hall (C-1)
120 East 12th Street
15 Brittany Hall (B-2)
55 East 10th Street
West 42nd Street (not on
map)
15 Barclay Street (not on map)
2 2 1 MAP
and legend the steinhardt school of culture, education, and human development bulletin 2015–2017
16 Lillian Vernon Center (A-2)
58 West 10th Street
17Alumni Hall (C-2)
33 3rd Avenue
18 Barney Building (C-2)
34 Stuyvesant Street
20 22 Washington Square
North (A-2)
21 19 Washington Square
North (NYUAD) (A-2)
22Glucksman Ireland House (B-2)
1 Washington Mews
23Graduate School of Arts and
Science (B-2)
1/2 5th Avenue
24 Faculty of Arts and
Science (B-2)
5 Washington Square North
25Silver School of Social
Work (B-2)
1 Washington Square North
26Institute of French
Studies (B-2)
15 Washington Mews
26 La Maison Française (B-2)
16 Washington Mews
29Deutsches Haus (B-2)
42 Washington Mews
30 John W. Draper Program (B-2)
14 University Place
31 19 University Place (B-2)
32 Cantor Film Center (B-2)
36 East 8th Street
33Weinstein Hall (B-2)
11 University Place
34 Rufus D. Smith Hall (B-2)
25 Waverly Place
35 10 Astor Place (B-2)
36Seventh Street
Residence (C-2)
40 East 7th Street
37 111-113 2nd Avenue (C-2)
38 College of Arts and
Science (B-2)
100 Washington Square East
38Grey Art Gallery (B-2)
100 Washington Square East
38Silver Center for Arts and
Science (B-2)
100 Washington Square East
39 Brown Building (B-2)
29 Washington Place
39Waverly Building (B-2)
24 Waverly Place
41 Kimball Hall (B-2)
246 Greene Street
41 Torch Club (B-2)
18 Waverly Place
42 Center for Genomics and
Systems Biology (B-2)
12-16 Waverly Place
43 285 Mercer Street (B-2)
46 Card Center (B-2)
7 Washington Place
46 Public Safety Administration
Building (B-2)
7 Washington Place
46 Public Safety Central
Command (B-2)
7 Washington Place
62Student Services Center,
Office of the University
Registrar, Bursar and
Financial Aid (B-2)
25 West 4th Street
62 25 West 4th Street (B-2)
77 Courant Institute (B-3)
251 Mercer Street
77Warren Weaver Hall (B-3)
251 Mercer Street
78Mercer Plaza (B-3)
79 14 East 4th Street (B-3)
47 Philosophy Building (B-2)
5 Washington Place
63Meyer Hall (B-2)
4 Washington Place
48 Tisch School of the Arts (B-2)
721 Broadway
63 Psychology Building (B-2)
6 Washington Place
85D’Agostino Hall (A-3)
110 West 3rd Street
49Gallatin School (B-2)
1 Washington Place
64Hayden Hall (A-2)
33 Washington Square West
86 130 MacDougal Street (A-3)
50 Bookstore and Computer
Bookstore (B-2)
726 Broadway
65 Provincetown Playhouse (A-3)
133 MacDougal Street
88International Students and
Scholars (B-3)
561 La Guardia Place
50 College of Nursing (B-2)
726 Broadway
50Global Liberal Studies (B-2)
726 Broadway
50 Liberal Studies (B-2)
726 Broadway
50Moses Center for Students
with Disabilities (B-2)
726 Broadway
50 Residential Life and Housing
Services (C-3)
726 Broadway
50Student Health Center (B-2)
726 Broadway
50 726 Broadway (B-2)
51 411 Lafayette Street (C-2)
52 20 Cooper Square (C-2)
53 Pless Hall (B-2)
82 Washington Square East
53Steinhardt School of Culture,
Education, and Human
Development (B-2)
82 Washington Square East
53 Virginia and Muriel Pless
Building (B-2)
82 Washington Square East
53Washington Square
Windows (B-2)
54 Pless Annex (B-2)
26 Washington Place
55Academic Resource
Center (B-2)
