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 , Edu c at i on, and H u man de v e lop me nt
G r a d u at e 2 0 1 3 - 2 0 1 5
Art
Education
Health
Media
2 0 1 3 - 2 0 1 5 g r a d u at e b u l l e t i n
Applied Psychology
Music
G r a d u at e 2 0 1 3 - 2 0 1 5
Steinhardt School of Culture,
Education, and Human Development
Announcement for the 123rd and 124st Sessions
New York University
Washington Square
New York, New York 10003
NOTICE: The policies, requirements, course offerings, schedules, activities, tuition, fees, and calendar of the school and its departments and
programs set forth in this bulletin are subject to change without notice at any time at the sole discretion of the administration. Such changes
may be of any nature, including, but not limited to, the elimination of the school or college, programs, classes, or activities; the relocation of or
modification of the content of any of the foregoing; and the cancellation of scheduled classes or other academic activities.
Payment of tuition or attendance at any classes shall constitute a student’s acceptance of the administration’s rights as set forth in the
above paragraph.
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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Classification of Courses; Course Number Prefixes . . . . . . . . . . . . . . . . . . . . . 18
Department of Administration, Leadership, and Technology. . . . . . . . . . . . . . . 20
Department of Art and Art Professions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Department of Communicative Sciences and Disorders . . . . . . . . . . . . . . . . . . . 47
Department of Humanities and Social Sciences in the Professions. . . . . . . . . . 53
Department of Media, Culture, and Communication. . . . . . . . . . . . . . . . . . . . . . 65
Department of Music and Performing Arts Professions. . . . . . . . . . . . . . . . . . . . 72
Department of Nutrition, Food Studies, and Public Health. . . . . . . . . . . . . . . . . 99
Department of Occupational Therapy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Department of Physical Therapy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Department of Applied Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Department of Teaching and Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Registration and Advisement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Tuition, Fees, and Expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Student Activities/School and University Services . . . . . . . . . . . . . . . . . . . . . . . 182
Community Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Graduate Study/General Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Degree and Certificate Programs
as Registered by the New York State Education Department . . . . . . . . . . 192
Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Travel Directions to the Washington Square Campus . . . . . . . . . . . . . . . . . . . . . 201
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Frequently Called Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
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
council was Albert Gallatin, former adviser to Thomas
College. Certain of the University’s research facilities, notably
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 2013–2015
New York University and New York
NEW YORK UNIVERSITY
LIBRARIES
and to research academic freedom and
materials and work with faculty and
promote public discussion of its history
graduate students in every field of
The Elmer Holmes Bobst Library,
and role in our society. Tamiment’s
study at NYU. The staff also includes
designed by Philip Johnson and
Robert F. Wagner Labor Archives
specialists in undergraduate outreach,
Richard Foster, is the flagship of a
contain, among other resources, the
instructional services, preservation,
six-library system that provides access
archives of the Jewish Labor Committee
electronic information, and digital library
to the world’s scholarship and serves
and of more than 200 New York City
technology.
as a center for the NYU community’s
labor organizations.
The Barbara Goldsmith Preservation
volumes, 68,000 serial subscriptions,
and Conservation Department in Bobst
volumes, over 6 million microforms,
50,000 electronic journals, half a million
Library comprises laboratories for book,
480,000 government documents,
e-books, 105,000 audio and video
film, and audio/video conservation. Its
142,000 sound and video recordings,
recordings, and 25,000 linear feet of
preservation projects often provide
and a wide range of electronic
archival materials, the collections are
training for students in many aspects of
resources. Bobst Library is visited by
uniquely strong in the performing arts,
book, paper, and media preservation. In
more than 6,800 users per day and
radical and labor history, and the history
a groundbreaking initiative funded by
circulates about one million books
of New York and its avant-garde culture.
the Andrew W. Mellon Foundation, the
annually.
The library’s website, library.nyu.edu,
Division of Libraries in 2008 completed
received 2.8 million visits in 2008–2009.
development of rationales and strategies
fine arts museum, presents three to
The Grey Art Gallery, the University’s
for all aspects of moving image and
four innovative exhibitions each year
stacks and approximately 2,500 seats
audio preservation, consulting with
that encompass all aspects of the visual
for student study. The Avery Fisher
a variety of other institutions to
arts: painting and sculpture, prints and
Center for Music and Media, one of the
identify and test best practices and
drawings, photography, architecture
world’s largest academic media centers,
disseminating them throughout the
and decorative arts, video, film, and
has 134 carrels for audio listening and
archival community.
performance. The gallery also sponsors
Bobst Library offers 28 miles of open
video viewing and three multimedia
Beyond Bobst, the library of
lectures, seminars, symposia, and film
series in conjunction with its exhibitions.
classrooms. Last year the center filled
the renowned Courant Institute of
more than 70,000 research requests for
Mathematical Sciences focuses on
Admission to the gallery is free for NYU
audio and video material. The Digital
research-level material in mathematics,
staff, faculty, and students. Studio offers a constantly evolving,
computer science, and related fields.
leading-edge resource for faculty and
The Stephen Chan Library of Fine
Collection, founded in 1958, consists
student projects and promotes and
Arts at the Institute of Fine Arts (IFA)
of more than 5,000 works in a wide
supports access to digital resources
houses the rich collections that support
range of media. The collection primarily
for teaching, learning, research, and
the research and curricular needs
comprises late 19th-century and 20th-
arts events. The Data Service Studio
of the institute’s graduate programs
century works; its particular strengths
provides expert staff and access
in art history and archaeology. The
are American painting from the 1940s to
to software, statistical computing,
Jack Brause Real Estate Library at
the present and 20th-century European
geographical information systems
the Real Estate Institute, the most
prints. A unique segment of the NYU
analysis, data collection resources, and
comprehensive facility of its kind, serves
Art Collection is the Abby Weed Grey
data management services in support of
the information needs of every sector of
Collection of Contemporary Asian
quantitative research at NYU.
the real estate community. The Library
and Middle Eastern Art, which totals
of the Institute for the Study of the
some 1,000 works in various media
within Bobst Library, is home to the
Ancient World (ISAW) is a resource
representing countries from Turkey to
unparalleled Fales Collection of English
for advanced research and graduate
Japan.
and American Literature; the Food
education in ancient civilizations from
Studies Collection, a rich and growing
the western Mediterranean to China.
THE LARGER CAMPUS
trove of cookbooks, food writing,
Complementing the collections of the
New York University is an integral part
pamphlets, paper, and archives dating
Division of Libraries are those of the
of the metropolitan community of New
from the 1790s; and the Downtown
libraries of NYU’s School of Medicine,
York City—the business, cultural, artistic,
Collection, an extraordinary multimedia
Dental Center, and School of Law.
and financial center of the nation and
The Fales Library, a special collection
The New York University Art
The NYU Division of Libraries
the home of the United Nations. The
New York art world since 1975. Bobst
continually enhances its student
city’s extraordinary resources enrich
Library also houses the Tamiment
and faculty services and expands its
both the academic programs and the
Library, the country’s leading repository
research collections, responding to the
experience of living at New York Uni-
of research materials in the history of
extraordinary growth of the University’s
versity.
left politics and labor. Two fellowship
academic programs in recent years and
programs bring scholars from around
to the rapid expansion of electronic
activities include service as editors for
the world to Tamiment to explore the
information resources. Bobst Library’s
publishing houses and magazines; as
history of the Cold War and its wide-
professional staff includes more than
advisers to city government, banks,
ranging impact on American institutions
30 subject specialists, who select
school systems, and social agencies;
archive documenting the avant-garde
5
The Libraries of New York University
collections include more than 5.1 million
intellectual life. With four million print
Professors whose extracurricular
An introduction to new york university the steinhardt school of culture, education, and human development bulletin 2013–2015
and as consultants for museums and
famous for its contributions to the
national origin, ethnicity, citizenship
industrial corporations bring to teaching
fine arts, literature, and drama and
status, veteran or military status,
an experience of the world and a
its small-scale, European style of
age, disability, and any other legally
professional sophistication that are
living. New York University makes a
protected basis.
difficult to match.
significant contribution to the creative
Inquiries regarding the application
activity of the Village through the high
of the federal laws and regulations
work or in outside activities, tend to be
concentration of faculty and students
concerning affirmative action and
involved in the vigorous and varied life
who reside within a few blocks of the
antidiscrimination policies and
of the city. Research for term papers in
University.
procedures at New York University may
Students also, either through course
the humanities and social sciences may
University apartment buildings
be referred to Mary Signor, Executive
take them to such diverse places as the
provide housing for over 2,100 members
Director, Office of Equal Opportunity,
American Museum of Natural History,
of the faculty and administration, and
New York University, Elmer Holmes
the Museum of Modern Art, a garment
University student residence halls
Bobst Library, 70 Washington Square
factory, a deteriorating neighborhood,
accommodate over 11,500 men and
South, 12th Floor, New York, NY 10012;
or a foreign consulate.
women. Many more faculty and students
212-998-2352. Inquiries may also be
reside in private housing in the area.
referred to the director of the Office
mediate importance for urban society
A PRIVATE UNIVERSITY
Department of Labor.
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).
Students in science work with their
of Federal Contract Compliance, U.S.
professors on such problems of im-
world form a regular part of the educa-
The University is committed to
New York University is a member of
Individual undergraduate, graduate,
tional scene for students of medicine,
a policy of equal treatment and
and professional programs and schools
dentistry, education, social work, law,
opportunity in every aspect of its
are accredited by the appropriate
business and public administration, and
relations with its faculty, students, and
specialized accrediting agencies.
the creative and performing arts.
staff members, without regard to race,
The chief center for undergraduate
color, religion, sex, sexual orientation,
and graduate study is at Washington
gender and/or gender identity or
Square in Greenwich Village, long
expression, marital or parental status,
Senior University Administration
John Sexton, B.A., M.A., Ph.D., J.D.,
R. May Lee, B.A., J.D., Vice Chancellor,
Debra A. LaMorte, B.A., J.D., Senior Vice
President
Asia Strategic Initiatives
President for Development and Alumni
Linda G. Mills, B.A., J.D., M.S.W., Ph.D.,
David W. McLaughlin, B.S., M.S., Ph.D.,
Vice Chancellor for Global Programs
R. May Lee, B.A., J.D., Associate Vice
Provost
and University Life, NYU; Associate Vice
Chancellor, Asia
Michael C. Alfano, D.M.D., Ph.D.,
Senior Presidential Fellow
Richard S. Baum, B.A., Chief of Staff to
Chancellor for Admissions and Financial
Support, NYU Abu Dhabi
Diane C. Yu, B.A., J.D., Deputy President
Robert Berne, B.S., M.B.A., Ph.D.,
Bonnie S. Brier, B.A., J.D., Senior
Executive Vice President for Health
Vice President, General Counsel, and
Martin S. Dorph, B.S., M.B.A., J.D.,
Secretary of the University
Executive Vice President, Finance and
Lynne P. Brown, B.A., M.A., Ph.D.,
Information Technology
Senior Vice President for University
Katherine Fleming, B.A., M.A., Ph.D.,
Ron Robin, B.A., M.A., Ph.D., Senior
Vice Provost for Planning; Senior Vice
Provost, NYU Abu Dhabi
Matthew S. Santirocco, B.A., B.A.
the President
6
Relations
Relations and Public Affairs
[Cantab.]; M.Phil., M.A. [Cantab.], Ph.D.;
hon.: M.A., Senior Vice Provost for
Undergraduate Academic Affairs
K. R. Sreenivasan, B.E., M.E., M.A.,
Ph.D.; hon.: D.Sc., Senior Vice Provost
for Science/Technology for the Global
Network University; Provost, Polytechnic
Deputy Provost and Vice Chancellor,
Jules Coleman, B.A., Ph.D., M.S.L., Senior
Institute of NYU; Acting President,
Europe
Vice Provost for Academic Planning
Polytechnic Institute of NYU Richard Foley, B.A., M.A., Ph.D., Vice
Norman Dorsen, B.A., LL.B., Counselor
Chancellor for Strategic Planning
to the President
Alison Leary, B.S., Executive Vice
Paul M. Horn, B.S., Ph.D., Senior Vice
President for Operations
Provost for Research
An introduction to new york university the steinhardt school of culture, education, and human development bulletin 2013–2015
DEANS AND DIRECTORS
Roger Bagnall, B.A., M.A., Ph.D., Director,
Robert I. Grossman, B.S., M.D., Saul J.
Richard L. Revesz, B.S.E., M.S., J.D.,
Institute for the Study of the Ancient
Farber Dean, NYU School of Medicine;
Dean, School of Law
World
Chief Executive Officer, NYU Hospitals
Gérard Ben Arous, B.S., M.Sc.,
Center
Ph.D., Director, Courant Institute of
Bjorn Hanson, B.S., M.B.A., Ph.D.,
Mathematical Sciences; Vice Provost for
Co-Interim Dean, School of Continuing
Science and Engineering Development
and Professional Studies, and Divisional
Lauren Benton, B.A., Ph.D., Dean,
Graduate School of Arts and Science
Charles N. Bertolami, D.D.S., D.Med.Sc.,
Herman Robert Fox Dean, College of
Dentistry
Alfred H. Bloom, B.A., Ph.D.; hon.: LL.D.,
Vice Chancellor, NYU Abu Dhabi
Mary M. Brabeck, B.A., M.S., Ph.D., Gale
and Ira Drukier Dean, Steinhardt School
of Culture, Education, and Human
Development
Mary Schmidt Campbell, B.A., M.A.,
Ph.D.; hon.: D.F.A., D.H.L., Ph.D., Dean,
Tisch School of the Arts
Thomas J. Carew, B.A., M.A., Ph.D.; hon.:
M.A., Dean, Faculty of Arts and Science
Joy Connolly, B.A., Ph.D., Dean for
Humanities, Faculty of Arts and Science
Dennis DiLorenzo, B.A., Co-Interim Dean
and Vice Dean, School of Continuing and
Professional Studies
Dean, Preston Robert Tisch Center
for Hospitality, Tourism, and Sports
Patricia Rubin, B.A., M.A., Ph.D., Judy
and Michael Steinhardt Director, Institute
of Fine Arts
Ellen Schall, B.A., J.D., Dean, Robert
F. Wagner Graduate School of Public
Service Management, School of Continuing and
Fred Schwarzbach, B.A., M.A., Ph.D.,
Professional Studies
Dean of Liberal Studies, Faculty of Arts
Cheryl G. Healton, B.A., M.P.A., Dr.P.H.,
and Science
Director, Global Institute of Public
K. R. Sreenivasan, B.E., M.E., M.A., Ph.D.;
Health; Dean of Global Public Health
hon.: D.Sc., Provost, Polytechnic Institute
Peter Blair Henry, B.A., B.A., Ph.D., Dean,
Leonard N. Stern School of Business
Michael Laver, B.A. (hons.), M.A., Ph.D.,
Dean for Social Sciences, Faculty of Arts
and Science
Jeffrey S. Lehman, B.A., J.D., M.P.P., Vice
Chancellor, NYU Shanghai
of NYU; Acting President, Polytechnic
Institute of NYU); Senior Vice Provost
for Science/Technology for the Global
Network University
G. Gabrielle Starr, B.A., M.A., Ph.D.,
Seryl Kushner Dean, College of Arts and
Science
Eileen Sullivan-Marx, B.S.N., M.S., Ph.D.,
Carol A. Mandel, B.A., M.A., M.S.L.S.,
CRNP, RN, FAAN, Dean, College of
Dean of Libraries
Nursing
Geeta Menon, B.A., M.A., Ph.D., Dean,
Lynn Videka, B.S.N., M.A., Ph.D., Dean,
Undergraduate College, Leonard N.
Stern School of Business
Silver School of Social Work
Susanne L. Wofford, B.A.; B.Phil.
Michael D. Purugganan, B.S., M.A., Ph.D.,
[Oxon.], Ph.D., Dean, Gallatin School of
Dean for Science, Faculty of Arts and
Individualized Study
Science
Yu Lizhong, B.Sc., Ph.D., Chancellor, NYU
Shanghai
Board of Trustees
Martin Lipton, B.S. in Econ., LL.B., Chair
Ronald D. Abramson, B.A., J.D.; hon.:
D.F.A.
Kelly Kennedy Mack, B.A., M.B.A.
Barry Diller
Donald B. Marron
Gail Drukier, B.S.
Howard Meyers, B.S.
Joel S. Ehrenkranz, B.S., M.B.A.,
Constance J. Milstein, B.A., J.D.
Khaldoon Khalifa Al Mubarak
LL.B., LL.M.
Phyllis Putter Barasch, B.S., M.A., M.B.A.
Laurence D. Fink, B.A., M.B.A.
Maria Bartiromo, B.A.
Jay M. Furman, B.S., J.D.
Marc H. Bell, B.S., M.S.
H. Dale Hemmerdinger, B.A.
William R. Berkley, B.S., M.B.A.
Jonathan M. Herman, B.A., J.D.
Daniel J. Brodsky, B.A., M.U.P.
Charles J. Hinkaty, B.S., M.S.
Heather L. Cannady, B.A., J.D.
Mitchell Jacobson, B.A., J.D.
Arthur L. Carter, B.A., M.B.A.
Richard D. Katcher, B.A., LL.B.
Evan R. Chesler, B.A., J.D.
Richard Jay Kogan, B.A., M.B.A.
William T. Comfort, III, B.S.B.A., J.D.,
Jerry H. Labowitz, B.A.
LL.M. (in Taxation)
Michael R. Cunningham, B.B.A., M.A.,
Ph.D.
7
Florence A. Davis, B.A., J.D.
Kenneth G. Langone, B.A., M.B.A.
Jeffrey H. Lynford, B.A., M.P.A., J.D.
David C. Oxman, B.A., LL.B.
John Paulson, B.S., M.B.A.
Lester Pollack, B.S., LL.B.
Catherine B. Reynolds, B.A.
Courtney Sale Ross, B.A.
William C. Rudin, B.S.
Suresh Sani, B.A., J.D.
John Sexton, B.A., M.A., Ph.D., J.D.
Constance Silver, B.S., M.S.W., Ph.D.
Lisa Silverstein, B.A.
Jay Stein
Joseph S. Steinberg, B.A., M.B.A.
An introduction to new york university the steinhardt school of culture, education, and human development bulletin 2013–2015
Judy Steinhardt, B.A., Ed.M.
Michael H. Steinhardt, B.S.
Chandrika Tandon, B.A., M.B.A.
Daniel R. Tisch
John L. Vogelstein
Casey Wasserman, B.S.
Anthony Welters, B.A., J.D.
Maurice R. Greenberg, LL.B.; hon.: J.D.,
LL.D.
Henry Kaufman, B.A., M.S., Ph.D.; hon.:
L.H.D., LL.D.
Helen L. Kimmel, B.A.
Thomas S. Murphy, B.S.M.E., M.B.A.
L. Jay Oliva (President Emeritus), B.A.,
M.A., Ph.D.; hon.: D.H.L., Litt.D., LL.D.,
Shelby White, B.A., M.A.
Ph.D.
Leonard A. Wilf, B.A., J.D., LL.M. (in
Herbert M. Paul, B.B.A., M.B.A., J.D.,
Taxation)
LL.M.
William D. Zabel, B.A., LL.B.
Charles M. Zegar, B.S., M.S, M.S.
Life Trustees
Diane Belfer
Mamdouha Bobst, B.A., M.A., M.P.H.;
Trustee Associates
Bruce Berger, B.S.
Leonard Boxer, B.S., LL.B.
Jane Eisner Bram, B.A., M.S.W., Ph.D.
Betty Weinberg Ellerin, B.A., J.D.
Norman Goodman, B.A., J.D.
Marvin Leffler, B.S., M.B.A.
E. John Rosenwald, Jr., B.A., M.B.A.
William R. Salomon
Marie Schwartz
Larry A. Silverstein, B.A., LL.B.
Joel E. Smilow, B.A., M.B.A.
hon.: L.H.D.
Sheldon H. Solow
John Brademas (President Emeritus),
Henry Taub, B.S.
B.A.; D.Phil. [Oxon.]; hon.: D.C.L., L.H.D.,
Lillian Vernon
Litt.D., LL.D.
Robert F. Wright, B.A., M.B.A.
Geraldine H. Coles
Baroness Mariuccia Zerilli Marimò
John J. Creedon, B.S., LL.B., LL.M.
8
An introduction to new york university the steinhardt school of culture, education, and human development bulletin 2013–2015
introduction to the
Steinhardt School of
Culture, Education, and
Human Development
The Steinhardt School of Culture, Education, and Human
Steinhardt’s faculty and students continually evaluate and
Development is a professional school with a wide range
redefine processes, practices, and policies in their respective
of undergraduate and graduate programs, all designed
fields. They bring global and community perspectives to their
to advance knowledge, creativity, and innovation at the
studies and research and to their careers.
crossroads of human learning, culture, development, and wellbeing. Our integration of education, media studies, health, and
Welcome to NYU Steinhardt. We are proud to have you be
part of our tradition of excellence and our vision for the future.
the arts into a single college makes us unique in the nation
and offers unrivaled opportunities for inquiry and exploration.
Many of our programs are especially committed to activities
Administration
aimed at improving the urban environment for communities,
families, and children.
At the graduate level, the school prepares aspiring and
Mary M. Brabeck, B.A., M.S.,
Claude Blenman, B.A., M.A.,
Ph.D., Dean
Director, Faculty Affairs
current professionals from a diverse range of backgrounds
and experiences to enter or advance their careers in health,
Beth C. Weitzman, B.A.,
the arts, culture, and media in addition to teacher education,
M.P.A., Ph.D., Vice Dean
leadership, and applied psychology. We offer specialized
professional and scholarly education within the context of
one of the country’s premier centers for scholarly and creative
inquiry, applied research, and field-based practice. Our stu-
Patricia M. Carey, B.A., M.A.,
Ph.D., Associate Dean for
Student Affairs
Judith Costello, B.S., Director,
Institutional Research
Mary Beth Fenlaw, B.Mus.,
M.B.A., Director, Marketing
Lee Frissell, B.A., M.A.,
Director, Field Projects
dents find a warm and supportive environment in which they
Perry Halkitis, B.A., M.S.,
can explore new ideas and practices with faculty and student
Ph.D., Associate Dean for
Bart Grachan, B.A., M.S.T.,
colleagues. They work with researchers, scholars, and teachers
Research and Doctoral Studies
M.A., Ed.D. Director,
who are intellectually adventurous and socially conscious.
Robert A. Knight, B.A.,
They learn in the expansive environment of a great research
M.B.A., Associate Dean for
university and use the urban neighborhoods of New York
Administration and Finance
City and countries around the world as their laboratory. They
embrace the challenges of our complex and interconnected
world.
The school traces its origins to 1890, when New York
Lindsay Wright, B.S., Ph.D.,
Community College Transfer
Opportunity Program
Kathy Heins, B.A., M.A,
Director, Development
Associate Dean for Planning
Roger Ho, B.A., M.A., Director,
and Communication
Human Resources
University established a School of Pedagogy. With its found-
Erich Dietrich, B.A., M.A.,
Jeffrey Lane, B.A., M.A.,
ing, the University achieved another milestone in American
Ph.D., Assistant Dean for
M.A., Director, Administrative
education. It was the first time that a graduate school for
Global and Academic Affairs
Services and Information
preparing teachers was established in a major university,
placing the School of Pedagogy at equal rank with other
Barbara Kotlikoff, B.A.,
Technology
Assistant Dean for
John S. Myers, B.A., M.A.,
Development and Alumni
Director, Enrollment
Relations
Management
graduates and African Americans in its student body and
Leslie Brown, B.A., Executive
Debra Weinstein, B.A., M.A.,
faculty in the early 20th century.
Director, Financial Planning
Director, Publications and
professional schools, such as law and medicine. From its
earliest years, NYU Steinhardt recognized the importance of
diversity, and included women among its first doctoral
and Operations
Creative Projects
and classes, including on-campus and study abroad courses
Jeanne Bannon, B.A., M.A.,
David A. Zapotocky,
during winter and summer sessions; outstanding fieldwork
Director, Student Services
B.S., M.A., Ph.D., Director,
Today, NYU Steinhardt offers a broad array of programs
sites for applied practice; award-winning faculty; and exceptional academic and research opportunities. Through rigorous
research and education, both within and across disciplines,
9 introduction the steinhardt school of culture, education, and human development bulletin 2013–2015
Registration 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
GEBEWLADCRAdvanced Certificate
Business and Workplace Learning
GEBWECADCRAdvanced 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
GEELSDADCRAdvanced Certificate
Educational Leadership, Politics & Advocacy
GEELPAMAM.A
Educational Communication and Technology
Educational Communication and Technology
GEEDCTEDDEd.D.
Educational Communication and Technology
GEEDCTPHD
Digital Media Design for Learning
GEDMDLADCRAdvanced Certificate
Digital Media Design for Learning
GEDMDLMAM.A.
Games for Learning
GEGLETMSM.S
Ph.D.
Higher Education
Higher Education & Student Affairs
GEHESAMAM.A.
Higher Education Administration
GEHIAEEDDEd.D.
Higher and Postsecondary Education
GEHIPSPHD
Ph.D.
M.A.
APPLIED PSYCHOLOGY
Counseling & Guidance
Bilingual School Counseling K-12
GECNGUMA: GECBG001
Counseling & Guidance
GECNGUADCR: GECGU001Advanced Certificate
Counseling for Mental Health Wellness
GECMHWMAM.A
School Counseling K-12
GECNGUMA: GECGS001M.A
Counseling Psychology
Counseling Psychology
GECNPSPHD
Ph.D.
GEPSSIPHD
Ph.D.
Psychology & Social Intervention
Psychology & Social Intervention
Human Development & Social Intervention
Human Development & Social Intervention
GEHDSIMAM.A.
Psychological Development
Psychological Development
* Leads to New York State
certification.
GEPSDVPHD
Ph.D.
GEPSCHPSYD
Psy.D.
School Psychology
Professional Child/School Psychology †Professional license
qualifying.
‡Students are no
longer admitted into this
program.
ART & ART PROFESSIONS
Studio Art
Studio Art/Teaching Art, All Grades
UEARAG/GEAREDB.F.A./M.A
Studio Art
GEARTCADCRAdvanced Certificate
1 0 Academic
programs the steinhardt school of culture, education, and human development bulletin 2013–2015
Studio Art
GEARSAMFAM.F.A.
Studio Art
GEARSTMAM.A. (3 Summer Program)
Art Education
Art Education
GEARTDEDDEd.D.
Teaching Art: All Grades
GEAREPMAM.A.
Teaching Art—All Grades
GEAREIMAM.A.
Art Education and Community Practice
GEAECPMAM.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
GEAVCEPHD: GEAED007
Ph.D.
COMMUNICATIVE SCIENCES & DISORDERS
Communicative Sciences & Disorders
GECSDCADCRAdvanced Certificate
Communicative Sciences & Disorders
GECSDMMSM.S.
Communicative Sciences & Disorders
GECSDPPHD
Ph.D.
Humanities & Social Sciences in the Professions
Education & Jewish Studies
Education & Jewish Studies
GEEDJSMAM.A.
Education & Jewish Studies/
Hebrew & Judaic Studies
GEEJHJMAM.A. (Dual Degree with GSAS)
Education & Jewish Studies
GEEJSTPHD
Ph.D.
Education & Social Policy
Education & Social Policy
GEEDSPMAM.A.
Applied Statistics in Social Research
GEASSRMSM.S.
History of Education
History of Education
GEHSEDMAM.A.
History of Education
GEHSEDPHD
Ph.D.
GEINTEPHD: GECII001
Ph.D.
GEINTEPHD: GEGED001
Ph.D.
International Development Education
GEINTEPHD: GECOP001
Ph.D.
International Education
GEINTSMAM.A.
International Education
GEINTSADCRAdvanced Certificate
International Education
International Education:
Cross-Cultural Exchange and Training
International Education: Global Education
International Education:
Philosophy of Education
Philosophy of Education
GEPHEDMAM.A.
Philosophy of Education
GEPHEDPHD
Ph.D.
Sociology of Education
Sociology of Education
GESOEDMAM.A.
Sociology of Education
GESOEDPHD
Sociology of Education: Education Policy
GESOEDMA: GEEDP001M.A
Ph.D.
Sociology of Education:
Social & Cultural Studies of Education
GESOEDMS: 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
1 1 Academic
programs the steinhardt school of culture, education, and human development bulletin 2013–2015
Music - Instrumental
Instrumental Performance/
UEMSNDBMUS:
UEEDU007B.Mus/M.A
Teaching Music All Grades.
Instrumental Performance
GEMUIPMMM.M.
Instrumental Performance: GEMUIPMM:
GEJIP001M.M.
Jazz Instrumental Performance
Music - Piano
Piano Performance/Teaching Music All Grades
UEMSPDBMUS: UEEDU005M.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
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.
Teachers of Music in Elementary and
Secondary Schools, Music Teacher K-12
GEMUSEADCR: GEMES004Advanced Certificate
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.
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
UEMTCDBMUSB.Mus/M.A.
Music Theory & Composition
GEMATCMMM.M.
Music Theory & Composition
GEMATCMM: GESFM001M.M.
Music Theory & Composition
GEMTACMM: GEFMS001M.M.
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
GEDATDADCRAdvanced Certificate
Teaching Dance in Higher Education &
the Professions
GEDAPRMAM.A.
Teaching Dance in Higher Education &
the ProfessionsM.A.
The American Ballet Theater Pedagogy
GEDAPRMA: GEABT002
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.
Music Performance & Composition:
Vocal Pedagogy
Vocal Pedagogy, Advanced Certificate
GEMVPCADCRAdvanced Certificate
Vocal Performance, M.M.: Classical Voice
GEMUVPMM:GEVCLM.M.
Vocal Performance, M.M.:
Musical Theatre Performance
GEMUVPMM:GEMTHM.M.
1 2 Academic
programs the steinhardt school of culture, education, and human development bulletin 2013–2015
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
Performing Arts Administration
Performing Arts Administration
GEAADPMAM.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.
GEHEPHPHD Ph.D.
Public Health
Public Health
Food Studies
Food Studies
GEFOODMA: GECUL001M.A.
Food Studies
GEFOODMA: GESYS001M.A.
Food Studies & Food Management
GEHOFPHD Ph.D.
Occupational Therapy Occupational Therapy
GEOTHRMSM.S.
Occupational Therapy
GEOTHSDPSD.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)
GEPTPSDPTD.P.T.
Physical Therapy
(for practicing Physical Therapists)
GEPTPPDPTD.P.T.
Orthopedic Physical Therapy
GEPTHDADCRAdvanced Certificate
Physical Therapy: Pathokinesiology
GEPTHPMA: GEKIN001M.A.
Research in Physical Therapy
GEPTHRPHD Ph.D.
Teaching & Learning
Early Childhood and Elementary Education
Childhood Education
GECHEDMAM.A.
Childhood Education
GECHEPMA M.A.
Childhood Education/
Childhood Special Education, Childhood
Early Childhood Education
GECSECMAM.A.
GEECEDMAAdvanced Certificate
Early Childhood/Early Childhood
Special Education, Early Childhood
GEESEEMAM.A.
Positions of Leadership:
Early Childhood & Elementary Education
GEELLDADCRAdvanced Certificate
Positions of Leadership:
Early Childhood & Elementary Education
GEELLDPHD Ph.D.
GEENGEPHD Ph.D.
GEENGEPHD: GEAPL001
Ph.D.
GEENGCPHD: GELRM001 Ph.D.
English Education
English Education Secondary & College
English Education Secondary & College:
Applied Linguistics
English Education Secondary & College:
Literature, Reading, Media Education,
Composition Education &
Curriculum Development
English Education: Teachers of English Language
& Literature in Colleges
GEENGCADCRAdvanced Certificate
English Education: Teachers of English 7-12
GEENGPMAM.A.
English Education: Teaching English 7-12
GEENGLMAM.A. English Education:
Clinically-Based English Education
GECBEEADCRAdvanced Certificate
English Education:
Clinically-Based English Education
GECBEEMAM.A.
1 3 Academic
programs the steinhardt school of culture, education, and human development bulletin 2013–2015
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 Teaching Mathematics 7-12
GEMTHPMAM.A.
Ph.D.
Teaching Mathematics 7-12
GEMTHEMAM.A.
Bilingual Education
Bilingual Education
GEBILMMAM.A.
Bilingual Education
GEBILNPHD
Bilingual Education for Teachers
GEBILCADCRAdvanced Certificate
Post-Masters Study in Bilingual Education
GEBEPMADCRAdvanced Certificate
Foreign Language Education
GEFLEDMA
Foreign Language Education
GEFLEDMAM.A.
Teaching a Foreign Language 7-12
GEFLCEMAM.A.
Teaching a Foreign Language 7-12
GEFLCEMA: MANM.A.
Teachers of Chinese 7-12 GEFLCPMAM.A.
Teaching a Foreign Language 7-12
GEFLFHMAM.A.
Teachers of French 7-12
GEFLFPMAM.A.
Teaching a Foreign Language 7-12
GEFLGNMAM.A.
Teachers of German 7-12
GEFLGPMAM.A.
Teachers of Hebrew 7-12
GEFLHPMAM.A.
Teaching a Foreign Language 7-12
GEFLHWMAM.A.
Teaching a Foreign Language 7-12, Italian
GEFLINMAM.A.
Teachers of Italian 7-12
GEFLIPMAM.A.
Teaching a Foreign Language 7-12 Japanese
GEFLJEMAM.A.
Teachers of Japanese 7-12, M.A.
GEFLJPMAM.A.
Teaching a Foreign Language 7-12 Latin
GEFLLNMAM.A.
Teachers of Latin, M.A.
GEFLLPMAM.A.
Teaching a Foreign Language 7-12, Russian
GEFLRNMA M.A.
Teachers of Russian, M.A.
GEFLRPMAM.A.
Teaching a Foreign Language 7-12, Spanish)
GEFLSHMAM.A.
Teachers of Spanish 7-12.
GEFSSPMAM.A.
Ph.D.
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
GEFLPMADCRAdvanced 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.
Teaching Chemistry 7-12
GESCHYMAM.A.
Teachers of Physics 7-12 GESPHPMAM.A.
Teaching Physics 7-12
GESPHYMAM.A.
Social Studies Education
Teaching Social Studies 7-12
GESSSTMAM.A.
Teachers of Social Studies 7-12
GESSSPMAM.A.
Teaching English to Speakers of Other Languages
Post-Baccalaureate Study in Teaching English to
Speakers of Other Languages
GETEPBADCRAdvanced Certificate
Post-Masters Study in TESOL in
Colleges, Advanced Certificates
GETEPMADCRAdvanced Certificate
Teaching English to Speakers of
Other Languages - All Grades
GETSOGMAM.A.
1 4 Academic
programs the steinhardt school of culture, education, and human development bulletin 2013–2015
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.
1 5 Academic
programs the steinhardt school of culture, education, and human development bulletin 2013–2015
Teacher Certification Programs*
codes
degrees
Art and Art Professions
Studio Art/Teaching Art, All Grades, dual degree
(initial/professional certification)
UEARAG/GEAREDB.F.A./M.A
Teaching Art: All Grades (professional certification)
GEAREPMAM.A.
Teaching Art: All Grades (initial/professional certification)
GEAREIMAM.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 (initial/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)
GEDATDADCRAdvanced Certificate
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.
GEECEDMAAdvanced 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
(initial/professional certification)
GEENGLMAM.A. English Education: Clinically-Based
English Education (initial certification)
GECBEEADCRAdvanced Certificate
English Education: Clinically-Based English Education
(initial/professional certification)
GECBEEMAM.A.
Literacy B-6, (initial/professional certification)
GELITBMAM.A.
Literacy 5-12 (initial/professional certification)
GELITCMAM.A.
Bilingual Education for Teachers (initial/professional certification) GEBILCADCRAdvanced Certificat
* Many of these
Teaching a Foreign Language 7-12:
programs are
All (initial/professional certification)
approved by the
Chinese
GEFLCEMAM.A.
Department of
Mandarin
GEFLCEMA: MANM.A.
Veterans Affairs.
Chinese
GEFLCPMAM.A.
Please consult
French
GEFLFHMAM.A.
with the Office of
French
GEFLFPMAM.A.
Graduate Admissions
German
GEFLGNMAM.A.
for further
Greman
GEFLGPMAM.A.
information.
Hebrew
GEFLHPMAM.A.
Hebrew
GEFLHWMAM.A.
Italian
GEFLINMAM.A.
1 6 Academic
programs the steinhardt school of culture, education, and human development bulletin 2013–2015
Italian
GEFLIPMAM.A.
Japanese
GEFLJEMAM.A.
Japanese
GEFLJPMAM.A.
Latin
GEFLLNMAM.A.
Latin
GEFLLPMAM.A.
Russian
GEFLRNMA M.A.
Russian
GEFLRPMAM.A.
Spanish
GEFLSHMAM.A.
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.
Science Education: Clinically Rich Integrated Science Program
(initial/professional certification)
GECRSPMAM.A.
Teachers of Biology 7-12 (professional certification)
GESBLPMAM.A.
Teaching Biology 7-12 (initial/professional certification)
GESBLYMAM.A.
Teachers of Chemistry 7-12 (professional certification)
GESCHPMAM.A.
Teaching Chemistry 7-12 (initial/professional certification)
GESCHYMAM.A.
Teachers of Physics 7-12 (professional certification)
GESPHPMAM.A
Teaching Physics 7-12 (initial/professional certification)
GESPHYMAM.A. Teaching Social Studies 7-12 (initial/professional certification)
GESSSTMAM.A.
Teachers of Social Studies 7-12 (professional certification)
GESSSPMAM.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.
Special Education Childhood, M.A.
(initial/professional certification)
GESECHMAM.A.
Special Education: Early Childhood, M.A.
(initial/professional certification)
GESEECMAM.A.
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].
1 7 Academic
programs the steinhardt school of culture, education, and human development bulletin 2013–2015
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 unit 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 ate required to meet
for 10 hours per unit, 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 units 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 units of the baccalaureate may,
1–999 freshman, sophomore
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
Course Number Prefixes
Department/Program
Code
Administration, Leadership and TechnologyAMLT-GE
Department/Program
Code
Humanities and Social Sciences in
Business EducationHPSE-GE
the Professions
Educational Leadership EDLED-GE
Applied StatisticsAPSTA-GE
HMSS-GE
Educational Communication and TechnologyEDCT-GE
Arts and Humanities Education, Studies inAHUM-GE
Higher EducationHPSE-GE
Education and Jewish StudiesEJST-GE
Applied PsychologyAPSY-GE
International EducationINTE-GE
American Sign LanguageASL-GE
Philosophy of Education
PHED-GE
Sociology of Education
SOED-GE
History of EducationHSED-GE
Art
Art EducationARTED-GE
Interdepartmental Research StudiesRESCH-GE
Art TherapyARTT-GE
Art Theory and Critical StudiesARTCR-GE
Media, Culture, and Communication
Costume StudiesARCS-GE
(graduate)
MCC-GE
Studio ArtART-GE
Visual Arts AdministrationARVA-GE
Media, Culture, and Communication
(undergraduate)
Communication Sciences and Disorders
MCC-UE
CSCD-GE
Music
Dance EducationMPADE-GE
Drama TherapyMPADT-GE
Music TherapyMPAMT-GE
Performing Arts AdministrationMPAPA-GE
Educational TheatreMPAET-GE
1 8 Academic
programs the steinhardt school of culture, education, and human development bulletin 2013–2015
Department/Program
Code
Music EducationMPAME-GE
Department/Program
Code
Physical Therapy
PT-GE
Music and Music Professions
Teaching and LearningTCHL-GE
Instrumental
Bilingual EducationBILED-GE
StringsMPASS-GE
Childhood Education
JazzMPAJZ-GE
Early Childhood and Elementary EducationECED-GE
CHDED-GE
PercussionMPAPS-GE
English EducationENGED-GE
BrassMPABR-GE
Environmental Conservation EducationENYC-GE
WoodwindsMPAWW-GE
Foreign Language EducationFLGED-GE
PianoMPAPE-GE
Language EducationLANED-GE
VoiceMPAVP-GE
Literacy EducationLITC-GE
Mathematics EducationMTHED-GE
Music and Performing Arts
MPAIA-GE
Reading RecoveryRDREC-GE
Music BusinessMPAMB-GE
Research Methods in Teaching and Learning
TLRSC-GE
Music TechnologyMPATE-GE
Science and Mathematics Education
SCMTH-GE
Theory and CompositionMPATC-GE
Science Education
SCIED-GE
Social Studies Education
SOCED-GE
SPCED-GE
Nutrition, Food Studies, and Public Health
FOOD-GE
Special Education
NUTR-GE
Teachers of English to Speakers of
PUHE-GE
Other LanguagesBILED-GE
Occupational Therapy OT-GE
Teaching English as a Second Language
1 9 Academic
programs the steinhardt school of culture, education, and human development bulletin 2013–2015
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 600 | 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
Educational Communication
and Technology.......................................... 24
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 2013–2015
Faculty
Gary L. Anderson, Professor. B.A. 1971,
Colleen L. Larson, Department Chair,
Robert T. Teranishi, Associate
Iowa; M.A. 1981, Columbia; Ph.D. 1988,
Associate Professor. B.A. 1976, M.S. 1979,
Professor. B.A. 1996, California (Santa
Ohio State.