18 Washington Place
55 East Building (B-2)
239 Greene Street
55Office of University
Programs (B-2)
18 Washington Place
56Goddard Hall (B-2)
79 Washington Square East
56Washington Square East
Galleries (B-2)
80 Washington Square East
57 Education Building (B-2)
35 West 4th Street
57 Loewe Theater (B-2)
35 West 4th Street
60 10 Washington Place (B-2)
60 19 West 4th Street (B-2)
65Wilf Hall (A-3)
139 MacDougal Street
66School of Law (A-3)
40 Washington Square South
66 Vanderbilt Hall (A-3)
40 Washington Square South
67 Kevorkian Center (A-3)
50 Washington Square South
80 383 Lafayette Street (C-3)
87 230 Sullivan Street (A-3)
89 Copy Central (B-3)
547 La Guardia Place
89Mail Services (B-3)
547 La Guardia Place
90Washington Square
Village (B-3)
1-4 Washington Square Village
68 King Juan Carlos I of Spain
Center (A-3)
53 Washington Square South
91Mercer Street Residence (B-3)
240 Mercer Street
68Skirball Department (A-3)
53 Washington Square South
93Second Street Residence (C-3)
1 East 2nd Street
69 Furman Hall (A-3)
245 Sullivan Street
94Silver Towers (B-3)
100 Bleeker Street
70Global Center for Academic
and Spiritual Life (B-3)
238 Thompson Street
95 Coles Sports and Recreation
Center (B-3)
181 Mercer Street
71 Kimmel Center for University
Life (B-3)
60 Washington Square South
96 194 Mercer Street (B-3)
71Skirball Center for the
Performing Arts (B-3)
566 LaGuardia Place
97 Puck Building (C-3)
295 Lafayette Street
71Student Resource Center (B-3)
60 Washington Square South
72 Bobst Library (B-3)
70 Washington Square South
92 665 Broadway (B-3)
96 196 Mercer Street (B-3)
97Wagner Graduate School of
Public Service (C-3)
295 Lafayette Street
73Schwartz Plaza (B-3)
Not on map
74 Jeffrey S. Gould Welcome
Center, Undergraduate
Admissions, Alumni
Drop-in (B-3)
50 West 4th Street
Broome Street Residence
400 Broome Street
74 Kaufman Management
Center (B-3)
44 West 4th Street
74Shimkin Hall (B-3)
50 West 4th Street
74Stern School of Business,
Graduate Program (B-3)
44 West 4th Street
74 Undergraduate
Admissions (B-3)
50 West 4th Street
75Gould Plaza (B-3)
76Stern School of Business,
Undergraduate College (B-3)
40 West 4th Street
76 Tisch Hall (B-3)
40 West 4th Street
62Alumni Relations (B-2)
25 West 4th Street
2 2 2 MAP
and legend the steinhardt school of culture, education, and human development bulletin 2015–2017
College of Dentistry
345 East 24th Street
Gramercy Green
310 3rd Avenue
Greenwich Hotel
636 Greenwich Street
Institute for the Study of the
Ancient World
15 East 84th Street
Institute of Fine Arts
1 East 78th Street
Lafayette Residence Hall
80 Lafayette Street
Travel Directions
to theWashington
Square Campus*
Lexington Avenue Subway (#6): Local
Seventh Avenue Subway (#1): Local to
Broadway Bus: Bus numbered 6 to
to Astor Place Station. Walk west on
Christopher Street—Sheridan Square
Waverly Place. Walk west to Washington
Astor Place to Broadway, then south on
Station. Walk east on West Fourth Street
Square.
Broadway to Waverly Place, and west on
to Washington Square.
Eighth Street Crosstown Bus: Bus
Waverly Place to Washington Square.
Port Authority Trans-Hudson (PATH):
numbered 8 to University Place. Walk
Broadway Subway (N, R): Local to
To Ninth Street Station. Walk south on
south to Washington Square.