Ph.D. 1984, Wisconsin.
Cruz); M.A. 1998, Ph.D. 2001, California
(Los Angeles).
Terry A. Astuto, Professor. B.A. 1967,
Joan Malczewski, Visiting Assistant
Cardinal Stritch College; M.S. 1974,
Professor (joint appointment with the
Wisconsin (Milwaukee); Ed.D. 1984,
Department of Teaching and Learning).
Indiana.
Number of Adjunct Faculty: 15
B.A. 1985, Michigan; M.A. 1995, Ph.D.
2002, Columbia.
Affiliated Faculty
Professor. B.A. 1998, Loyola College;
Ann Marcus, Professor. B.A. 1965,
Floyd M. Hammack, B.A., M.A., Ph.D.
M.A. 2004, Ph.D. 2009, New York.
Brandeis; M.Sc. 1966, London School of
Michael J. Dumas, Assistant Professor.
Economics; Ed.D. 1989, Columbia.
Laurie B. Behringer, Visiting Assistant
Leslie Santee Siskin, M.A. 1987, Ph.D.
1992, Stanford.
B.A. 1992 Western Washington; M.Ed.,
1994 University of Maryland; Ph.D. 2007,
Matthew J. Mayhew, Assistant Professor.
University of New York.
B.A. 1996, Wheaton College; M.A. 1999,
Harold Wechsler, B.A. 1967, M.A., 1969,
Brandeis; Ph.D. 2004, Michigan.
Ph.D. 1973, Columbia.
Robert Cohen, Professor (joint
appointment with the Department of
Teboho Moja, Clinical Professor. B.A.
Teaching and Learning). B.A. 1976, Ed.M.
1977, B.Ed. 1979, North (South Africa);
1978, SUNY Buffalo. M.A. 1980, Ph.D.
M.Ed. 1982, Witwatersrand (South
1987, Berkeley.
Africa); Ph.D. 1985, Wisconsin (Madison).
Michael J. Dumas, Assistant Professor.
Bridget N. O’Connor, Professor. B.A.
B.A. 1992 Western Washington; M.Ed.,
1973, Evansville; M.S. 1978, Ph.D. 1983,
1994 University of Maryland; Ph.D. 2007,
Indiana.
University of New York.
Jan L. Plass, Professor. M.A. 1990, Ph.D.
Ricki Goldman, Professor. B.A. 1969,
1994, Erfurt (Germany).
British Columbia; M.A. 1984, Hebrew ;
Ph.D. 1990, Massachusetts Institute of
Frances King Stage, Professor. B.S. 1972,
Technology.
Miami; M.S. 1973, Drexel; Ph.D. 1986,
Arizona State.
Christopher Hoadley, Associate
Professor. B.S. 1991, Massachusetts
Catharine R. Stimpson, University
Institute of Technology; M.S. 1998,
Professor; Professor of English
Ph.D. 1999, California (Berkeley).
B.A. 1958, Bryn Mawr. B.A. 1960, M.A.
1966, Cambridge; Ph.D.1967, Columbia.
21
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2013–2015
Educational Leadership
Di rector
The Program in Educational Leadership
CAREER OPPORTUNITIES
organizations, child and family services,
Terry A. Astuto
prepares students for leadership posi-
Graduates of the Educational Leadership
and research.
Pless Hall,
The program of study consists of 36
tions in education and policy at the
program assume key leadership roles in
community, school, district, state, and
education, nationally and internationally.
units of coursework and continuous
6th Floor
national levels. The demands of effective
Among them are superintendents,
field-based experience. It is designed
212-998-5520
and responsive professional practice
principals, directors, and supervisors
to accommodate full-time or part-time
Fax: 212-995-4041
in education are increasingly complex.
of various programs, school business
study; coursework starts each Sep-
The Educational Leadership curriculum
administrators, assistant principals,
tember (summer coursework is also
Degrees
addresses multiple perspectives on
university professors, policy researchers,
available and encouraged), and full-time
M.A., Ed.D., Ph.D.,
professional practice in a multicultural
policy analysts, community organizers,
students can complete the program in
Advanced Certificate
environment.
and advocates.
three 12-unit semesters. Each course
Faculty
ceptual, organizational, political, social,
DEGREE REQUIREMENTS
tives, themes of equity and social justice,
Anderson, Astuto,
managerial, interpersonal, and technical
The Educational Leadership program
a focus on the needs and experiences
Dumas, Larson
dimensions of leading schools as well
offers two options leading to master’s
of impoverished children and youth,
as the social and educational support
degrees. Although the programs
and implications for leadership within
Aff iliated Faculty
organizations that are vital to increasing
are distinct, students in both share
and outside of educational settings.
Siskin
educational opportunities for children
some common requirements and
Eighteen of the 36 units represent
and youth living in urban communities.
have opportunities to create learning
required courses focusing on content
Adjunct Faculty
The research agendas of the faculty and
experiences that join the perspectives
requirements: Advocacy and Educa-
Ebenstein, Feijoo,
students center on the nexus between
of those who work in and with schools.
tion EDLED-GE.2205, Internship in
Gibson, Guerriero,
theory and practice and explore criti-
Core faculty for both programs
Educational Leadership, Politics, and
James, Smith
cal issues facing educational leaders
collaborate with talented senior
Advocacy EDLED-GE.2160, Organiza-
examines multiple theoretical perspec-
Students critically examine the con-
and policymakers today. The program
practitioners in relevant fields to create
tional Theory I AMLT-GE.2053, Politics of
emphasizes collaboration between be-
academic and professional experiences
Education EDLED-GE.2341, Participatory
tween and among faculty and students
that enable students to learn about key
Action Research RESCH-GE.2130, Demo-
and linkages with practicing educational
issues and emerging practices in their
graphic Analysis and School/Community
leaders.
chosen fields.
Planning EDLED-GE.2367.
In both programs, students study
issues of politics and policy in education
ship in community-based advocacy
The Educational Leadership program
that can prepare those who will want to
organizations, schools, or research
is grounded in the belief that
pursue future study in educational lead-
centers. Placements take into consider-
advanced graduate study relevant
ership, policy studies, or other related
ation each student’s interests. Additional
to urban educational issues and
fields of advanced study.
field-based opportunities are also
orientation to professional learning.
The Master of Arts Degree in
the program
The program’s curriculum is rooted
Educational Leadership, Politics,
in the contemporary context of
and Advocacy
tives. Based on the recommendations of
embedded in coursework throughout
leadership requires an inquiry-based
The remaining 18 units represent elec-
educational practice. Students actively
This program prepares students
faculty advisers, students pursue addi-
develop habits of scholarship vital to
who want to work toward social and
tional study relevant to one of the three
understanding schools and communities,
education equity through leadership,
major foci of the program: leadership,
stimulating intellectual growth, and
politics and policy, and advocacy
politics, or advocacy.
enhancing the practical wisdom of
positions. Graduates work in child and
good leaders and policymakers. The
community advocacy organizations;
viduals who have a sound background
department’s programs of study
policy and research centers; public,
in education as well as for those who
cultivate a deep understanding of life in
private, charter, and independent
have little formal experience but want to
schools and communities and the ability
schools; and international and
study and work at the nexus of leader-
to read and interpret research to inform
nongovernmental organizations (NGOs).
leadership practice.
The curriculum offers students
This program is well-suited for indi-
ship, politics and policy, and advocacy
within the current sociocultural, political,
considerable flexibility in creating a
and economic context of education.
program of study that will best serve
Strong candidates for this program
who care about enhancing opportuni-
each student’s purposes and goals.
are interested in building capacity in
ties for children and youth through
Students can pursue multiple paths
and around schools and universities by
programs that are relevant, engaging,
toward analyzing and critically assess-
creating collaborative networks, engag-
and authentically linked to both the daily
ing issues of leadership and policy at
ing in research and policy analysis, and
and enduring challenges of professional
the federal, state, and local levels and
enhancing communication between
practice. Graduate students participate
learn to employ multiple approaches to
educational systems, human service
in critical examinations of the multifac-
inquiry and research. Students choose
providers, and the broader public they
eted and complex dimensions of schools
electives from a wide array of options
serve.
and the communities they exist to serve.
in education public policy, not-for-profit
The program commits to supporting
the work of leaders and policymakers
22
All students participate in an intern-
OVERVIEW
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2013–2015
Educational
Leadership, continued
This program does not lead to New
tion and a minimum of two years of
teaching or student services experience.
cessfully completed New York State
Building Leader (SBL) (assistant princi-
Throughout the program, successful
assessment requirements.
pal or principal). Students interested in
candidates develop a leadership
obtaining state certification through a
portfolio that provides evidence of the
Doctoral Programs
master’s degree participate in the M.A.
competencies they have developed,
The Doctor of Education (Ed.D.) degree
Program in Educational Leadership:
reflections on their field experiences,
program in educational leadership is
School Building Leader.
and their plans for continuous learning.
designed for individuals who intend
Master of Arts Degree in Educational
complete the M.A. program will be
practicing profession. The Doctor of
Leadership: School Building Leader
eligible for the Master of Arts degree in
Philosophy (Ph.D.) program is designed
This program prepares students who
Educational Leadership: School Building
for those who wish to pursue careers
want to work toward equitable and
Leader. Completion of the M.A. means
as professors or researchers. Course-
good schools for all children and youth.
that students will have successfully
work emphasizes critical analysis of
Graduates of the program work as
completed the academic preparation
contemporary problems of practice in
teacher leaders, as principals, and in a
leading to New York state certification
collaborative study environments with
variety of other educational leadership
as a School Building Leader. Students
professors, school administrators, and
positions in public and private schools.
are eligible for the state certification
colleague doctoral students. The Ed.D.
as a School Building Leader when they
and Ph.D. programs require 42–60 units
Candidates who successfully
The master’s degree program
to pursue leadership positions in the
consists of 36 units of coursework that
have also met all other state require-
of coursework beyond the master’s
provide opportunities for continuous
ments, including successful completion
degree. The minimum of 42 units applies
leadership experiences. Each course
of the assessment for all School Building
to students who have earned two mas-
incorporates multiple perspectives,
Leader candidates administrated by the
ter’s degrees or a master’s degree and a
themes of equity and social justice, a
New York State Education Department.
Certificate of Advanced Study; however,
these are not required for admission.
focus on the needs and experiences
of diverse children and youth, and
Certificate of Advanced Study in
Administrative Core (15 units):
implications for leadership. Twenty-one
Educational Leadership: School
Educational Reform and Leadership
of the 36 units are required courses that
District Leader
AMLT-GE.3301, Organizational Theory II
focus on the content requirements, and
This program is appropriate for individu-
AMLT-GE.2054, Professional Seminar in
three units are linked to the culminat-
als interested in leadership opportunities
Administration I EDLED-GE.3097, Infor-
ing internship. Required courses include
as a superintendent, associate su-
mation Strategies for Educational Policy
Professional Seminar in Educational
perintendent, or other district-level
and Practice EDLED-GE.3015, Educa-
Leadership EDLED-GE.2005, Excel-
administrator. Prior to admission to
tional Policy Analysis EDLED-GE.3005.
lent School Seminar I—School Design
the program, candidates must have
EDLED-GE.2080, Excellent School
completed both a master’s degree in
units): Dissertation Proposal Seminar
Research in the Ed.D. Program (15
Seminar II—Teachers and Students
education and the requirements for
AMLT-GE.3400, Research in Educational
EDLED-GE.2085, Leadership for School
certification in School Building Leader-
Leadership EDLED-GE.3001, and nine
Improvement EDLED-GE.2305, Politics
ship (or its equivalent). The Certificate
units of research electives.
of Multicultural School Communities
of Advanced Study consists of 24 units,
EDLED-GE.2342, Data-Driven Decision
including 21 units of coursework, con-
units): Dissertation Proposal Seminar
Making and Leadership EDLED-GE.2343,
tinuous leadership experiences, and a
AMLT-GE.3400, Research in Educational
and Organizational Theory I AMLT-
three-unit culminating internship.
Leadership EDLED-GE.3001, and 15 units
GE.2053.
The additional 12 units represent
Required courses include School
Finance, Budget, and Facilities EDLED-
electives in which candidates, on the
GE.2012, School District Leadership
recommendation of their advisers, pur-
EDLED-GE.2035, Education Law
sue additional study relevant to school
EDLED-GE.2207, Leadership for School
improvement, teaching and learning,
Improvement EDLED-GE.2305, Politics
and community engagement and col-
of Education EDLED-GE.2341, Data-
laboration based on their individual
Driven Decision Making and Leadership
expertise and experience. Electives
Development EDLED-GE.2343, and
may be selected from courses in the
Demographic Analysis and School/Com-
Educational Leadership Program; from
munity Planning EDLED-GE.2367
departmental courses in educational
technology and in higher and postsec-
competencies they have developed, reflections on their field experiences, and
areas such as teaching and learning, ap-
their plans for continuous learning
Candidates who complete the pro-
of education, public policy, and com-
gram are eligible for the Certificate of
munications.
Advanced Study in Educational Leader-
must have experience in PK–12 educa-
of research electives in qualitative and
quantitative studies.
Candidates are required to develop a
ondary education; and from courses
Strong candidates for this program
Research in the Ph.D. Program (21
portfolio that provides evidence of the
throughout the University in related
plied psychology, history and sociology
23
school district leader will have suc-
York State Certification as a School
ship: School District Leader. Candidates
recommended for the certificate of
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2013–2015
Educational
ADMISSION APPLICATION
projects, community organizing activi-
professional work, such as professors
Leadership, continued
Applicants must follow the school-
ties, or any other leadership activities in
and workplace supervisors.
wide application requirements for NYU
the community and/or other relevant or
ship in their statement of purpose; and
Steinhardt fellows
program and Research
assistantships
nizations that work with children and
provide two letters of recommenda-
See page 180. 
youth, including volunteer work with
tion written by people who have been
nonprofit organizations, service learning
responsible for evaluating academic or
Steinhardt degree programs. In doing so,
related experiences; address an interest
applicants should specify professional
in and potential for educational leader-
experiences in schools and other orga-
Educational Technology programs:
Educational Communication and Technology;
Digital Media Design for Learning;
Games for Learning
co -di rector
The Program in Digital Media Design
their work includes educational videos,
the study of cultural contexts and social
Francine Shaw and
for Learning (DMDL) awards the Master
multimedia, and software applications.
dimensions of learning environments,
Christopher Hoadley
of Arts degree and the Certificate of
Others are administrators and directors
including using digital video-based
Advanced Study. The curriculum focuses
of academic technology, either K-12
ethnographic data analysis and interac-
82 Washington
on the design, use, and evaluation of
or in higher education, or in corporate
tive software as tools for data analysis.
Square East,
digital media learning environments.
training for which media and technology
Cognition-based research involves the
6th Floor
The Program in Games for Learning
have long been used. Graduates from
study of human cognitive architecture
212-998-5520
(G4L) awards the Master of Science
the ECT doctoral program are typically
and socio-cultural learning theories.
Fax: 212-995-4041
degree. The program focuses on design,
faculty in higher education, where they
Design-based research includes the
evaluation, and application of digital
teach and do research in educational
development, use, and evaluation of
Degrees
games for learning outcomes and other
communication and technology, media
emerging media for learning.
M.S. in Games for
non-entertainment purposes.
studies, cognition and human-computer
Learning; M.A.
The Program in Educational Commu-
interaction, and design; others with
The educational technology programs house two research laboratories
in Digital Media
nication and Technology (ECT) awards
advanced degrees conduct research,
and one institute. The two labs are
Design for Learning,
a Doctor of Philosophy. This Ph.D.
evaluation, design, and development in
CREATE, the Consortium for Research
Advanced Certificate
program focuses on conducting qualita-
centers with university, government, or
and Evaluation of Advanced Technolo-
in Digital Media
tive and quantitative empirical research
corporate affiliations.
gies in Education, and dolcelab, the
Design for Learning;
and evaluation of the effectiveness and
Ph.D. in Educational
learning outcomes of such resources
their design decisions and principles
Communication and
and environments.
in a strong, research-based theoretical
is to advance the cognitive science and
framework. The program is particularly
sociocultural foundations by conducting
Technology
Courses across the programs are
All of our graduate students ground
Laboratory for Design Of Collaboration,
Learning, & Experience. CREATE’s goal
organized in several categories: founda-
interested in those features of digital
empirical research on the educational
tions of communication and technology
media and technologies with potential
design and use of advanced digital
Goldman,
learning theory; educational media
to have cognitive, motivational, and
media for learning, with projects in areas
Hoadley, Plass
design foundations; games for learning
sociocultural significance for learners.
such as secondary chemistry education,
foundations; media design electives;
Design is viewed as pivotal to the nature,
medical education, and learning through
Adjunct Faculty
field internships; and learning sciences
quality, and effectiveness of learn-
videogames. The dolcelab houses pri-
Faculty
Fadjo, Kanter,
research, including a master’s thesis,
ing with technologies. Students and
marily design-based research for human
Majzlin, Migliorelli,
doctoral courses, and dissertation
faculty approach this matter of design
empowerment through learning, with a
Reardon, Richard,
seminars.
by understanding diverse perspectives
special focus on learning for sustainabil-
on learning. Of special interest is the de-
ity and global development, equity, and
Schwartz, Singh
All four programs prepare individuals
for leadership and other professional
velopment of design principles informed
non-cognitive learning goals. A variety
roles in the diverse field of educational
by theoretical foundations and empirical
of research projects are ongoing in both
media and technology. Many Masters
findings, including cognitive science, the
labs, providing a range of research op-
and Advanced Certificate graduates
learning sciences, sociocultural theory,
portunities for doctoral, master’s, and
design and produce digital technolo-
constructivism and constructionism,
advanced undergraduate students at
gy-based learning environments, for
visual and auditory communication,
NYU. Faculty from our programs also
example simulations and games. Some
human-computer interaction, and hu-
play a leadership role in the Games for
of our students work as interaction
man symbolization.
Learning Institute (G4LI), a multi-insti-
designers for exhibitions in museums
24
Of special interest is the intersec-
tutional, cross-disciplinary initiative to
and other cultural institutions. Oth-
tion of design, cognition, and culture
study the design of effective games for
ers design and produce educational
and how their interchange can inform
learning.
media for network and cable television,
the design of media-based learning
radio, handheld and portable devices;
environments. Cultural research involves
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2013–2015
Educational
DEGREE REQUIREMENTS
Doctor of Philosophy
Communication
The Master’s and Advanced Certificate
The ECT doctorate is a 57-unit program.
media and technology when designed
and Technology,
educational technology programs are
Doctoral students are required to take
and used for educational purposes?
continued
view, what are several of the strengths of
primarily course based, with a final
seven specialization courses (21 units,
(5) What technology skills do you have,
capstone (thesis) requirement for
including two courses in the founda-
e.g., skills in computer-based multi-
Master’s degrees. Internships provide an
tions of educational communication
media, Web, or productivity tools; in
important optional component of these
and technology category, two courses
videography or editing?
degrees as well. The doctoral degree is
in the research and doctoral seminars
based on both coursework and research
category, and three courses selected
of previous academic or professional
milestones, with a continuous research
from any other ECT course category).
work in the field and in some cases ap-
apprenticeship model.
An additional requirement of 36 units,
plicants may be required to attend an
in categories established by NYU Stein-
admissions interview either face to face
or online.
Applicants may also provide samples
Master of Science
hardt, include six courses on research
The G4L Master of Science is a 36-unit
design and methods; two courses in ed-
program: two courses in the founda-
ucational foundations; the ECT content
Doctoral Program
tions of educational communication and
seminar; the dissertation proposal semi-
In addition to the standard Steinhardt
technology category; four courses in the
nar; and two cognate (elective) courses.
application form, the ECT doctoral
games foundations category; five elec-
ECT doctoral students must meet and
program requires a supplemental
tives chosen from either design electives
successfully pass the candidacy require-
application requirement—a set of half-
and professional applications or from
ment, a scholarly literature review and
page essay responses to the following
games-related courses in other NYU
research proposal related to dissertation
units: (1) What are your professional
graduate programs; and the Master of
research planned; prepare and present
goals? (2) What areas of knowledge and
Science capstone or thesis project.
an approved dissertation proposal; and
skills do you expect to develop while
.
conduct and document dissertation
in the doctoral program, and how will
Master of Arts
research and present it successfully in
these be useful to your professional
The DMDL Master of Arts is a 36-unit
an oral defense. To provide a venue for
plans and goals? (3) What academic,
program: three courses in the founda-
continuous research mentorship, all
personal, or professional experiences
tions of educational communication
doctoral students in the program must
have led to your interest in pursuing a
and technology category; two courses
maintain continuous registration in the
doctorate in educational communication
and technology? What considerations
in the design foundations category;
doctoral colloquium, and are expected
four courses selected from the design
to participate in research activities in
led to your decision? (4) Summarize
elective category, games foundation
collaboration with faculty. Depending on
the area of knowledge, set of issues or
category and/or the professional ap-
how long it takes to complete the pro-
problems, and body of literature in the
plications category; one or two electives
gram, this may entail more than 57 units.
field of educational communication and
SUPPLEMENTARY
APPLICATION REQUIREMENTS
you are most conversant. In what areas
technology or related fields with which
chosen from other NYU graduate programs; and the Master of Arts capstone
or thesis project. Students who take
do you have an interest in research and
theory? (5) In what content areas or for
three of the four foundations of games
for learning courses may declare a for-
Master of Arts/Master of Science
which audiences do you have an interest
mal concentration in games for learning
While neither GRE scores nor a portfolio
in designing digital media programs for
to be notated on the transcript.
of prior professional work In learning
learning? What experiences led to these
media or technology is required, either
interests? (6) Describe your position on
what is effective instruction, the relation
Certificate of Advanced Study
may be provided. In some cases ap-
The DMDL Advanced Certificate is
plicants may be required to attend an
of media and technology to instruc-
a 30-unit program: three courses
admissions interview either face to face
tion, and the theoretical or conceptual
in the foundations of educational
or online.
frameworks you find most powerful and
useful to support your position. (7) De-
communication and technology
scribe one or more significant academic
category; two courses in the design
Certificate Program
foundations category; three courses
In addition to the standard Steinhardt
or professional situation(s) in which
selected from the design elective
application form, the certificate program
you have encountered the problem of
category and professional applications
requires a supplemental application
improving learning or instruction. How
category; and two electives chosen
requirement—a set of half-page essay
did you identify and analyze the problem,
from other NYU graduate programs.
responses to the following units: (1)
and how did you or would you have
In addition, students in the certificate
What are your professional goals in
solved it? (8) What technology skills
program must complete and write a
the field of educational communica-
do you have, e.g., skills in digital media
report about three years of professional
tion and technology? (2) What areas
design, social network services, video
work experience in the field of
of knowledge and skills do you expect
game design, or productivity tools;
educational media and technology;
to develop while in the certificate
in videography or editing? (9) What
this three-year requirement may be
program? (3) What professional work
research skills and experiences do you
completed before, during, or after
experiences in education and technol-
have? Describe any previous research
completion of coursework. There is no
ogy have you had, and how will this
activities in which you participated, with
thesis requirement.
certificate program contribute to your
a focus on the overall goal and your
professional development? (4) In your
particular contributions toward achieving
this goal.
25
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2013–2015
Educational
Applicants may also submit samples
the program is concerned; these may
All admitted full-time Ph.D. students
Communication
of previous academic or professional
and Technology,
work in the field and shortlisted ap-
projects produced for departments
and are assigned to a faculty mentor.
continued
plicants must attend an admissions
within the University, or media pro-
There is no special application for this
interview.
grams developed for schools and other
funding program. Part-time doctoral
community organizations. In addition,
and all Masters or Advanced Certificate
Steinhardt fellows
program and Research
assistantships
See page 180. 
be externally funded media projects,
are awarded a full funding package
students may participate in ongoing
students should not expect to receive
research projects. The program hosts
teaching or research assistantships; see
guest speakers of faculty and other stu-
the Steinhardt financial aid webpage for
dents. Prospective doctoral students are
more information.
strongly encouraged to contact faculty
SPECIAL OPPORTUNITIES
members they are interested in working
Our programs offer an excellent array
with in advance. Prospective masters
of educational media field internships
and advanced certificate students are
in over 100 institutions in the greater
strongly encouraged to attend program
metropolitan area. Students assist fac-
information sessions or webinars; one-
ulty in research, design, and production
on-one preadmissions meetings are not
projects in all media with which
routinely scheduled for Master’s level
applicants.
Higher and Postsecondary Education
Di rector
The Program in Higher and Postsec-
knowledge of the field, including an
Ann Marcus
ondary Education prepares individuals
international dimension; issues of access
Certificate in Workplace Learning, and
for leadership and service in a variety
and equity; state and federal policy;
the post-master’s Advanced Certificate
East Building,
of postsecondary settings. The Master
student learning and development;
in Business Education are employed
Suite 300
of Arts Program focuses on entry- and
workplace learning; and institutional
in both postsecondary education and
212-998-5276
mid-level positions in student activi-
development and assessment. While the
organizational learning and develop-
Fax: 212-995-4041
ties, enrollment management, financial
programs share some commonalities,
ment environments. Those emphasizing
aid, housing and residence life, student
the goals and objectives are quite dif-
instruction teach business subjects,
Degrees
life, career services, and similar op-
ferent. The Ph.D. program is a research
including accounting, management,
M.A., Ph.D., Ed.D.,
portunities in student affairs. Doctoral
degree designed for students who
marketing, international business, and
Advanced Certificate
programs help individuals develop com-
aspire to conduct research throughout
information systems, at community
petencies in such areas as urban college
their careers in roles such as faculty,
colleges and private business schools.
Faculty
leadership, policy analysis, student
researchers, government employees,
Graduates with a learning and devel-
Behringer, Marcus,
affairs, institutional research, fiscal
policy scholars, or institutional research-
opment focus are employed in human
Mayhew, Moja,
management, and international higher
ers. The Ed.D. program, on the other
resource development and learning and
O’Connor, Stage,
education. Students benefit from strong
hand, is designed for current practitio-
development departments in both the
Teranishi
links with two- and four-year institutions
ners who aspire to senior leadership
public and private sectors.
in the metropolitan New York area as
positions in colleges, universities, and
Aff iliated Faculty
well as the frequent and close interac-
other public and private organizations
Cohen, Hammack,
tion among students, faculty, and NYU
and who may occasionally participate in
Malczewski, Stimpson,
administrators.
designing research studies
Wechsler
The Master of Arts Program in Teach-
but will more frequently use their
Higher Education, the Advanced
DEGREE REQUIREMENTS
Master of Arts
Master of Arts in Higher Education and
ers of Business in Higher Education and
knowledge gained in the program to
Adjunct Faculty
the Advanced Certificate in Workplace
interpret the research of others for their
Higher Education and Student Affairs
Ellett, Nolan, Wood
Learning program focus on careers as
own institution.
blends academic study with practice
teachers of business subjects in com-
through intensive internships at NYU
munity colleges and private (for-profit)
CAREER OPPORTUNITIES
business schools and as learning and
Graduates of the M.A. Program in Higher
metropolitan area. Part-time students
development specialists who can de-
Education and Student Affairs are
combine academic study with their
velop curriculum, administer instruction,
employed in entry-level and middle-
practice in current higher education
and teach within business, industry, and
management positions in colleges and
positions.
government.
universities throughout the country.
New York University’s Program in
They hold positions as assistant deans,
and throughout the New York City
The M.A. program allows students to
select a program of study from a wide
Higher and Postsecondary Education
directors, and assistant directors of
range of interdisciplinary courses. The
offers two doctoral programs: the Ph.D.
offices and programs in a broad spec-
36-unit program includes 18 required
program in higher and postsecond-
trum of positions in student affairs and
units in higher education and 18 units
ary education and the Ed.D. program
services.
in electives, 15 of which may be taken
in higher and postsecondary education. Both programs emphasize broad
26
Student AffairsThe M.A. Program in
Graduates of the master’s degree
Program in Teachers of Business in
outside the program. Students also have
the option of selecting an unofficial Area
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2013–2015
Higher and
of Study in order to design a course plan
Education HPSE-GE.2088, Workplace
interest to higher and postsecondary
Postsecondary
around one of the following: Student
Learning HPSE-GE2010, Measurement
education. Ph.D. students submit a
Education, continued
Affairs, Administration and Academic
and Evaluation in Business and Business
dissertation, an empirical study that
Affairs, International Education, and
Education HPSE-GE2090, Evaluation
contributes new knowledge to their
Workplace Learning Leadership.
of Current Literature in Business and
fields of study.
Academic coursework is applied to
Business Education HPSE-GE2004,
Designing and Managing Organizational
gram, applicants plan to study either
taken in the first years of study unless
Learning Programs HPSE-GE2081.
full-time or part-time. Applicants are
evaluated based on a number of factors,
the individual is currently working in
the field. During the final semester
Advanced Certificate
including their prior academic history,
of study, students must complete
The program offers two Advanced
GRE scores, statements of interest,
a capstone project that integrates
Certificates. The postbaccalaureate
academic and professional recom-
student experiences in the program
Certificate Program in Workplace Learn-
mendations, writing sample, and an
into a portfolio that communicates
ing consists of 15 units and provides
interview with program faculty.
their developing areas of interest. Full-
opportunities for organizational learn-
time students generally complete the
ing and performance professionals to
60 units beyond the master’s degree,
master’s degree in two years or fewer.
study in an integrated curriculum that
including 18–24 units of higher
has immediate applicability to their
education specialization, and a
Required Courses in Higher Education
professional responsibilities. Courses are
dissertation. Full-time students generally
(18 units): College Student Learn-
chosen from among Workplace Learning
complete a doctoral degree in three to
ing and Development HPSE-GE.2069,
HPSE-GE2010, Designing and Manag-
five years. The time required for part-
Foundations of Higher Education HPSE-
ing Organizational Learning Programs
time students depends on the time they
GE.2090, Internship in Higher Education
HPSE-GE2081, Research Approaches
are able to devote to their studies.
HPSE-GE.2141, Diversity in Higher
and Techniques in Postsecondary
Education HPSE-GE.2161, Leadership
Education, HPSE-GE.2088, Learning in
to Ph.D. Program Guidelines: Doctoral
in Higher Education HPSE-GE.2097 or
Higher and Workplace Education HPSE-
Seminar HPSE-GE.3009; Higher
International Perspectives on Educa-
GE.2122, Evaluation of Current Literature
Education Specialization (18–24
tional Reforms AMLT-GE.2072, Research
in Business and Business Education
units), including required courses (6
Approaches and Techniques in Postsec-
HPSE-GE2004, and Colloquium in Work-
units): Doctoral Colloquium in
ondary Education HPSE-GE.2088, and
place Education HPSE-GE2070
Higher Education HPSE-GE.3001 and
Electives (18 units) by advisement.
The program also offers an Advanced
Certificate of Study in Teachers of Busi-
The Ph.D. requires approximately
Course plans are designed according
Theoretical Perspectives for Research
on College Students HPSE-GE.3120.
Business and Workplace Education
ness Education in Higher Education that
Foundations of Education (6 units by
The M.A. Program in Teachers of Busi-
consists of 30 units beyond the master’s
advisement). Research (18 units of
ness Education in Higher Education
degree. This highly flexible program per-
quantitative and qualitative research
prepares students for careers as teach-
mits students to pursue their individual
courses by advisement and the
ers of business subjects in community
career goals through focused course-
3-unit Higher Education Dissertation
colleges, private business schools,
work, independent study, and research.
Proposal Seminar HPSE-GE.3015).
and development specialists who can
Doctoral Programs
electives (6 units by advisement).
develop curriculum, administer instruc-
Ph.D. Program in Higher and
Cross-disciplinary preparation/cognate
and four-year colleges and as learning
tion, and teach within business, industry,
Postsecondary Education
Ed.D. Program in Higher and
and government. For completion of the
The Ph.D. curriculum embraces issues
Postsecondary Education
master’s degree, 36 units are required in
of access and equity, state and federal
The Ed.D. program is a part-time cohort
the following areas:
policy, student development, workplace
program that focuses on issues of
learning, and institutional development
how research can be utilized to inform
Foundations (9 units): Foundations
and assessment. The strength of the
professional practice and centers on
courses can come from higher and
Ph.D. program stems from the range
an extensive program of coursework in
postsecondary education as well as
of interests and expertise of faculty
higher and postsecondary education. It
educational psychology, educational
in research, policy development, and
requires 60 units beyond the M.A. de-
institutional leadership. The curriculum
gree. Required courses for Ed.D. study:
includes an extensive and rigorous
Doctoral Seminar HPSE-GE.3009, Doc-
Content (9 units): Courses in the busi-
sequence of research courses that
toral Colloquium in Higher Education
ness discipline specialization, such as
prepare students for the dissertation,
HPSE-GE.3001, Theoretical Perspec-
accounting, marketing, management, fi-
which requires combined research in
tives for Research on College Students
sociology, and instructional technology.
27
To be considered for the Ph.D. pro-
practice through a two-year internship
nance, and information systems. Courses
literature and empirical investigation.
HPSE-GE.3120, and two summer
may be taken in the graduate division
The curriculum offers significant
workshops (one each taken in consecu-
of the Leonard N. Stern School of Busi-
flexibility to ensure that students can
tive summers). Electives can include the
ness or the Robert F. Wagner Graduate
construct an individualized program to
history of higher education, organi-
School of Public Service.
support their research interests. To be
zational theory, globalization, finance
admitted to Ph.D. candidacy, students
and governance, adult and workplace
Core Specialization (18 units): Learn-
prepare and defend a candidacy paper,
learning, and organizational studies. The
ing in Higher and Workplace Education
an analytical synthesis of the research
culminating experience is a portfolio
HPSE-GE.2122, Research Approaches
and related scholarly literature on a
that includes both a research report and
and Techniques in Postsecondary
researchable problem of significant
another product that may take the form
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2013–2015
Higher and
of a policy brief, article, book chapter,
Postsecondary
workshop design, professional presenta-
study in the master’s degree program
Education, continued
tion, or curriculum project.
in higher education and student affairs
Steinhardt fellows
program and Research
assistantships
may apply for fall or spring admission,
See page 180. 
To be considered for the Ed.D. pro-
While candidates for part-time
gram, applicants should have substantial
candidates for full-time study may
work experience in a college or univer-
apply only for the fall semester. The
SPECIAL OPPORTUNITIES
sity or serving an educational leadership
deadline for applying to the master’s
The Department of Administration,
role in a private or public organiza-
degree program in higher education and
Leadership, and Technology also
tion, a current administrative position
student affairs for the fall semester is
conduct programs in Turkey, Abu Dhabi,
of significant scope, several years of
January 6. This deadline is mandatory
India, and Israel, in conjunction with the
sequentially more responsible admin-
due to the extensive time requirements
University of Pretoria in South Africa,
istrative experience, and the ability to
needed in the internship interview
offers an intensive 6-unit summer
commit to a three-year course of study.
process. After preliminary admission,
study abroad program that focuses
Prior academic history, GRE scores,
selected students who seek internships
on education reforms that have been
academic and professional references,
visit campus in order to meet with
implemented following major social
and an interview with program faculty
prospective internship supervisors.
reforms in South Africa. The course is
are important elements of the applica-
Applicants for full-time study must
relevant for people with broad interests
tion process.
have an internship in order to qualify
in education reform issues, including
for admission.
educational administrators, teachers,
SUPPLEMENTAL APPLICATION
REQUIREMENTS
for an interview with a program faculty
interested in learning about other
Individuals may apply to study on a
member to determine the congruence
cultures and other educational systems.
full- or part-time basis for the master’s
of their professional aspirations and
Doctoral applicants should arrange
and doctoral programs. Admission to
the program’s purposes and directions.
all degree programs is very competitive.
Additionally, after admission, visits
Three letters of recommendation
to campus are helpful to admitted
are required for both master’s and
doctoral students who are seeking
doctoral applicants.
financial support.
researchers, policy analysts, and anyone
Courses
The courses listed
herein are to be
DEPARTMENTAL COURSES/
AMLT-GE
BUSINESS EDUCATION/
HPSE-GE
Courses established by the department
Readings in Business and
hours to be arranged.Registration by
to be used by one or more programs as
Workplace Learning
permission of instructor.Independent
elective or required offerings.
HPSE-GE.2004 O’Connor. 30 hours:
Study
3 units. Spring.
HPSE-GE.2300 Staff. 45 hours per unit:
offered in 2013–2015.
notes to co u rses
*Registration closed
to special students.
Internship in Business Education
HPSE-GE.2105,2106* O’Connor. 90
hours: 3–6 units each term. Fall, spring;
Organizational Theory I
1–6 units. Fall, spring, summer; hours to
AMLT-GE.2053 Astuto. 30 hours:
Informal Learning in Organizations
3 units. Fall, spring.
HPSE-GE.2010 O’Connor. 30 hours:
be arranged.
3 units. Spring.
Organizational Theory II
EDUCATIONAL LEADERSHIP/
EDLED-GE
AMLT-GE.2054 Astuto. 30 hours:
Curriculum Development in
3 units. Spring.
Organizations and Post Secondary
Prerequisite: AMLT-GE.2053 or
Education
Professional Seminar in Educational
permission of instructor.
HPSE-GE.2046 Staff. 30 hours: 3 units.
Leadership
Fall.
EDLED-GE.2005 Staff. 30 hours:
International Perspectives on
3 units. Fall.
Education Reform
Colloquium in Workplace Education
AMLT-GE.2072 Moja. 30 hours: 3 units.
HPSE-GE.2070 O’Connor. 30 hours:
School Finance, Budget, and Facilities
Fall.
3 units. Spring.
EDLED-GE.2012 Staff. 30 hours: 3 units.
Educational Reform and Leadershp
Designing and Managing
School District Leadership
AMLT-GE.3301 Anderson. 30 hours:
Organizational Learning Programs
EDLED-GE.2035 Staff. 30 hours: 3 units.
3 units. Spring.
HPSE-GE.2081 O’Connor. 30 hours:
3 units. Fall.
Dissertation Proposal Seminar
Excellent School Seminar I:
School Design
AMLT-GE.3400 Staff. 45 hours: 3 units.
Institutional Assessment in Higher
EDLED-GE.2080 Staff. 30 hours:
Fall, spring.
Education
3 units. Fall.
HPSE-GE.2090 (See HPSE-GE.2087)
28
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Excellent School Seminar II:
Individual Learning Systems for
Foundations of Games for
Teachers and Students
Administrators
Learning
EDLED-GE.2085 Astuto. 30 hours:
EDLED-GE.2901* Astuto. 30–120 hours:
3 units. Spring.
3–12 units. Fall, spring, summer.
Video Games and Play in Education
Internship in Educational Leadership
Research in Educational Leadership
hours: 3 units. Spring.
EDLED-GE.2159. Astuto, 3 units. Fall,
EDLED-GE.3001 Staff. 30 hours: 3 units.
spring, summer.
Fall.
Internship in Educational Leadership,
Educational Policy Analysis
EDCT-GE.2505 Plass. 30 hours: 3 units.
Politics, and Advocacy
EDLED-GE.3005 Dumas. 30 hours:
Fall.
EDLED-GE.2160 Astuto. 3 units. Fall,
3 units. Spring.
EDCT-GE.2500 Hoadley, Richard. 30
Designing Simulations and Games for
Learning
Narrative, Digital Media, and Learning
spring, summer.
Information Strategies for Educational
EDCT-GE.2510 Goldman. 30 hours: 3
Internship Seminar in School
Policy and Practices
units. Fall.
Leadership
EDLED-GE.3015 Staff. 30 hours: 3 units.
EDLED-GE.2161 Astuto. 30 hours:
Spring.
Research on Simulations and Games for
Learning
3 units. Fall, spring, summer.
Professional Seminar in Educational
EDCT-GE.2505 Plass. 30 hours: 3 units.
Advocacy in Education
Leadership Studies I and II
Spring.
EDLED-GE.2205 Anderson. 30 hours:
EDLED-GE.3097*,3098* Staff. 30 hours:
3 units. Fall, spring.
3 units. Fall, spring.
Media Design Electives
EDUCATIONAL
COMMUNICATION AND
TECHNOLOGY/EDCT-GE
Production I
Educational Video: Design and
Education Law
EDLED-GE.2207 Staff. 30 hours: 3 units.
Summer.
EDCT-GE.2153 30 hours: 3 units. Spring.
Media for Museums and Public Spaces
Transforming the Urban High School
EDLED-GE.2240 Siskin. 30 hours:
Foundations of Educational
EDCT-GE.2200 Majzlin. 30 hours: 3
3 units. Spring.
Communication and Technology
units. Spring.
Independent Study
Educational Design for Media
Current Topics in Developing Learning
EDLED-GE.2300* Staff. 45 hours per
Environments
Technologies
unit: 1–6 units. Fall, spring, summer;
EDCT-GE.2158 Hoadley. 30 hours: 3
EDCT-GE.2220 Fadjo. 30 hours: 3 units.
hours to be arranged.
units. Fall.
Summer.
Leadership for School Improvement
Cognitive Science and Educational
Educational Design for the World Wide
EDLED-GE.2305 Staff. 30 hours: 3 units.
Technology I
Web I
Fall, summer.
EDCT-GE.2174 Plass, Hoadley, Schwartz.
EDCT-GE.2251 Staff. 30 hours: 3 units.
45 hours: 3 units. Spring.
Fall,.
EDLED-GE.2341 Staff. 30 hours: 3 units.
Cognitive Science and Educational
Educational Technology in Global
Spring.
Technology II
Context
Politics of Education
EDCT-GE.2175 Goldman. 30 hours: 3
EDCT-GE.2031 Hoadley. 30 hours: 3
units. Fall.
units. Fall, Spring.
EDLED-GE.2342 Larson. 30 hours:
Educational Media Design
Educational Video: Design and
3 units. Spring, summer.
Foundations
The Politics of Multicultural School
Communities
Production II
EDCT-GE.2154 Staff. 30 hours: 3 units.
Data-Driven Decision Making and
Architecture of Learning Environments
Fall. Prerequisite: EDCT-GE.2153 or
Leadership
EDCT-GE.2017 Goldman, Reardon. 30
permission of the instructor.
EDLED-GE.2343 Anderson. 30 hours:
hours: 3 units. Spring.
Advanced Video Design Workshop
3 units. Spring.
Interaction Design for Learning
EDCT-GE.2156 Staff. 30 hours: 3 units.
Educational Policy Analysis
Environments
Fall. Prerequisite: EDCT-GE.2154 or
EDLED-GE.2355 Dumas, 30 hours: Fall,
EDCT-GE.2015 Migliorelli, Plass. 30
permission of instructor.
spring.
hours: 3 units. Fall.
Demographic Analysis and SchoolCommunity Planning
EDLED-GE.2367 Staff. 30 hours: 3 units.
Spring.
29
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Simulations and Games for Education
Content Seminar in Research in
Institutional Assessment in Higher
EDCT-GE.2176 Plass. 30 hours: 3 units.
Instructional Technology
Education
Fall.
EDCT-GE.3311 Goldman, Plass, Hoadley.
HPSE-GE.2087 30 hours: 3 units. Fall.
Prerequisites: EDCT-GE.2174,
45 hours: 3 units. Spring.
EDCT-GE.2175, or permission of
Permission of the instructor required.
Research Approaches and Techniques
the instructor.
Restricted to ECT majors.
in Postsecondary Education
Advanced World Wide Web Design Lab
Advanced Seminar in Research and
EDCT-GE.2177 Staff. 30 hours: 3 units.
Practice in Educational Technology
Foundations of Higher Education
Spring.
EDCT-GE.3076 Goldman, Plass,
HPSE-GE.2090 30 hours: 3 units.
Prerequisite: EDCT-GE.2251 or
Hoadley. 30 hours: 3 units. Fall.
equivalent.
Prerequisite: EDCT-GE.3311.
Educational Technology Studio
Doctoral Colloquium in Educational
HPSE-GE.2093 Marcus. 30 hours: 3
Practicum: Special Topics
Communication and Technology
units. Spring.
EDCT-GE.2550 Staff, 10-40 hours; 1-4
EDCT-GE.3315 Staff. 15 hours per
units, Summer, Spring, Fall.
unit: 1–3 units. Fall, Spring, Summer.
HPSE-GE.2088 30 hours: 3 units. Fall.
Professional Seminar in
Higher Education
Permission of the instructor required.
Leadership in Higher Education
HPSE-GE.2097 Marcus. 30 hours: 3
units. Fall.
Professional Applications
Independent Study
Higher Education and the Law
Professional Applications of
Educational Media in New York City
Independent Study
HPSE-GE.2115 Nolan. 30 hours: 3 units.
EDCT-GE.2211 Majzlin. 30 hours: 3 units.
EDCT-GE.2300 Staff. 45 hours per unit:
Spring.
Fall.
1–6 units. Fall, spring, summer; hours to
be arranged.
Integrating Media and Technology in
For description, see page 173.
the K–12 Curriculum
Financing Higher Education
HPSE-GE.2117 Staff. 30 hours: 3 units.
Spring.
EDCT-GE.2018 Staff. 10 hours per unit:
1–3 units. Fall, spring, summer.
HIGHER AND POSTSECONDARY
EDUCATION/HPSE-GE
Higher Education Studies,
Administrative Work, and
Field Experiences
Media Practicum: Internships
EDCT-GE.2197 Majzlin. 180 hours: 3
The College Environment
HPSE-GE.2121 135 hours: 3 units. Fall,
units. Fall, spring, summer. Includes
HPSE-GE.2015 30 hours: 3 units.
spring.Permission of the instructor
required.
fieldwork and seminar on campus. May
be taken a maximum of two times.
The College Presidency
HPSE-GE.2025 30 hours: 3 units. Fall.
Learning in Higher and Workplace
Education
K–12 Student Teaching in Educational
Communication and Technology
Comparative Higher Education Studies
HPSE-GE.2122 O’Connor. 30 hours: 3
EDCT-GE.2198 Majzlin. 180 hours: 3
HPSE-GE.2041 30 hours: 3 units. Fall.
units. Spring.
and seminar on campus. May be taken a
The Community College
Higher Education and Contemporary
maximum of two times.
HPSE-GE.2057 30 hours: 3 units. Spring.
Society
The Impact of College on Student
Summer.
units. Fall, spring. Includes fieldwork
HPSE-GE.2131 Staff. 30 hours: 3 units.
Permission of the instructor is required.
Repeatable to a maximum of 6 units.
Success
Master of Arts/Master of
HPSE-GE.2068 30 hours: 3 units.
The Politics of Higher Education
College Student Learning and
Fall.
HPSE-GE.2135 Brown. 30 hours: 3 units.
Science Capstone (Thesis) Project
Educational Communication and
Development
Technology Research
HPSE-GE.2069 30 hours: 3 units.
EDCT-GE.2095 Staff. 15 hours per unit:
Spring.
Internship in Higher Education
HPSE-GE.2141 Hubbard. 135 hours: 3
units. Fall.
1–3 units. Fall, spring.
Restricted to ECT majors. Permission of
Enrollment Management and Retention
the program coordinator required.
Programs in Higher Education
Global Perspectives in Higher
HPSE-GE.2070 30 hours: 3 units.
Education
Research and Doctoral Seminars
Spring.
HPSE-GE.2151 30 hours: 3 units. May be
repeated once.
30
Digital Video Ethnography: Cultural
Managing Administrative Services in
Interpretations with New Media
Colleges
EDCT-GE.2075 Goldman. 30 hours: 3
HPSE-GE.2085 30 hours: 3 units.
HPSE-GE.2161 Teranishi. 30 hours: 3
units. Spring.
Summer.
units. Spring.
Diversity in Higher Education
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Independent Study
HPSE-GE.2300 Staff. 45 hours per unit:
1-6 units. Fall, spring, summer; hours to
be arranged.
Doctoral Colloquium in Higher
Education
HPSE-GE.3001 Marcus. 30 hours: 1–3
units.
Doctoral Seminar in Higher Education
HPSE-GE.3009 Staff. 30 hours: 3 units.
Fall; hours to be arranged.
Globalization and Higher Education
Reforms
HPSE-GE.3109 Moja. 30 hours: 3 units.
Spring.
Economics and Finance of Higher
Education
HPSE-GE.3110 Richardson. 30 hours: 3
units. Spring.
Governance of Colleges and
Universities
HPSE-GE.3119 Richardson. 30 hours: 3
units. Spring.
Theoretical Perspectives for Research
on College Students
HPSE-GE.3120 Stage. 30 hours: 3 units.
Fall.
31
Department of administration, leadership, and technology the steinhardt school of culture, education, and human development bulletin 2013–2015
Department Of
Art and Art
Professions
department CHAIR: david darts
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
CO N TE NTS
Faculty.................................................................. 34
Studio Art
Painting and Drawing............................... 36
L
ocated in New York’s legendary East
The M.A. in Studio Art Summer Program in
Village, NYU Steinhardt’s Department
Berlin provides artists and current and prospec-
of Art and Art Professions is closely
tive art teachers an opportunity to work in a
tied to the international art world in
rich artistic milieu where they will meet interna-
all its dimensions. The department’s
tionally acclaimed artists, critics, and curators.
interdisciplinary approach to art, with its
Contemporary art practice and theory is fused
Sculpture: Craft Media............................. 36
commitment to autonomy and experimentation,
throughout the program with ongoing lectures,
Printmaking.................................................. 36
as well as research, collaboration, and community
seminars, and visits to museums, galleries, artist
Digital Art..................................................... 36
practice, underscores the central role of visual art
studios, and cultural sites.
Photography................................................ 37
within contemporary culture.
Sculpture....................................................... 36
Video............................................................... 37
Downtown New York has long been a magnet
The Advanced Certificate in Studio Art is
a 12-credit program of study that combines
for the world’s most innovative artists. Within
intensive contemporary art practice with critical
Art Education.................................................... 38
this cosmopolitan environment, NYU creates a
theory. Private and semi-private studio space is
Visual Arts Administration............................ 39
home for visual artists and art professionals who
available to certificate students during the sum-
Costume Studies............................................... 41
work side by side with acclaimed performers,
mer session only. Students may apply as either
Art Therapy........................................................ 42
scientists, theorists, and philosophers to explore
post- baccalaureate or post-master’s candidates.
Doctoral Studies............................................... 43
the frontiers of creative practice
Environmental Art Activism................... 37
Post-baccalaureate certificate students are
recent B.F.A., B.S., or B.A. graduates in art or re-
Courses................................................................44
Degree Programs in Studio Art The M.F.A.
lated fields who wish to strengthen their artistic
Program in Studio Art is an intimate and highly
and conceptual skills and who may be preparing
competitive full-time program that combines art
a portfolio to apply to M.F.A. programs.
The post-master’s certificate is ideal for those
For information about the mission
and critical theory with ambitious studio practice.
and student learning outcomes for
Faculty members meet regularly with students
who have completed a master’s degree and wish
each of our programs, please see the
both individually and in small, intensive group
to continue developing a studio art practice,
department website.
critiques, seminars, and projects classes. Weekly
while also addressing the larger philosophi-
visiting artist and curator lectures enhance the
cal and cultural implications of contemporary
program’s connection to the art world and con-
artistic activity. The program of study is centered
Notice: The programs, requirements,
temporary critical theory. Facilities and faculty
on a core Graduate Projects praxis course and
and schedules listed herein are subject
expertise include painting, drawing, installa-
includes individual studio critiques with visiting
to change without notice. A directory
tion, sculpture, photography, digital art, video,
artists.
of classes is published each term with a
printmaking, performance, ceramics, metalsmith-
current schedule. For the most up-to-date
ing, curatorial projects, and environmental art
Degree Programs in the Arts Professions
schedule changes, please consult ALBERT,
activism.
The M.A. Program in Art Education seeks to
NYU’s student information website.
32
The M.A. in Studio Art Summer Program
transform the landscape of the field through a
provides a unique opportunity for professional
radical approach to visual arts education. With
artists and educators to expand their creative
a special focus on contemporary art and its
potential and focus their studio art practice in
social context, the program conceptualizes the
an intensive three-summer course of study that
artist-teacher as cultural producer, intellectual,
leads to a thesis exhibition and a master’s de-
and activist. Coursework is designed for students
gree. The program’s six-week summer schedule
who wish to pursue graduate-level professional
enables students to engage in full-time intensive
training leading to teacher certification as artist-
study. This program combines individual and
teachers in public and private schools, museums,
group critiques with weekly visiting artist/
community-based programs, and other alterna-
curator lectures.
tive educational sites.
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
in these cosmopolitan environments.
M.F.A. studios are spacious and private,
offers an in-depth psychological and yet
NYU offers a range of summer and win-
with windows on New York City’s East
strongly art-based curriculum, including
ter session courses abroad. Classes and
Village. Students have many exhibition
rigorous academic coursework and an
workshops taught by NYU faculty and
opportunities throughout the depart-
extensive internship practicum (1,000
local artists, scholars, and professionals
ment and can participate as curators
hours) at a wide range of placements
introduce students to the local art scene
and exhibitors in the Rosenberg Gallery
and populations in the metropolitan
and explore the differences in global
and the Commons, which also serve
area. The program also offers a unique
cultures that are influencing contempo-
as venues for interdisciplinary col-
cross-cultural internship experience in
rary art. The university is also expanding
laborations, performances, receptions,
non-Western countries such as Tanzania,
its new campus in Abu Dhabi in the
workshops, meetings, and public events.
Peru, South Africa, and Morocco. The
coming years.
The department’s 2,800-square foot
The M.A. Program in Art Therapy
80 Washington Square East Galleries
program was established by Edith Kramer, a pioneer and prominent figure in
Faculty The close relationship between
the field, and is one of the first training
the department’s faculty and students is
space in the heart of the campus. The
programs accredited by the American
at the heart of each of the department’s
galleries are a vital interface with the
Art Therapy Association
programs. Studio faculty members
larger community and host exhibitions
include some of the highest profile fig-
of graduating M.F.A. and M.A. students,
ies focuses on the history of costume
ures in the contemporary art world and
as well as reviewed exhibitions curated
and textiles in its broadest aesthetic
represent broadly diverse approaches
by faculty, alumni, students, and guests.
and cultural context and was the first
to content, critical theory, and media.
Broadway Windows and Washington
program in the United States to offer
Recent additions to the studio faculty
Square Windows serve as street-side
a specialized curriculum on the history
include Trisha Donnelly, Ross Bleckner
galleries for exhibitions of student work
and role of dress in culture. Students
and Marlene McCarty The Art Profes-
and curated projects.
work with faculty who are specialists in
sions Programs, led by Dipti Desai in Art
the field as well as professionals from
Education, Sandra Lang in Art Admin-
Special Departmental Features The
important New York institutions such
istration, Ikuko Acosta in Art Therapy,
Visiting Artist and Curator Lecture
as the Metropolitan Museum of Art, the
and Nancy Deihl in Costume Studies, are
Series is just one of the vibrant public
Museum of the City of New York, and
intensely involved in arts policy, educa-
programs that includes lectures,
the Brooklyn Museum.
tion, and community engagement in the
performances, panels, symposia, and
visual arts. Issues such as globalization
video screenings. Recent visiting faculty
The M.A. Program in Costume Stud-
The M.A. Program in Visual Arts
Administration promotes a thorough
and the display of culture in a large
include David Salle, Richard Flood,
understanding of the cultural forces
spectrum of cultural institutions and
Kurt Kauper, Peter Eleey, Kalup Linzy,
affecting the visual arts for professionals
alternative sites are core features across
Leigh Ledare, Keith Edmier and Claude
managing arts organizations. Students
the curriculum.
Wampler. Recent visiting artists include
Keltie Ferris, Nick Mauss, Matt Keegan,
develop keen management, marketing,
and financial skills and work with both
Internships in Art New York City
Martin Kersels, Sue Williams, Simone
for-profit and not-for-profit organiza-
provides a wide range of internship set-
Leigh, Amie Siegel, Alex Da Corte, Dike
tions. In addition to taking coursework
tings that help students make essential
Blair, Wayne Koestenbaum, and Xavier
in the department, students take classes
connections and acquire professional
Cha.
at the Stern School of Business and the
experience in fields related to their
Robert F. Wagner Graduate School of
studies that will serve them well into
Professions provides exceptional
Public Service. Through consideration
the future. An internship coordinator
opportunities for cross-disciplinary
of conceptual and practical issues, stu-
works closely with students to ensure
discourse and experimentation. New
dents are prepared for the increasingly
successful experiences. Recent intern-
York City’s galleries, museums, schools,
specialized opportunities in this impor-
ships include the Metropolitan Museum
studios, and performance spaces from
The Department of Art and Art
tant and exciting field. The M.A. Program
of Art; MoMA/PS 1; NYC Department of
Chelsea to Brooklyn and the Lower
in Visual Arts Administration also offers
Cultural Affairs; Artists Space; Creative
East Side are an integral part of NYU’s
study abroad in the Netherlands, Berlin,
Time; Christies; prominent commer-
extended campus, as are the University’s
and London. In these international semi-
cial galleries such as Lehmann Maupin
vast intellectual and academic
nars, students explore current cultural
and Gagosian; artists such as Matthew
resources.
and social issues affecting international
Barney and Diana Al-Hadid; and creative
arts practices. Working professionals
companies, including Viacom, Condé
nation’s leading research universities,
gain fresh insights into managing arts
Nast Publications, Anthropologie and
with 48,000 students enrolled
organizations while acquiring an over-
Armani.
in 14 schools and colleges. With
New York University is one of the
students from all over the world, the
view of European cultural policies.
33
(80WSE) provide exceptional exhibition
Facilities All of the art department’s stu-
multinational, multiethnic makeup of
Global Study NYU Steinhardt is expand-
dios, shops, labs, classrooms, exhibition
the student body presents myriad
ing its ArtSites in Berlin, Shanghai, and
spaces, and faculty offices are housed
perspectives, energetic exchanges, and
Ghana to accommodate graduate study
in a six-story Beaux Arts building.
fresh insights
in studio art. Global ArtSites enable stu-
Facilities include studio classrooms and
dents to participate directly in the most
workshops for sculpture, printmaking,
innovative and challenging art scenes
painting, drawing, ceramics, metalsmith-
in the world and have opportunities to
ing, sewing, photography, computer
study, produce, curate, and exhibit work
and digital printing, and video. The
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Faculty
Ikuko Acosta, Clinical Assistant
Lyle Ashton Harris, Clinical Assistant
Professor. B.A. 1966, Rutgers; M.A. 1981,
Professor. B.A. 1988, Wesleyan; M.F.A.
Ph.D. 2002, New York. ATR-BC, LCAT.
1990, California Institute of the Arts.
Nancy Barton, Clinical Associate
Natalie Jeremijenko, Assistant
Professor. B.F.A. 1982, M.F.A. 1984,
Professor. B.S. 1993, Griffith; B.F.A. (hon.)
California Institute of the Arts.
1992, Royal Melbourne Institute of
Technology; Ph.D. 2007, Queensland.
Ross Bleckner, Clinical Associate
Professor. B.S. 1971, New York; M.F.A.
Carlo M. Lamagna, Clinical Associate
1973, California Institute of the Arts.
Professor. B.A. 1969, College of the
Holy Cross; M.A. 1971, Massachusetts
Jesse Bransford, Clinical Associate
(Amherst).
Professor. B.A. 1996, New School for
Social Research; B.F.A. 1996, Parsons
Sandra Lang, Clinical Associate
School of Design; M.F.A. 2000,
Professor. B.A. 1972, Middlebury College;
Columbia.
M.B.P. 1983, Columbia.
Melissa Rachleff Burtt, Clinical
Marlene McCarty, Clinical Associate
Associate Professor. B.S. 1985, Drexel;
Professor, Honorary Doctorate, Mass.
M.A. 1993, New York.
College of Art.
David Darts, Department Chair,
Kevin McCoy, Associate Professor. B.A.
Assistant Professor. B.A. 1992, B.Ed.
1989, Whitman College; M.F.A. 1994,
1995, M.Ed. 2002, Ph.D. 2004, British
Rensselaer Polytechnic Institute.
Columbia.
Gerald Pryor, Associate Professor;
Sue deBeer, Clinical Assistant Professor.
Artist-in-Residence. B.A. 1968,
B.F.A. 1995, Parsons School of Design;
Trinity College; M.A. 1976, Hunter
M.F.A. 1998, Columbia.
College (CUNY).
Nancy Deihl, Master Teacher. B.A. 1981,
Judith S. Schwartz, Professor. B.A.
Douglass College; Rutgers; M.A. 2002,
1964, Queens College (CUNY); M.A.
New York.
1969, Ph.D. 1983, New York.
Dipti Desai, Associate Professor.
John Torreano, Clinical Associate
Diploma (Textile Design) 1981, National
Professor. B.F.A. 1963, Cranbrook
Institute of Design (India); M.A. 1984,
Academy of Art; M.F.A. 1967, Ohio State.
Wisconsin (Madison); Ed.M. 1986,
Columbia; Ph.D. 1995, Wisconsin
Number of Adjunct Faculty
(Madison).
Studio Art: 43
Trisha Donnelly, Clinical Associate
Art Education: 6
Professor. B.F.A. 1995, California (Los
Visual Arts Administration: 14
Angeles); M.F.A. 2000, Yale.
Costume Studies: 7
Art Therapy: 13
Maureen Gallace, Clinical Associate
Professor B.F.A. 1981, Hartford; M.F.A.
1983, Rutgers.
34
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Studio Art
M.F. A . in Studio Art
DEGREE PROGRAMS
Program directors
During three intensive summer sessions,
Advanced Certificate in Studio Art
students are provided with studio space
12 units
Maureen Gallace
M.F.A. in Studio Art
and immersed in the development of
The Advanced Certificate in Studio Art
[email protected]
60 units
a body of work under the guidance of
is a 12-credit program of study that
The NYU Steinhardt M.F.A. Program in
NYU’s renowned faculty in studio art
combines intensive contemporary art
M. A. i n Studio Art
Studio offers students the opportunity
and critical studies. Students participate
practice with critical theory. Private and
Summer/berlin
to study with accomplished artists and
in an M.A. Thesis Exhibition at the
semi-private studio space is available to
Program director
scholars within an interdisciplinary set-
department’s 80 Washington Square
certificate students during the summer
David Darts
ting. The two-year program provides
East Galleries during their third summer.
[email protected]
students with private studios and access
A sequence of required core courses
session only. Students may apply as
either post-baccalaureate or post-
to facilities in painting, printmaking,
engages students in a dynamic dialogue
ceramics, photography, digital media,
with faculty about contemporary art
and sculpture.
and serves as the foundation on which
students are recent B.F.A., B.S., or
master’s candidates.
Post-baccalaureate certificate
students build their studio practice.
B.A. graduates in art or related fields
with only 20 students in residence.
Facilities and courses are available in
who wish to strengthen their artistic
There are no restrictions on media, and
painting, drawing, sculpture, photog-
and conceptual skills and who may be
students are encouraged to work with
raphy, digital art, video, printmaking,
preparing a portfolio to apply to M.F.A.
whatever formal means are best suited
and ceramics as well as art theory, art
programs.
to their ideas. During the course of
history, and critical studies. Individual
study, students engage in a team-taught
critiques with faculty and visiting artists
ideal for those who have completed a
interdisciplinary critique class each
and critics enhance students’ studio
master’s degree and wish to continue
semester, as well as one full afternoon
practice.
developing a studio art practice
The M.F.A. program is small in size,
The post-master’s certificate is
while also addressing the larger
each week of individual studio meetings
with visiting artists, critics and full-time
DEGREE REQUIREMENTS
philosophical and cultural implications
and visiting faculty. The acclaimed
6 units in M.A. Graduate Studio Critique,
of contemporary artistic activity. The
artists who make up the full-time and
6 units in art theory or critical studies,
program of study is centered on a core
adjunct M.F.A. faculty include artists,
6 units in graduate projects, 9 units in
Graduate Projects praxis course and
critics, and writers with diverse interests
studio art, 3 units in final project/exhibi-
includes individual studio critiques with
and disciplines who see teaching as an
tion, and 6 units in electives.
visiting artists.
ential creative practice. They are drawn
M.A. Degree in Studio Art
DEGREE REQUIREMENTS
from the surrounding New York art
Summer/Berlin
All certificate students are required to
world and are deeply engaged with their
36 units, three summers
take 3 credits in Graduate Projects and 9
students. The relationship between the
The NYU program in Berlin utilizes a
credits in studio electives.
faculty and students represents the core
contemporary atelier model of studio
of the M.F.A. community.
instruction. Coursework does not strictly
integral part of an ongoing and influ-
DEGREE REQUIREMENTS
and classes are designed to organically
VISITING ARTIST AND
CURATOR LECTURE SERIES
AND STUDIO VISITS
Students are required to take M.F.A.
intersect and flow into one another.
The weekly Visiting Artist and Curator
Graduate Studio Critique, M.F.A. Indi-
The instructional approach takes many
Lecture Series is an important facet
vidual Critique and Review, and M.F.A.
forms including workshops, lectures,
of both the M.F.A. and summer M.A.
Thesis, M.F.A. Exhibition as well as
seminars, and critiques. Students are
Studio Art Programs. Once each week,
courses in art theory and critical studies
expected to develop and refine an
students meet individually with art
and studio electives.
individual artistic voice while they are
department faculty and selected visiting
provided with personal instruction from
artists, followed by a presentation by
M.A. Degree in Studio
faculty and visiting artists, curators, and
the visiting artist/curator. Because of
Summer/New York
theorists. Contemporary art theory is
the University’s location in the center
36 units, three summers
underscored throughout the program
of the New York art world, these
The M.A. in Studio Art Summer Program
with ongoing lectures, seminars, and vis-
lectures regularly bring some of the
in New York is a three-summer, 36-credit
its to museums, galleries, artist studios,
city’s most innovative artists and critics
program in interdisciplinary studio art
and other cultural sites. Students exhibit
into the department. The lectures
practice. The program provides a unique
a final body of work during the summer
serve as a forum for the discussion
opportunity for working artists and
session.
of contemporary issues in the visual
follow a segmented course structure,
arts and are meant to interface with
art educators to expand their creative
vision, experiment with new genres,
DEGREE REQUIREMENTS
students’ work and expose them to the
and explore issues in contemporary art
6 units in M.A. Graduate Studio Critique,
ideas and experiences of professional
and critical theory. An intensive and
6 units in art theory or critical studies,
artists and critics.
demanding course of study, the M.A.
6 units in graduate projects, 9 units in
studio art combines the excitement
studio art, 3 units in final project/exhibi-
of the New York art world with the
tion, and 6 units in electives.
resources of a research university.
35
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Studio Art, continued
Recent visiting artists and curators
CAREER OPPORTUNITIES
include Dike Blair, Xavier Cha, Alex Da
Alumni of the program in studio art
Corte, Keltie Ferris, Nick Mauss, Matt
are represented by major New York
Keegan, Martin Kersels, Wayne Koesten-
galleries, featured in contemporary
baum, Simone Leigh, Amie Siegel, and
museums, recipients of prestigious
Sue Williams.
fellowships, and featured artists-inresidence. Many hold positions as
teachers, designers, and curators.
Painting and
Drawing
includes area director Sue deBeer, who
media. Faculty, including Matt Nolen,
recently completed solo exhibitions in
Beverly Semmes, Kathy Butterly, Klaus
Maureen Gallace
Berlin, Los Angeles, and New York, and
Burgel, Shida Kuo, Sayumi Yokouchi,
[email protected]
internationally renowned artists such
and Kanik Chung, discuss work within an
as Trisha Donnelly, Carol Bove, Keith
historical, contemporary, and theoretical
Graduate study in painting and drawing
Edmier, Beverly Semmes, Luis Gispert,
framework designed to foster technical,
explores the ability of these media to
Corey McCorkle, Rico Gatson, Curtis
literary, and critical skills. Both the artist
communicate through visual, tactile,
Mitchell, Dave Hardy, and Ian Cooper,
and the artist/teacher are prepared to
and conceptual means. The program
along with other innovative practitio-
meet professional standards for a global
sustains a rigorous critical dialogue
ners. Courses range from theory-driven
career.
through one-on-one meetings with
classes such as Corey McCorkle’s class
faculty and visiting artists, in addition
on Walter Benjamin to technical classes
to group discussions and critiques.
in moldmaking.
Printmaking
Focus is on issues specific to painting
Mark Johnson
as it relates to history, aesthetics,
[email protected]
materials, and contemporary life.
Sculpture: Craft Media
Emphasis is also placed on how the
Judith Schwartz
The print area offers a full range of
practice of painting can interact
[email protected]
courses exposing students to the
with—sometimes contrasting and
breadth of established and emerging
sometimes complementing—other
A vibrant cross-disciplinary movement
methods and approaches. All work is
forms of art making. Peer-to-peer
in contemporary art has created
examined in a contemporary, critical
camaraderie is a strong component of
renewed connections between fine
framework designed to challenge
the program. Students are encouraged
arts, design and craft media. Courses
and extend the student’s creative
to experiment and expand their current
in ceramics, mold making, mixed media
experience; experimentation and
studio strategies as they develop a
sculpture, metalsmithing, jewelry, and
exploration are strongly encouraged.
vital and personalized art practice. The
sewn fabrics allow artists to expand
painting and drawing faculty is led by
their ideas and practices through a
to realize projects in a wide variety of
Maureen Gallace and includes Marlene
wide range of materials and skills in
methods, including etching, silkscreen,
AcMcCarty, Jesse Bransford, John
the art department’s studio facilities.
relief, book arts, letterpress, as well as
Torreano, and Ross Bleckner, as well as
In ceramics, the fully equipped, natural
digital laser cutting and 3-D printing.
many acclaimed adjunct and visiting
lit studios housing electric, down, and
Print collections housed in the city’s
faculty, including David Salle, Kurt
updraft gas kilns, wheels and hand
museums and galleries contribute to a
Kauper, and Rick Moody.
building areas provide an ideal facility
highly developed environment for the
for a dynamic working environment in
study of printmaking. The printmaking
The print studios enable students
the heart of Manhattan. Students can
area is supervised by Mark Johnson;
expand their creative vocabulary in
faculty includes Kiki Smith, Valerie
Sue deBeer
glass as well, through a unique liaison
Hammond, Ruby Atiler, and Noah
[email protected]
with Urban Glass, the largest facility in
Breuer.
Sculpture
the United States dedicated to glass
Sculpture courses allow artists and
as an art form. The mixed media studio
students to explore their ideas in
supports a variety of experimentation
Digital Art
media as varied as video, ceramics,
in soft sculpture, metal craft, and
Kevin McCoy
architecture, fabric, drawing, text, or
critical theory classes that focus on the
[email protected]
performance, as well as classic skills
intersection of new and old media. As a
such as woodworking, welding, and
space that crosses artistic and aesthetic
As we look toward the future of technol-
moldmaking.
borders, these studios are an important
ogy, the role of artists in realizing the
reflection of the interdisciplinary use of
potential, as well as the potential diffi-
floor of the Barney Building and is
materials that is vital to craft scholarship
culties, inherent in rapid cultural change
divided into a wood and metal shop, a
and contemporary art engaging artists,
is more central now than at any time
critique room, and a plaster and mold-
designers, artisans, and historians.
The sculpture facility covers a full
making studio. Shop technicians are
36
Area director, Judith Schwartz, Ph.
since the Bauhaus. The vision of artists
in humanizing technology, allowing
available for information and oversight
D. is one of the world’s leading authors
individuals to respond to mass media, is
of the studio. The sculpture faculty
and curators in ceramics and craft
a unique form of resistance as well as a
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Studio Art, continued
source of creative energy. The computer
Putnam, O Zhang, David Lawrence,
studio includes a laptop lounge; an iMac
Katie Murray, Nancy deHoll, Bettina
classroom with a full range of software
Johae, Rita Barros, Nancy Barton, and
for Photoshop, drawing, design, video,
Dan Torop.
3-D, sound, Web, and open-source
Several courses in photography
projects; and equipment for video
offered in cooperation with the
projection, scanning, small-scale prints,
International Center of Photography
and drawing tables has enabled the art
are open to graduate students in the
department to explore new media on
M.A. and M.F.A. programs in studio art.
a vastly expanded scale. New courses
ICP courses focus on the history of
have been developed in design, free-
photography.
ware, Web-based art, laser cutting, and
3-D printing, as well as seminar courses
in post-postmodern theory. The Digital
Video
Printing Studio, with its large-scale
Video has been a major force in the
Epson printers, has brought all of the
art world since the 1970s; with new
department’s programs together for
advances in technology, video will soon
workshops and exhibitions. Artist Kevin
become a dominant force in commercial
McCoy recently completed major instal-
film industries, as well. Artists working
lations for the British Film Institute and
in video have been at the forefront of
MoMA in New York.
these new developments, exploring
both the public impact of mediated
Photography
imagery and the personal resonance of
increasingly convenient technologies.
Gerald Pryor
In fall 2008, the department completed
[email protected]
a new computer studio for video and
Photography is an art activity that
workstations, a laptop lounge, and
asks for still meanings. Present time is
viewing areas, projection, and video
considered through past memory and
equipment checkout. An advanced
future desire. Photograpjy can extend
video suite contains two additional
into other art forms such as video,
editing stations and a 24p camera. The
digital art, and performance. Thus it is
video faculty include Jennifer Krasinski
central to the development of art in the
and Alex McQuilkin.
new media, housing 16 innovative iMac
21st century and can embrace aesthetics,
political issues, and an ongoing dialogue
with the “self.”
The NYU/Steinhardt Art Department
Environmental Art
Activism
maintains state-of-the-art analogue and
Natalie Jeremijenko
digital facilities complete with a 30”
[email protected]
color processor, group black-and-white
and color labs, and eight individual color
Natalie Jeremijenko, one of the most
darkrooms. The classrooms, which can
visible and dynamic artists working at
also be used as shooting studios, are
the intersection of art, technology, engi-
equipped with iMacs, video and slide
neering, and environmental studies, has
projectors, scanners, and digital photo
established the Environmental Health
printers. There is a large selection of
Clinic, a laboratory to diagnose envi-
equipment for loan from 35 mm, digital,
ronmental ills and create solutions for a
4 x 5 cameras, and tungsten lights to
greener future. Working with designers,
professional strobe lights. Introductory,
gardeners, and computer scientists,
intermediate, and advanced classes are
Jeremijenko, who is herself an engineer
offered in black-and-white, color, digital,
as well as an artist, has established a
documentary and photography and
cross-disciplinary team of artists and
performance, as well as studio courses
researchers who contribute to a slate of
including lighting and medium- and
poetic and political projects.
large-format cameras. There are also
large digital Epson printers, including
the Epson 9900, available for printing. Artists, critics, and historians share
faculty duties in this innovative area, led
by artist Gerald Pryor. Outstanding photography faculty members include Lyle
Ashton Harris, Hiroshi Sunairi, Adam
37
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Art Education
Di rector
The M.A. Programs in Art and
MA-Teaching Art, All Grades
on approach leads to their capstone
Dipti Desai
Education aspires to transform the
(Professional-30 credits)
project, which provides an opportunity
[email protected]
landscape of the field through a radical
The coursework in the professional
to design and implement a community-
approach to visual arts education and
certification program is designed for
based art project that allows for social
Degree
artistic practice. With a special focus on
students who already have an initial
transformation. In this program students
M.A.
contemporary art and its social context,
teaching art certificate and wish to
assume major roles in changing the
the programs position the artist-teacher
pursue graduate training that positions
social, cultural, political, and economic
as cultural producer, intellectual, and
the artist-teacher as cultural producer,
landscape through their artistic practice.
activist able to work in schools, mu-
intellectual, and activist. Grounded in
seums, community-based programs,
contemporary art and critical pedagogy
alternative educational sites, and in the
that fosters social transformation, stu-
Students take foundational courses
public realm. Our programs also prepare
dents explore the making and teaching
in the three core program modules: Con-
students to be innovative researchers
of art as a social act, and consider its
temporary Artistic Practice, Educational
and persuasive advocates for the arts
philosophical, historical, political, eco-
Theory, and Social Activism, as well as
in schools and society. There are three
nomic, and sociological contexts. The
complete a Final Project. In addition,
different Masters degrees offered:
30-credit program is tailored to student
students can choose elective courses
MA-Teaching Art, All Grades leading to
interests allowing them to take courses
from across the university to customize
Initial Certification
in the various schools and programs at
their degree focus and experiences.
MA-Teaching Art, All Grades leading to
New York University. Special partner-
Professional Certification
ships with museums, non-profit art
MA in Art, Education, and Community
organizations, and educational initiatives
The two programs in art education that
Practices.
provide students with a wide range of
lead to Initial and Professional Certifica-
opportunities to gain practical and pro-
tion prepare teachers and curriculum
fessional experience in the field.
specialists in visual art for positions in
n n n MA-Teaching Art, All Grades
(Initial-36 credits)
The 30-credit M.A. program meets
CAREER OPPORTUNITIES
elementary, middle, and high schools
Coursework in the initial certification
the academic requirements for New
program is designed for students who
York State professional certification.
graduates also work as educators in
wish to pursue graduate-level profes-
To fulfill the total requirements for
museums, community-based programs,
sional training leading to an initial (and
professional certification, a candidate
and arts organizations, and some pursue
provisional) certification as artist-
must additionally complete two years
doctoral study in art education, curricu-
teachers in primarily public and private
of school experience as a full-time paid
lum, and instruction.
schools both nationally and internation-
teacher. This requirement can be fulfilled
ally. The program combines a strong
while taking courses toward the mas-
Practice program serves individuals in-
foundation in critical pedagogy with a
ter’s degree.
terested in socially engaged art and who
nationally and internationally. Our
The Art, Education, and Community
want to work outside or in collaboration
solid grounding in practice, including
38
This program does not lead to certification for teaching.
experience teaching in NYU Visionary
MA-Art, Education, and Community
with traditional avenues (museum, gal-
Studio classes for high school students
Practices
lery arena, and classrooms). Graduates
and two student teaching placements
This interdisciplinary program combines
may also serve as artists and organiz-
in elementary and secondary schools.
coursework in contemporary artistic
ers working as educators, curators, and
Through a sequence of core courses
practice, educational theory, and social
artists in museums, community-based
grounded in a progressive social justice
activism to prepare artists, educators,
organizations, and NGOs.
approach, students examine the mak-
designers, community organizers, and
ing and teaching of art as a social act,
other publicly situated activists to
and consider its philosophical, histori-
work within community-based settings,
M.A. candidates in Initial Certification
cal, political, and sociological contexts.
museums, NGOs, or broader public and
(36 credits) take the following courses:
Students develop a pedagogical founda-
civic contexts to initiate social change
Pedagogical Foundations (16 credits);
tion through courses in education, art
through the arts.
DEGREE REQUIREMENTS
Studies in Critical Theory in Art Educa-
education, and research methodologies
Grounded in the work of critical edu-
tion (6 credits); Advanced Studio in
while continuing their work as artists in
cational theorists including Paolo Freire
Art (6 credits); Student Teaching in
graduate-level studio courses.
and bell hooks, this program supports
Art Education (6 credits); The Social
For students who have an under-
artists and other publicly situated activ-
Responsibilities of Teachers: Drug and
graduate B.A. or B.F.A. degree in studio
ists to connect visual strategies with the
Alcohol Education/Child Abuse Identifi-
art and wish to acquire teacher certifica-
needs of a community. Students learn
cation/Violence Prevention (0 credits);
tion, the M.A. Program in Teaching Art,
from artists who do socially engaged
and Research in Art Education and Final
All Grades, offers a curriculum that satis-
work, examining how art and design can
Project (3 credits).
fies the academic requirements for New
open dialogue about a community’s his-
York State teacher certification. To fulfill
tory, culture, and social needs. Drawing
M.A. candidates in Professional Certi-
New York State teacher certification
on community organizing strategies and
fication (30 credits) take the following
requirements for initial certification, the
artistic activism, students are directly
courses: Studies in Critical Theory in Art
candidate must enroll in the 36-credit
involved in putting ideas generated with
and Art Education (15 credits); Guided
M.A. program.
the community into practice. This hand-
Elective (3 credits); Advanced Studio in
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Art (9 credits); and Research in Art Edu-
to pursue in the field. We encourage
organizer and/or activist in community-
cation and Final Project (3 credits).
applicants to address the following in
based settings. What is the role of
their statement: Describe your previ-
art and the artist in communities and
MA candidates in Art, Education and
ous experiences teaching art or in other
society at large? Why are you applying
Community Practices (34 credits) take
related fields. Why is it important to
to the NYU program in Art, Education
courses in the following areas: Con-
teach art in schools? What is the role of
and Community Practices and how will
temporary Artistic Practice (6 credits);
art and the artist in society today? Why
the program support your personal and
Educational Theory (3 credits); Social
are you applying to the NYU program in
professional goals?