Eighth Street Station. Walk south on
Avenue of the Americas (Sixth
Broadway to Waverly Place, then west
Avenue) to Waverly Place, then east to
on Waverly Place to Washington Square.
Washington Square.
Sixth or Eighth Avenue Subway (A, B,
Fifth Avenue Bus: Bus numbered 1 to
C, D, E, F, V): To West Fourth Street—
Broadway and Ninth Street. Walk south
Washington Square Station. Walk east
on Broadway to Waverly Place, and
on West Fourth Street or Waverly Place
west to Washington Square. Buses
*See Washington Square Campus map and key
for specific addresses.
to Washington Square.
numbered 2, 3, and 5 to Eighth Street
and University Place. Walk south to
Washington Square.
2 2 3 travel
Directions the steinhardt school of culture, education, and human development bulletin 2015–2017
Index
A
Childhood Education Academic programs
10-15
Accreditation
38, 42, 75, 79, 85, 89, 112, 119, 149, 177
191
Doctor of Physical Therapy 116
18-19
Codes, program and concentration Technology, Department of Center 20-30
Communicative Sciences and
185-187
17, 186
credentials 186-187
See also individual programs
Advisement 191-192
Art and Art Professions,
22-23
Educational Theatre 82-85
204
Employment, student Computer Store 183
Costume Studies 41-42
English Education 37-38
Counseling Psychology Art Therapy 42-43
Counseling services
136-137
138
of Other Languages English
how to request School 184
Environmental Conservation
University 184
Education Visual 39-40
See also Rehabilitation Counseling
Attendance Craft Media Auditing 173
188-89
18-19
D
171, 190
GRE 167
Oral, final 190
TOEFL
167-68
78-80
Student Research Bilingual Education Bookstores, NYU Business, Music 147, 166-167
Calendar Campus safety Candidacy, doctoral termination of Certificate of Advanced Study 189-90
81
Master’s 188
See individual departments
Sixth-Year Program 189
Fees and expenses 214-217
175
171, 190
190
189
Child and Family Policy Center 16-17, 187-188
123
Faculty index See also individual programs
Fellowships, see Financial aid
Degree and Certificate Programs
Field Experiences 149
registered by the New York State
Education Department
Developmental Psychology
Financial aid 211-212
142
Dietetics, Nutrition and Digital Art 179, 181, 185
Certification,
teacher F
Doctoral Career Development,
Wasserman Center for 183
Degree/certificate requirements
183
C
Doctoral candidacy Dean’s Grants for
B
160
Examinations
36
Courses, classification of Dance Education 172
Environmental Art Activism 36
88-89
40, 81, 88
57-159
Enrollment verification,
Performing Council on 179
Teachers of English to Speakers
Counseling for Mental Health
and Wellness 24
English as a second language, see
Counseling and Guidance and
Art Education Arts Management Programs,
59
Educational Leadership Arts Administration
55-56
Educational Technology 31-46
Department of 154-156
Technology, Music Technology,
56
Education Education and Social Policy see Educational Communication and
Community Service
173, 176
189
Early Childhood and Childhood
184
187
132-146
132
98-99
E
Education and Jewish Studies American Language Institute Arrears policy, diploma 204
Drop/add policy Computer Science,
Studio Art
Applied Statistics
47-53
and Internet resources 183
Department of 183
Computer services
Alumni activities Applied Psychology,
Doctor of Psychology Drama Therapy Disorders, Department of Applicants with international
10-15
Community service deadlines 191
Coles Sports and Recreation
Application
Doctor of Education Doctor of Philosophy Administration, Leadership, and
Admission 142-144
Classification of Courses
35
Directory: Frequently
Called Numbers 207
Disabilities, students with 203
Discipline 192
Dissertation 191
Doctoral Advisement Fee System
(Maintenance of Matriculation) 2 2 4 INDEX
the steinhardt school of culture, education, and human development bulletin 2015–2017