Activism (3 credits); Guided Electives
Art Education and how will the program
(10-12 credits); Terminal Capstone
support your personal and professional
Project (9 credits).
goals?
Formal interviews, as part of the
Please be advised that licensing
admissions process, are by invitation
agencies and fieldwork placement
only. For those who live outside the
facilities in your field of study may
metropolitan area, a Skype or phone
require that you undergo a criminal
interview will be arranged.
background check, the results of
In order to be considered for admis-
Formal interviews, as part of the admissions process, are by invitation only.
For those who live outside the metropolitan area, a Skype or phone interview
will be arranged.
ACCREDITATION
The Steinhardt School of Culture, Education, and Human Development teacher
which the agency or facility must
sion to the M.A. in Art, Education, and
find acceptable prior to placement
Community Practice (34 credits), ap-
by the Teacher Education Accredita-
or licensure.
plicants must have a minimum GPA of
tion Council (TEAC) for a period of
education program has been accredited
3.0 and a bachelor’s degree in Studio
five years. The accreditation certifies
ADMISSION REQUIREMENTS
Art, Art History, Design, Architecture
that the Steinhardt teacher education
In order to be considered for admission
or other related visual field of study or
program has provided evidence that it
to the Initial or Professional certification
can demonstrate significant experience
adheres to TEAC’s quality principles.
programs (36 or 30 credits), applicants
and background as a practicing artist/
The accreditation affirms the claim
must have a minimum GPA of 3.0 and
designer. For international applicants,
that NYU Steinhardt uses evidence to
a bachelor’s degree with a minimum of
a minimum TOEFL score of 100 IBT is
develop and improve its programs that
27 credits in studio art and a minimum
required.
prepare teachers. For more information,
of 9 credits in art history, as well as a
In addition to the general require-
contact TEAC, One Dupont Circle, Suite
liberal arts/general education degree
ments, applicants must submit 20
320, Washington, DC 20036; 202-466-
from an accredited four-year college or
examples (in digital form) that reflect
7236; www.teac.org.
university. For international applicants,
the strongest selections of their
a minimum TOEFL score of 100 IBT is
practice, specific to work in community-
Please be advised that licensing
required.
based contexts as an artist, activist, and/
agencies and fieldwork placement
or educator. In addition, applicants must
facilities in your field of study may
ments, applicants must submit 20
submit a 500-word (typed) statement
require that you undergo a criminal
examples (in digital form) that reflect
describing their interests, experience
background check, the results of
the strongest selections of their artistic
and the direction they wish to pursue in
which the agency or facility must
practice and a 500-word (typed)
the field. We encourage applicants to
find acceptable prior to placement
statement describing their interests,
address the following in their statement:
or licensure.
experience and the direction they wish
Describe your experiences as an artist,
In addition to the general require-
Visual Arts Administration
(Nonprofit and
Established in 1971, the M.A. Program
and interpreted, the structure and
field, it also offers a strong for-profit
For-Profit
in Visual Arts Administration was the
management of organizations that
concentration.
Concentration)
first in the nation to focus specifically
display artwork—both non-profit and
on management careers in the visual
for-profit—and the role of art theorists,
Di rector
arts, in both traditional and alternative
critics, curators, and collectors. The
curriculum fosters a global perspec-
Sandra Lang
contexts. Taking into account the
Program curriculum also considers how
tive within course syllabi, readings and
[email protected]
cultural and economic impact of the
education in arts organizations expands
discussions, and through several study
visual arts, nationally and internationally,
knowledge and builds audiences, the
abroad options. In London, students
Degree
as well as the challenges facing the arts
increasing role of art in urban devel-
analyze the exhibition and display of art
M.A.
today, the program prepares students to
opment and public spaces, and new
in material culture through a dynamic
become leaders in a broad range of arts
approaches and tools for encourag-
curriculum that blends classroom ses-
organizations.
ing access and participation. Students
sions and site visits. In the Netherlands
acquire the theoretical and practical
and Berlin, Performing Arts Adminis-
The Visual Arts Administration M.A.
39
Since its beginnings, the Program has
an extensive international outlook. The
Program addresses the whole art ecol-
tools for fundraising, financial manage-
tration and Visual Arts Administration
ogy, including the cultural environment
ment, marketing, and knowledge of new
students compare and contrast the
in which art and arts organizations
media and technology in the visual arts.
management of cultural institutions in
operate, the role of the artist in society,
While the program is primarily oriented
the U.S. and Europe, with an emphasis
how artwork is documented, presented
toward the non-profit segment of the
on cultural policy, cultural diplomacy,
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Visual Arts
funding mechanisms, globalism and
Primary Areas of Study
Administration,
mobility, cultural identity, and diversity,
(Select either area; 9 units required)
continued
among other issues.
Faculty expertise, internships in the
(London), ARVA-GE.2060 (3 units);
Corporate Art Programs ARVAGE.2118 (3 units); Cultural Branding
II. Arts Management
in Arts Organizations ARVA-GE.2134
(3 units); Cultural Marketing in
field, alumni experience and success,
Exhibition and Display of Art ARVA-
and a strong international applicant pool
GE.2027 (3 units), Development for
the Arts: Corporate Sponsorship
ensure that students are provided with
the Visual Arts ARVA-GE.2032 (3
ARVA-GE.2212 (1.5 units); Intro-
the optimal resources of an advanced
units), Strategy Planning and Gover-
duction to Galleries and Museums
professional program set in the context
nance ARVA-GE.2133 (3 units).
ARVA-GE.2002 (3 units); Issues and
Practice in Arts Administration: The
of a major urban cultural center.
II. Arts Market
European Context ARVA-GE2215
CAREER OPPORTUNITIES
Art Collecting ARVA-GE.2016 (3
(3 units) (Netherlands and Ber-
Both the internship program and
units), Visual Arts Market ARVA-
lin); History of Taste 1850-present
the master’s thesis provide critical
GE.2076 (3 units), Appraisal and
ARTCR-GE.2141 (3 units); History of
opportunities for graduate students
Valuation of Art ARVA-GE.2171 (3
Contemporary Art and New Media
to develop relationships with art
units).
ARTCR-GE.2235 (3 units); Art and
Ideas ARTCR-2450; Art Theory and
organizations in New York, nationally,
and internationally. The program
III. Business Courses (9 units. required)
Criticism I ARTCR-GE.2801 (3 units);
includes a series of supervised
Leonard N. Stern School of Business
Art Theory and Criticism II ARTCR-
internships. Students have gained
or Robert F. Wagner Graduate School
GE.2802 (3 units); Current Issues in
placement in museums, alternative
of Public Service
Art Education ARTED-GE.2070 (3
spaces, public art agencies, galleries,
Leadership in Organizations
units); Art Education in Alternative
auction houses, and consultancies and
COR1-GB.1302 (3 units), Financial
Settings ARTED-GE.2276 (3 units);
work with program advisers and the
Accounting COR1-GB1306 (3 units),
Cultural Tourism MPAPA-GE 2225
department’s internship coordinator
Marketing Concepts and Strategies
(1.5 units).
in planning this important component
COR1-GB.2310 (3 units).
Program Total: 51 units
of their educational experience.
Organizations providing internship and
IV. Internships (3 units. required)
research opportunities locally have
Internship in Art ARVA-GE.2302
For program information, please consult
included the Museum of Modern Art,
(variable 1–3 units/semester).
the website: steinhardt.nyu.edu/art/
admin.
Metropolitan Museum of Art, Solomon
R. Guggenheim Museum, New York
V. Thesis (3 units. required)
City Department of Cultural Affairs,
Research in Visual Arts Administration
ADMISSION REQUIREMENTS
JPMorgan Chase Manhattan Bank
ARVA-GE.2299 (2 units), Final Project
steinhardt.nyu.edu/graduate_admissions
Collection, Jewish Museum, Asia Society,
ARVA-GE.2301 (1 unit)
Sotheby’s, Christie’s, Whitney Museum
In order to be considered for admission
of American Art, Cooper-Hewitt
Secondary Areas of Study
to the program, applicants must have a
National Design Museum, and Pace-
(Students may choose one from the
solid GPA and a strong art history back-
Wildenstein Gallery. A more complete
following suggested areas of study, or
ground, as well as appropriate internship
listing of the organizations where
create their own area of study–9 units
and/or work experience. Application,
graduate students have secured national
required.)
transcripts, a personal statement, and
and international internships may be
found on the program’s webpage,
other necessary material should be
VI. Curatorial Studies
sent directly to the Office of Graduate
Exhibition Design ARVA-GE.2019
Admissions, along with three letters of
(3 units), Collections Exhibition
recommendation, preferably from both
active information center for advocacy
Management ARVA-GE.2198 (3
academic and professional sources, and
issues and for career opportunities. The
units), Graduate Projects: Curatorial
a current résumé. Once applications
Program works closely with its visual
Praxis ARVA-GE.2911 (3 units).
have been reviewed, qualified applicants
steinhardt.nyu.edu/art/admin
In addition, the Program serves as an
arts administration alumni to provide
special events and to facilitate mentor-
under consideration will be contacted
VI. Arts Advocacy/Art Education
to arrange for a personal interview, or,
ing and career opportunities. Graduates
Art Education in Museums ARVA-
if this is not possible, a telephone inter-
hold positions in a broad cross-section
GE.2021 (3 units), Arts Advocacy:
view will be arranged.
of museums, cultural institutions,
Concept and Practice ARVA-GE.2035
foundations, galleries, auction houses,
(3 units),
minimum TOEFL score of 100 IBT to
and advisory services throughout North
Urban Development and Visual Arts
apply to the program. On arrival at New
America, Europe, and Asia.
ARVA-GE.2112 (3 units).
York University, accepted applicants will
International students must have a
be tested by the American Language
DEGREE REQUIREMENTS
I. Core Courses (12 units)
Law and the Visual Arts ARVA-
40
VII. Electives by advisement are selected from, but not limited to, the
Institute and must qualify for level 84 of
instruction.
following as well as courses offered
GE.2028 (3 units), The Environment
throughout the university (6 units):
STUDY ABROAD
of the Visual Arts ARVA-GE.2030 (3
Function and Structure of Mu-
An international study abroad seminar
units), Information Systems for the
seums ARVA-GE.2015 (3 units);
provides graduate students, alumni
Visual Arts ARVA-GE.2109 (3 units).
Exhibition and Display of Art and
of arts administration programs, and
Material Culture ARVA-GE.2027.095
arts management professionals with a
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Visual Arts
unique opportunity to observe exciting
administration. The council’s mission
Administration,
changes in the visual and performing
is to ensure a vital future for the
information, visit steinhardt.nyu.edu/
continued
arts in a broad range of European ven-
arts by educating highly qualified
commissions/arts_management.
ues. Students explore current cultural
professionals to shape, influence, and
and social issues affecting interna-
lead arts organizations, institutions, and
tional arts practices in both nonprofit
businesses and to serve the present
and for-profit institutions. For further
and future needs of artists. The goals
information, please contact the Office
of the council are to lead public events
of Academic Initiatives and Global Pro-
highlighting important developments
grams at 212-992-9380.
in the fields of art and business and
and political contexts. For further
incorporate results into learning
COUNCIL ON ARTS
MANAGEMENT PROGRAMS
outcomes; to generate innovations in
The Council on Arts Management
among programs and dissemination
Programs is a faculty group in NYU
of new knowledge and research; and
Steinhardt that represents the
to examine and integrate national and
fields of music business, performing
international developments affecting the
arts administration, and visual arts
arts in their cultural, social, economic,
curricula through active interchange
Costume Studies
Cooper-Hewitt National Design Museum,
Contemporary Dress ARCS-GE.2064.
Nancy Deihl
The field of costume studies is one of
the Museum of the City of New York,
Specialization Courses (12–18 units):
[email protected]
the most exciting areas of current visual
and the New-York Historical Society. The
Costume Conservation and Display
arts research. Since 1979 the M.A. pro-
internship component of the program
ARCS-GE.2069, History of Textiles:
Degree
gram in Costume Studies has focused
enables students to gain firsthand work
The Ancient World Through 1700 ARCS-
M.A. in Costume
on the history of costume and textiles
experience and make valuable profes-
GE.2077, History of Textiles: The Modern
Studies
in its broadest aesthetic and cultural
sional contacts. Students in the dual
Era ARCS-GE.2078, Design and Culture:
contexts. It was the first curriculum in
degree program are mentored and
The 20th Century ARCS-GE.2102,
the United States to educate specialists
advised by subject specialists from
Graduate Projects in Costume Studies
di rector
Dual M.A. in Costume
Studies and
in this field. An additional dual degree
local New York City Libraries A 160-
ARCS-GE.2910, History of Fashion Pho-
M.S. in Library and
option between The Department of
hour mentoring arrangement provides
tography ARCS-GE.2911, Contemporary
Information Sciences
Art and Art Professions and LIU Post’s
students the opportunity for hands-on
Design and Culture ARCS-GE.2912, Dress
Palmer School of Library and Informa-
experiences.
in World Culture ARCS-GE.2913.
CAREER OPPORTUNITIES
from among many offerings such as
benefit from the programs’ complemen-
The costume studies program is suitable
Exhibition Design ARVA-GE.2019,
tary strengths in teaching information
for those seeking careers as curators,
History of Taste ARTCR-GE.2141,
science and costume studies.
museum administrators, collection
Appraisal and Valuation of Art
managers, and exhibition consultants;
ARVA-GE.2171, Independent Study
emphasize the relation of costume
as specialists at auction houses and
ARCS-GE.2300.
studies to material culture and the fine
galleries; as archivists and historical
Internship (3-6 units): Internship in
and decorative arts. The 42-unit M.A.
researchers; and as educators, writers,
Costume Studies ARCS-GE.2302.
curriculum includes core courses as well
journalists, and critics. The dual degree
Final Project (3 units): Research
as electives in exhibition and museum
combines subject expertise and training
in Costume Studies ARCS-GE.2022
topics, art theory and criticism, and
in library and information science. In
(2 units), Final Project ARCS-GE.2301
the decorative arts. The 60 unit dual
addition to positions in costume studies-
(1 unit).
M.A. and M.S offers many of the same
related fields, students are prepared
core course with the additional unique
for positions as subject specialist or
combination of courses that address
scholar-librarian in academic and re-
costume studies and library and infor-
search institutions.
Electives (9–12 units): students choose
tion Science bridges the gap between
theory and practice, so that students
The programs offer courses that
mation science.
DEGREE REQUIREMENTS
MA in Costume Studies
Core Courses (15 units): Literature and
whom are associated with museums and
galleries in New York, teach courses in
Core Courses (15 units): Literature and
GE.2012, History of Costume: 1500-1804
costume and textile history, decorative
Methodology of Costume Studies ARCS-
ARCS-GE.2061, History of Costume:
arts, and conservation. Students are
GE.2012, History of Costume: 1500-1804
The 19th Century ARCS-GE.2062,
exposed to collections of costumes, ac-
ARCS-GE.2061, History of Costume:
History of Costume: The 20th Century
cessories, and related objects at leading
The 19th Century ARCS-GE.2062, His-
ARCS-GE.2063, History of Costume:
institutions, including the Costume Insti-
tory of Costume: The 20th Century
Contemporary Dress ARCS-GE.2064.
tute at the Metropolitan Museum of Art,
ARCS-GE.2063, History of Costume:
Electives (12 units): Costume Con-
Faculty in the programs, some of
41
DEGREE REQUIREMENTS
Dual Degree MA in Costume
Studies/MS in Library and
Information Science
Methodology of Costume Studies ARCS-
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Costume Studies
servation and Display ARCS-GE.2069,
ARCS-GE.2300.
Mentoring (3 units) LIS 690
continued
History of Textiles: The Ancient World
Internship (3 units): Internship in
Electives (12 units) from Library and
Through 1700 ARCS-GE.2077, History of
Costume Studies ARCS-GE.2302.
Information Science (LIS) offerings
Textiles: The Modern Era ARCS-GE.2078,
Final Project (3 units): Research in
Design and Culture: The 20th Century
Costume Studies ARCS-GE.2022
ADMISSION REQUIREMENTS
ARCS-GE.2102, Graduate Projects in
(2 units), Final Project ARCS-GE.2301
Applicants to the program must hold
Costume Studies ARCS-GE.2910, History
(1 unit).
an undergraduate degree in a major
of Fashion Photography ARCS-GE.2911,
Core Courses (12 units): Introduction
field such as history, art history, theatre,
Contemporary Design and Culture
to Library and Information Science
anthropology, or sociology. Applicants
ARCS-GE.2912, Dress in World Cul-
LIS-510, Information Sources and Ser-
with other majors and strong liberal arts
ture ARCS-GE.2913, Exhibition Design
vices LIS-511, Introduction to Knowledge
backgrounds, appropriate internships,
ARVA-GE.2019, History of Taste ARTCR-
Organization LIS-512, Introduction to
and/or work experience will be con-
GE.2141, Appraisal and Valuation of
Research in Library and Information
sidered. Reading ability in one foreign
Art ARVA-GE.2171, Independent Study
Science LIS-514.
language is recommended.
PROFESSIONAL REGISTRATION
AND DEVELOPMENT
Art Therapy
Di rector
New York University has been identified
ability to communicate its approach and
Ikuko Acosta
with the training of art therapists since
methods to the team. While the major
[email protected]
the 1950s, when Margaret Naumburg, an
frame of reference for psychological
New York University’s M.A. degree
eminent pioneer in the field, began to
understanding in the program is based
in art therapy meets the educational
Degree
teach here. This tradition was continued
on psychoanalytic theory, students
requirements for registration (A.T.R.) by
M.A.
when Edith Kramer came to the Univer-
are required and encouraged to study
the American Art Therapy Association
sity in 1973. By 1976, the Master of Arts
a wide range of personality theories.
and for New York State Creative Art
in Art Therapy Program had obtained
In the course of a variety of classes,
Therapy License (L.C.A.T.). New York
approval from the New York State
students become familiar with a range
University is also concerned with the
Education Department, and in 1979 New
of theoretical approaches.
continued growth and development of
York University’s Graduate Art Therapy
The 49-unit master’s program offers
unique opportunities to graduate
has instituted post-master’s courses
receive approval and accreditation from
students in art therapy. The program is
of interest to working professionals,
the American Art Therapy Association
staffed by 12 highly qualified and diverse
such as Supervision Techniques in Art
(AATA). Over the years, the program
adjunct faculty who provide an excellent
Therapy (ARTT-GE.2221). In addition,
has gained a reputation for excellence
education and training for students.
it offers a lecture series and symposia
and soundness in clinical training that is
Students receive an M.A. degree in
featuring speakers from the fields of art,
borne out by the number of internation-
art therapy upon the completion of
art history, psychoanalysis, psychiatry,
al applicants as well as the success of its
coursework that includes an internship
and psychology. These special programs
graduates. Every summer, the program
practicum and final project thesis.
allow art therapists and related
offers students a unique opportunity to
professionals to expand their knowledge
experience internships abroad and prac-
CAREER OPPORTUNITIES
tice clinical applications of art therapy
Art therapy is a rapidly growing field
unique to specific cultural contexts, such
that had its beginnings in the treatment
ADMISSION REQUIREMENTS
as in Tanzania, Peru, South Africa, Brazil,
of severely emotionally disturbed
Applications are for fall admission only.
India, and Bolivia.
children and adults through the use of
Matriculation requires a bachelor’s
art. In recent years, it has expanded to
degree from an accredited college or
balance between the therapeutic
reach a broad range of populations,
university. Prerequisite courses required
potential of the creative process itself
such as substance abusers, AIDS-
include a minimum of 18 units in studio
and the informed use of psychological
patients, the homeless, survivors of
art, 12 units in psychology (in addi-
understanding in the treatment of
trauma, and elderly with Alzheimer’s
tion to Introduction to Psychology),
patients. Students learn to modify and
disease and dementia. Art therapists
and 30 units in the behavioral or social
adapt the two disciplines of visual arts
frequently work in such settings as
sciences and/or liberal arts disciplines.
and psychotherapy in order to affect the
hospitals, community mental health
Some of the art credits may be waived
synthesis of art therapy. Students learn
centers, Child Life programs, shelters,
upon advisement if evidence of artistic
to use art materials and the creative
prisons, nursing homes, and schools.
excellence is apparent in the portfolio.
The program strives to create a
process according to the physical and
psychological needs of clients.
Faculty and graduates of the
and experience.
Applicants are expected to show profi-
program have held executive positions
ciency in the basic areas of visual arts:
in regional and national art therapy
drawing, painting, and clay modeling.
treatment of individuals and groups,
associations (AATA, NYATA) and
Prerequisite psychology courses include
the art therapist functions typically as
regularly present papers at conferences.
Abnormal Psychology, Theories of Per-
In the diagnosis, planning, and
42
art therapists. The Art Therapy program
Program was one of five programs to
a member of a multidisciplinary team.
sonality, and Developmental Psychology.
Professional skills include a working
Deficiencies in course credits may be
knowledge of the concepts and
fulfilled prior to admission or during the
methods of art therapy, as well as the
first year that courses are available.
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Art Therapy,
continued
DEGREE REQUIREMENTS
Other (0 credits): Identification and
by the Steinhardt School of Culture,
Art Therapy (28 units): Art Therapy
Reporting of Suspected Child Abuse/
Education, and Human Development
with Children ARTT-GE.2033, Art for Art
Maltreatment APSY-GE.2273.
Office of Graduate Admissions for filing
Therapists ARTT-GE.2034, Art Therapy
an application. Completed applications,
with Adults ARTT-GE.2037, Pictorial and
Please be advised that licensing
transcripts, and portfolio should be
Sculptural Analysis ARTT-GE.2040, Art
agencies and fieldwork placement
sent directly to the Office of Graduate
Therapy with Groups ARTT-GE.2042,
facilities in your field of study may
Admissions, along with three letters
Art Therapy with Adolescents ARTT-
require that you undergo a criminal
of recommendation (academic and
GE.2044, Theory and Practice of
background check, the results of
professional), a current résumé, and a
Art Therapy ARTT-GE.2145, Diverse
which the agency or facility must
500-word statement of purpose.
Populations in Art Therapy: Trauma
find acceptable prior to placement
ARTT-GE.2222, Cultural Diversity in Art
or licensure.
Follow the instructions outlined
Applicants must have a minimum
GPA of 3.0 and are required to submit
Therapy ARTT-GE.2223, Research in Art
a digital portfolio of 15 examples of art-
Therapy ARTT-GE.2228, Final Project in
work (drawing, painting, and sculpture,
Art Therapy ARTT-GE.2301, Family Art
including figurative work). In addition,
Therapy ARTT-GE.2765.
personal interviews and attendance at
Internship (12 units): Internship in Art
the art workshop are required (by invita-
Therapy ARTT-GE.2302 (1,000 hours).
tion only with special arrangements
Psychology (9 units): Elective psychol-
made for international applicants)
ogy courses to be selected through
International applicants must have
advisement from the wide selection of
a minimum TOEFL score of 600 on the
psychology courses offered by both the
paper test, 250 on the computerized
Steinhardt School of Culture, Educa-
test, or 120 on the online test in order
tion, and Human Development and the
to apply to the program. Upon arrival
Graduate School of Arts and Science.
at New York University, accepted ap-
Since both schools have a number of re-
plicants will be tested by the American
nowned programs at both the master’s
Language Institute and must qualify for
and doctoral levels, course offerings
level 84 of instruction.
each semester are rich and challenging.
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 2013–2015
Courses
The courses listed
departmental courses
STUDIO ART
M.F.A. Studio Art Core Courses/
Drawing
herein are to be
offered in 2013–2015
ART-GE.2517 60 hours: 3 units.
ART-GE
Ceramics II
Topics in Drawing
notes to co u rses
*Registration closed
to special students.
†Pass/fail basis.
Ceramics I
M.F.A. Graduate Projects in Studio Art
Topics in Craft Arts
ART-GE.2910 10 hours per unit: 1–3
units.
ART-GE.2518 60 hours: 3 units.
ART-GE.2120 60 hours: 3 units.
Projects in Drawing
ART-GE.2520 60 hours: 3 units.
ART-GE.2180 60 hours: 3 units.
M.F.A. Graduate Interdisciplinary
Topics in Ceramics
Projects
Advanced Projects in Drawing
ART-GE.2980 60 hours: 3 units.
ART-GE.2190 60 hours: 3 units.
Please be advised that
M.F.A. Graduate Studio Critique
Painting
ART-GE.2581 60 hours: 3 units.
licensing agencies and
ART-GE.2990 30 hours: 3 units.
Topics in Painting
Projects in Glass
ART-GE.2140 60 hours: 3 units.
ART-GE.2582 60 hours: 3 units.
Projects in Painting
Projects in Ceramics
ART-GE.2181 60 hours: 3 units.
ART-GE.2584 60 hours: 3 units.
Advanced Projects in Painting
Advanced Projects in Craft
ART-GE.2191 60 hours: 3 units.
Arts
ART-GE.2540 60 hours: 3 units.
Projects in Metalsmithing
fieldwork placement
facilities in your field of
Internship in College Teaching of
study may require that
ArtART-GE.2991 30 hours: 3 units.
you undergo a criminal
background check,
M.F.A. Individual Critique and Review
the results of which
ART-GE.2993 60 hours: 3 units.
the agency or facility
Corequisite: ART-GE.2990.
must find acceptable
prior to placement or
M.F.A. Exhibition
licensure.
ART-GE.2996 10 hours per unit: 3 units.
Printmaking
M.F.A. Thesis
Topics in Printmaking: Silkscreen
ART-GE.2997 30 hours: 3 units.
ART-GE.2161 60 hours: 3 units.
M.A. Studio Art Core Courses
Topics in Printmaking: Etching
ART-GE.2590 60 hours: 3 units.
Advanced Projects in Ceramics
ART-GE.2594 60 hours: 3 units.
ART IN MEDIA
ART-GE.2162 60 hours: 3 units.
M.A. Graduate Projects in Studio Art
Photography
ART-GE.2810 10–20 hours per unit:
Topics in Printmaking: Relief
1–3 units.
ART-GE.2163 60 hours: 3 units.
M.A. Graduate Studio Critique
Projects in Printmaking
ART-GE.2880 30 hours: 3 units.
ART-GE.2182 60 hours: 3 units.
M.A. Individual Critique and Review
Advanced Projects in Printmaking
ART-GE.2883 0 units.
ART-GE.2192 60 hours: 3 units.
Topics in Photography
ART-GE.2320 60 hours: 3 units.
Projects in Photography
ART-GE.2380 60 hours: 3 units.
Corequisite: ART-GE.2880.
Advanced Projects in Photography
ART-GE.2390 60 hours: 3 units.
Sculpture
M.A. Thesis and Exhibition
ART-GE.2886 45 hours per unit: 3 units.
The following courses in photography at
Topics in Sculpture
the ICP are open to graduate students in
ART-GE.2230 60 hours: 3 units.
the M.A. and M.F.A. Studio Art Programs
Internship and Independent
Study
at NYU Steinhardt.
Projects in Sculpture
ART-GE.2280 60 hours: 3 units.
Internship in the Arts
19th-Century Photography
ARTCR-GE.2111 30 hours: 3 units.
ART-GE.2010 45 hours per unit: 1–6
Advanced Projects in Sculpture
units. Hours to be arranged.
ART-GE.2290 60 hours: 3 units.
ART-GE.2302 45 hours per unit: 1–6
20th-Century Photography
ARTCR-GE.2112 30 hours: 3 units.
units. Hours to be arranged.
Sculpture: Craft Media
Independent Study
Craft Arts I: Glass
ART-GE.2300 45 hours per unit: 1–6
ART-GE.2514 60 hours: 3 units.
Digital
units. Hours to be arranged.
Topics in Digital Art
ART-GE.2340 60 hours: 3 units.
Craft Arts II: Metalsmithing
ART-GE.2515 60 hours: 3 units.
Projects in Digital Art
ART-GE.2652, 2653 60 hours: 3 units.
44
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Advanced Projects in Digital Art
Advanced Critical Theory
Supervised Student Teaching of Art in
ART-GE.2391 60 hours: 3 units.
ARTCR-GE.2869 30 hours: 3 units.
the Elementary School
Video
ART EDUCATION/ARTED-GE
Topics in Video Art
Creative Art Activities in the
Supervised Student Teaching of Art in
ART-GE.2360 60 hours: 3 units.
Elementary Classroom
the Secondary School
ARTED-GE.2002 (E25.1057) 30 hours:
ARTED-GE.2902 180 hours fieldwork:
2 units.
3 units.
Aesthetic Inquiry for Children
ARTED-GE.2010 30 hours: 3 units.
VISUAL ARTS
ADMINISTRATION/ARVA-GE
ARTED-GE.2901 180 hours fieldwork: 3
Projects in Video Art
units. Fall, spring.
ART-GE.2382 60 hours: 3 units.
Advanced Projects in Video Art
ART-GE.2392 60 hours: 3 units.
Contemporary Art and Critical
(Note: Additional coursework for arts
Advanced Projects in Art and Media
Pedagogy: Identity, Representation,
administration majors is taken at the
ART-GE.2393 60 hours: 3 units.
and Multiculturalism
Leonard N. Stern School of Business and
ARTED-GE.2015 45 hours: 3 units.
the Robert F. Wagner Graduate School
Environmental Art Activism
of Public Service.)
Philosophy of Art and Art Education
ARTED-GE.2031 30 hours: 3 units.
Introduction to Galleries and Museums
ART-GE.2983 10–20 hours per unit: 1–3
Current Issues in Art Education
ART-GE.2002 45 hours: 3 units.
units.
ARTED-GE.2070 30 hours: 3 units.
Graduate Projects:Environmental
of New York
Art Activism
The Function and Structure of Museums
School Art: Issues in Pedagogy and
ART THEORY AND CRITICAL
STUDIES/ARTCR-GE
ARVA-GE.2015 30 hours: 3 units.
Curriculum I
ARTED-GE.2271 60 hours (45 hours
Art Collecting
fieldwork): 3 units.
ARVA-GE.2016 30 hours: 3 units.
School Art: Issues in Pedagogy and
Exhibition Design
Curriculum II
ARVA-GE.2019 30 hours: 3 units.
Modern Art Seminar
ARTCR-GE.2050 30 hours: 3 units.
Introduction to Critical Theory
ARTED-GE.2272 60 hours (45 hours
ARTCR-GE.2060 30 hours: 3 units.
fieldwork): 3 units.
History of 19th-Century Photography
Art Education in Alternative Settings:
ARTCR-GE.2111 30 hours: 3 units.
Museums, Community-Based
Exhibition and Display of Art and
Organizations, and Experimental
Material Culture
History of 20th-Century Photography
Spaces
ARVA-GE.2027 30 hours: 3 units.
ARTCR-GE.2112 30 hours: 3 units.
ARTED-GE.2276 45 hours (30 hours
Art Education in Museums
ARVA-GE.2021 30 hours: 3 units.
fieldwork): 3 units.
The History of Taste: 1850 to the
The Law and the Visual Arts
ARVA-GE.2028 30 hours: 3 units.
Present
Media Literacy and Art in the
ARTCR-GE.2141 30 hours: 3 units.
Classroom
The Environment of Visual Arts
ARTED-GE.2277 45 hours: 3 units.
Administration
History of Contemporary Art and
ARVA-GE.2030 30 hours: 3 units.
New Media
Internship in the College Teaching of
ARTCR-GE.2235 30 hours: 3 units.
Art
Development for the Visual Arts
ARTED-GE.2291 45 hours per unit:
ARVA-GE.2032 30 hours: 3 units.
Dynamics of 20th-Century Art Theories
3–6 units.
The Artist’s Career
ARTCR-GE.2252 30 hours: 3 units.
Research in Art Education
Art and Ideas
ARVA-GE.2060 30 hours: 3 units.
ARTED-GE.2299 30 hours: 2 units.
Visual Arts Markets
ARTCR-GE.2450 45 hours: 3 units.
Independent Study
Art Theory and Criticism I
ARTED-GE.2300 45 hours per unit:
ARTCR-GE.2801 30 hours: 3 units.
1-6 units. Hours to be arranged.
Art Theory and Criticism II
Final Project
ARTCR-GE.2802 30 hours: 3 units.
ARTED-GE.2301 45 hours per unit:
ARVA-GE.2076 30 hours: 3 units.
Information Systems and the Visual
Arts
1 unit.
Methods and Practices of Art Criticism
ARVA-GE.2109 30 hours: 3 units.
Urban Development and the Visual Arts
ARVA-GE.2112 30 hours: 3 units.
ARTCR-GE.2803 30 hours: 3 units.
Corporate Art Programs
ARVA-GE.2118 45 hours: 3 units.
45
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Strategic Planning and Governance for
History of Textiles: The Modern Era
Final Project in Art Therapy
the Visual Arts
ARCS-GE.2078 30 hours: 3 units.
ARTT-GE.2301 10 hours: 1 unit.
Design and Culture: The 18th Century
Internship Supervision Seminar
ARCS-GE.2100 30 hours: 3 units.
ARTT-GE.2302 22.5 hours: 4 units.
Design and Culture: The 19th Century
Introduction to Art Therapy*
ARCS-GE.2101 30 hours: 3 units.
ARTT-GE.2010 45 hours: 3 units.
ARVA-GE.2133 30 hours: 3 units.
Contemporary Art and
Community Museems
ARVA-GE.2120 3 units.
Cultural Branding in Arts Organizations
ARVA-GE.2134 30 hours: 3 units.
Design and Culture: The 20th Century
Supervision Techniques in Art Therapy*
Prerequisite: B01.2310 or P11.2119.
ARCS-GE.2102 30 hours: 3 units.
ARTT-GE.2150 10 hours: 1 unit.
Appraisal and Valuation of Art
Contemporary Design and Society
*Courses not required for this program
ARVA-GE.2171 30 hours: 3 units.
ARCS-GE.2451 30 hours: 3 units.
Collections and Exhibition Management
History of Fashion Photography
ARVA-GE.2198 30 hours: 3 units.
ARCS-GE.2452 30 hours: 3 units.
Cultural Marketing in the Arts:
Final Project in Costume Studies
Corporate Sponsorship
ARCS-GE.2301 45 hours per unit: 1 unit.
ARVA-GE.2212 15 hours: 2 units.
History of Fashion Photography
Research in Visual Arts Administration
ARCS-GE.2911 30 hours: 3 units.
ARVA-GE.2299 20 hours: 2 units. Fall.
Final Project in Visual Arts
ART THERAPY/ARTT-GE
Administration
ARVA-GE.2301 10 hours per unit:
Theory and Practice of Art Therapy
1–3 units. Spring.
ARTT-GE.2145 45 hours: 3 units.
Market Analysis and Investment
Art for Art Therapists
ARVA-GE.2915 1.5 units.
ARTT-GE.2160 45 hours: 3 units.
Prerequisite: ART-GE.1156.
COSTUME STUDIES/ARCS-GE
Pictorial and Sculptural Analysis in
Art Therapy
Literature and Methodology of
ARTT-GE.2040 45 hours: 3 units.
Costume Studies
ARCS-GE.2012 30 hours: 3 units.
Art Therapy with Children and
Early Adolescents
Research in Costume Studies
ARTT-GE.2033 45 hours: 3 units.
ARCS-GE.2022 20 hours: 2 units.
Art Therapy with Adolescents
History of Costume: 1500–1804
ARTT-GE.2034 45 hours: 3 units.
ARCS-GE.2061 30 hours: 3 units.
Art Therapy with Groups
History of Costume: The 19th Century
ARTT-GE.2032 45 hours: 3 units.
ARCS-GE.2062 30 hours: 3 units.
Research in Art Therapy
History of Costume: The 20th Century
ARTT-GE.2280 20 hours: 2 units.
ARCS-GE.2063 30 hours: 3 units.
Diverse Populations in Art Therapy:
History of Costume: Contemporary
Trauma
Dress
ARTT-GE.2222 10 hours: 1 unit.
ARCS-GE.2064 30 hours: 3 units.
Art Therapy with Adults
Costume Conservation and Display
ARTT-GE.2037 45 hours: 3 units.
ARCS-GE.2069 30 hours: 3 units.
Art Therapy with Families
History of Textiles: The Ancient World
ARTT-GE.2036 20 hours: 2 units.
Through 1700
ARCS-GE.2077 30 hours: 3 units.
Cultural Diverse in Art Therapy:
ARTT-GE.2223 10 hours: 1 unit.
46
Department of art and art professions the steinhardt school of culture, education, and human development bulletin 2013–2015
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.............................................48
Doctoral Program............................................50
Speech-Language-Hearing Clinic............... 51
N
ew York University was one of the
The program leading to the Doctor of
first universities to offer advanced
Philosophy degree in the NYU Department of
degree programs in communicative
Communicative Sciences and Disorders has as its
sciences and disorders in the New
goal the development of outstanding scholars,
York area. The program leading
trained as strong independent researchers and
to the Master of Science degree is available
as effective teachers. As such, this program
for college graduates seeking the Certificate
is designed for students seeking advanced
of Clinical Competence in Speech-Language
knowledge and research skills in speech
For information about the mission
Pathology from the American Speech-Language-
and language for both typical and atypical
and student learning outcomes for
Hearing Association (ASHA) and New York State
populations. Students have the opportunity to
each of our programs, please see the
licensure as speech-language pathologists. The
develop research experience with members of
department website.
master’s program prepares students to remediate
the faculty of the department and university as
communication and swallowing disorders. In-
appropriate to the student’s program of study. It
Courses................................................................. 51
depth coursework and practica are designed to
is expected that students will engage in scholarly,
Notice: The programs, requirements,
give students expertise in a range of areas, such
publishable research endeavors throughout
and schedules listed herein are subject
as adult language disorders, voice disorders,
their course of study at New York University.
to change without notice. A directory
craniofacial anomalies, motor speech disorders,
Each doctoral student goes through a rigorous
of classes is published each term with a
stuttering, phonology, audiology, geriatric, and
mentoring process involving the primary advisor
current schedule. For the most up-to-date
child language disorders, as well as dysphagia.
and other faculty members.
schedule changes, please consult ALBERT,
The many nationally renowned hospitals,
NYU’s student information website.
clinics, and schools in the New York City area
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 2013–2015
Faculty
Offiong Aqua, Clinical Associate
Harriet B. Klein, Professor. B.A. 1958,
Diana Sidtis, Professor. B.A. 1962,
Professor. M.D. 1986, Faculty of Medicine
M.A. 1960, Brooklyn College (CUNY);
Wisconsin; M.A. 1965, Chicago; Ph.D.
at Friendship University, Moscow, Russia.
Ph.D. 1978, Columbia; CCC-SLP.
1975, Brown; NIH postdoctoral
Adam Buchwald, Assistant Professor.
Susannah Levi, Assistant Professor. B.A.
CCC-SLP.
fellowship, 1977-1980, Northwestern;
B.A. 1997, Reed College; M.A. 2003, Ph.D.
1996, Washington (St. Louis); M.A. 2000,
2005, Johns Hopkins.
Ph.D. 2004, Washington.
Gina Canterucci, Clinical Instructor. B.S.
Tara McAllister Byun, Assistant
1994, Ohio; M.A. 1997, Case Western
Professor. A.B./A.M., 2003, Harvard, M.S.,
Reserve; CCC-SLP.
2007, Boston U., Ph.D. 2009, MIT.
Erin Embry, Clinical Instructor. B.S. 1995,
Christina Reuterskiöld, Department
Western Kentucky; M.S. 2001, College of
Chair and Associate Professor. B.S. 1986,
Anne Marie Skvarla, Clinic Director. B.S.,
Saint Rose; CCC-SLP.
Lund U (Sweden); M.S. 1988, Boston
M.A.; CCC-SLP.
Celia F. Stewart, Associate Professor.
B.S. 1973, Colorado State; M.S. 1976,
Phillips; Ph.D. 1993, New York; CCC-SLP.
Clinical Staff
U.; Dr. Med. Sc. 1999, Lund U. (Sweden;
Maria Grigos, Associate Professor. B.S.
CCC-SLP.
Erasmia Ioannou Benakis, Externship
Director. B.A., M.A.; CCC-SLP.
1991, New York; M.S. 1993, Ph.D. 2002,
Columbia; CCC-SLP.
Adjunct Faculty 25
Master of Science
Accredited by the American Speech-
ACADEMIC PREREQUISITES
in breadth, depth, and rigor to courses
Language-Hearing Association, this
Students who enter the M.S. program
at NYU. In addition, students must
program is a component leading to the
must have completed a bachelor’s
demonstrate that they have mastered
Certificate of Clinical Competence from
degree either with a major in
the information in the required
the American Speech-Language-Hear-
communicative sciences and disorders
prerequisite courses by earning a grade
ing Association (ASHA) and licensure
or in another subject area. Students
of B or better in all prerequisite courses
taken at another university or they will
as a speech-language pathologist in
are required to master some basic
New York State. The program provides a
knowledge and to complete specific
be required to take the course again at
broad-based and comprehensive educa-
courses prior to beginning graduate
NYU. Students must earn a C or better
tion in both the theoretical and practical
level courses. There are two ways to
in all prerequisite courses taken at NYU
aspects of communicative sciences and
meet the prerequisite requirements for
or they will be required to take the
disorders. Coursework and practica are
courses specific to the M.S. degree. All
course again.
designed to achieve the integration
prerequisite courses are necessary for
of academic and clinical experiences.
New York State licensure and ASHA
Graduates of the program are capable of
certification. These prerequisite courses
documentation such as the syllabus,
making informed diagnostic judgments
do not carry graduate credit for the MS
texts, exams, and notes to demonstrate
as well as planning and executing a
degree.
working knowledge of the information
program of therapeutic management for
1. The prerequisite courses can be
in a prerequisite course to determine
persons with communication impair-
taken at another university before the
course equivalence. Courses for which
ments.
student begins the program at NYU.
equivalence cannot be established
2. The prerequisite courses can be taken
CAREER OPPORTUNITIES
at NYU once the student begins the
Graduates of the program have found
M.S. program. Once students begin
employment opportunities as speech-
the program at NYU, they cannot
must be taken as part of the graduate
program.
The schedule below indicates the
semester in which prerequisite courses
language pathologists in hospital
take courses at another university
are usually offered (subject to change).
clinics, private clinics, public and private
and transfer them into the program
Students must complete all prerequi-
schools, rehabilitation centers, and
at NYU.
site courses before they can take any
graduate-level courses with the excep-
private practice and as administrators of
48
Students are required to meet with
their MS adviser and be prepared with
clinical facilities throughout the world.
NYU’s graduate program will certify
tion of Critical Evaluation of Research in
The current need for well-prepared
to ASHA that the requirements for
Communicative Sciences and Disorders
speech-language pathologists is
clinical certification have been met.
CSCD-GE-2109 or a course on normal
extensive and is expected to increase in
Thus, the faculty in the Department of
speech process. Students may take
the future.
Communicative Sciences and Disorders
these courses with prerequisite courses
at NYU must be convinced that the
to fill out a full-time program of study.
courses taken elsewhere are equivalent
Any other deviations necessitated by
Department of communicative sciences and disorders the steinhardt school of culture, education, and human development bulletin 2013–2015
Master of Science,
unusual student circumstances must be
ence: Instrumentation CSCD-GE.2125,
or a mean GPA of less than 3.0 in any
continued
recommended by the student’s adviser
Multicultural and Professional Issues
given semester constitutes grounds for
and approved by the department chair.
CSCD-GE.2110, and one course that
dismissal from the Program in Commu-
provides fundamental information ap-
nicative Sciences and Disorders.
Fall
plicable to normal development and use
CSCD-UE-0009 Neuroanatomy and
of speech, hearing, and language, such
Practicum requirements (6 units):
Physiology of Communication 3
as Perception and Production of Speech
Students’ clinical experiences include a
CSCD-UE-0061 Phonetics and
CSD-GE.2130, or a course in human
variety of clinical settings, client popula-
Phonemics of American English 3
development or psychology.
Audiology 3
Disorders courses (27 units mini-
of 5 semesters of clinical practicum. The
CSCD-UE-1601 Language Development
mum): The disorder areas of language,
first 3 semesters of clinical education
in the Preschool Years 3
voice, articulation, fluency, dysphagia,
are completed in the on-campus clinic.
and hearing must be covered with a
The first two semesters focus on the
Spring
complete course in each area. Samples
clinical diagnostic processes, and the
CSCD-UE-0008 Anatomy and
of disorders courses include Adult
third semester focuses on treatment.
Physiology of the Speech and Hearing
Language Disorders CSCD-GE.2021,
Following the successful completion of
Mechanism 3
Fluency Disorders CSCD-GE.2028, Voice
the on-campus practicum, students are
CSCD-UE-0402 Acoustic Phonetics 3
Disorders CSCD-GE.2037, Language
placed off campus for two semesters.
CSCD-UE-1101 Introduction to
Disorders in Children CSCD-GE.2039,
Typically, the first off-campus placement
Articulation Disorders 3
Language Development and Disorders
is in a pediatric setting, and the second
CSCD-UE-1205 Audiology: Intervention
in School Aged Children CSD-GE.2035,
is in an adult care setting. If students
Strategies across the Lifespan (may be
Motor Speech Disorders CSCD-GE.2016,
have not completed the necessary clock
taken at the graduate level) 3
Phonological Analysis of Normal and
hours following the five clinical educa-
Disordered Speech CSCD-GE.2108,
tion placements indicated above, a sixth
Dysphagia in Adults and Children
placement is required. All students are
Total required prerequisite units: 24
Unless otherwise indicated, all of the
CSCD-GE.2060, Augmentative and Al-
required to complete a minimum of 400
ternative Communication CSCD-GE.2015
supervised clinical hours. Twenty-five
above prerequisite courses are neces-
(elective), Dysphagia in Infants and
hours are spent in clinical observation,
sary for ASHA certification and state
Toddlers CSCD-GE.2062 (elective), or
and at least 350 clinic clock hours are
licensure. In addition to the 24 units
Baby Trachs CSCD-GE.2067 (elective). A
completed during the graduate program.
of prerequisites, students must have
course in aural rehabilitation is required;
Prior to placement in a practicum, all
transcript credit for each of the follow-
if this requirement has been satisfied at
students must be evaluated for speech
ing areas: biological sciences, physical
the undergraduate level, students may
and language performance in accor-
sciences, behavioral sciences, social
substitute three additional elective units
dance with the policies outlined in the
sciences, and mathematics for a total of
in its place. Students who demonstrate
Department of Communicative Sciences
at least 12 units for ASHA certification
completion of equivalent courses within
and Disorders Master of Science Student
and for the M.S. degree. Students must
a previous five-year period and have
Handbook.
also complete 3 prerequisite units in a
earned at least a B may make substitu-
language other than English. Prerequi-
tions for advanced-level courses by
site courses do not carry graduate credit
advisement only.
All practica require full-time, daytime
attendance at practicum sites. Students are required to earn a grade of
B or better or they fail the course, are
for the M.S. degree.
Practicum courses (8 units maximum):
required to retake it, and the clinical
DEGREE REQUIREMENTS
A maximum of 8 units is permitted in
hours earned during that semester will
Students must complete 53 graduate
practicum courses. The clinical practica
not count toward the ASHA certifica-
units beyond a recognized bachelor’s
provide the clinical experiences neces-
tion requirement.Practicum students
are assigned by the off-campus clinic
degree in speech-language pathology or
sary to integrate theory and practice. In
the equivalent preparation (see previous
addition to acquiring the clinical hours
director to at least two of the program’s
section). Prerequisite coursework, if
needed for ASHA certification and
affiliated clinical facilities, which include
needed, does not count toward the
New York State licensure, students are
Mount Sinai Hospital, NYU Hospitals
degree. Individual needs for ASHA
exposed to various aspects of the field
Center, Rusk Institute of Rehabilitation
certification or New York State licensure
such as in-service and interdisciplinary
Medicine (IRM), St. Luke’s-Roosevelt
may require additional units. Students
conferences, report writing, therapeutic
Hospital Center, the International Center
require at least five full semesters
intervention, diagnostic evaluations, and
for the Disabled (ICD), and many others.
to complete M.S. requirements. All
contact with experienced clinicians.
Terminal experience: Students may
prerequisites must be completed before
49
tions, backgrounds, and age groups.
Graduate students complete a minimum
CSCD-UE-1230 Introduction to
choose from two options to meet the
registering for graduate-level courses.
Academic standards: All master’s candi-
All coursework must be approved by the
dates must maintain an average grade
comprehensive examination requirement
graduate adviser.
point average of 3.0 or higher and will
for the Master of Science degree. The
be required to pass a written compre-
first option is to earn a passing score of
Nondisorder courses (14 units): Prin-
hensive examination during or following
600 or greater on the PRAXIS Exami-
ciples of Intervention CSCD-GE.2075,
the final semester of coursework and/
nation in Speech-Language Pathology
Critical Evaluation of Research in
or practicum or complete a research
(0330) offered by ETS and recognized
Speech and Hearing Sciences and
project. A grade below C in any aca-
by ASHA. The second way to meet
Disorders CSCD-GE.2109, Speech Sci-
demic course, or below a B in Practicum,
the terminal experience is for master’s
Department of communicative sciences and disorders the steinhardt school of culture, education, and human development bulletin 2013–2015
Master of Science,
students to conduct a research project
SPECIAL OPPORTUNITIES
continued
in place of the comprehensive examina-
Summer Abroad in Lund, Sweden: The
language pathologists, linguists and
tion. If a student selects the research
Department of Communicative Sciences
physicians.
option, he or she must also successfully
and Disorders offers a 6-unit, five-week
expertise of Lund University speech-
Please be advised that licensing
complete one semester of the research
summer study abroad program in
colloquium course and one semester of
Lund, Sweden, for post-baccalaureate
agencies and fieldwork placement
independent study, as a 1-unit elective.
and master’s level students in speech-
facilities in your field of study may
During the first semester of the col-
language pathology and post-master’s
require that you undergo a criminal
loquium, with the guidance of a faculty
speech-language pathologists. Students
background check, the results of
member, the student selects a research
may also earn 60 New York State
which the agency or facility must
topic and submits a written proposal.
continuing education units. Swe-
find acceptable prior to placement
The project is to be completed by the
den is known for its state-of-the-art
or licensure.
end of the second semester.
approaches to speech science and
speech-disorder remediation. Housed
ADMISSION REQUIREMENTS
in the Department of Logopedics and
Students in all graduate programs are
Phoniatrics of Lund University, the pro-
admitted in the summer and the fall.
gram combines lectures with directed
GRE scores are required.
enrichment activities and draws on the
Doctoral Program
The Doctoral Program in Communica-
required to produce two research
ADMISSION REQUIREMENTS
tive Sciences and Disorders provides
papers utilizing two different
Preferred areas of previous academic
students with training as academic
methodologies (as part of a lab
concentration include speech-language
researchers and scholars. This five-
rotation) during their first few years
pathology and speech and hearing
year full-time program includes several
in the department. These papers may
sciences. If the applicant does not hold
academic research milestones and
supplement or form the basis for the
an approved master’s degree, he or she
comes with a competitive funding
dissertation work. These papers are
must earn a supplementary master’s
package (described below). In addition
followed by the dissertation proposal
within the department. Also required
to research requirements, doctoral can-
and ultimately the dissertation. The
are three letters of recommendation,
didates take advanced-level courses in
research experiences, as well as the
a personal interview, a supplemental
the department, school, and university.
coursework, are intended to provide
departmental application, and extensive
To obtain the Ph.D., candidates who hold
both breadth and depth to the doctoral
personal essays. The department
a master’s degree must take doctoral
experience. Mentors will help guide
looks for applicants with strong
coursework (43 units total), complete
their students through conference
communication skills, a personal
the candidacy research and scholarship
presentations, article writing, and grant
commitment to the profession of
requirements, and develop and defend
submission in order to prepare them
speech-language pathology, and a focus
a dissertation consisting of original re-
academically and professionally for
on research.
search that makes a novel contribution
post-doctoral work.
to the field. Incoming students without
See general admission section,
page 167.
a master’s degree must minimally
gram will be different for each student
complete the prerequisite courses for
depending on his or her interests and
an M.S. degree in this area in addition
background. General requirements,
to the doctoral requirements (minimum
which include rigorous training in
STEINHARDT doctoral
FELLOWS PROGRAM AND
RESEARCH ASSISTANTSHIPS
research methodology and statistics
The Steinhardt School offers all full-time
(15 units), provide students with the
Ph.D. students a complete funding and
73 units).
50
The precise coursework for the pro-
CAREER OPPORTUNITIES
skills to perform independent research.
mentoring program. The Steinhardt
Alumni from NYU’s doctoral program
In addition, students are required to
Fellows program is designed to help
have become prominent professors and
take a course in Seminal Readings in
Ph.D. students undertake full-time
researchers at many leading universities
Communicative Sciences and Disorders
study and research, to participate
in the metropolitan area and across
(3 units) and are expected to attend
in superior academic and scholarly
the country. There is a high demand
the department Doctoral Seminar and
experiences, and to complete their
of graduates from Ph.D. programs in
Research Colloquium each semester.
studies in a timely manner. Depending
Communicative Sciences and Disorders
These one-credit classes will be taken
on the student’s program of study and
to fill positions as professors at
for credit half the time (a total of 10
degree requirements, financial support
universities in the country and across
units). The remaining 15 units consist
includes two or three years of full tuition
the world.
of in-depth coursework to support the
and fees and a generous living stipend
students’ knowledge foundation in their
of $23,000 through the completion
DEGREE REQUIREMENTS
areas of interest; students are strongly
of the student’s required coursework,
The program is structured around
encouraged to take courses outside of
and one to three years with a $15,000
research milestones. Students are
the department as appropriate.
scholarship to support the development
Department of communicative sciences and disorders the steinhardt school of culture, education, and human development bulletin 2013–2015
Doctoral Program,
and completion of their dissertation.
continued
In addition, each of the school’s
alternatively be appointed to a Research
academic departments has developed
Assistantship. Research Assistants are
a set of benchmarks and milestones,
funded by external grants and work
such as conference presentations,
with a principal investigator on a funded
and are assigned to a faculty mentor.
exhibitions, authored manuscripts, grant
research project. Unlike Steinhardt Fel-
There is no special application for this
funding program.
Selected doctoral students may
submissions, and sample syllabi, that
lows, RAs agree to work 20 hours per
faculty mentors help their students
week on an ongoing research project,
achieve in order to prepare them
typically with a team of faculty and
academically and professionally for
other students. Steinhardt Fellows may
postdoctoral work.
become Research Assistants when
Steinhardt faculty win funding for projects that require research assistance.
All admitted full-time Ph.D. students
are awarded a full funding package
Speech-Language-Hearing Clinic
Di rector
The Speech-Language-Hearing Clinic
Anne Marie Skvarla
is a part of the Department of Com-
student clinicians include diagnosis
municative Sciences and Disorders and
and treatment of speech and language
Services provided by graduate
665 Broadway,
provides services to NYU and the com-
disorders, individual and group sessions,
Suite 900
munity at large.
and hearing screenings.
The clinic specializes in the diagno-
212-998-5230
sis and treatment of the disorders of
The clinic director, faculty, and professional supervisors provide continuous,
speech, language, and hearing in infants,
ongoing, and direct supervision of the
toddlers, children, adolescents, adults,
assessment and intervention activi-
and geriatrics. Types of communica-
ties in the clinic. The physical facilities
tion disorders that can be treated at
of the clinic and the audiometric suite
the clinic include delayed language
are located within and adjacent to the
development, stuttering, voice disorders,
department offices.
articulation delays and disorders, and
impaired speech and/or language
caused by strokes, traumatic brain injury,
or other neurological disorders.
Courses
The courses listed
Anatomy and Physiology of the Speech
Introduction to Audiology
Therapeutic Approaches to Speech
herein are to be
and Hearing Mechanism
CSCD-UG.1230* 45 hours: 3 units. Fall.
Pathology: Aphasia
offered in 2013–2015.
CSCD-UG.0008 45 hours: 3 units.
Language Development in the
Spring.
Spring.
CSCD-GE.2020 30 hours: 3 units.
Preschool Years
notes to co u rses
*Registration closed
to special students.
Neuroanatomy and Physiology of
CSCD-UG.1601* 45 hours: 3 units. Fall.
Communication
CSCD-UG.0009 45 hours: 3 units. Fall.
Phonetics and Phonemics of American
Adult Language Disorders
CSCD-GE.2021* 30 hours: 3 units. Fall.
Masters Student Seminar
CSD-GE.2000 30 hours: 0 units. Fall,
Craniofacial Anomalies
spring.
CSCD-GE.2022* 30 hours: 3 units. Fall.
Augmentative and Alternative
Neurogenic Speech Disorders in
Communication
Children
CSCD-GE.2015 10 hours: 1 unit. Fall.
CSCD-GE.2023* 30 hours: 3 units.
English
CSCD-UG.0061 45 hours: 3 units. Fall.
Acoustic Phonetics
Spring.
CSCD-UG.0402 45 hours: 3 units.
Spring. Prerequisite: CSD-GE.1061.
Introduction to Articulation Disorders
Motor Speech Disorders
CSCD-GE.2016* 30 hours: 3 units.
Fluency Disorders
Spring.
CSCD-GE.2028* 30 hours: 3 units.
Spring.
CSCD-UG.1101* 45 hours: 3 units. Spring.
Therapeutic Approaches to Speech
Audiology: Intervention Strategies
Pathology: Voice Disorders
Language and Communication in
across the Lifespan
CSCD-GE.2019 30 hours: 3 units. Fall.
Children with Autism Spectrum
CSD-UE1205 45 hours: 3 units. Fall.
Disorders (ASD)
CSCD-GE.2030 20 hours: 2 units.
Spring.
51
Department of communicative sciences and disorders the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Language Development and Disorders
Hearing Loss: Rehabilitation
in School-Aged Children
CSCD-GE.2127* 30 hours: 2 units. Fall.
CSCD-GE.2035 30 hours: 3 units. Fall.
Perception and Production of Speech
Voice Disorders
CSCD-GE.2130 30 hours: 3 units. Spring.
CSCD-GE.2037* 30 hours: 3 units. Fall.
Interdisciplinary Case-Based
Language Disorders in Children
Management of Dysphagia
CSCD-GE.2039* 30 hours: 3 units. Fall.
CSCD-GE.2165 10 hours: 1 unit.
Intersession.
Dysphagia in Adults and Children
CSCD-GE.2060* 30 hours: 3 units.
Interdisciplinary Habilitation of
Spring.
Speaking Voice and Vocal Performance:
Synergistic Remediation Effect
Dysphagia in Infants and Toddlers
CSCD-GE.2136 20 hours: 2 units.
CSCD-GE.2062 15 hours: 1 unit. Fall.
Intersession.
Baby Trachs
Independent Study
CSCD-GE.2067 15 hours: 1 unit. Spring.
CSCD-GE.2300* 45 hours per unit: 1–6
Principles of Intervention with
arranged.
units. Fall, spring, summer; hours to be
Speech-Language Disorders
CSCD-GE.2075* 30 hours: 3 units.
Research in Natural Language: Methods
Fall, spring, summer. Prerequisites:
and Procedures
CSCD-GE.2039 and CSCD-GE.2111.
CSCD-GE.2402 15 hours: 1 unit. Fall.
Counseling Skills for Communicative
Speech-Language Pathology Research
Sciences and Disorders (1)
Colloquium I
CSCD-GE.2077 10 hours: 1 unit. Fall.
CSCD-GE.2420 15 hours: 1 unit. Fall,
spring.
Phonological Analysis of Normal and
Disordered Speech
Honors Research: Speech-Language
CSCD-GE.2108* 30 hours: 3 units.
Pathology
Spring.
CSCD-GE.2424 Hours to be arranged:
0 units. Fall, spring.
Critical Evaluation of Research in
Speech and Hearing Sciences and
Speech Science: Instrumentation
Disorders
CSCD-GE.2515 20 hours plus 10 hours
CSCD-GE.2109* 30 hours: 3 units. Fall.
arranged for lab sessions: 2 units. Fall.
Multi-Cultural and Professional Issues in
Seminal Readings in Speech-Language
Communicative Sciences and Disorders
Pathology and Audiology
CSCD-GE.2110* 30 hours: 3 unit. Fall,
CSCD-GE.3001 30 hours: 3 units.
spring.
Spring.
Diagnostic Methods in Speech
Advanced Studies in Speech and
Pathology and Audiology I
Language
CSCD-GE.2111* 30 hours: 3 units. Fall,
CSCD-GE.3021 30 hours: 3 units. Spring.
spring.
Doctoral Seminar in Speech-Language
Computerized Analysis of Language
Pathology and Audiology
Transcripts
CSCD-GE.3400 10 hours: 1 unit. Fall,
CSCD-GE.2114 10 hours: 1 unit. Spring.
spring.
Advanced Clinical Practicum in Speech
Pathology and Audiology
CSCD-GE.2115, 2116, 2117, 2118, 2119
45 hours per unit: 1–2 units. Fall, spring.
Registration by permission of adviser.
52
Department of communicative sciences and disorders the steinhardt school of culture, education, and human development bulletin 2013–2015
Department Of
Humanities and
Social Sciences in
the Professions
Department CHAIR: JONATHAN ZIMMERMAN
D EG R E E S
M.A., Ph.D., Advanced Certificate
KIMBALL HALL, 246 GREENE STREET, 3RD FLOOR | NEW YORK, NY 10003–6677
TELEPHONE: 212-992-9475 | FAX: 212-995-4832
WEBSITE: steinhardt.nyu.edu/humsocsci
CO N TE NTS
Faculty ................................................................ 54
Education and Jewish Studies . ................. 55
Education and Social Policy........................ 56
History of Education....................................... 57
Interdepartmental Research Studies........ 58
T
he Department of Humanities and
Social Sciences in the Professions
includes disciplines and modes
of inquiry that provide strong
intellectual and cultural foundations
for the study of the professions in modern life. Its
International Education................................. 58
dual academic purpose is to provide disciplinary
Sociology of Education................................. 59
and research coursework for students in
Master of Science in Applied Statistics for .
other parts of the school while also preparing
Social Science Research............................60
Courses................................................................. 61
students within the department for positions
leading to research and teaching in colleges and
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. This
current schedule. For the most up-to-date
program offers a wide array of qualitative and
schedule changes, please consult ALBERT,
quantitative research courses for graduate
NYU’s student information website.
students in all programs across the school.
3. Interdisciplinary Studies. The department’s
specialized interdisciplinary programs—education and social policy, international education,
and education and Jewish studies—prepare
majors to assume professional positions both
nationally and internationally as well as provide courses for non-majors with specialized
interests.
53
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Faculty
René V. Arcilla, Associate Professor.
Joan Malczewski, Assistant Professor
Lisa M. Stulberg, Associate Professor.
B.A. 1977, Ph.D. 1990, Chicago.
(joint appointment with the Depart-
B.A. 1992, Harvard; M.Soc.Sci. 1994,
ment of Teaching and Learning). B.A.
Birmingham (UK); M.A. 1996, Ph.D. 2001,
Richard Arum, Professor (joint
1985, Michigan; M.A. 1995, Ph.D. 2002,
California (Berkeley).
appointment with the Department of
Columbia.
Harold Wechsler, Professor. B.A. 1967,
Sociology, College of Arts and Sciences).
B.A. 1985, Tufts; M.Ed. 1988, Harvard;
Benjamin M. Jacobs, Assistant Professor
Ph.D. 1996, California (Berkeley).
(joint appointment with the Depart-
M.A. 1969, Ph.D. 1973, Columbia.
ment of Teaching and Learning). B.A.
Sharon Weinberg, Professor. B.A. 1968,
Jack Buckley, Associate Professor. B.A.
1993, Columbia; Ph.D. 2005, Teachers
Ph.D. 1971, Cornell.
1994, Harvard; M.A. 2001, Ph.D. 2003,
College, Columbia.
Jonathan Zimmerman, Professor and
SUNY (Stony Brook).
Joel Middleton, Visiting Professor.
Department Chair. B.A. 1983, Columbia;
Dana Burde, Assistant Professor. B.A.
B.S. 1997, Lewis and Clark College;
M.A. 1990, Ph.D. 1993, Johns Hopkins.
1988, Oberlin College; Ed.M. 1993,
Sc.M. 1999, Brown; M.S. 2004, George
Harvard; Ph.D. 2001, Columbia.
Washington; Ph.D. 2011, Yale.
Affiliated Faculty
Robert Cohen, Professor (joint appoint-
Pedro A. Noguera, Peter Agnew
Robert Chazan, Professor, Skirball
ment with the Department of Teaching
Professor of Education (joint appoint-
Department of Hebrew and Judaic
and Learning). B.A. 1976, Ed.M. 1978,
ment with the Department of Teaching
Studies, Faculty of Arts and Science.
SUNY Buffalo. M.A. 1980, Ph.D. 1987,
and Learning). B.A. 1981, M.A. 1982,
Berkeley.
Brown; Ph.D. 1989, California (Berkeley);
Jennifer Jennings, Assistant Professor,
hon.: Ph.D. 2001, San Francisco.
Department of Sociology, Faculty of
Sean Corcoran, Associate Professor.
Arts and Sciences.
B.B.A. 1996, Wichita State; M.A. 1999,
Elizabeth M. Norman, Professor. B.S.
Ph.D. 2003, Maryland.
1973, Rutgers; M.A. 1977, Ph.D. 1986,
New York.
Faculty Emeriti
appointment with the Department
Cristian Pop-Eleches, Associate
Donald Johnson, Global Education
of Teaching and Learning). B.A. 1966,
Professor. B.A. 1998, M.A. 2000, Ph.D.
Berenice Fisher, Philosophy of
California (Santa Barbara); M.Div. 1970,
2003, Harvard.
James W. Fraser, Professor (joint
Columbia.
Education
Joy Gould Boyum, Arts and Humanities
Union Theological Seminary; Ph.D. 1975,
Ron Robin, Professor; Associate Dean
Gabriel Moran, Religious Education
for Academic Affairs. B.A. 1978,
Peter F. Halpin, Assistant Professor. B.A.
Hebrew; M.A. 1981, Ph.D. 1986, California
(honours), 2002, U. Calgary; M.Sc. 2005,
(Berkeley).
U. Calgary; Ph.D. 2010, Simon Fraser.
Amy Ellen Schwartz, Professor (joint
Floyd M. Hammack, Professor. B.A. 1966,
appointment with the Robert F. Wagner
M.A. 1969, Oregon; Ph.D. 1973, Florida
Graduate School of Public Service).
State.
B.S. 1983, Cornell; M.A. 1985, M.Phil.
1986, Ph.D. 1989, Columbia.
Jennifer Hill, Associate Professor. B.A.
1991, Swarthmore College; M.A. 1995,
Marc Scott, Associate Professor. B.A.
Rutgers; M.S. 1997, Ph.D. 2000, Harvard.
1986, Cornell; M.A. 1993, Hunter College
(CUNY); Ph.D. 1998, New York.
Philip M. Hosay, Professor. B.A. 1962,
Wayne State; M.A. 1964, Ph.D. 1969,
Leanna Stiefel, Professor (joint
Michigan.
appointment with the Robert F. Wagner
Ying Lu, Assistant Professor. B.S. 1994,
B.A. 1967, Michigan; Ph.D. 1972,
Ph.D. in Public Policy and Demography
Wisconsin-Madison; Adv.Prof.Cert. 1984,
2005, Princeton, Ph.D. in Statistics 2009,
New York.
Graduate School of Public Service).
UNC-CH.
54
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Education and Jewish Studies
Di rector
The Education and Jewish Studies
and sociology of education. Students
II that indicates the student has earned
Harold Wechsler
Program prepares teachers, prac-
choose 12 units of electives from four
a B or higher. The Hebrew proficiency
titioners, researchers, and aspiring
areas of study: teaching and learning,
requirement must be satisfied before
administrators for leadership positions
leadership and administration, applied
the student graduates from the program.
Kimball Hall, 3rd Floor
in a wide range of Jewish educational
psychology, or humanities and social
Hebrew proficiency is not a prerequisite
settings, such as schools, informal
sciences. Students also complete 6 units
for admission to the program. Students
Degrees
education programs, community
of electives taken in the Skirball Depart-
are expected to enroll full-time in the
M.A., dual M.A., Ph.D.
organizations and other nonprofit
ment of Hebrew and Judaic Studies in
dual-degree program.
organizations, curriculum agencies,
the Graduate School of Arts and Science
Faculty
museums, foundations, and colleges
and 3 units in Steinhardt outside the
Doctor of Philosophy
Chazan, Horowitz,
and universities. Students benefit from
chosen area of study. A yearlong, 5-unit
The Ph.D. program is conceptualized
Jacobs, Wechsler
the rich resources and course offerings
culminating seminar in Jewish education
in terms of three sets of academic
of the Steinhardt School of Culture,
supports the terminal project—a tradi-
experiences: (1) Courses at the
Education, and Human Development
tional M.A. thesis or a capstone project.
Steinhardt School of Culture, Education,
and the Skirball Department of Hebrew
Students may enroll in this program for
and Human Development (42 units),
and Judaic Studies in the Graduate
full-time or part-time studies.
which include a combination of
212-992-9423
foundational courses, research courses,
School of Arts and Science. While
providing a core of academic research,
Dual M.A. (Master of Arts, Education
Jewish education, and Hebrew and
and Jewish Studies and Master of Arts,
courses appropriate to the individual
Judaic studies, the program is also
Hebrew and Judaic Studies)
student’s particular career interests
tailored to its students’ individual
Students in the dual M.A. program
and needs (see Career Opportunities,
needs and interests. Faculty from
complete two M.A. degrees concurrently
previous page); (2) Courses in the
the Steinhardt School and the Skir-
for a total of 58 units: a Master of Arts
Skirball Department of Hebrew and
ball Department provide close and
degree in Education and Jewish studies
Judaic Studies (24 units), including
personalized mentoring, as do expert
from NYU Steinhardt and a Master of
core courses in Judaic studies and
practitioners in the field of Jewish
Arts in Hebrew and Judaic studies from
specialization electives covering a
education working in the New York
the Skirball Department of Hebrew
wide range of Jewish history and
City area.
and Judaic Studies, Graduate School of
tradition (Students are also required
Arts and Science. Six units of Hebrew
to demonstrate advanced Hebrew
CAREER OPPORTUNITIES
and Judaic studies electives count
language competence in an exam
The master’s and doctoral programs
toward the requirement for the M.A. in
administered by the department.); and
(3) The Education and Jewish studies
prepare students for leadership in
education and Jewish studies, and 6
Jewish educational settings. Job pros-
units of Steinhardt School electives will
component of the program (12 units),
pects for program graduates include
count toward the requirements for the
which involves a two-year doctoral
administrator or teacher at a Jewish day
M.A. in Hebrew in Judaic studies, which
seminar focused on issues in Jewish
or supplementary school; official at a
reduces the length of study and tuition.
education. Students entering with a
bureau of Jewish education or a national
Dual M.A. students must complete
bachelor’s degree must complete the
entire 78 units of coursework. Graduate
or local Jewish educational organiza-
38 units for the Steinhardt M.A., as
tion; professor of Jewish education at
described above, with 6 units count-
study in education, Judaic studies,
a seminary, college of Jewish stud-
ing toward the M.A. in Hebrew and
Jewish education, or allied subjects,
ies, or university; researcher in Jewish
Judaic studies. Students earn the M.A.
completed at an accredited institution,
education at a foundation or communal
in Hebrew and Judaic studies by suc-
may be presented for consideration
service organization; director of a Jew-
cessful completion of the following four
of exemption from certain coursework.
ish informal education program; director
requirements: 32 units in coursework,
This may reduce the total number
of a Jewish adult education program;
with 6 units counting toward the M.A.
of units required for the degree, as
administrator of a Hillel or other or-
in Education and Jewish studies; and a
follows: Students entering with an
ganization that reaches out to college
written examination in Jewish history.
M.A. in education may be exempted
students; museum educator; curriculum
Students must demonstrate compe-
from up to two courses in education,
developer, designer of instructional
tence at the second-year level of college
reducing the total degree to 72 units.
materials, and/or author of textbooks for
Hebrew in one of the following ways:
Students entering with an M.A. in Jewish
Jewish educational settings; staff devel-
pass a departmental written proficiency
studies may be exempted from up to
oper; and educational consultant.
examination, provide documentation
21 units of Judaic studies coursework,
DEGREE REQUIREMENTS
Master of Arts
55
specialization courses, and cognate
of successful completion or equiva-
reducing the total degree to 57 units.
lent of 4th semester college Hebrew
Students entering with an M.A. in Jewish
(sometimes called Intermediate II), or
education may be exempted from up
audit Hebrew at NYU—attending and
to two courses in education and four
The M.A. program requires a minimum
participating in class, completing all as-
courses in Judaic studies, reducing
of 38 units, including a 12-unit core that
signments and examinations, and having
the total degree to 60 units. Students
covers the history of Jewish education,
a memo submitted to the Skirball De-
entering with an M.A. in a field other
the social context of Jewish education,
partment at completion of Intermediate
than education, Jewish studies, or
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Education and Jewish
Studies, continued
Jewish education may be exempted
from up to two courses of equivalent
and relevant coursework, reducing the
total degree to 72 units. In addition to
successful completion of coursework,
all students must complete a candidacy
paper. The program culminates in a
in education: teaching and learning,
School admissions application form,
leadership and administration, applied
a curriculum vitae, official Graduate
psychology, or humanities and social
Record Exam score report, official
sciences. Applicants to the dual M.A.
transcript(s), a personal statement, a
program must apply to both the Stein-
research focus essay, and three letters
hardt School and the Graduate School
of recommendation. Applicants to
of Arts and Science (GSAS) individually
the Ph.D. program should specify in
and must meet the respective admis-
their admissions essays their intended
sions standards for each school. No
area of specialization in education:
special admissions standards will apply
administration, teaching and learning,
ADMISSION REQUIREMENTS
to dual-degree applicants. A student
or humanities and social sciences or ap-
No specific undergraduate major is
will quality for the dual-degree program
plied psychology. All applicant finalists
required to gain admission to the M.A.
only once admitted to the Steinhardt
are interviewed by the program faculty.
or dual M.A. programs, but applicants
School and GSAS. Applicants to the
doctoral dissertation on a substantive
topic in Jewish education.
should demonstrate a commitment to a
Skirball Department of Hebrew and
FINANCIAL AID
career in the field of Jewish education
Judaic Studies in GSAS are evaluated ac-
Steinhardt provides a variety of ways
and an understanding of the aims and
cording to prior academic achievement,
to help master’s students finance
content of the program. All applicants
letters of recommendation, Graduate
their graduate education, including
to the Steinhardt School of Culture,
Record Examination scores, and a per-
scholarships, fellowships, work-study,
Education, and Human Development
sonal statement.
and loans.
are evaluated based on the relevance
Ph.D. applicants should exhibit
and quality of prior professional work,
outstanding personal qualities and
All applicants for doctoral study are
considered for the Steinhardt Fellow-
prior academic achievement, Graduate
excellent academic training. A minimum
ship. This fellowship provides up to four
Record Examination scores, letters of
of two years’ employment experience in
years of full-time tuition support and a
reference, and a personal statement.
education, Jewish education, or Jewish
living stipend.
The completed Education and Jew-
communal service is required. Students
ish studies M.A. admissions application
specializing in administration or teach-
tion of the next generation of leaders
All fellowships support the prepara-
package must include the Steinhardt
ing must have a minimum of two years
and scholars in education and Jewish
School admissions application form,
of full-time classroom teaching experi-
studies.
a curriculum vitae, official Graduate
ence in addition to or as part of this
Record Exam score report, official
employment experience. An M.A. degree
transcript(s), a personal statement, and
in either education or Jewish studies is
three letters of recommendation.
useful, but not required.
Applicants to the M.A. program
The completed education and Jewish
should specify in their admissions essays
studies Ph.D. admissions application
their intended area of specialization
package must include the Steinhardt
Steinhardt fellows
program and Research
assistantships
See page 180. 
Education and Social Policy
Di rector
The M.A. Program in Education and
regression and econometrics, to a final
CAREER OPPORTUNITIES
Leanna Stiefel
Social Policy aims to prepare students
directed team research project in which
The national concern with the quality
to use theories and concepts from the
they produce a professional study of an
of public education has led to a large
Institute for Education
fields of economics and sociology in
educational intervention or policy. Stu-
demand by local, state, and federal
and Social Policy
conjunction with quantitative statisti-
dents gain experience in working with
education agencies, think tanks, and
665 Broadway,
cal skills to analyze and evaluate the
large, longitudinal education databases;
nonprofit organizations for profession-
8th Floor
effectiveness of education programs
with using economic and sociological
als who can use up-to-date methods,
data, and research results to formulate,
and policies. Students obtain specific
principles to analyze K-16 education;
Degree
knowledge of education issues, guided
and with principles of policymaking
implement, and evaluate new educa-
M.A.
by advisement, including pre-K/child-
in the public and nonprofit sectors,
tion policies; but these organizations
hood education, K–12 education, or
which draw on the expertise of faculty
struggle to find individuals to fill their
higher/comparative education.
in NYU’s Robert F. Wagner Graduate
positions with professionals of the qual-
School of Public Service. The program
ity they seek.
Faculty
Arum, Buckley,
The degree is distinguished from
Corcoran, Hammack,
other master’s degrees in education
places strong emphasis on understand-
Schwartz, Weinstein
policy by its strong emphasis on us-
ing the context, purpose, unintended
in a wide variety of organizations
ing quantitative methods to ascertain
effects, and, finally, the actual impact
that have a role in policymaking and
causal effects of programs and policies.
of alternative education policies and
implementation in the education area,
Building on a first course in statis-
programs. Students, through close
including local, state, and federal educa-
tics, students progress through more
advisement, use elective choices to gain
tion departments, foundations, think
rigorous analytical courses, including
knowledge of policy issues.
tanks, and consulting, grant-giving, and
56
Graduates will be prepared to work
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Education and Social
public relations departments in selected
nizational Settings SOED-GE.2090, and
Policy, continued
private organizations.The culminat-
Economics of Education EDPLY.2025.
sues; and International Education Issues.
ing experience is an applied research
Research methods courses include
Issues courses, of which students must
project.
Statistics for Behavioral and Social Sci-
complete 9 units, include such courses
ences I APSTA-GE.2001, Regression and
as History of Higher Education HSED-
Issues; Race, Class, and Education Is-
DEGREE REQUIREMENTS
Introduction to Econometrics PADM-
GE.2067, Social Inequity and Education
The 40-unit curriculum includes founda-
GP.2902, Interview and Observation
SOED-GE.2371, and Transforming Urban
tion courses, research methods courses,
RESCH-GE.2142 or Survey Research
High Schools EDLED-GE.2240.
specialized issues courses by advise-
Methods RESCH-GE.2139, and Applied
ment, and a capstone course. Core
Statistics: Using Large Databases in
stone: Applied Research in Education
Policy EDPLY-GE.2050.
courses include An Introduction to
Education APSTA-GE.2110. Special-
Sociology of Education SOED-GE.2002,
ized issues consist of Elementary and
Microeconomics for Public Manage-
Secondary Education Issues; Higher
ment Planning and Policy Analysis
Education Issues; Early Childhood and
CORE-GP.1018, Planned Change in Orga-
Preschool Issues; Special Education
All students must complete Cap-
History of Education
DEGREE REQUIREMENTS
Di rector
Study in the history of education pre-
Jonathan Zimmerman
pares scholars for research and teaching
careers, mainly at schools of education.
Doctor of Philosophy
246 Greene Street,
Graduate students work closely with
The Ph.D. program requires 76 units be-
Suite 300
their advisers to plan a program that
yond the baccalaureate for completion.