177
178-81
Firearms, simulated,
NYU policy on 100-102
176-78
Food Studies Foreign credentials 175
112-113
168
Foreign Language Education 133
Full-time equivalency 189
G
K
N
Gay, lesbian, bisexual,
Kinesiology, see Physical therapy
New York State Education
and transgender courses 135-36
Gay, Lesbian, Bisexual, and
L
Transgender Student
Services, Office of Department degree and
184
certificate program registration
192-193
New York University,
Administration Learning disabled students,
Global Programs, Graduate See individual departments
Leave of absence support program for 184
Introduction to 190
Board of Trustees 6-7
4
7-8
Grade average 187
Lesbian, Gay, Bisexual, and
Deans and directors Grades 173
Transgender Student
Map 218
174
Services,
Travel directions 219
Graduate Commission Graduate Record Examination Graduate Student Organization Graduate study 189-90
20`
186-91
140-141
Literacy Education Libraries 161-163
5
Notices
Public Health,
Loans, see Financial aid
172, 207
Department of Grants, see Financial aid
197-200
Nutrition and Dietetics 201
M
Map, Washington Square campus H
201
Master of Fine Arts 36
O
Master of Music 86
Occupational Therapy,
Department of Health, Identity, Behavior, and
Master of Public Health 104
Prevention Studies (CHIBPS),
Mathematics Education 163-164
Center for 123
Matriculation, maintenance of
Health Center, Student 293
Doctorates Health insurance 203
Master’s 187
P
Sixth-Year Program 189
Painting and Drawing Higher and Postsecondary
Education History of Education Housing 26-28
See also Fees and expenses
the Professions, Department of 128
Media, Culture, and Communication,
139
Department of 68-74
54-67
Disabilities, The Henry and Lucy 184
Center for I
203
Multilingual Multicultural
Independent study 173-74
Studies Pathokinesiology Performing Arts Administration Permitted course load 88-89
98-100
172
62
Photography 36
Physical Therapy,
165-168
Department of Placement, see Career Development,
International Education 61
Administration
Music and Performing Arts
Plagiarism, policies concerning Professions, Department of 126
176-78
Philosophy of Education courses Museum, see Visual Arts
168-169
34
183
174
62
Admission 117-123
175
Interdepartmental Research Studies International students
111-112
Patents, University policy on Performing Arts Therapies Multicultural Education and Programs,
109-116
Pass/fail option Payment plans, tuition Moses Center for Students with
Humanities and Social Sciences in
Palladium Athletic Facility Measurement and
Evaluation, Psychological Human Development and Social
Intervention 172, 177
60
203
2
Nutrition, Food Studies, and
Graduation Guidance, see Counseling
9
75-108
124-131
Wasserman Center for
Printmaking Office for, and Scholars 184
Music Business 86-87
Probation, see Grades
Services
182
Music Education 88-89
Program Board 192
37
183
Introduction to New York
Music Performance and
University
Music Composition 90-91
Professional organizations
213
Music Technology 92-94
Psychological Development 129-30
4
Program Accredited by
Introduction to The Steinhardt
Music Theatre 85
Psychology, Applied,
School for Culture, Education,
Music Therapy 100
Department of And Human Development
9
Administration
Psychology and Social Intervention Public Health 10
J
Jewish Studies, Education and 121-36
57-58
2 2 5 INDEX
the steinhardt school of culture, education, and human development bulletin 2015–2017
143
113
R
T
Refund of tuition 176-78
Teacher Certification,
Registration and advisement 170-75
New York State
Registration Deadlines
Programs Examination pass rate 18
Rehabilitation Sciences
Teaching and Learning,
Department of 185-186
Religious and spiritual resources 203
Research on Culture, Development,
and Education, Center for Doctoral Programs in 16-17, 206
187
147-184
170
Teachers of English to Speakers of
123
Other Languages (TESOL) 138-41
Research and Evaluation of
Advanced Technologies in
Education, Consortium for Research in Physical Therapy Terminal experience, master’s 24
106
Residence requirement
see terminal experience
Ticket Central Box Office Doctoral 191
TOEFL (Test of English as a
Master’s 188
Foreign Language),
Transfer credit Science Education Sculpture Sculpture: Craft Media Services, School and University Sixth-Year Certificate Program Social Studies Education Sociology of Education Sororities
Special Education
169
35
171-73
178
155-57
Speech-Language-Hearing Clinic 63
V
Veterans benefits Video
Visual Arts Administration 174-176
Weapons, NYU policy on 168, 170
51
courses Federal and Recreation Center
Steinhardt School of Culture,
Education, and Human
Development
9
Student activities/school and
University services 01-202
Student Resource Center 202
Student Services, Office of
203
Student Teaching,
Studio Art 193
Withdrawal from
Supervised 39-40
W
Work-Study Program,
Counseling and 188, 199
36
Sports, see Coles Sports
Introduction to 220
194-196
183
and Therapy
Special students Washington Square campus
Tuition
35
See also Applied Psychology
176
22, 38-37
Study abroad, see individual
190
188-89, 192
Travel directions to the
Scholarships, see Financial aid
183
see Foreign credentials
Transcripts, official S
188
Thesis, Master of Arts,
departments
2 2 6 INDEX
the steinhardt school of culture, education, and human development bulletin 2015–2017
196-197
197-198
Frequently Called
Numbers
Admissions (Graduate)
Housing (Off-Campus)
Communicative Sciences and Disorders
212-998-5030
212-998-4620
212-998-5230
Pless Hall
4 Washington Square Village
665 Broadway, 9th floor
82 Washington Square East, 2nd floor
Jeffrey S. Gould Welcome Center
Humanities and Social Sciences in the
Bobst Library
212-998-4636
Professions
212-998-2500
Shimkin Hall, 50 West 4th Street,
212-992-9477
70 Washington Square South
1st floor
Kimball Hall
NYU Bookstore
International Students and Scholars
212-998-4667
Office
Media, Culture, and Communication
726 Broadway
212-998-4720
212-998-5191
561 La Guardia Place
East Building
246 Greene Street, 3rd floor
Bursar
239 Greene Street, 8th floor
212-998-2806
Lost and Found
25 West 4th Street, 1st floor
212-998-4850
Music and Performing Arts Professions
14 Washington Place
212-998-5424
Counseling and Student Services
Education building
212-998-5065
Registration Services
82 Washington Square East, room 32
212-998-5054
Counseling Services, University
Pless Hall
Nutrition, Food Studies, and Public
82 Washington Square East, 2nd floor
Health
212-998-5580
212-998-4780
726 Broadway
35 West 4th Street, 10th floor
Safety, Campus
411 Lafayette Street, 5th floor
212-998-2222
Students with Disabilities Adviser
7 Washington Place
Occupational Therapy
212-998-5825
212-998-4980 (voice and TTY)
82 Washington Square East, 6th floor
719 Broadway, 2nd floor
25 West 4th Street, 1st floor
THE STEINHARDT SCHOOL
OF CULTURE, EDUCATION,
AND HUMAN DEVELOPMENT
DEPARTMENTS
Student Health Center
Administration, Leadership, and
Teaching and Learning
212-443-1000
Technology
212-998-5470
726 Broadway
212-998-5520
East Building
82 Washington Square East, 7th floor
239 Greene Street, 6th floor
Financial Aid
212-998-4444
Physical Therapy
212-998-9400
380 Second avenue, 4th floor
Higher Education Opportunity
Program
Applied Psychology
212-998-5690
212-998-5555
East Building, 239 Green Street,
Kimball Hall
room 800
246 Green Street, 8th floor
Housing (University)
Art and Art Professions
212-998-4600
212-998-5700
383 Lafayette Street, 1st floor
Barney Building
34 Stuyvesant Street, 3rd floor
2 2 7 Frequently
called numbers the steinhardt school of culture, education, and human development bulletin 2015–2017