212-998-5049
suits their interests and aspirations. They
Students may complete the program in
Fax: 212-995-4832
may focus their studies on the history of
three years of full-time study. In addi-
schools and colleges or other institu-
tion to 18 units in history of education
Degree
tions and media of education, including
courses, students take 16 units in history
Ph.D.
the family, the press, and political or
courses from the Graduate School of
social movements. Often studies link the
Arts and Science, 12 units in philosophy
Faculty
history of education and current issues
of education, 6 units in cognate studies,
Cohen, Fraser, Jacobs,
of public policy. Course work usually
6 units in foundations courses, and 6
Malczewski, Norman,
includes studies in philosophy as well as
units in research courses, as well as 12
Stulberg, Wechsler,
in the history of education; much of it is
units in content and dissertation pro-
Zimmerman
done in the form of supervised indepen-
posal seminars.
dent study. Students are encouraged to
Aff iliated Faculty
enroll in courses throughout the Univer-
ADMISSION REQUIREMENTS
Turk, Bennison
sity and to take advantage of New York
In addition to the general requirements,
City’s abundant cultural resources.
specific requirements for admission to
these programs include a bachelor’s
CAREER OPPORTUNITIES
Most graduates from the Ph.D. program
secure teaching positions at colleges
degree in history or the equivalent.
See general admission section,
page 167.
and universities, most commonly at
subjects, ranging from family life and
Steinhardt fellows
program and Research
assistantships
mass media to formal educational
See page 180. 
education schools. They publish books
and articles on a wide range of historical
institutions.
57
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Interdepartmental Research Studies
Codi rectors
Taught by faculty from across the
Marc Scott
school, Interdepartmental Research
(Quantitative
Methodology)
Kimball Hall, 3rd Floor
212-992-9407
Doctoral students interested in doing
courses include Applied Statistics: Using
quantitative dissertations should take
Large Databases in Education RESCH-
Studies (IDRS) offers a wide array of
Principles of Empirical Research RESCH-
GE.2110, Topics in Advanced Quantitative
courses that provide training in research
GE.2132, or its equivalent, and Statistics
Methods: Classification and Clustering
methodology.
APSTA-GE.2001 and APSTA-GE.2002
APSTA-GE.2011, Topics in Advanced
in their first year. For Survey Research
Quantitative Methods: Causal Infer-
Because the combinations of
research courses required by various
Studies, RESCH-GE.2139 may then be
ence APSTA-GE.2012, Topics in Advance
programs differ, students are urged to
taken. More advanced course work
Quantitative Methods: Missing Data
(Qualitative
register for these research courses only
requires APSTA-GE.2003, 2004 (inter-
APSTA-GE.2013, Topics in Advanced
Methodology)
after consultation with their advisers
mediate and advanced models).
Quantitative Methods: Statistical Analysis
Kimball Hall, 3rd Floor
and, if needed, in consultation with one
212-992-9373
of the co-directors of the IDRS.
For doctoral students interested in
in specialized courses include analysis
Practicum in Multilevel Modeling: Growth
Faculty
doing qualitative dissertations involving
of complex surveys, classification and
Curves APSTA-GE.2041, Multilevel
Anderson, Arum,
interviews or fieldwork, ethnography,
clustering, casual inference, categorical
Modeling: Nested Data APSTA-GE.2042
Buckley, Corcoran,
or observations, IDRS suggests that
data, factor analysis and latent variables,
,Biostatistics I APSTA-GE.2995, Biosta-
Lisa Stulberg
Additional courses in specialized
topics are given below. Additional topics
of Networks APSTA-GE.2014, Multilevel
Modeling: Growth Curve APSTA-GE.2040,
Halpin, Hill, Larson,
students begin by taking Principles of
missing data, sampling, spatial data
tistics II APSTA-GE.2996, Biostatistics
Lu, Middleton,
Empirical Research RESCH-GE.2132,
analysis, and survival analysis.
III APSTA-GE.2997. For updates to the
Norman, Scott,
then Approaches to Qualitative Inquiry
Specialized courses in multilevel
Stulberg, Weinberg,
RESCH-GE.2140. Students should then
modeling, including practicums in such
site of the Center for the Promotion of
Zimmerman
pursue one or more of the more special-
models, as well as an applied course in
Research Involving Innovative Statistical
ized qualitative research courses that are
the use of large databases in educa-
Methodology (PRIISM) at steinhardt.nyu.
described below.
tion research are also available. Specific
edu/priism.
applied statistics offerings, visit the web-
International Education
Di rector
The International Education Program
ships may be arranged in the United
evaluators, administrators, and program
Philip Hosay
prepares educators for careers in
States or abroad through such organiza-
managers. The Advanced Certificate
multinational and international settings.
tions as the United Nations, the
requires a minimum of 30 units and can
Kimball Hall,
Guided by career interest, profes-
Suite 303W
sional experience, and educational
212-992-9374
Degrees
Institute for International Education,
be completed in one year, consisting of
Metro International, the U.S. Department
two terms of full-time academic course
background, students select from one
of State, the Hudson Institute, and the
work and, for some students, the sum-
of three areas of specialization: global
Asia Society.
education, international development
M.A., Ph.D., Advanced
education, or cross-cultural exchange
Certificate
and training. The program has a multi-
mer as well. This is a flexible program
in which students, in addition to taking
DEGREE REQUIREMENTS
the basic courses in the Foundations
in International Education (12 units),
disciplinary faculty of anthropologists,
Master of Arts
Faculty
economists, historians, philosophers,
The M.A. program requires a minimum
links educational research to policy and
Arcilla, Arum, Buckley,
political scientists, and sociologists,
of 40 units: Foundations in International
practice and is of immediate practical
Burde, Corcoran,
who apply the theoretical, conceptual,
Education (12 units), Area Studies and
use to them.
Hosay, Norman,
and methodological advances in the
Specialization in International Educa-
Pop-Eleches,
humanities and the social sciences to
tion (16 units), Policy Analysis (8 units),
Doctor of Philosophy
Zimmerman
the analysis of international educational
Internship (4 units).
The Ph.D. degree requires the comple-
policies and institutions.
adjunct Facult y
may engage in a course sequence that
tion of a minimum of 54 units and
Advanced Certificate
a dissertation: Departmental Doctoral Seminars (6 units), Foundations
Austell, Magno
CAREER OPPORTUNITIES
The International Education Program of-
Spielman, Wheatley
The program develops educational
fers a one-year Advanced Certificate for
in International Education (12 units),
experts who can design, implement,
teachers and practitioners in the field
Specialization in International Education
aff iliated Faculty
manage, and evaluate international
of international education who already
(8–12 units), Area Studies (8–12 units),
Berenson, Castañeda,
education programs in schools, colleges,
have the M.A. degree. The Advanced
Research Courses (6–12 units), Interna-
Denoon, Hull, Kazemi,
foundations, multinational corporations,
Certificate is designed for experienced
tional Education Dissertation Seminars
Ludden, Rajagopal,
and public and private educational and
teachers in schools and educational
(12 units).
Schain, Smoke, Tang
58
cultural agencies. As part of the M.A.
agencies committed to global education,
and Ph.D. programs, students par-
as well as for mid-career consultants
ADMISSION REQUIREMENTS
ticipate in a job-related internship that
and international education specialists in
No specific undergraduate major is
provides professional work experience
corporate, public, and nonprofit sectors,
required to gain admission to the M.A.
and reinforces academic skills. Intern-
including field coordinators, planners,
program, but an applicant should have
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2013–2015
analytical work on a range of issues in
Steinhardt fellows
program and Research
assistantships
diplomats, and journalists. A student-led
education.
See page 180. 
organization, the International Edu-
International
some course work in the social sciences
Education, continued
and be able to demonstrate aptitude for
Emer i tus Faculty
D. Johnson
Vi s it i ng Faculty
Thompson
noncredit programs in American culture,
politics, and society to foreign scholars,
cation Forum sponsors lectures and
Applicants to the Ph.D. program
should have an M.A. degree in an area of
SPECIAL OPPORTUNITIES
meetings on topics of current interest.
the humanities, social sciences, or edu-
The International Education Program
The program also cosponsors several
summer study abroad programs in
cation related to international education,
supports a number of research and
and they must take the Graduate Record
training projects through the Multina-
cooperation with other programs across
Examination.
tional Institute of American Studies, a
the University.
center for public diplomacy that offers
Sociology of Education
Di rector
Founded in the 1920s, the Program in
approach toeducation scholarship that
Lisa Stulberg
Sociology of Education at New York
facilitates the study of schools from a
Education SOED-GE.2371, Introduction
University is one of the nation’s old-
range of humanistic and social-science
to Social Movements SOC-GA 2153,
SOED-GE.2163, Social Inequality and
Kimball Hall, 3rd Floor
est professional programs applying
perspectives, and Education Policy,
and 20th-Century Educational Thought
212-992-9475
sociology to the study of education. It
which equips students interested in
HSED-GE.2235. Finally, all students will
remains focused on helping educators
policy research with sophisticated skills
take Thesis Seminar SOED-GE.2510.
and others to better understand the
in quantitative methodology.
Degrees
M.A., Ph.D.
social aspects of educational problems.
Students have considerable flexibility
Doctor of Philosophy
The program provides students with
in designing and carrying out their own
The Ph.D. program trains students to
Faculty
a solid foundation in sociology as it
research; all students complete a year-
analyze educational problems and
Arcilla, Arum,
applies to education and related fields
long, fully supervised research thesis
issues using the theoretical tools, and
Hammack,
and enhances their ability to address the
that provides an invaluable experience
research methods of sociology. Students
Noguera, Stulberg
challenges that education faces. Course
of working closely with a faculty mentor
are expected to become thoroughly
opportunities draw on the resources of
and of developing research skills es-
familiar with the main sociological per-
the Steinhardt School of Culture, Educa-
sential to both professional practice and
spectives and theories and are required
tion, and Human Development as well
advanced scholarship.
to develop substantial awareness of the
as the Department of Sociology in the
The M.A. Program in Sociology of
Education is offered in collaboration
and the major empirical findings in these
and the Robert F. Wagner Graduate
with the Department of Sociology of
problem areas. Candidacy, dissertation
School of Public Service. Students inter-
New York University’s Graduate School
proposal, and dissertation are required.
ested in the development and analysis
of Arts and Science.
of educational policy and its effects will
find this program particularly useful.
The program consists of core
ADMISSION REQUIREMENTS
courses, research methods courses, spe-
Admission to the Master of Arts
cialized courses according to the strand
program requires two letters of
the student selects, and a thesis seminar.
recommendation. A personal interview,
Core courses include Introduction to the
either in person or by telephone if
necessary to qualify for positions after
Sociology of Education SOED-GE.1002,
travel is a factor, may also be requested.
graduation. Rather, graduates of this
Principles of Empirical Research
Applicants to the doctoral program
program find their research skills and
RESCH-GE.2132, Classical Social Theory
must submit two letters of recommen-
analytical abilities applicable to many
SOED-GE.3030, and Learning of Culture
dation, along with evidence of potential,
positions, including those in offices
SOED-GE.2325. Methods courses include
including other graduate course work
of educational research and evalua-
Basic Statistics I and II RESCH-GE.2086
and prior written or published papers.
tion, boards of education and state
and Approaches to Qualitative Inquiry
A personal or telephone interview is also
departments of education, educational
RESCH-GE.2140. Specialized courses
recommended.
agencies, advocacy groups, academic
include such courses as Economic
think thanks, and education non-profit
Analysis for Educational Policy RESCH-
CAREER OPPORTUNITIES
No state licenses or credentials are
positions in colleges and universities.
See general admission section,
page 167.
GE.2155, Financing Schools: Equity and
and Secondary Education PADM-GP
Steinhardt fellows
program and Research
assistantships
Master of Arts
2418, Public Policy POL-GA 2371,
See page 180. 
Students enrolling in the 40-unit M.A.
and Social Inequality and Education
Program in Sociology of Education
SOED-GE.2163, for the policy strand.
may focus their studies in one of two
Examples of the specialized courses for
areas of concentration: Social and
the social and cultural studies strand
Cultural Studies of Education, a flexible
include Sociology of Higher Education
Adequacy in Public Education RESCH-
DEGREE REQUIREMENTS
59
problems investigated by sociologists
Graduate School of Arts and Science
GE.2902, Policy Issues in Primary
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Master of Science in Applied Statistics for
Social Science Research (A3SR)
Faculty
The Master of Science in Applied
DEGREE REQUIREMENTS
computational statistics) meet this
Halpin, Hill, Lu,
Statistics for Social Science Research
This is a variable credit program, 34-47
requirement as well. The unrestricted
Middleton,
(A3SR) is a flexible and interdisciplinary
points, with an accelerated, lower credit
electives may be taken from depart-
Mijanovich, Scott,
program that provides students with
option for students entering with prior
ments across the entire university.
Simonoff (Stern/
rigorous training in applied statistics
statistical training. The program consists
IOMS, affiliate),
research techniques and strategies that
of theoretical foundations, statistical
ADMISSIONS
Weinberg, Wu
can be applied to contemporary social,
inference, causal inference, applied
n (FAS/Soc., affiliate)
behavioral, and health science research.
statistical methods and electives, and
n This M.S. program is a good choice
unrestricted electives. A statistical con-
n for students who want to gain greater
sulting research seminar and internship
knowledge of Statistics and its applica-
provide practical learning experiences.
2 Letters of Recommendation
Prior math (see NOTES)
GRE test scores
NOTES
tion to everyday problems and policies
Theoretical foundations are covered
and to sharpen their data-analysis and
in Empirical Research Methods RESCH-
strong undergraduate academic record
analytical skills.
GE 2132. Inference and regression are
and demonstration of math proficiency
covered in Intermediate Quantitative
through pre-calculus at a minimum
students with a firm foundation in
Methods APSTA-GE 2003 or Regression
(functions such as polynomials, expo-
statistical modeling tools and theoretical
and Multivariate Data Analysis STAT-GB
nential, logarithmic, and trigonometric;
perspectives common within the social,
2301. More advanced techniques and
roots of equations). Some advanced
behavioral, and health sciences, while
causal inference methods are covered
coursework may require Calculus I,
allowing the opportunity to pursue their
in Advanced Modeling I: Topics in Multi-
which can be taken prior to or during
own interests and develop specialized
variate Analysis APSTA-GE 2004, Causal
the program of study. In one’s personal
skills. In addition to a rigorous set of re-
Inference APSTA-GE 2012 and Advanced
statement, please describe all prior
quired statistical courses, students may
Data Analysis in Health and Policy Re-
coursework (and any practical experi-
take electives in such fields as sociology,
search (Biostatistics III) APSTA-GE 2997.
ence) in Statistics and data analysis.
politics, economics, psychology, educa-
Note that in some years, Event History
Knowledge of vectors, matrices and
tion, media studies, epidemiology, public
Analysis SOC-GA 2306 may substitute
matrix products is important for more
policy, business, computer and data
for the latter. Students pursuing an
advanced coursework; the strongest
science and related areas.
accelerated program will have already
candidates will demonstrate experience
taken the equivalent of APSTA-GE 2003
with these concepts as well. GRE
and APSTA-GE 2004.
scores will be used to assess both
The A3SR curriculum provides
The curriculum prepares students to
become applied statisticians and data
scientists in the public or private sector,
Theoretical and practical issues in
as well as for further academic study in
survey methodology are covered in
fields that rely on quantitative research.
Survey Research I RESCH-GE 2139 and
It is flexible enough for students to
Applied Statistics: Using Large Data-
customize it to their own substantive
bases in Education Research APSTA-GE
and methodological interests. A3SR fac-
2110. Multilevel models are covered in
ulty have particular strengths in causal
three classes: Multilevel Models: Growth
inference, demography, high-dimen-
Curves APSTA-GE 2040, Practicum in
sional data, measurement, missing data,
Multilevel Models APSTA-GE 2041 and
model selection, multivariate analysis,
Multilevel Models: Nested Data APSTA-
multilevel modeling, and surveys and
GE 2042. Missing data techniques are
sampling. Students are encouraged to
covered in Advanced Topics in Quantita-
work closely with faculty on research
tive Methods: Missing Data APSTA-GE
that ranges from applied statistical
2013. All students must complete the
analysis to the development of custom-
statistical consulting research seminar
ized statistical models.
and internship, APSTA-GE 2401 and
The program is an initiative of the
Center for the Promotion of Research
Involving Innovative Statistical Method-
Admission to the program requires a
mathematical reasoning and written
communication skills.
APSTA-GE 2300.
Two applied statistics and two unrestricted electives courses may be taken
ology (PRIISM) and is an integral part
within and outside the Department of
of the larger university-wide initiative in
Humanities and Social Sciences in the
Data Science, in which several masters
Professions. Within the department,
degrees are offered. See http://data-
Advanced Topics in Quantitative Meth-
science.nyu.edu/academics/ for some
ods: Classification and Clustering and
discussion of each program’s focus. The
Applied Spatial Statistics, APSTA-GE
PRIISM website, http://steinhardt.nyu.
2011 and APSTA-GE 2015, respectively,
edu/priism/, maintains up to date infor-
satisfy the former requirement. Other
mation about the M.S. program.
classes with significant applied statistical content (e.g., measurement models,
60
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses
The courses listed
herein are to be
DEPARTMENTAL DOCTORAL
SEMINARS
Seminar in Education and Jewish
The Rise and Fall of Progressive
Studies II
Education (John Dewey and His
EJST-GE.2011 3 units. Spring.
Contemporaries)
Department Seminar I
A continuation of EJST-GE.2010, which
HSED-GE.2079 30 hours: 3 units.
HMSS-GE.3011 3 units. Fall.
is a prerequisite for registration for this
offered in 2013–2015.
seminar.
notes to co u rses
*Registration closed
to special students.
†Pass/fail basis.
Department Seminar II
HMSS-GE.3012 3 units. Spring.
HSED-GE.2089 3 units.
Seminar in Education and Jewish
Studies
Doctoral Seminar I
IIIEJST-GE.2012 3 units. Fall.
History of American Education and
Society: Education and the Culture
Wars
HMSS-GE.3002 3 units. May be
repeated for a total of 12 units. Arranged
Seminar in Education and Jewish
with program director. Fall, spring.
Studies
Required of all students prior to
IVEJST-GE.2013 3 units. Spring.
HSED-GE.2173 30 hours: 3 units.
History of American Education and
Society: Race and Ethnicity
candidacy.
Doctoral Seminar II
Philosophy of Scientific Inquiry
Independent Study
HSED-GE.2174 Wechsler. 30 hours:
EJST-GE.2300 1-6 units. Fall, spring.
3 units.
HMSS-GE.3003 3 units. May be
What Are Schools For? Historical
repeated for a total of 12 units. Fall,
spring.
Required of all students after candidacy,
EDUCATION AND SOCIAL
POLICY/ EDPLY-GE
Perspectives
Financing Schools
What’s Worth Knowing? Historical
EDPLY-GE.2020 3 units.
Perspectives
HSED-GE.2175 30 hours: 3 units.
before the dissertation proposal is
approved.
Doctoral Seminar III
HSED-GE.2176 30 hours: 3 units.
HMSS-GE.3004 1 unit. May be repeated
Economics of Education
by advisement in lieu of doctoral
EDPLY-GE.2025 30 hours: 3 units.
the degree. Fall, spring.
Capstone: Applied Research in
Required every semester of all students
Education Policy
whose dissertation proposals have been
EDPLY-GE.2050 40 hours: 4 units.
HSED-GE.2177 30 hours: 3 units.
20th-Century Educational Thought
HSED-GE.2235 30 hours: 3 units.
approved.
EDUCATION AND JEWISH
STUDIES/EJST-GE
What Are Teachers For? Historical
Perspectives
advisement fee. Does not count toward
HISTORY OF EDUCATION/
HSED-GE
Readings in the History of Western
Thought
HSED-GE.2240 30 hours: 3 units.
All 2000-level courses in history of
History of Jewish Education:
education fulfill the doctoral foundations
Independent Study
The Modern Period
requirements for doctoral students in all
HSED-GE.2300 45 hours per unit: 1–6
EJST-GE.2003 3 units. Spring, fall.
departments of the Steinhardt School
units.
of Culture, Education, and Human
Jewish Education in Social Context
Development.
History of American Education
Theory and Practice Experiential
Master’s Seminar in Education and
Intellectual Roots of American
History of American Higher Education
Education
HSED-GE.2067 Staff. 30 hours: 3 units.
HSED-GE.2902 3 units.
Fall.
Doctoral Seminar: History of
Jewish Studies I
EJST-GE.2008 2 units. Fall.
Master’s Seminar in Education and
Public Problems: Education and Social
Education I
Policy
HSED-GE.3006 3 units.
HSED-GE.2070 30 hours: 3 units.
Doctoral Seminar: History of
Jewish Studies II
EJST-GE.2009 2 units. Spring
Seminar in Education and Jewish
HSED-GE.2400 30 hours: 3 units.
HSED-GE.2009 45 hours: 4 units.
Jewish Education
EJST-GE.2006 3 units. Spring, fall.
Foundations of Education: History of
Education
EJST-GE.2005 3 units. Spring.
Education and the City: History of the
Education II
Helping Professions
HSED-GE.3007 3 units.
HSED-GE.2071 30 hours: 3 units.
Studies I
EJST-GE.2010 3 units. Fall.
61
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
INTERNATIONAL EDUCATION/
INTE-GE
Core Courses
Interdisciplinary Perspectives on the
Research in International Education I
New Immigration
and II
INTE-GE.2545 30 hours: 3 units. Spring.
INTE-GE.3801, 3802 30 hours: 3 units
International Education
each term.
INTE-GE.2803 4 units.
Comparative Education I
INTE-GE.2007 40 hours: 4 units. Spring.
International Educational and Cultural
Relations
Comparative Education II
INTE-GE.2804 30 hours: 3 units. Fall.
INTE-GE.2008 40 hours: 4 units. Fall.
Approaches to Study Abroad
The 2000-level courses in Philosophy of
Globalization and EducationI
Education fulfill the doctoral foundations
NTE-GE.2805 30 hours: 3 units. Spring.
requirements for doctoral students
in all departments of the Steinhardt
INTE-GE.2009 1 unit.
Cross-Cultural Studies of Socialization
PHILOSOPHY OF EDUCATION/
PHED-GE
The Practice of International Education
School of Culture, Education, and
INTE-GE.2806 30 hours: 3 units. Fall.
Human Development.
INTE-GE.2023 40 hours: 4 units. Spring.
International Studies in Human Rights
Philosophy of Education: Theories and
Comparative Studies of Socialization
Education
Methods
INTE-GE.2025 40 hours: 4 units. Spring.
INTE-GE.2809 30 hours: 3 units. Fall.
PHED-GE GE 2003 30 hours: 3 units.
Philosophy of Education:
International Perspectives On Gender
Teaching Toward International
and Education
Understanding: The Global Curriculum
Social Foundations
INTE-GE.2027 3 units.
INTE-GE.2811 30 hours: 3 units. Spring.
PHED-GE GE 2011 30 hours: 3 units.
Comparative Politics, Education, and
Cross-Cultural Education for the Global
Values, Morals & School
Conflict
Economy
PHED-GE 2013 3 units.
INTE-GE.2028 30 hours: 3 units. Fall.
INTE-GE.2812 30 hours: 3 units. Spring.
Good Work in the Era of Globalization
International Approaches to
INTE-GE.2030 3 units.
Restorative Justice and Education
Professional Ethics
INTE-GE.2815 3 units.
PHED-GE 2015 3 units.
Religion and Public Education in an
International Context
Contemporary International Relations:
Peace and Security Education
International Ethics: Rights,
INTE-GE.2173 30 hours: 3 units. Spring.
Responsibilities, Obligations
INTE-GE.2819 30 hours: 3 units. Fall.
Contemporary International Relations:
PHED-GE 2016 3 units.
Philosophy of Progressivism
PHED-GE 2055 3 units.
Peace and Security Education II
Technical Assistance in Education
INTE-GE.2174 3 units.
Abroad: Theory and Practice I
Frontiers of Knowledge
INTE-GE.2861 3 units.
PHED-GE 2083 3 units
International Development Education
Philosophy Perspectives-20th Century
INTE-GE.2862 30 hours: 3 units. Spring.
PHED-GE 2155 3 units.
United Nations at Work
Independent Study
INTE-GE.2878 30 hours: 3 units.
PHED-GE GE 2300 45 hours per unit:
Seminar in Asian Studies I
INTE-GE.2297 3 units.
Seminar in Asian Studies II
INTE-GE.2298 3 units.
Interdisciplinary Perspectives On The
1–6 units. Fall, spring, summer. Hours to
New Immigration
Independent Study and Field
INTE-GE.2545 4 units.
Study
International Education
Independent Study
of Education
INTE-GE.2803 40 hours: 4 units. Fall.
INTE-GE.2300 45 hours per unit: 1–6
PHED-GE 2400 3 units.
be arranged.
Foundations of Education: Philosophy
units. Fall, spring. Hours to be arranged.
Specialization Courses
Field Study and Seminar in InternaGood Work in the Era of Globalization
tional Education
INTE-GE.2030 30 hours: 3 units. Spring.
INTE-GE.2802† 20 hours per unit: 1–4
units. Fall, spring. Hours to be arranged.
Contemporary International Relations:
Peace and Security Education
SOCIOLOGY OF EDUCATION/
SOED-UG
An Introduction to the Sociology of
Education
Doctoral Seminar
SOED-GE.2002 45 hours: 3 units. Fall.
Content Seminar in International
Cultural Psychology
Education I and II
SOED-GE.2055 Spring.
INTE-GE.2173 30 hours: 3 units. Fall.
INTE-GE.3097, 3098 30 hours: 3 units
each term.
62
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Planned Change in Organizational
Proseminar III: Sociology/Anthropology
Interview and Observation
Settings
of Education
RESCH-GE.2142 Way. 30 hours: 3 units.
SOED-GE.2090 30 hours: 3 units.
SOED-GE.3113 3 units.
Spring.
Spring.
Prerequisite: RESCH-GE.2140. Access by
Proseminar IV: Sociology/
permission by instructor only. Also only
Sociology of Education in Developing
Anthropology of Education
by access codes.
Countries
SOED-GE.3114 3 units.
Advanced Seminar in Qualitative
SOED-GE.2091 30 hours: 3 units.
Methods
Education and Development in Latin
America
INTERDEPARTMENTAL
RESEARCH STUDIES/RESCH-GE
RESCH-GE.2145 45 hours: 3 units.
Prerequisite: at least one doctoral-level
course in qualitative research methods.
SOED-GE.2094 4 units.
Research Design: Methods, and
Latinos in Urban Schools
Principles
Principles of Empirical Research
Sociology of Higher Education
Fieldwork: Data Collectio
RESCH-GE.2147 Fall. Prerequisite:
SOED-GE.2097 30 hours: 3 units. Fall
RESCH-GE.2140.
RESCH-GE.2132 30 hours: 3 units. Fall.
Fieldwork: Data Analysis
SOED-GE.2163 30 hours: 3 units. Spring.
Writing Empirical Research: Education,
RESCH-GE.2148 Spring. Access by
Independent Study
Behavioral, Health, Humanities, and
permission from instructor only.
SOED-GE.2300 45 hours per unit: 1-6
Social Science Professions
units. Fallm spring, summer. Hours to be
RESCH-GE.2138 45 hours: 3 units. Fall.
arranged.
Survey Methods Research
The Learning of Culture
RESCH-GE.2139 45 hours: 3 units. Fall
SOED-GE.2325 30 hours: 3 units. Fall.
or Spring. May be offered alternate
master of science in
applied statistics for
social science research/
apsta-GE
years. Prerequisites RESCH-GE.2132 (or
Social Inequality and Education
equivalent); one year of statistics.
Summer.
Advanced Data Analysis in Health and
Policy Research (Biostatistics III)
SOED-GE.2371 30 hours: 3 units.
Participatory Action Research
APSTA-GE 2997 30 hours 3 units
RESCH-GE.2143 45 hours: 3 units. Fall,
Gender and Inequality: The Role of
spring.
Schools
SOED-GE.2373 3 units.
Advanced Topics in Quantitative
Methods: Missing Data
Dissertation Proposal Seminar
APSTA-GE 2013 20 hours 2 units
RESCH-GE.3001 30 hours: 3 units each
Foundations of Education: Educational
term. Spring.Prerequisite: a course in
Experimental and Quasi-Experimental
Sociology
general or specialized research methods.
Design and Analysis Research
SOED-GE.2400* 30 hours: 3 units.
Open only to doctoral students.
APSTA-GE.2134 45 hours: 3 units.
Thesis Seminar
Qualitative Research Design and
ISOED-GE.2510 30 hours: 3 units. Fall.
Analysis
Thesis Seminar II
Historical Research
SOED-GE.2511 30 hours: 3 units. Fall.
RESCH-GE.2135 30 hours: 3 units.
Survey Research I
Spring.
APSTA-GE 2139 45 hours 3 units
May be offered alternate years.
Statistical Consulting Research Seminar
APSTA-GE 2401 1-3 units
Professional Orientation and Ethical
Philosophical Inquiry
Issues in School Counseling
RESCH-GE.2136 30 hours: 3 units. May
Basic Statistics I
SOED-GE.2650 2 units.
be offered alternate years.
APSTA-GE.2085 45 hours: 3 units. Fall,
Classical Social Theory
Aesthetic Inquiry
SOED-GE.3030 30 hours: 3 units.
RESCH-GE.2137 30 hours: 3 units. May
Spring.
be offered alternate years.
spring. May not be taken concurrently
with RESCH-GE.2086.
Basic Statistics II
APSTA-GE.2086 45 hours: 3 units. Fall,
Sociology of Educational Law
Approaches to Qualitative Inquiry
spring.
SOED-GE.3035 30 hours: 3 units.
RESCH-GE.2140 45 hours: 3 units. Fall,
Prerequisites: a course in algebra and
spring.
APSTA-GE.2085. May not be taken
Proseminar I: Sociology/Anthropology
concurrently with RESCH-GE.2085.
of Education
Case Study and Ethnographic Inquiry
SOED-GE.3111 3 units.
RESCH-GE.2141 45 hours: 3 units.
Statistics for Behavioral and Social
Spring.
Science I and II
Proseminar II: Sociology/Anthropology
Prerequisite: RESCH-GE.2140. Open to
APSTA-GE.2001, 2002 45 hours: 3 units
of Education
fully matriculated doctoral students only.
each term. Fall, spring.
SOED-GE.3112 3 units.
APSTA-GE.2001 is prerequisite to
GE.2002.
63
Department of humanities and social sciences in the professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Biostatistics I and II
Advanced Topics in Quantitative
APSTA-GE.2995, 2996 30 hours: 3 units
Methods: Statistical Analysis of
each term. Fall, spring.
Networks
Intermediate Quantitative Methods:
Not offered every year.
APSTA-G.2014 30 hours: 3 units.
The General Linear Model
RESCH-GE.2003 45 hours: 3 units. Fall.
Applied Statistics: Using Large
Prerequisites: APSTA-GE.2001, 2002 or
Databases in Education
APSTA-GE.2995, 2996 or equivalent.
APSTA-GE.2110 40 hours: 4 units.
Advanced Modeling I: Topics in
Independent Study
Multivariate Analysis
APSTA-GE.2300 15 hours per unit: 1–6
APSTA-GE.2004 30 hours: 2 units.
units. Fall, spring, summer. Hours to be
Spring (note: usually runs for half-term,
arranged. For description, see page 162.
sharing a time slot with a complementary RESCH-GE “Advanced Topics”
course).
Multilevel Models: Growth Curves
APSTA-GE.2040 20 hours: 2 units. Fall.
Practicum in Multilevel Models:
Growth Curves
APSTA-GE.2041 10 hours: 1 unit. Fall.
Advanced Topics in Quantitative
Methods: Nested-data Models
APSTA-GE.2042 20 hours: 2 units.
Spring.
Practicum in Quantitative Methods:
Nested-data Models
APSTA-GE.2043 10 hours: 1 unit. Fall.
Advanced Topics in Quantitative
Methods
APSTA-GE.2010 1–6 units. Fall or spring.
Advanced Topics in Quantitative
Methods: Classification and Clustering
APSTA-GE.2011 30 hours: 2 units.
Spring. Not offered every year.
Prerequisites: RESCH-GE.2003, 2004
or the equivalent as approved by the
instructor.
Advanced Topics in Quantitative
Methods: Causal Inference—Methods
for Program Evaluation and Policy
Research
APSTA-GE.2012 30 hours: 3 units. Fall,
spring.
Prerequisites: APSTA-GE.2003, 2004
or the equivalent as approved by the
instructor.
Advanced Topics in Quantitative
Methods: Missing Data
APSTA-GE.2013 20 hours:
2 units. Spring.
64
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.................................................................. 66
Media, Culture, and Communication........ 67
Courses................................................................ 69
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, network
and student learning outcomes for
studies, and political communication.
each of our programs, please see the
department website.
In the rapidly changing landscape of digital
media, mobile platforms, and global cultural
flows, the study of media, culture, and communication is crucial to understanding and navigating
Notice: The programs, requirements,
an increasingly connected world. MCC’s faculty
and schedules listed herein are subject
aim to equip students with a set of analytical and
to change without notice. A directory
theoretical tools by which they can engage with
of classes is published each term with a
ideas in their full complexity.
current schedule. For the most up-to-date
New York City is the University’s lab, but 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.
65
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2013–2015
Faculty
Arjun Appadurai, Goddard Professor.
Ben Kafka, Associate Professor. B.A.
Erica Robles-Anderson, Assistant
B.A. 1970, Brandeis; Ph.D. 1976,
1998, Brown; Ph.D. 2004, Stanford.
Professor. B.S. 2001, Ph.D. 2009,
Stanford.
University of Chicago.
Ted Magder, Associate Professor. B.A.
Rodney Benson, Associate Professor
1982, Toronto; M.A. 1983, Carleton
Martin Scherzinger, Director of
B.A. 1983, Iowa State; M.I.A. 1994,
(Canada); Ph.D. 1988, York (Canada).
Graduate Studies, Associate Professor.
B.Mus. 1992, Ph.D. 2001, Columbia.
Columbia; M.A. 1994, Ph.D. 2000,
California (Berkeley).
Charlton McIlwain, Associate
Professor. B.A. 1994, Oklahoma Baptist;
Nicole Starosielski, Assistant Professor,
Deborah Borisoff, Professor. B.A. 1970,
M.H.R. 1996, Ph.D. 2001, University of
B.A. 2005, University of Southern
M.A. 1975, Ph.D. 1981, New York University.
Oklahoma.
California; M.A. 2008, Ph.D. 2010,
Finn Brunton, Assistant Professor. B.A.
Mark Crispin Miller, Professor. B.A. 1971,
California (Santa Barbara).
2002, UC Berkeley; M.A. 2006, Saas-Fee
Northwestern; M.A. 1973, Ph.D. 1978,
Marita Sturken, Professor. B.A. 1979,
(Switzerland); Ph.D. 2009, Aberdeen
Johns Hopkins.
Visual Studies Workshop; Ph.D. 1992,
California (Santa Cruz).
(U.K.).
Mara Mills, Assistant Professor. B.A.
Lily Chumley, Assistant Professor.
1996, M.A. 1999, California (Santa Cruz);
Helga Tawil-Souri, Associate Professor.
B.A. 2002, Reed College; Ph.D. 2011,
M.A. 2006, Ph.D. 2008, Harvard.
B.A. 1992, McGill; M.A. 1994, University
Nicholas Mirzoeff, Professor. B.A. 1983,
Colorado (Boulder).
of Southern California; Ph.D. 2005,
University of Chicago.
Allen Feldman, Associate Professor. B.A.
Oxford; Ph.D. 1990, Warwick (UK).
Aurora Wallace, Director of
1974, M.A. 1984; Ph.D. 1988, New School
for Social Research.
Terence P. Moran, Professor. B.S. 1964,
Undergraduate Studies, Clinical
M.A. 1965, Ph.D. 1971, New York University.
Associate Professor. B.A. 1992, Carleton
JoEllen Fisherkeller, Associate Professor.
(Canada); M.A. 1994, Ph.D. 2000, McGill.
B.A. 1985, California (San Diego); M.A.
Susan Murray, Associate Professor. B.A.
1987, Ph.D. 1995, California (Berkeley).
1989, Wisconsin (Madison); M.A. 1994,
Alexander R. Galloway, Associate
1999, Texas (Austin).
New School for Social Research; Ph.D.
Professor. B.A. 1996, Brown; Ph.D. 2001,
Duke.
Helen Nissenbaum, Professor; Senior
Faculty Fellow of the Information Law
Brett Gary, Associate Professor. B.A.
Institute. B.A. 1975, Witwatersrand
1982, Montana State; M.A. 1985, Ph.D.
(South Africa); M.A. 1978, Ph.D. 1983,
1992, University of Pennsylvania.
Stanford.
Lisa Gitelman, Department Chair
Juan Piñon, Assistant Professor. B.A.
and Professor. B.A. 1983 University
1986, M.A. 1996, Iberoamericana
of Chicago; M.A., 1985, Ph.D. 1991,
(Mexico); Ph.D. 2007, Texas (Austin).
Columbia.
Arvind Rajagopal, Professor. B.E. 1981,
Radha S. Hegde, Associate Professor.
Madras (India); M.A. 1984, Kentucky;
B.A. 1973, Madras (India); M.A 1975, Delhi
Ph.D. 1992, California (Berkeley).
(India); M.A. 1977, Ph.D. 1991, Ohio State.
66
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2013–2015
Media, Culture, and Communication
Di rector of G raduate
Master of Arts Program in Media,
ping and interrelated research areas
Studies
Culture, and Communication
that operate as guiding frameworks for
160-hour mentoring arrangement in
Martin Scherzinger,
The M.A. in Media, Culture, and Com-
intellectual inquiry and collaborative
which subject specialists from NYU
Ph.D
munication is an interdisciplinary
work across the department. Students
Libraries work with candidates to
program designed to expose students
are encouraged to take advantage of
introduce them to the requirements of
Ass istant d irector
to media studies, cultural studies, and
course offerings across all five areas:
the field, offering the opportunity for
Mary Taylor, M.A.
communication. The program is a rigor-
Global and Transcultural Studies,
hands-on experience within a theoreti-
ous engagement with contemporary
Technology and Society, Visual Culture
cal framework. The program’s core is
a series of required modules, which
The Mentorship Track includes a
East Building,
theory and key debates in communica-
and Sound Studies, Media Institutions
8th Floor
tion, media studies, and related fields of
and Politics, and Critical Theories of
include Reference/Instruction, Collec-
212-998-5130
study such as Global and Transcultural
Media and Communication.
tion Development, Digital Scholarship
Degrees
Culture and Cultural Studies, Persuasion
CAREER OPPORTUNITIES
M.A., M.A./M.S.L.I.S.,
and Politics, and Interaction and Social
Trained to think analytically, Media,
those students who are not focused on
Ph.D.
Processes. The curriculum is flexible,
Culture, and Communication M.A. alumni
careers as subject librarians in research
allowing electives by advisement from
are positioned to meet the challenges
libraries. Their interests may lie in
across the University. Master’s students
brought by changing technologies
activities connected to archives, media
and Professional Development.
Studies, Technology and Society, Visual
participate in academic conferences,
and systems of communication. They
entities, museums, or similar institutions.
study abroad, and practical fieldwork
work in public policy, research, higher
This track includes a series of internships
such as internships. The department has
education, nonprofits, museums,
totaling 160 hours in which students
a robust list of internship partners and is
marketing, public relations, social
work with trained library professionals
dedicated to building relationships with
media, among other fields. Some
in libraries or institutions in the New
professional organizations in New York
students go on to doctoral study,
York Metropolitan area that reflect their
City and beyond.
law school, or business school. future career goals.
Ph.D. graduates have assumed fullDual-Degree Program in Media and
time academic positions at Carleton
Two years of full-time coursework
beyond a master’s degree or the
Library Science
(Canada), CUNY, Drexel, Fordham,
equivalent is required. Students move
The department has partnered with
Hamilton, Manhattan Marymount, Michi-
quickly toward pursuing their disserta-
Long Island University’s Palmer School
gan Technological University, NYU, The
tion research in the third year of study,
to offer a dual-degree program in
New School, Northeastern, Princeton,
accompanied by teaching and research
media and library science. In addition
University of Wisconsin-Milwaukee, and
opportunities that will help prepare
to an M.A. in Media, Culture, and
the University of Washington. Recent
them for academic positions in the fields
Communication, students can earn
graduates have also taken postdoctoral
of media studies, cultural studies, com-
an ALA-accredited Master of Science
fellowships at Harvard’s Berkman Center
munication, and related disciplines.
in Library and Information Science
for Internet and Society, Rutgers’ Center
(M.S.L.I.S.). The program combines
for Cultural Analysis, and Microsoft
the rigorous study of critical theory
Research New England.
The Ph.D. program requires 48 units
of coursework for students with a
master’s degree; 54 units are required
for those admitted only with a bach-
with professional qualification to give
graduates a competitive edge in the
DEGREE REQUIREMENTS
elor’s degree. Core courses must be
evolving fields of information science,
The M.A. degree program requires
taken in sequence: Doctoral Core
digital humanities, curatorial studies,
a minimum of 36 units. Program
Seminar I MCC-GE.3100 (4 units,
and data archiving.
Requirements (8 units): Seminar in
first year); Doctoral Core Seminar II
Media, Culture, and Communication
MCC-GE 3200 (4 units, first year);
prepares students for highly sought-
MCC-GE.2001 and one research course.
Introduction to Communication Re-
after positions as subject specialists/
Program Electives (16–20 units, with a
search MCC-GE 3101 (4 units, first or
scholar-librarians in academic and
minimum of 12 units in a specialization
second year); Dissertation Proposal
research institutions or as archivists in
area). Electives (8–12 units): courses
Seminar MCC-GE.3201 (1 unit, third
This new 55-credit M.A./M.S.L.I.S.
libraries, media companies, museums,
outside the department and internship
year). Doctoral Research Colloquium
and other cultural institutions. Dual de-
credit. Culminating Experience (0–4
MCC-GE.3400 is offered each term.
gree students take 17 fewer credits than
units): M.A. thesis, comprehensive exam,
Remaining courses are scheduled
would be required if they pursued each
or professional writing course. Students
by advisement, including specialized
master’s separately.
must take a minimum of 18 units at the
elective courses inside the department
2000 level in residence.
(8–10 units); research and methods
Ph.D. Program in Media, Culture, and
Students in the dual-degree program
electives inside or outside the depart-
Communication
transfer nine NYU credits to Palmer LIU
ment (14–16 units); and theoretical or
The doctoral program faculty is com-
and eight Palmer credits to NYU in order
disciplinary foundational study outside
mitted to interdisciplinary, theoretically
to complete the required credits for the
the department (12 units). A minimum
sophisticated, multi-methodological,
two degrees.
of 12 units from these remaining courses
historical, and international comparative
67
The Internship Track is designed for
In addition, there are two tracks for
approaches to the study of media and
dual-degree students: Mentorship and
culture. The program offers five overlap
Internship.
must be taken inside the department.
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2013–2015
Media, Culture, and
ADMISSION REQUIREMENTS
trajectory through the program in
sion study abroad programs to explore
Communication,
Prospective M.A. students must submit
order to receive funding.
globalization, global visual culture, and
continued
two letters of recommendation and
scores from the Graduate Record Exami-
See general financial aid section,
page 167.
media and culture in other countries.
Locations have included Amsterdam,
Beijing, Berlin, Buenos Aires, Hong Kong,
nation (GRE) in addition to meeting the
Steinhardt School general admissions
RESEARCH FUNDING
London, Paris, Prague, and Shanghai.
requirements for master’s-level study.
Graduate students may apply for
These courses typically examine the
department funding to participate in
social, economic, political, and cultural
the dual degree program at NYU and
academic conferences. Applications
implications of global media and culture
LIU must apply separately for admis-
are available on the department
in relation to the site of study. Courses
sion to each school. Students already
website. Below are select opportunities
integrate lectures, seminars, and site vis-
enrolled in the Media, Culture, and
for funding:
its and deploy a comparative approach.
Prospective students interested in
Courses vary year to year. Recent topics
Communication M.A. program must
declare their intention to enroll in the
The LeBoff Fellowship
have included Transnational Communi-
dual degree program before complet-
The Phyllis and Gerald LeBoff Doctoral
ties and Media Cultures (London);
ing 12 credits. Students already enrolled
Fellowship is designed to attract and
Visual Culture and the Politics of
in the M.S.L.I.S program at Palmer may
foster exceptional talent. The faculty
Memory (Buenos Aires); Censorship,
apply for the MCC dual degree program
designate one student to be the LeBoff
Social Movements and Alternative
as long as they have completed no more
Fellow at the time of admission. All
Media (Paris); and Global Food Cultures
than 6 credits by the time they enter the
applicants to the Ph.D. program in
(Hong Kong).
program. Students already enrolled in
Media, Culture, and Communication
either the Palmer School or NYU should
(MCCD) who submit an application for
consult with their advisor before submit-
admission are automatically considered
agencies and fieldwork placement
ting an application.
for this funding. No scholarship
facilities in your field of study may
application is required.
require that you undergo a criminal
riculum vitae; a statement of purpose
LeBoff Research Fund
which the agency or facility must
Requirements for the doctoral
Please be advised that licensing
background check, the results of
program include submission of a curessay; a master’s thesis or other writing
The Phyllis and Gerald LeBoff Research
find acceptable prior to placement
sample offering evidence of sustained
Fund provides support to doctoral
or licensure.
intellectual inquiry and research; tran-
students for dissertation research.
scripts, GRE scores; and three letters
Students who have successfully
of recommendation. For both M.A. and
defended their dissertation proposals
Ph.D. applications, international students
can apply; funding is available for
whose native language is not English or
travel, supplies or services. who did not receive a bachelor’s degree
at an English-speaking college or univer-
Mitchell Leaska Scholarship for
sity must also submit Test of English as
Master’s Students
a Foreign Language (TOEFL) scores.
This award honors the legacy of Mitchell
See general admission section,
page 167.
Leaska, a distinguished professor at
NYU Steinhardt for nearly 40 years.
Media, Culture, and Communication
FINANCIAL AID
OPPORTUNITIES
master’s students are eligible to apply
for funds to support the preparation and
The Department of Media, Culture, and
presentation of original scholarly work
Communication offers all admitted
at conferences. Additionally, there are a
doctoral students a complete funding
variety of councils and working groups
and mentoring program. The Steinhardt
around the University that hold funding
Fellows program is designed to help
competitions.
Ph.D. students undertake full-time study
and research, to participate in superior
SPECIAL OPPORTUNITIES
academic and scholarly experiences,
Students attend special events
and to complete their studies in a
throughout the year and are invited
timely manner.
to present their original research at
The department’s financial package
Graduate Conference. Internships in a
teaching opportunities sufficient to
wide array of media and communication
cover tuition and fees, health insurance,
positions are available to master’s
and an annual stipend for a five-year
students through the department’s
period. For further details, please visit
online internship database. Students are
steinhardt.nyu.edu/mcc/doctoral/
encouraged to take advantage of the
funding. Students are expected to
full academic and professional resources
maintain satisfactory progress toward
of the University and metropolitan area.
their degree completion and to
achieve a set of benchmarks in their
68
the department’s annual Neil Postman
for Ph.D. students includes funding and
The University and department offer
graduate summer and January interses-
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2013–2015
Courses
The courses listed
herein are to be
MEDIA, CULTURE, AND
COMMUNICATION/MCC-GE
Visions and Revisions of Cyberspace
Transnational Communities and
MCC-GE.2132 40 hours: 4 units.
Media Culture
Seminar in Media, Culture, and
Digital Media and Materiality
Communication
MCC-GE.2133 40 hours: 4 units.
MCC-GE.2165 40 hours: 4 units.
offered in 2013–2015.
notes to co u rses
†Pass/fail basis.
The Psychic Life of Media: History
The Global City and Media
Ethnography: Practice-Led
MCC-GE.2001 40 hours: 4 units. Fall.
Media Archaeology
Media Research
MCC-GE.2134 40 hours: 4 units.
MCC-GE.2166 40 hours: 4 units.
Media, Memory, and History
Transnational Media Flows
MCC-GE.2135 40 hours: 4 units.
MCC-GE.2167 40 hours: 4 units.
and Theory
MCC-GE.2005 40 hours: 4 units.
Censorship in American Culture
MCC-GE.2010 40 hours: 4 units.
War and Media Theory
Globalization, Memory, and
MCC-GE.2136 40 hours: 4 units.
Visual Culture
Amateur Media
MCC-GE.2024 40 hours: 4 units.
MCC-GE.2169 40 hours: 4 units.
Politics of Digital Media
MCC-GE.2138 40 hours: 4 units.
MCC-GE.2025 40 hours: 4 units.
Communication and Persuasion:
Film Classics of Propaganda
Race and Media
Issues in Organizational
MCC-GE.2170 40 hours: 4 units.
Communication
Media and the Environment
MCC-GE.2140 40 hours: 4 units.
The Cultural Analysis of Design
Architecture as Media
MCC-GE.2171 40 hours: 4 unit.
MCC-GE.2143 40 hours: 4 units.
Research for Communication
MCC-GE.2030 40 hours: 4 units.
Seminar in Media Criticism I and II
Screening History: The Construction of
American History in Hollywood Films
MCC-GE.2027 40 hours: 4 units
Methods in Interpreting Popular Culture
Professionals
MCC-GE.2145 40 hours: 4 units.
MCC-GE.2173 40 hours: 4 units.
The Sitcom
Professional Writing and
MCC-GE.2146 40 hours: 4 units.
Research Applications
MCC-GE.2100, 2101 40 hours: 4 units
each term.
The Politics of the Gaze: Sensory
MCC-GE.2174 Variable Credit: 1–4 units.
Formations of Modernity
Reality and Documentary TV
MCC-GE.2112 40 hours: 4 units.
MCC-GE.2147 40 hours: 4 units.
Advanced Issues in Nonverbal
The Television Business
Communication
MCC-GE.2148 40 hours: 4 units.
Political Communication
MCC-GE.2175 40 hours: 4 units.
Cultural History of Television
Media Policy and Regulation
Comparative Media Systems
Origins of Modern Media: 1880–1950
Critical Issues in Conflict Resolution
Media Activism
MCC-GE.2185 40 hours: 4 units.
MCC-GE.2153 40 hours: 4 units.
The Languages of Communication:
MCC-GE.2129 40 hours: 4 units.
Topics in Digital Media
MCC-GE.2184 40 hours: 4 units.
MCC-GE.2150 40 hours: 4 units.
MCC-GE.2125 40 hours: 4 units.
New Media Research Studio
MCC-GE.2182 Borisoff. 40 hours: 4 units.
MCC-GE.2149 40 hours: 4 units.
MCC-GE.2120 40 hours: 4 units.
Evolution of Technology
Communication Processes: Gender,
Race, and Cultural Identity
MCC-GE.2115 40 hours: 4 units.
Activist Art and Creative Activism
From Cave Painting to Print
MCC-GE 2155 40 hours: 4 units.
MCC-GE.2190 40 hours: 4 units.
MCC-GE.2130 40 hours: 4 units.
The Communications Revolution and
Print, Media, and Modernity
Game Studies
Culture in America
MCC-GE.2191 40 hours: 4 units.
MCC-GE.2131 40 hours: 4 units.
MCC-GE.2157 40 hours: 4 units.
Media Events and Spectacle
MCC-GE.2200 40 hours: 4 units.
69
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2013–2015
Courses, continued
Mediating the Bio-Political Body
Middle East Media and Cultural Politics
International Development
MCC-GE.2201 40 hours: 4 units.
MCC-GE.2275 40 hours: 4 units.
MCC-GE.2382 40 hours: 4 units.
Public Sphere Formation
Internet2: Explorations in Performance
Censorship, Social Movements and
MCC-GE.2202 40 hours: 4 units.
and Communication
Alternative Media
MCC-GE.2280 40 hours: 4 units.
MCC-GE.2383 40 hours: 4 units.
Global Media and International Law
MCC-GE.2204 40 hours: 4 units.
Information, Law, and Policy
Media and Cultural Globalization
MCC-GE.2282 40 hours: 4 units.
in France
Dis/ability Studies: Art, Media,
MCC-GE.2384 40 hours: 1 unit.
Philosophy
Religion and Media
MCC-GE.2206 40 hours: 4 units.
MCC-GE.2284 40 hours: 4 units.
Globalization and Gender
Integrating Media Education in School
MCC-GE.2210 40 hours: 4 units.
and Community Work
Topics in Visual Culture and
Cultural Studies
MCC-GE.2285 40 hours: 4 units.
Decolonization and Its Aftermath
MCC-GE.2211 40 hours: 4 units.
Visuality and Modernity
MCC-GE.2401 40 hours: 4 units.
Young People and Media Cultures
MCC-GE.2286 40 hours: 4 units.
Political History of Visual Display and
Representation
History of Consumer Culture
MCC-GE.2215 40 hours: 4 units.
MCC-GE.2400 40 hours: 4 units.
Global Youth Media
MCC-GE.2402 40 hours: 4 units.
MCC-GE.2287 40 hours: 4 units
Visuality and Globalization
Communication and the Culture
Industries
Interpersonal Communication
MCC-GE.2220 40 hours: 4 units.
MCC-GE.2290 40 hours: 4 units.
World Communication: Principles,
Values Embodied in Information and
Politics, and Law
Communication
MCC-GE.2225 40 hours: 4 units.
MCC-GE.2295 40 hours: 4 units.
Contempory Theory and Research
Independent Study
in Globalization
MCC-GE.2300 Variable credit: 1–4 units.
MCC-GE.2403 40 hours: 4 units.
Modernity and Climate Change
MCC-GE.2404 40 hours: 4 units.
Communism and The Cold War
MCC-GE.2405 40 hours: 4 units.
Semiotics
MCC-GE.2406 40 hours: 4 units
MCC-GE.2229 40 hours: 4 units.
Global Media and International Law
Language and Culture
MCC-GE.2304 40 hours: 4 units.
Visual Culture Methods
MCC-GE.2420 40 hours: 4 units.
MCC-GE.2232 40 hours: 4 units.
Internet Governance
Internship: Communication Studies
MCC-GE.2305 40 hours: 4 units.
Research in Visual Culture
MCC-GE.2422 40 hours: 4 units.
MCC-GE.2235 40 hours: 1–4 units.
Sound Studies
Communication Environments:
MCC-GE.2310 40 hours: 4 units.Social
Macroanalysis
MCC-GE.2251 40 hours: 4 units.
Video Game Theory
MCC-GE.2450 40 hours: 4 units.
Life of Paper
MCC-GE.2344 40 hours: 4 units.Global
Biz Lab: Business & Economics of
the Video Game Industry
Communication and Persuasion:
Sociological Propaganda
Food Cultures
MCC-GE.2265 40 hours: 4 units.
MCC-GE.2351 40 hours: 4 units.
Communication and Political
Topics in Globalization
Communication
Propaganda
MCC-GE.2380 40 hours: 4 units.
MCC-GE.2900 Variable credit: 0–4
MCC-GE.2451 40 hours: 4 unit.
Thesis in Media, Culture, and
units.
MCC-GE.2270 40 hours: 4 units.
Global Consumer Culture
MCC-GE.2381 40 hours: 4 units.
70
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2013–2015
Courses, continued
Doctoral Courses
Introduction to Communication
Special Topics in Technology Studies
Research
MCC-GE.3150 40 hours: 4 units.
Special Topics in Critical Theory
MCC-GE.3101 40 hours: 4 units each
MCC-GE.3010 40 hours: 4 units.
term.
Suspicion and Interpretation
Special Topics in Cultural and
MCC-GE.3011 40 hours: 4 units.
Visual Studies
AudioVision: Sound and Listening in
MCC-GE.3110 40 hours: 4 units.
Film and Other Media
Heidegger and Deleuze
MCC-GE.3151 40 hours: 4 units.
Fetishism
MCC-GE.3152 40 hours: 4 units.
MCC-GE.3012 40 hours: 4 units.
Theories of Visual Consumption
and Consumerism
The Politics of Code
Marx
MCC-GE.3111 40 hours: 4 units.
MCC-GE.3153 40 hours: 4 units.
Deleuze’s Aesthetics
Science and Technology Studies
MCC-GE.3113 40 hours: 4 units.
MCC-GE.3154 40 hours: 4 units.
MCC-GE.3013 40 hours: 4 units.
Special Topics in Media History
MCC-GE.3030 40 hours: 4 units.
Special Topics in Global and
Dissertation Proposal Seminar
Documents, Documentary, Data,
Transcultural Communication
MCC-GE.3201 40 hours: 1 unit.
Database
MCC-GE.3130 40 hours: 4 units.
Doctoral Research Colloquium
MCC-GE.3031 40 hours: 4 units.
Transcultural Media
Doctoral Seminar in Culture and
MCC-GE.3400 10 hours: 1 unit.
MCC-GE.3131 40 hours: 4 units.
Communication I, II
71
MCC-GE.3100, 3200 40 hours: 4 units
Mapping the Transnational
each term.
MCC-GE.3132 40 hours: 4 units.
Department of media, culture, and communication the steinhardt school of culture education and human development bulletin 2013–2015
Department Of
Music and
Performing Arts
Professions
Department Chair: ROBERT ROWE
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
CO N TE NTS
Faculty.................................................................. 73
Special Features............................................... 74
Dance Education.............................................. 75
T
The Department of Music and
today’s performer, composer, educator, therapist,
Performing Arts Professions offers
technical specialist, or executive needs multiple
the finest professional training within
skills and broad experiences to pursue a success-
a preeminent and internationally
ful and fulfilling career.
acclaimed university. The graduate
The school’s location in New York City is
programs are united by a spirit of openness and
a strong advantage. Students immerse them-
Music Business................................................... 81
innovation that encourages students to pursue
selves in the excitement and opportunities of the
Music Education............................................... 82
their specializations in the performing arts in
world’s musical and artistic capital. The Univer-
Music Performance
the context of the larger world of ideas. With
sity’s location enables it to draw on the greatest
an outstanding faculty of performers, theorists,
artists in the world and allows its students to
Music Technology............................................ 86
and educators supported by superb research
build networks and take advantage of abundant
Performing Arts Administration................. 88
and studio facilities, the department offers an
professional opportunities. The Department of
Performing Arts Therapies
unparalleled environment for artistic challenge
Music and Performing arts presents over 300
and growth.
performances, frequently reviewed by the New
Educational Theatre........................................ 77
and Music Composition...........................84
Drama Therapy........................................... 89
Music Therapy.............................................90
This unique vision takes many forms. At NYU,
York media, each year—from solo recitals to en-
music performers, composers, and technol-
semble concerts and full opera and music theatre
ogy majors collaborate on special projects and
productions. Throughout the academic year,
performances through the New Music Ensemble
the department presents master classes several
For information about the mission
and the Interactive Arts Performance Series.
times each week.
and student learning outcomes for
Music educators take courses in music technol-
each of our programs, please see the
ogy and improvisation. Music therapists work
department website.
collaboratively with other creative arts therapists
degrees, the Advanced Certificate, and the
in drama and visual art to promote a deeper
Ph.D. and Ed.D. degrees. The master’s program
Courses................................................................. 91
Graduate offerings include programs leading to the Master of Arts and Master of Music
understanding of the interdisciplinary use of the
in music therapy is accredited by the American
Notice: The programs, requirements,
arts in therapy. Performing arts administrators
Music Therapy Association (AMTA). Teacher
and schedules listed herein are subject
and music business professionals explore the
certification programs in music education, dance
to change without notice. A directory
commonalities of the nonprofit and commercial
education, and educational theatre are accredit-
of classes is published each term with a
sectors. Educational theatre students mount
ed by the Teacher Accreditation Council (TEAC).
current schedule. For the most up-to-date
productions for city schoolchildren and develop
schedule changes, please consult ALBERT,
community-engaged theatre in numerous sites.
NYU’s student information website.
Instrumentalists combine traditional study of solo
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.
The department approaches graduate
study out of the recognition that in addition to
substantial training in individual specializations,
72
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Faculty
Gabriel Alegria, Music Assistant
Eduardus Halim, Sascha Gorodnitzki
Kenneth J. Peacock, Professor. B.A.
Professor. B.A. 1993, Kenyon College;
Chair in Piano Studies, Music Professor.
1965, California (Los Angeles); M.A.
M.A. 1995, CUNY; D.M.A. 2006, Southern
B.M. 1984 Juilliard School; M.M. 1986
1970, California (Riverside); Ph.D. 1976,
California.
Juilliard School.
Michigan.
Stephanie Baer, Music Assistant
Dianna Heldman, Music Assistant
David Pietro, Music Assistant Professor.
Professor. B.M. 1998, M.M. 2000, Mannes
Professor. B.M. 1982, SUNY (Potsdam);
B.M. 1987, North Texas State University;
M.M.Ed. 1990, North Texas; Artist Dipl.
M.M. 2001, New York.
College of Music.
1991, Cincinnati.
Catherine Radbill, Clinical Assistant
Juan Bello, Associate Professor. B.S.
1998, Simón Bolívar; Ph.D. 2003, London.
Barbara Hesser, Associate Professor.
Professor. B.M. 1975, East Carolina; M.A.
B.M. 1970, DePauw; B.S. 1973, M.S. 1974,
1980, Cincinnati.
Joseph Bongiorno, Music Associate
Combs College of Music; CMT LCAT,
Professor. B.M. 1976, Juilliard.
FAMI.
Meg Bussert, Music Associate Professor.
Maria Hodermarska, Master Teacher,
Ph.D. 2004, Northwestern.John Rojak,
B.A. 1998, SUNY (Purchase); M.A.T. 1999,
B.F.A . 1983, New York; M.A. New York.
Adjunct Instructor. B.M. 1980, Juilliard.
Agnieska Roginska, Assistant Professor.
B.M. 1996, McGill; M.M. 1998, New York;
Manhattanville.
Samuel Howard-Spink, Clinical Assistant
Robert Rowe, Department Chair and
Amy Cordileone, Master Teacher. B.A.
Professor. B.A. 1993, Bristol (U.K.), M.A.
Professor. B.M. 1976, Wisconsin; M.A.
2001, UC Irvine; M.A. 2006, New York;
2002, Hunter College (CUNY), Ph.D.
1978, Iowa; Ph.D. 1991, Massachusetts
Ph.D. 2010, New York.
2012, New York.
Institute of Technology.
Deborah Damast, Master Teacher,
Susan R. Koff, Clinical Associate
Ronald Sadoff, Associate Professor. B.M.
B.F.A. 1988 SUNY (Purchase), M.A.
Professor. B.F.A. 1977, Arizona; M.A. 1982,
1976, North Carolina School of the Arts;
2002, New York.
Teachers College, Columbia; Ed.D. 1995,
M.M. 1978, Juilliard School; Ph.D. 1986,
Temple.
New York.
B.Ed. 1972, M.M. 1973, Toronto; Ph.D.
Esther Lamneck, Music Professor. B.M.
Joe Salvatore, Clinical Assistant
1983, Case Western Reserve.
1973, M.M. 1974, D.M.A. 1980, Juilliard
Professor. B.A. 1995, Delaware; M.F.A.
School.
1995, Massachusetts (Amherst)
David J. Elliott, Professor. B.M. 1971,
Morwaread Farbood, Assistant
Professor. B.A. 1997, Harvard; M.S. 2001,
Robert J. Landy, Professor. B.A. 1966,
David Schroeder, Music Associate
Ph.D. 2006, Massachusetts Institute of
Lafayette College; M.S. 1970, Hofstra;
Professor. B.Ed. 1983, Northern Iowa;
Technology.
Ph.D. 1975, California (Santa Barbara).
M.M. 1986, New England Conservatory of
Lawrence Ferrara, Professor. B.A. 1971,
Panayotis Mavromatis, Associate
Music; D.A. 1993, New York.
Montclair State; M.M. 1973, Manhattan
Professor. B.A. 1987, Dipl. Advanced
Nancy Smithner, Clinical Associate
School of Music; Ph.D. 1978, New York.
Study in Mathematics 1988, M.A. 1991,
Professor. B.A. 1976, Antioch College;
Cambridge; M.A. 1995, Boston; Ph.D.
Ph.D. 2002, New York.
Paul Geluso, Master Teacher. B.S. 1988,
2005, Eastman School of Music.
Matthew Sullivan, Music Assistant
New Jersey Institute of Technology;
M.M. 2000, New York.
David Montgomery, Clinical Assistant
Professor. B.M. 1975, Miami.
Professor. B.A. 1999, Marymount ManJohn V. Gilbert, Associate Professor.
hattan College; M.A. 2001, Ph.D. 2007,
Philip Taylor, Associate Professor. B.Ed.
B.A., Mus.B. 1960, Texas Technological
New York.
1980, Rusden State College (Australia);
M.A. 1988, Ph.D. 1992, New York.
College; M.A. 1962, Ed.D. 1969, Columbia.
Catherine Moore, Clinical Associate
Brian P. Gill, Music Assistant Professor.
Professor. B.A. 1976, Bishop’s (Canada);
Grant Wenaus, Music Assistant
B.A. 1993, North Carolina (Charlotte);
B.M. 1978, Montreal Conservatoire
Professor. B.M. 1985, Regina; M.M. 1992,
M.M. 1996, Colorado (Boulder); Cert.
(Canada); Ph.D. 1991, Liverpool (U.K.).
Indiana; D.M.A. 1997, Michigan.
in Vocology 2000, Iowa.; D.M.A. 2007,
Kentucky (Lexington).
Jonathan Haas, Music Associate
Marilyn Nonken, Assistant Professor.
William Wesbrooks, Music Assistant
B.M. 1992, Eastman School of Music; M.A.
Professor. B.A. 1972, Eastern New
1995, M.Phil. 1995, Ph.D. 1999, Columbia.
Mexico.
Tae Hong Park, Associate Professor. B.
Julia Wolfe, Assistant Professor. B.A.
Eng. 1995, Korea University; M.A. 2000,
1980, Michigan; M.M. 1986, Yale; Ph.D.
Dartmouth; M.F.A. 2002, Princeton; Ph.D.
2012, Princeton.
Professor. B.A. 1976, Washington
(St. Louis); M.M. 1979, Juilliard School.
2004, Princeton.
73
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Brann J. Wry, Associate Professor. B.A.
George Crumb (1997–1998)
Distinguished Educational Theatre
1963, Holy Cross; J.D. 1967, Georgetown;
Steven Schick (1997–1998)
Scholars and Artists-in-Residence
Maya Beyser (1997–1998)
Enda Walsh, 2005
Sukhi Kang (1998–1999)
Dorothy Heathcote, 2006, 2007
M.B.A. 1973, California (Los Angeles).
Distinguished Performers and
Violeta Di Nescu (1998–1999)
Rosa Luisa Márquez, 2006–2010
Composers-in-Residence
Morton Subotnick (1998–1999)
Cecily O’Neill, 2008
Milton Babbitt (1987–1989)
Brentano Quartet (1995–2003)
Johnny Saldana, 2009
Leo Kraft (1989–1991)
Lumina String Quartet (2003–2005)
Michael Rohd, 2010
Anatol Vieru (1992–1993)
“Prizm” Brass Quintet (2003–2005)
Kumagai Yasuhiro, 2010
George Perle (1993–1994)
Tania León (2004)
Julian Boal, 2010–11
Leonard Rosenman (1994–1995)
Quintet of the Americas (2004–)
Ross Prior, 2011
Roger Reynolds (1995–1996)
New Hudson Saxophone Quartet
Jana Sanskrit India theatre troupe, 2011
Robert Craft (1996–1997)
(2004–)
Tony Graham, 2012
Morton Subotnick (1996–1997)
JACK Quartet (2011-present)
Leo Kraft (1997–1998)
Justin Dello Joio (present)
Number of Adjunct Faculty
Jazz Guitar 5
Trombone 3
(by specialization)
Jazz Percussion 6
Trumpet: Classical 3
Music
Jazz Piano 7
Trumpet: Jazz 3
Bass Clarinet 1
Jazz Trombone 3
Tuba 1
Bass: Jazz 2
Jazz Voice 13
Viola 3
Bassoon 3
Music Composition 16
Violin 13
Cello 4
Music History 4
Choir 6
Music Theatre 10
Performing Arts Professions
Clarinet 4
Music Theory 6
Dance Education 17
Double Bass 3
Oboe 4
Drama Therapy 6
Ensembles 8
Percussion 5
Educational Theatre 25
Flute 7
Performing Arts Administration 6
Music Business 6
French Horn 3
Piano 10
Music Education 27
Harp 1
Saxophone: Classical 2
Music Technology 18
Jazz Composition 7
Saxophone: Jazz 8
Music Therapy 18
Special Departmental Features
ADMISSION REQUIREMENTS
FOR MUSIC PROGRAMS
An interview and, in programs where
SPECIAL DEGREE
REQUIREMENTS FOR
MUSIC PROGRAMS
applicable, an audition and/or composi-
All incoming master’s degree students,
tion portfolio review. See also individual
excluding those in the Music Busi-
programs.
See general admission section,
page 167.
ness Program, must take Theory, Ear
Training, and Music History placement
examinations prior to their first semester
(consult the department for specific
dates and locations). All master’s programs in music require a final project
(Colloquy). See also under individual
programs.
74
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Dance Education
Di rector
The mission of the Dance Education
lum development, and multicultural
Movement Analysis MPADE-GE.2044,
Susan Koff
Program is to provide high-quality pro-
practices. The research-based inquiry
Advanced Technique and Pedagogy
fessional development in the theory and
provides theory and methods courses
MPADE-GE.2075, Research in Dance
35 West Fourth Street,
practice of dance education for teachers,
for creating new knowledge in the field
Education MPADE-GE.2403.
10th Floor
administrators, performing artists, and
of dance education.
research scholars in the fields of dance
The Program in Dance Education
General Pedagogical Core (21 units):
and education. Our “thinking-centered”
offers many opportunities to engage in
Inquiries into Teaching and Learning
Degree
approach emphasizes the integration
community outreach, performance, and
III TCHL-GE.2010; Language, Literacy
M.A., Advanced
of the developing mind and body in the
research in dance. Close partnerships
Acquisition, and Development TCHL-
Certificate
context of cultural practices through
with national, state, and New York City
GE.2275; Human Development and
research, pedagogic, and discipline-
performing arts institutions provide
Education in the Arts MPAIA-GE.2010;
Faculty
based inquiries. Our goal is to facilitate
access to a wealth of information about
Technology Resources for Perform-
See pages 73-74 for
the growth of your creative and critical
innovative dance education programs
ing Arts Educators MPAIA-GE.2029;
a complete listing.
thinking abilities, thereby increasing
for exploration and research. Its student
The Social Responsibilities of Teachers
your knowledge and expertise in dance
ensemble group, Kaleidoscope Danc-
TCHL-GE.2999; Methods and Materials
and dance education.
ers, focuses on community outreach,
in Teaching Dance MPADE-GE.2265;
Created in 1932 by the legendary
performs with and for New York City
Artistic Resources in Dance Education
Martha Hill, the Program in Dance Edu-
schoolchildren, and conducts work-
MPADE-GE.2266; Dance for the Special
cation is guided by a belief in movement
shops on learning in, through, and about
Child MPADE-GE.2453.
as central to human development and
dance. It also provides opportunities to
212-998-5400
education. From this perspective, dance
learn new repertory from distinguished
Specialized Pedagogical Core (10 units):
and education are viewed as comple-
faculty. Its concerts provide an op-
Common Hour MPADE-GE.2001, Dance
mentary domains of knowledge. Dance
portunity for students to develop their
Technique and Pedagogy MPADE-
represents an intelligent expression of
choreographic voice.
GE.2040, Advanced Technique and
source of understanding that con-
CAREER OPPORTUNITIES
GE.2075, Teaching Creative Movement
tributes to cognitive, emotional, and
Graduates of the Program in Dance Edu-
(Elementary Schools) MPADE-GE.2452,
physical growth in multicultural settings.
cation hold positions teaching dance
Supervised Student Teaching (Elemen-
Pedagogy (Secondary Schools) MPADE-
human experience and is an important
Traditionally, dance is not taught
in public and private elementary and
tary and Secondary) MPADE-GE.2607,
as a domain of understanding; rather,
secondary schools, in outreach dance
2608.
it is taught as received knowledge.
education programs, and as professors
Our approach is to move away from a
and researchers in college and university
Professional Teacher Certification
knowledge-centered curriculum–the
dance and dance education programs
The in-service curriculum is designed
passive mind, active body ideal–wherein
and related settings.
content through a dominant pedagogy.
DEGREE REQUIREMENTS
Instead, we provide a curriculum that
Master of Arts: Teaching Dance,
and be prepared to teach dance to all
requires critical and creative thinking
All Grades
grades. A total of 30 units and 50 hours
about, and deliberate practice with, key
The need for qualified and certified
of field experience are required for this
concepts in dance, human development
dance educators in elementary and sec-
master’s program, distributed across,
and socio-cultural educational settings.
ondary schools has never been greater
but not limited to, the Foundations in
than it is today. The master of arts
Dance Education and Specialized Peda-
(M.A.) programs are in Teaching Dance
program in Teaching Dance, All Grades
gogical Core described above.
in the Professions, Teaching Dance in
can lead to initial teacher certification
the Professions with a concentration
(40 units) for preservice teachers and
in ABT ballet pedagogy, and Teaching
professional teacher certification (30
the Professions
Dance, All Grades. Discipline-based
units) for certified teachers who already
A total of 36 units is required for the
studies and scholarly research increases
have a bachelor’s degree.
Dance Education’s three master’s
to gain professional-level certification
Master of Arts: Teaching Dance in
Master of Arts Degree Program in
Teaching Dance in the Professions. A
students’ knowledge and expertise and
transforms the way educators under-
Initial Teacher Certification. The pre-
culminating project is required. The
stand and teach dance. For this reason,
service curriculum is designed to train
traditional track (DAHP) is intended
the programs’ distinguished faculty
dance educators who will be prepared
for those who wish to teach in institu-
members focus on creative, pedagogical,
to teach all grades. A total of 40 units
tions of higher education or work as
and research-based inquiries. A cre-
and 100 hours of field experience are
educational consultants and directors of
ative-based inquiry allows the dancer to
required for this master’s program, dis-
education. Students intending to teach
master his or her craft with coursework
tributed as follows:
in private studios, in conservatories,
as teaching-artists, and in community
that includes choreography, technique,
75
to provide professional development
for educators with initial certification
submissive learners “acquire” dance
settings may select a concentration in
and improvisation. Pedagogical-based
Foundations in Dance Education (9
inquiry enables deep understanding of
units: 6 units required plus 3 elective
ballet pedagogy, offered in partner-
learning and teaching processes with
units by advisement): Includes, but is
ship with the American Ballet Theatre
courses in teaching methods, curricu-
not limited to, Introduction to Laban
(DAHP:ABT). Both tracks prepare stu-
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Dance Education,
dents to gain the academic experience
and who show promise as dance educa-
continued
necessary to pursue doctoral study.
tors. Applicants are judged on the basis
and Pedagogy MPADE-GE.2075 (1 unit);
DAHP: Required Core (15 units):
of criteria that include academic record
Teaching Creative Movement MPADEGE.2452 (2 units).
Introduction to Laban Movement
and performance experience, quality of
Analysis MPADE-GE.2044, Research
personal written statement, individual
in Dance Education MPADE-GE.2403,
audition, and interview. (Note: A vid-
GE.2608 (2 units); Advanced Technique
Upon admission, additional courses/
credits may be required based upon
Methods and Materials for Teaching
eotape may be submitted in lieu of an
individual MA/MFA transcript review—in
Dance MPADE-GE.2265, Jazz Dance: A
audition.)
which case students may be required to
Cultural-Historical Approach to Teaching Dance MPADE-GE.2029, Teaching
See general admission section,
page 167.
complete additional course/credits such
as the following: (variable 21–37 units)
Methods and Materials in Teaching
Performance of Dance MPADE-GE.2454,
Teaching Dance in Higher Education
ACCREDITATION
Dance MPADE-GE.2265 (3 units), Laban
MPADE-GE.2452.
The Steinhardt School of Culture, Educa-
Movement Analysis MPADE-GE.2044
DAHP: Specialization (12 units): In-
tion, and Human Development’s teacher
(2 units), Teaching Performance of
termediate Technique and Pedagogy
education program has been accredited
Dance MPADE-GE.2454 (2 units),
MPADE-GE.2040, Advanced Technique
by the Teacher Education Accreditation
Intermediate Dance Technique and
and Pedagogy MPADE-GE.2075, College
Council (TEAC) for a period of five years.
Pedagogy MPADE-GE.2040, Arts
Student Learning and Development
The accreditation certifies that the
Resources in Dance Education MPADE-
HPSE-32.2069, Fieldwork in Dance:
Steinhardt teacher education program
GE.2266 (1 unit), Research in Dance
Higher Education MPADE-GE.2277.
has provided evidence that it adheres
Education MPADE-GE.2402 (3 units),
DAHP: Guided Electives (7 units): May
to TEAC’s quality principles. The ac-
Technology Resources for Performing
Arts Education MPAIA-GE.2029 (3 units).
include such courses as Alexander
creditation affirms the claim that NYU
Technique MPASS-GE.2371, Anatomy
Steinhardt uses evidence to develop
and Kinesiology MPADE-GE.2810, Dance
and improve its programs that prepare
to eligibility for Initial and Professional
for the Special Child MPADE-GE.2453,
teachers. For more information, contact
New York State Certification in Teach-
Principles of Dance Movement Therapy
TEAC, One Dupont Circle, Suite 320,
ing Dance, All Grades, (Pre-K–12) with
MPADE-GE.2502, Artistic Resources
Washington, DC 20036; 202-466-7236;
reciprocity in numerous states.
for Dance Education MPADE-GE.2266,
www.teac.org.
Completion of this program leads
Admission REQUIREMENTS
African Dance MPADE-GE.2022.
DAHP: ABT Required Core (14 units):
DEGREE REQUIREMENTS
Advanced Certificate (dance)
Introduction to Laban Movement
The Advanced Certificate in
Specific requirements for the advanced
Analysis MPADE-GE.2044, Research
Teaching Dance, All Grades is designed
certificate program in dance include:
in Dance Education MPADE-GE.2403,
for prospective students who have
1. Earned Master of Arts or Master of
Methods and Materials for Teaching
earned an M.A. or M.F.A in Dance, and
Dance MPADE-GE.2265, Jazz Dance: A
who wish to be certified in Teaching
2. Strong record of academic achievement
Cultural-Historical Approach to Teach-
Dance, All Grades (Pre-K–12). Rather
3. Completed essay expressing interest
ing Dance MPADE-GE.2029, Teaching
than earn an additional master’s de-
Performance of Dance MPADE-GE.2454,
gree, students in this program would
Teaching Creative Movement in the Stu-
take courses (20 unit minimum) that
dio School MPADE-GE.2452.
provide the supplementary educational
DAHP: ABT Area of Concentration
theory, pedagogical development, and
(18 units): Theory and Methodology
instructional practice necessary to fulfill
Fine Arts in Dance or Dance Education
in K–12 education in dance and detailing career goals
4. Audition
See general admission section, page 167.
in Ballet Pedagogy MPADE-GE.2267,
requirements currently in place for New
Teaching Apprenticeship in Ballet
York State Certification in Teaching
agencies and fieldwork placement
Pedagogy MPADE-GE.2268, Advanced
Dance, All Grades. (Courses that are part
facilities in your field of study may
Analysis and Teaching Apprenticeship
of the M.A. Teaching Dance, All Grades
require that you undergo a criminal
in Ballet Pedagogy MPADE-GE.2269,
program at NYU’s Steinhardt School
background check, the results of
Environment of Performing Arts Admin-
of Culture, Education, and Human
which the agency or facility must
Please be advised that licensing
istration E67.2130.
Development.) All students must take
find acceptable prior to placement
DAHP: ABT Guided Electives (3 to 6
the following minimum required courses
or licensure.
units): May include such courses as
(20 units): Dance for the Special Child
Anatomy and Kinesiology MPADE-
MPADE-GE.2453 (3 units); Language
GE.2810, Dance for the Special Child
and Literacy TCHL-GE.2275 (3 units);
MPADE-GE.2453, Principles of Dance
Inquiries into Teaching and Learning
Movement Therapy MPADE-GE.2502,
III TCHL-GE.2010 (4 units); Fieldwork
Artistic Resources for Dance Education
in Schools and Other Educational Set-
MPADE-GE.2266, African Dance MPADE-
tings TCHL-GE.0005 (0 units); Human
GE.2022, Tap Dance MPADE-GE.2023.
Development and Education in the Arts
MPAIA-GE.2010 (3 units); Drug, Alcohol
ADMISSION REQUIREMENTS
76
Ed /Child Abuse Id /School Violence
Admission to the dance education
Prevention TCHL-GE.2999 (0 units);
master’s degree program is offered to
Student Teaching in Dance: Elementary
applicants who hold a bachelor’s degree
MPADE-GE.2607 (2 units); Student
or equivalent international credentials
Teaching in Dance: Secondary MPADE-
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Educational Theatre
Di rector
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 73-74 for
trations in art-based research, dramatic
New York; Dani Snyder-Young, Illinois
abroad options, can be made through
one-to-one advisement. Additional
a complete listing.
literature, and aesthetic education. The
Wesleyan University; Daphnie Sicre Bor-
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 should discuss
for audiences in an experimental studio
Department of Theatre and Dance at
their course selection with their adviser.
space (the Black Box Theatre) and in
SUNY Potsdam); authors and evaluators
the venerable Provincetown Playhouse.
(Russell Granet, founder Arts Education
ADMISSION REQUIREMENTS
Resource; the late Dr. Nellie McCaslin,
Students are expected to have com-
New York City offers opportunities
for internships and extensive experi-
prolific author of widely employed texts
pleted the equivalent of two semesters
ence in a variety of professional settings
on drama for children;); and numerous
of acting or directing and two semesters
that include private and public schools,
applied theatre professionals and drama
of theatre history or dramatic criticism
nationally prominent theatres, including
educators (including, Javier Cardona,
prior to admission. Students who have
theatres for young and family audiences,
Rehabilitation Through the Arts; James
not taken these prerequisite courses or
their equivalent at the undergraduate
hospitals, media networks, recreational
DeVivo, Playwrights Theatre New Jersey;
and community centers, and social
Dana Edell, founder of Vibe Theatrical
level must register for them before com-
service agencies. Qualified students may
Experience; Edmund Chow, Singapore
pleting the degree. This may increase
apply for internships with educational
Prison Authority). The program now
the number of credits required to com-
theatre companies across New York City.
offers master’s degrees in four areas of
plete the degree.
specialization: teaching in colleges and
CAREER OPPORTUNITIES
communities, New York State teacher
Graduates are employed in a variety
certification in Theatre K–12, New York
Foundations and Research (12 units):
of educational settings for all ages, in
State teacher certification in both Eng-
Key principles in the teaching and
communications, community theatres,
lish 7–12 and Theatre K–12, and New York
learning of educational theatre. Drama
New York-based and regional theatres,
State teacher certification in both Social
in Education I MPAET-GE.2193, Drama
children’s and youth theatre compa-
Studies 7–12 and Theatre K–12.
nies, and as consultants and specialists.
in Education II MPAET-GE.2194, Theatre
Practices: Leaders in Educational The-
Institutions from the preschool to the
Master of Arts: Educational Theatre for
atre MPAET-GE.2151.
university level seek trained special-
Teachers in Colleges and Communities
Research (3 units): An introduction to
ists to inaugurate and conduct drama
(EDTC)
research design. Methods and Materi-
programs; specialists are also needed
The M.A. Program in Educational Theatre
als of Research in Educational Theatre
for programs in social service agencies,
for Teachers in Colleges and Communi-
MPAET-GE.2077.
recreation centers, and guidance or
ties (EDTC) is a 36-42 unit curriculum
Discipline Content Study (12 units):
wellness facilities.
that prepares students to explore
Discipline courses in production,
theatre with diverse communities in
performance, criticism, and aesthet-
clude playwrights and filmmakers (John
unique settings and at the higher educa-
ics all of which are informed by the
Notable alumni of the program in-
77
DEGREE REQUIREMENTS
Patrick Shanley, winner of the 1988
tion/college level. Graduates of this
New York State Learning Standards
Academy Award for his script for the
program hold teaching and administra-
for the Arts. Students who have not
film Moonstruck and the 2005 Pulitzer
tive positions in contexts where teacher
taken the asterisked courses (*) or their
Prize for his Broadway play Doubt; Ra-
certification is not required, such as
equivalent at the undergraduate level
mon Esquival, featured playwright at the
private colleges, arts organizations,
must take them before fulfilling the
New Plays for Young Audiences Series;
galleries and museums, educational
Content Core requirement, which may
Lowell Swortzell, playwright, children’s
outreach centers, health education
result in a program of study greater
theatre authority, co-founder of the NYU
facilities, housing programs, youth and
than 36 credits. World Drama I and II
Educational Theatre program); educa-
adult detainment centers, and more.
MPAET-GE.2102,2104; Advanced Direct-
tion, outreach, and financial directors
This particular track is designed to
ing MPAET-GE.2097; Styles of Acting
(Kevin Bott, Imagining America: Artists
empower graduates to design, imple-
and Directing* MPAET-GE.2099, 1100;
and Scholars in Public Life; Myrna Casas,
ment, and evaluate theatrical work in a
Costume Design MPAET-GE.2175; Cre-
director of her own prize-winning com-
wide range of community contexts, and
ative Play in the Arts MPAET-GE.2059;
pany in Puerto Rico; Alexander Sarian,
prepare students who elect to pursue
Development of Theatre and Drama
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Educational Theatre,
I, II* MPAET-GE.2021, 2022; Images of
ADMISSION REQUIREMENTS
Master of Arts: Educational Theatre,
continued
Women in the Theatre MPAET-GE.2023;
Students must have earned 36 units in
All Grades, with English, 7–12 (ETED)
This 53-unit M.A. teacher certification
Dramatic Criticism MPAET-GE.2091,
drama, theatre, dramatic literature, or
2092; Shakespeare’s Theatre MPAET-
their equivalent. Students with fewer
program in educational theatre with
GE.2171, 2172; Theatre of Brecht and
than 36 units in these areas on admis-
English, 7–12 (ETED), responds to the
Beckett MPAET-GE.2177.
sion will be required to take additional
many opportunities available in the New
Pathways (9 units): Students develop
coursework in educational theatre.
York City area for English teachers at
the middle and high school levels. The
an area of specialization in line with
their career goals. By advisement, they
DEGREE REQUIREMENTS
need for modes of artistic expression
select a pathway or create their own.
Content Core Foundation (27 units):
that lead toward literate engagements
Choices include Applied Theatre, Drama
Development of Theatre and Drama
with texts has never been greater than it
Education, and Theatre for Young
MPAET-GE.2021,2022; Drama in Educa-
is today. The concern that technologies
Audiences. Applied Theatre I and II
tion I and II MPAET-GE.2193, 2194; Drama
such as film, television, and the Internet
MPAET-GE.2101,2102; Theatre-in-Educa-
with Special Education Populations I,
are replacing basic reading and writing
tion Practices MPAET-GE.2090; Augusto
II, and III MPAET-GE.2960, 2961, 2962;
skills can be addressed by providing
Boal’s Theatre of the Oppressed MPAET-
Methods and Materials of Research in
opportunities for students to explore
GE.2965; Creating Meaning Through
Educational Theatre MPAET-GE.2077;
ideas and concepts in the novels and
Community Drama MPAET-GE.2979;
Educational Theatre Electives.
plays they read in the English classroom
Drama and the Curriculum: Dramatic
Pedagogical Core (9 units, includes 100
through drama and theatre strate-
Activities in the Elementary Classroom
hours of field experience): Inquiries into
gies. To respond to these concerns, the
MPAET-GE.2030; Dramatic Activities
Teaching and Learning III TCHL-GE.2010,
department offers Educational Theatre
in the High School MPAET-GE.2031;
Technology Resources for Performing
K–12 with English, 7–12. The curriculum
Teaching Through Drama: Classroom
Arts Educators MPAIA-GE.2029; Human
reflects a collaborative integration of
Strategies MPAET-GE.2951; Drama
Development and Education in the Arts
coursework offered by current faculty in
Across the Curriculum and Beyond
MPAIA-GE.2010; The Social Responsi-
the Program in Educational Theatre and
MPAET-GE.2955; Theatre for Young
bilities of Teachers: Drug and Alcohol
the Program in English Education in the
Audiences: Introduction to Theatre
Education, Child Abuse Identification,
Department of Teaching and Learning.
for Young Audiences MPAET-GE.2005,
and School Violence Prevention TCHL-
2006; Youth Theatre in Education
GE.2999.
ADMISSION REQUIREMENTS
MPAET-GE.2075, 2076; Advanced
Specialized Pedagogical Core (11
Students must have earned 30 units in
Playwriting MPAET-GE.2106; Creating
units): Drama Activities in the Elemen-
English or dramatic literature or their
Theatre with Young People MPAET-
tary School MPAET-GE.2030, Drama
equivalent and 30 units of theatre or
GE.2980, 2981.
Activities in the High School MPAET-
educational theatre. Students with fewer
Culminating Experience (3 units): After
GE.2031, Supervised Student Teaching
than 30 prerequisite units in these areas
completing Pathways, students collabo-
in the Elementary Drama Classroom
on admission may be required to take
rate with advisors to identify a course, or
MPAET-GE.2134, Student Teaching in the
additional coursework as part of their
create an individualized research project,
Secondary English/Drama Classroom
master’s program.
representative of the culmination of
MPAET-GE.2174.
DEGREE REQUIREMENTS
their studies while in the program and
indicative of their future work. Seminar
ADDITIONAL REQUIREMENTS
Content Core:
in Applied Theatre Research MPAET-
1. Students being recommended for
Foundations in Educational Theatre (12
GE.2400, Human Development and
New York State Teaching Certification
Education in the Arts MPAIA-GE.2010, or
via the theatre teacher certification
ma MPAET-GE.2021 or MPAET-GE.2022
the Practicum MPAET-GE.2031.
sequence must have taken at least
OR Methods of Research in Educational
one semester of a foreign language
Theatre MPAET-GE.2077; Drama in
Master of Arts: Educational Theatre,
at the college level (sign language is
Education I and II MPAET-GE.2193, 2194;
All Grades (EDTA)
allowed).
The goal of this 47-unit M.A. teacher
2. Students must successfully complete
units): Development of Theatre and Dra-
and Dramatic Literature or Educational
Theatre elective by advisement.
certification program in educational
the New York State Teacher Certifica-
theatre, all grades (EDTA), is to educate
tion examinations. Scores must be
cation (12 units): Reading Literature
teachers to provide opportunities for
submitted to the State Education
ENGED-GE.2139 OR Literature and the
Adolescent Experience ENGED-GE.2521,
Theory and Methods of English Edu-
students to explore theatre forms and
Department before it will consider
drama strategies on stage and in the
issuing certificates to teach in the
Foundations of Educational Linguistics
classroom. The curriculum provides
public schools of New York State.
ENGED-GE.2505, Teaching Expository
integrated course offerings in drama,
3. All students are required to complete
Writing ENGED-GE.2511, and one English
dramatic literature, and theatre, which
a Culminating Experience, which
Education elective by advisement.
are tied to the New York State Learning
consists of a curriculum development
General Pedagogical Core (12 units):
Standards for the Arts. This course of
project informed by the student’s
Drama with Special Education Popula-
study enables graduates to be educated
experience in the student teaching
tions MPAET-GE.2960; Inquiries into
as teaching artists and professionally
practicum and the coursework (by
Teaching and Learning III TCHL-GE.2010;
certified in New York State as teachers
advisement).
Adolescent Development APSY-GE.2272;
of theatre, all grades.
Negotiating the Curriculum ENGEDGE.2120; and Social Responsibilities of
Teachers: Drug and Alcohol Education,
Child Abuse Identification, and School
78
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Educational Theatre,
Violence Prevention TCHL-GE.2999.
Education. Each of the competencies
continued
Specialized Pedagogical Core (6 units):
now necessary for teacher certification
and Secondary School SOCED-GE.2042,
Dramatic Activities in the Elementary
programs are met by the coursework,
Methods and Materials of Research in
Classroom MPAET-GE.2030, Dramatic
fieldwork, and student teaching require-
Educational Theatre MPAET-GE.2077,
Activities in the High School MPAET-
ments in both programs, as well as all
Drama Across the Curriculum and
GE.2031, Storytelling MPAET-GE.295.
the faculty and institutional requirements.
Supervised Student Teaching (11
Beyond MPAET-GE.2955, Dramatic
Activities in the Elementary Classroom
credits): Student Teaching in the
ADMISSION REQUIREMENTS
Elementary Drama Classroom MPAET-
Students must have earned 24 units in
in the High School MPAET-GE.2031,
GE.2134, Teaching/Learning English
theatre and 24 units in social studies.
M.A. Seminar in Social Studies SOCED-
MPAET-GE.2030, Dramatic Activities
Language Arts in Middle School ENGED-
For social studies, students must have
GE.2146.
GE.2041 OR Teaching/Learning English
completed at least 15 semester units in
Student Teaching in Theatre and Social
Language Arts in High School ENGED-
the history and geography of the U.S.
Studies (6 units): Supervised Student
GE.2042, Student Teaching the English
and the world; at least 3 units in eco-
Teaching: Social Studies in the Second-
Language Arts in the High School
nomics; at least 3 units in government
ary School SOCED-GE.2051, Supervised
ENGED-GE.2922.
or political science; and at least 3 units
Student Teaching Theatre in the Elemen-
in one of the social sciences with the
tary Classroom MPAET-GE.2134.Terminal
ADDITIONAL REQUIREMENTS
exception of psychology and philosophy.
Experience (0 units): Social Studies
1. Students being recommended for
For theatre, students must have earned
and History Workshop or culminating
New York State Teaching Certification
24 units in drama, theatre, dramatic
research project in educational theatre.
via the English Teacher Certification
literature, or their equivalent. Students
Students must successfully complete
sequence must have taken at least
with fewer than 24 units in these areas
the New York State Teacher Certification
one semester of a foreign language
on admission will be required to take
examinations. Scores must be submit-
at the college level (sign language is
additional coursework in educational
ted to the State Education Department
allowed).
theatre and/or social studies. To be rec-
before it will consider issuing certificates
ommended for certification in social
to teach in the public schools of New
the New York State Teacher Certifica-
studies and theatre, students will have
York State.
tion examinations. Scores must be
completed a total of 30 content credits
2. Students must successfully complete
submitted to the State Education
in each area. Six units are included in
Doctoral Programs (EDTC, EDTH)
Department before it will consider
the following program of study.
A strong research focus exists in
issuing certificates to teach in the
public schools of New York State.
See general admission section,
page 167.
the Program in Educational Theatre.
Applications for doctoral study are
accepted from candidates with clearly
3. All students are required to complete
a Culminating Experience, which
DEGREE REQUIREMENTS
demonstrated interest in research and
consists of a research project or essay
A total of 47 units are required for this
scholarship. Acceptance into doctoral
reflecting on the duality of the degree,
master’s program, distributed as follows:
study is competitive. Students are en-
informed by the student’s experience
Content Core in Educational Theatre
couraged to complete their program in
in the student teaching placement (by
and Social Studies (12 units): World
five years. A satisfactorily completed
Drama I or II MPAET-GE.2103 or MPAET-
master’s degree with a research com-
advisement).
Master of Arts: Educational Theatre,
79
Teaching Social Studies in the Middle
GE.2104, Drama in Education I or II
ponent is expected prior to application.
MPAET-GE.2193 or MPAET-GE.2194, The
A total of 48 to 60 units beyond the
All Grades, with Social Studies, 7–12
Social Studies Curriculum: U.S. History
master’s degree (depending on the stu-
Social studies and theatre have a power-
SOCED-GE.2047, The Social Studies Cur-
dent’s previous academic background)
ful alliance when learners are provided
riculum: World History SOCED-GE.2048.
is required for the Ph.D. or the Ed.D.
with the chance to explore a period
General Pedagogical Core in Edu-
degree. This includes 36 units in general
of history, historical concepts, and
cational Theatre and Social Studies
degree requirements and a minimum
historical debates through the use of
(13 units): Drama with Special Educa-
of 18 units in educational theatre to be
drama-based frameworks. This innova-
tion Populations MPAET-GE.2960 or
selected in consultation with a doctoral
tive dual certification program is built
Educating Students with Disabilities in
adviser, according to the student’s area
on the school’s teacher certification
Middle School and Adolescent Settings
of interest and professional goals.
programs in Educational Theatre, All
SPCED-GE.2162; Human Development
Doctoral students must complete a
Grades, and Teaching Social Stud-
and Education in the Arts MPAIA-
minimum of 36 units in residence be-
ies, 7–12. Students are provided with
GE.2010; The Social Responsibilities of
yond the master’s degree. A candidacy
opportunities to explore key ideas in
Teachers: Drug and Alcohol Education,
examination is given approximately
primary source documents or histori-
Child Abuse Identification, and School
halfway through the academic work
cal texts through the use of interactive
Violence Prevention TCHL-GE.2999;
to determine if students have reached
competency.
dramatic strategies. The dual certifica-
Literacy and Social Studies SOCED-
tion program adheres to State Learning
GE.2147; Exploring Social Issues Through
Standards for both theatre and social
Drama MPAET-GE.2976; Understanding
dents must register in a 1-unit collegium
studies, and the curriculum reflects an
Diversity: Teaching Pluralism MPAET-
in performing arts education research
integration of coursework offered by the
GE.2977; Inquiries into Teaching and
each semester in order to maintain
current faculty in the Program in Educa-
Learning III TCHL-GE.2010.
matriculation (Performing Arts Research
tional Theatre, in collaboration with the
Specialized Pedagogical Core in
Collegium MPAIA-GE.3400).
faculty in the Program in Social Studies
Theatre and Social Studies (16 units):
Upon completion of coursework, stu-
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Educational Theatre,
continued
MPAET-GE.2097, 2098; Advanced Play-
sion in Puerto Rico, Mexico, and, during
writing MPAET-GE.2106; Creative Play
August in Brazil and Uganda. These
Ph.D. students must defend their disser-
in the Arts MPAET-GE.2059; Theatre in
courses focus on applied theatre and
tation during an oral examination. Three
Education Practices MPAET-GE.2090;
community arts. Students have a unique
full-time faculty members are required
Theatre Practices: Leaders in Educa-
chance of studying with artists and ac-
to serve on doctoral students’ disserta-
tional Theatre MPAET-GE.2151; Images of
tivists in edgy sites and where there is a
tion committees.
Women in the Theatre MPAET-GE.2023;
commitment to social justice and equity.
Both a proposal and a dissertation
are required of all doctoral students.
Student should consult the hand-
Farce and Comedy in the Theatre
book for doctoral study published by
MPAET-GE.2067, 2068; American
the Steinhardt School for the specific
Theatre MPAET-GE.2087, 2088; Theatre
requirements of this degree. Course
of Brecht and Beckett MPAET-GE.2177;
substitutions for any of the general
World Drama MPAET-GE.2103, 2104.
degree requirements must be approved
by the academic adviser, the depart-
ADMISSION REQUIREMENTS
ment director, and the associate dean
Specific requirements for the doctoral
for academic affairs.
programs in educational theatre include
(1) an acceptable M.A. thesis and other
DEGREE REQUIREMENTS
submitted work, (2) the statement of
Foundations of Education (6 units):
professional goals, and (3) the interest
Educational Sociology SOED-GE.2400,
of at least one faculty member in the
Educational Psychology E35.2400,
applicant’s stated area of research and
Philosophy of Education PHED-GE.2400,
dissertation concept.
History of Education HSED-GE.2400.
Cognate Study (6 units): Electives
See general admission section,
page 167.
closely related to and supportive of the
the student’s program, i.e., not MPAET-
Steinhardt fellows
program and Research
assistantships
GE courses.
See page 180. 
student’s area of specialization. This
coursework must be taken outside of
Departmental Study (3 units): Drama in
Education MPAET-GE.2193.
SPECIAL OPPORTUNITIES
Research Electives (15 units): Course-
The Program in Educational Theatre
work includes Seminar in Applied
offers a unique opportunity for concen-
Theatre Research MPAET-GE.2400 and
trated study and daily field participation
Methods and Materials of Research in
in the uses of drama and theatre in
Educational Theatre MPAET-GE.2077.
education. The Summer Study Abroad
Advanced specialized research courses
program in Brazil, England, Ireland, and
should be taken after candidacy has
Puerto Rico, which celebrated its 38th
been received and, preferably, as the
anniversary in 2011, is designed for
dissertation proposal has been shaped
teachers, university students, recre-
to ensure that selections are relevant
ational leaders, librarians, language and
to the dissertation. For instance, a
speech arts specialists, theatre directors,
student doing qualitative inquiry, which
actors, and integrated arts educators.
demands extensive interviewing of
The program provides training with lead-
participants, would register for Research
ers in educational theatre, including, in
Practicum in Field Settings CHDED-
the past, such notable authorities as Ju-
GE.2372.
dith Ackroyd, Julian Boal, Cecily O’Neill,
Specialized Research Methodology
Rosa Luisa Marquez, Barbara Santos,
(3 units): Qualitative Field Research
Dorothy Heathcote, and Gavin Bolton, as
RESCH-GE.2141, Survey and Correlation
well as representatives from the center
Research RESCH-GE.2139, Historical
for the Theatre of the Oppressed in
Research RESCH-GE.2135. Dissertation
Rio, Samuel Beckett Theatre at Trinity
Proposal Seminar (3 units) MPAET-
College Dublin, Royal Shakespeare Com-
GE.3005.
pany, and the Royal National Theatre.
Educational theatre requirements
Lectures, demonstrations, and in-service
(a minimum of 18 educational the-
school and local community experiences
atre units under advisement must be
are offered in both formal and informal
selected from the following courses):
dramatic activities involving elementary,
Drama in Education II MPAET-GE.2194;
junior high, and high school children as
Development of Theatre and Drama
well as adults. Students may earn 6 or
MPAET-GE.2021,2022; Dramatic Criti-
12 units toward the master’s or doctoral
cism MPAET-GE.2091,2092; Seminar in
degree in educational theatre.
Applied Theatre Research MPAETGE.2400; Advanced Directing
80
The program has offered intensive
graduate study during January interses-
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Music Business
Di rector
Catherine Moore
New York University is one of the few
Music Business Core Courses (24 units):
dependent Study and Practicum
universities in the country to offer a
Principles and Practice in the Music
35 West Fourth Street,
in Educational Theatre in order to
graduate degree in the music busi-
Industry MPAMB-GE.2101, Law and
10th Floor
undertake internships and fieldwork
ness field. Founded in 1993, the Music
the Music Industry MPAMB-GE.2102,
Students may also enroll in In-
throughout the city or to work with
Business Graduate Program addresses
Environment of the Music Industry
faculty members on special research or
the music industry as a unique business
MPAMB-GE.2103, Concert Manage-
Degree
creative projects. With leading collec-
operating within corporate and entre-
ment MPAMB-GE.2105, Colloquy in
M.A.
tions for research in the performing arts,
preneurial structures. The skills students
Music Business MPAMB-GE.2401, Art-
212-998-5427
New York City affords doctoral students
develop in the program will serve them
ist Management and Management
Faculty
excellent sources for projects and dis-
well in a fast-paced industry that needs
Science in the Music Industry MPAMB-
See pages 73-74 for
sertation subjects.
thoroughly trained personnel who can
GE.2104. Emerging Models and Markets
apply business and administration
for Music MPAMB-GE.2203, MUBG
a complete listing.
ACCREDITATION
theory to problems that have a strong
Professional Development Sequence
The Steinhardt School of Culture, Educa-
aesthetic and artistic dimension.
MPAMB-GE.2001: Provides career devel-
tion, and Human Development’s teacher
The Music Business Graduate Pro-
education program has been accredited
gram harnesses the strengths of NYU
Internships (3 units): Students have the
by the Teacher Education Accreditation
Steinhardt’s Department of Music and
opportunity to work with top profes-
Council for a period of five years.
Performing Arts Professions and the
sionals in the music industry in New
The accreditation certifies that the
NYU Stern School of Business by requir-
York City. These internships often lead to
opment tools.
Steinhardt School teacher education
ing classes in both schools. In addition
permanent employment.
program has provided evidence that
to providing structured courses, the
Business Courses (12 units): Financial
it adheres to TEAC’s quality principles.
curriculum promotes student autonomy
Accounting and Reporting COR1-
The accreditation affirms the claim
through an interactive classroom
GB.1306, Leadership in Organizations
that NYU Steinhardt uses evidence to
atmosphere, internships, international
COR1-GB.1302. Entertainment Media and
develop and improve its programs that
opportunities, and research require-
Technology Electivess.
ments. Students are encouraged to
Music Business Elective Courses (by
participate in extracurricular activities
advisement, 9 units): Graduate A&R
One Dupont Circle, Suite 320, Wash-
such as the MUBG Student Ambassador
Seminar MPAMB-GE.2201, Promo-
ington, DC 20036; 202-466-7236; www.
Board, the NYU Concert Program Board,
tions and Publicity MPAMB-GE.2202,
teac.org.
and radio station WNYU.
Strategic Marketing in the Music
Please be advised that licensing
CAREER OPPORTUNITIES
Management MPAMB-GE.2207, Ethics
agencies and fieldwork placement
The program prepares highly skilled,
in the Entertainment Industry MPAMB-
facilities in your field of study may
disciplined, and thoroughly trained
GE.2204, Internship Abroad (London)
prepare teachers.
For more information, contact TEAC,
Industry MPAMB-GE.2206, Global Music
require that you undergo a criminal
management professionals for the
MPAMB-GE.2301.099.
background check, the results of
commercial (for profit) music business
Other Electives (6 units) by advisement:
these may be Music Business Electives.
which the agency or facility must
sector. Graduates serve as managers,
find acceptable prior to placement
new product developers, promoters,
or licensure.
record administrators, music publishers,
The Music Technology Concentration
marketers, distributors, entrepreneurs,
within the M.A. in Music Business is in-
producers, and in many other capacities.
tended for students with a background
(academic and/or professional) in music
DEGREE REQUIREMENTS
technology who wish to exploit that
The program requires 51 units of course-
experience in the commercial arena. The
work and can be completed in two years
focus is on understanding interrelations
of full-time study. A part-time course of
between music businesses and consum-
study is also available. Courses in music
er technologies, audio for games and
business and music technology are of-
other interactive applications, sound
fered through the Steinhardt School of
design in the digital music space, and
Culture, Education, and Human Develop-
emerging platforms for the generation
ment; courses in business administration
and exploitation of music.
are offered through the Leonard N.
Stern School of Business. A supervised
Students in the Music Technology
Concentration take three Music Technol-
final project, in which students are
ogy Core Courses (9 units) ad two Music
encouraged to do innovative research
Technology Electives (6 units) in place
and analysis, is completed through the
of Music Business Electives and Other
required Colloquy course.
Electives. Core courses are Digital Audio
Processing I and II and Audio for the
Web. Electives include Audio for Games,
Scoring for Film and Multimedia, and
Concert Recording.
81
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Music Education
Di rector
ADMISSION REQUIREMENTS
The Program in Music Education in
of study, NYU prepares music educators
John Gilbert
Students currently in the Program
New York University’s Steinhardt School
for the challenges facing us now and in
in Music Business hold a variety of
of Culture, Education, and Human
the future.
35 West Fourth Street,
graduate degrees; business, music,
Development seeks to develop students’
Suite 777
and humanities are the most common.
awareness of the value of the arts and
CAREER OPPORTUNITIES
212-998-5424
Applicants must submit at least two
music and the importance of sharing
The program’s alumni rank among
steinhardt.nyu.edu/
letters of recommendation attesting to
these values with others. Located in one
leaders throughout the world in public
music/education
their strengths, weaknesses, potential
of the most diverse urban centers in
school teaching, college and university
to succeed in a rigorous academic
the world, the program offers students
teaching, performance, and research.
Degrees
program, and potential for management.
a unique opportunity to experience a
The program meets academic require-
M.A., Ed.D., Ph.D.,
Applicants for the Music Technol-
broad spectrum of musical practices
ments for New York State teacher
Advanced Certificate
ogy Concentration submit details of
and pedagogy.
certification and certification in many
Dual Degree
their prior academic and/or profes-
The Program in Music Education
sional technology experience. Some
offers opportunities for teacher certifi-
tional students find career opportunities
Faculty
work experience is preferred (relevant
cation, enrichment, and an exploration
enhanced in their countries through the
See pages 73-74 for
internships can qualify). Students are
of vital issues confronting the field. A
professional recognition of graduate
a complete listing.
admitted only in the fall semester of
wide range of courses in applied music,
degrees from New York University. The
each year. The music business M.A.
theory, and pedagogy is enhanced by
need for teachers is at an all-time high,
program also participates in the Early
a curriculum that includes specialized
and salary scales have been substan-
Decision option. See admission instruc-
approaches to teaching music such as
tially increased. Doctoral graduates
tions for details.
Dalcroze, Orff, and Suzuki, with a full
compete successfully for positions in
certification program in Kodály available
teaching, research, and administration
Prerequisites to study include a
other states in the country. Interna-
course in statistics or quantitative meth-
in summers. Faculty members work
at major universities. Career opportuni-
ods prior to coming in to the program.
closely with teachers, schools, and the
ties also exist for education officers and
Alternatively, the statistics requirements
community to spearhead new initiatives.
administrators at cultural institutions—
may be fulfilled while in the program,
As an integral part of the Department
and the student will graduate with 54
of Music and Performing Arts Profes-
units instead of 51.
sions, students have opportunities for
museums, community arts centers,
conservatories, and musical societies.
extensive collaboration with other arts
PROGRAM OF STUDY
professionals. Course offerings within
The Department of Music and Per-
the department enable students to
forming Arts Professions offers
develop expanded contexts for music
graduate-level study in music educa-
COUNCIL ON ARTS
MANAGEMENT PROGRAMS
The Council on Arts Management
Programs is a faculty group in NYU
and music education. Students can
tion for college and school settings.
Steinhardt that represents the fields of
explore music synthesis, computer-
Each concentration of study exists as
music business, performing arts admin-
assisted music, multimedia instruction,
a template of specific components in
istration, and visual arts administration.
video reproduction, performance and
which requirements are established
The council’s mission is to ensure a
composition, music therapy, music
through the process of working with a
vital future for the arts by educating
business, drama therapy, jazz stud-
program adviser. In addition to holding
highly qualified professionals to shape,
ies, educational theatre, music theatre,
the equivalent of a bachelor’s degree
influence, and lead arts organizations,
and dance education, among others.
in music, applicants are required to
institutions, and businesses and to
Performing ensembles, chamber groups,
audition for entry into all music educa-
serve the present and future needs of
and solo recitals further enhance a solid
tion programs. The following general
artists. The goals of the council are to
academic program.
lead public events highlighting impor-
Housed within the department are
tant developments in the fields of art
state-of-the-art recording, computer
and business and incorporate results
music, and CAI studios. The Music Edu-
categories comprise concentrations that
graduate students in music education
select to further their study:
into learning outcomes; to generate
cation Resource Room supports new
innovations in curricula through active
technologies and provides access to an
concentration emphasizes the prepara-
interchange among programs and
outstanding array of music materials
tion of teachers for community colleges
dissemination of new knowledge and
for all ages. The Arts and Media Studio,
and senior colleges and universities. It is
research; and to examine and integrate
maintained by Interactive Telecom-
also available to international students
national and international developments
munication Services, offers advanced
who are currently teaching, who have
affecting the arts in their cultural, social,
hardware platforms for computer music
opportunities to teach at the college
economic, and political contexts. For
and multimedia. The Avery Fisher Center
level, or who may wish to focus on
further information, visit steinhardt.nyu.
for Music and Media, located in Bobst
specific aspects and issues of music
edu/commissions/arts_management.
For College and University Faculty. This
Library, features advanced technology
education and pedagogy in the United
for audio and video reproduction and
States.
one of the finest music collections available anywhere.
With such unique faculty, facilities,
technologies, and interdisciplinary areas
82
Teaching Music, All Grades. The Master
of Arts in Teaching Music, All Grades, is
designed for applicants with a music
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
background who wish to teach music at
education core (6 units), a content/peda-
Response ENGED-GE.2135, Aesthetic
Music Education,
all levels from preschool through high
gogical core (18 units), and a culminating
Foundations of the Arts E88.2051, and
continued
school and are seeking initial teacher
experience (2 units). To qualify, applicants
Foundations of Education: Educational
certification in New York State. Appli-
must have completed a bachelor’s degree
Sociology SOED-GE.2400.
cants must have completed a bachelor’s
or the equivalent in music that includes
Specialized Research Methodology
degree or the equivalent in music,
a minimum of 30 units of college-level
(3 units): Courses include Historical
which includes a minimum of 36 units
coursework in music.
International students may now also
Special Opportunity
and Qualitative Field Research: Design
complete this program, including stu-
The Kodály Summer Institute offers an
and Analysis I and II RESCH-GE.2140,
dent teaching, and be eligible for initial
intensive program of study for music
2141.
teacher certification in New York State.
educators each summer. Students ma-
Cognates (6 units): Any graduate course
triculated in the department’s in-service
that combines music education with
gram in Music Education is designed for
master’s degree program in music
another discipline, or any graduate
applicants already holding provisional or
education may take a three-course
course outside of music education.
initial certification who wish to complete
sequence as part of their program of
Advised Research (15 units): Cours-
The All-Grades Master of Arts Pro-
the academic requirements for Perma-
study: Music for Children: Kodály Level
es include Music Reference and
nent or Professional New York State
1 MPAME-GE.2146, Music for Children:
Research Materials MPAME-GE.2021,
Certification.
Kodály Level 2 MPAME-GE.2147, and
Research in Music and Music Educa-
Music for Children: Kodály Level 3
tion MPAME-GE.2130, Aesthetics of
MPAME-GE.2148.
Music MPAME-GE.2045, Psychology
Music Education for College and Univer-
and Measurements in Music Education
DEGREE REQUIREMENTS
of Music MPATC-GE.2042, and Tests
Auditions are required. Proficiency in
music theory and music history is assessed during a placement examination
sity Faculty (MUSE:MCU) (36 units): The
MPAME-GE.2060.
in the first semester of study. In addition,
curriculum consists of studies in educa-
Guided Electives (9 units)
English proficiency is assessed through
tion (6 units), the music education core
Departmental Content Seminar (3 units
coursework in the first semester.
(6 units), music education technology
by advisement)
(3–6 units), music in higher education
Dissertation Proposal Seminar (3 units):
Master of Arts in Music Education
(6–9 units), music specialization (9
Ed.D. students must complete and
Please be advised that licensing agen-
units), and colloquy, which includes a
defend orally an applied field research
cies and placement facilities in your field
thesis requirement (2-4 units).
of study may require that you undergo
To qualify, students must have a
dissertation related to music education; Ph.D. students must complete and
a criminal background check, the results
bachelor’s degree or the equivalent
defend a theoretically grounded disser-
of which the agency or facility must
in music. Open also to international
tation also related to music education.
find acceptable prior to placement or
students.
licensure.
Colloquy in Music Education (Thesis
Admission REQUIREMENTS
Requirement): The culminating
All applicants for the music education
Dual Degree: Dual degree students
experience for all students in all con-
M.A. programs are required to audition
take courses in music education in their
centrations of the Master of Arts Music
in person or submit a video or inter-
junior and senior years, which enables
Education Program is the Colloquy
net link (consisting of two contrasting
them to complete the M.A. in Music Edu-
in Music Education MPAME-GE.2939,
styles; acceptable only if students live
cation in one additional year of study.
which requires a written thesis on a
a considerable distance from New York
Upon successful completion of the
topic related to the program concen-
City) prior to acceptance to their degree
5-year degree program continued from
tration and the student’s background
program. Call the department office
their undergraduate program, students
and professional goals. The thesis can
at 212-998-5424 for in-person audition
will hold both an undergraduate degree
include creative components such as
dates.
in composition or performance and a
the creation of a curriculum or compo-
master’s degree in music education.
sitions and arrangements for specific
al programs in music education include:
Students graduating with the M.A will
educational settings, or it can address
(1) A master’s degree (or equivalent)
have met all academic requirements
educational policy, practices, standards,
from an accredited institution in music
for initial Certification and Professional
teaching methods, and strategies, is-
or a related field (2) An audition that
Certification. There are additional state
sues, and problems. The document
demonstrates musical performance
(3) Samples of writing and research.
examinations for initial Certification and
is developed in a research context in
teaching under a mentor to earn Profes-
consultation with a thesis sponsor and is
sional Certification.
discussed at a public presentation.
The dual degree program requires
Specific requirements for the doctor-
1. Performance Audition: Prepare
three selections representing three
Concentration in Music Education
Doctoral Programs
courses(16 units) during student’s junior
The Doctor of Education and the Doctor
sance, baroque, classical, romantic,
and senior year and graduate courses
of Philosophy programs require a mini-
and 20th-century. The 20th-century
different historical styles (i.e., Renais-
mum of 45 units beyond the master’s
or contemporary category may be
degree; full-time students can complete
divided into the so-called mainstream
Teaching Music, All Grades (MUSA)
the program in three to four years.
20th-century music of composers
(41 units): The curriculum consists of a
Study consists of the following:
such as Bartók, Stravinsky, Schoen-
pedagogical core (9 units), a music edu-
Foundations (6 units): Courses include
berg; the avant-garde; or the rock/
cation core (6 units), a music and music
Literature and the Arts: Experience and
pop/jazz genre.). In addition, prepare
(30 units) in their fifth year.
83
Research RESCH-GE.2135; Survey and
Correlation Research RESCH-GE.2139;
of college-level coursework in music.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Music Performance and Music Composition
35 West Fourth Street,
a list of repertoire and a list of teach-
New York University is one of the few
10th Floor
ers you have studied with. If you have
institutions in the United States that
skills and repertoire from traditional
212-998-5424
done arrangements and/or composi-
offers a Ph.D. degree in music perfor-
to new music styles. In addition to
tions, submit a portfolio of three to
mance. A program of study leading
numerous string, brass, and wind en-
Di rector , Mu sic
five works that best represents this
to the Master of Arts is also available
sembles as well as chamber symphony
activity.
as is an advanced certificate in vocal
and symphony orchestras, students
Com posit ion
Julia Wolfe
2. Music Skills: Sight reading, sight
singing, and keyboard skills will be
pedagogy.
Faculty members are leaders in re-
and coursework develop performance
can participate in the NYU New Music
Ensemble, which has numerous New
search and are internationally acclaimed
York City appearances during the sea-
artists and composers; many are mem-
son. In addition, students who focus
three examples of written work that
bers of renowned music organizations,
on new music performance are partici-
Di rector , B rass
would best represent your ability to
such as the New York Philharmonic and
pants in the NYU Contemporary Music
John Rojak
conduct scholarly research and writing.
the Metropolitan Opera Company, while
Emsemble, the Interactive Computer
others are drawn from the Broadway
Music Series and the NYU New Music
Di rector , Woodwi nds
Esther Lamneck
Di rector , Pia no
evaluated at the audition.
3. Examples of Writing: Submit at least
See general admission section, page 167.
Marilyn Nonken
Di rector , Str ings
Stephanie Baer
community and prominent jazz en-
Ensemble Series.
sembles, including the Village Vanguard
Students are invited to perform for
Steinhardt fellows
program and Research
assistantships
Orchestra.
CAREER OPPORTUNITIES
to record solo and ensemble CDs by
See page 180. 
Most students enter the graduate pro-
music technology majors. Students
Di rector , Classical
the Composers’ Forum and to work
with student composers as well as
grams of study in music performance
have excellent opportunities to gain
and composition with the intention of
experience in as many diversified areas
Perc ussion
ACCREDITATION
Jonathan Haas
The Steinhardt School of Culture, Educa-
pursuing a career in performance and/
of performance as possible. Depend-
tion, and Human Development’s teacher
or composition coupled with teaching at
ing on the level of study, each student
Di rector , Jazz
education program has been accredited
the college or university level. Gradu-
must present one or two formal public
David Schroeder
by the Teacher Education Accreditation
ates of the master’s program have found
recitals.
Council (TEAC) for a period of five years.
that being in New York City during
Di rector , Vocal
The accreditation certifies that the
their graduate study was an important
choose to concentrate on either solo
Performa nce ,
Steinhardt teacher education program
aspect of their musical education and a
or collaborative performance. Both
inc lu di ng Music
has provided evidence that it adheres
significant factor in building a network
concentrations offer a comprehensive
Th e atre and Classical
to TEAC’s quality principles. The ac-
of contacts that launched their profes-
sequence involving private lessons,
Voi ce/Opera
creditation affirms the claim that NYU
sional careers as composers, arrangers,
chamber music, and literature courses
William Wesbrooks
Steinhardt uses evidence to develop
conductors, or instrumentalists and
covering four centuries of music and
and improve its programs that prepare
vocalists working as freelance art-
performance practice. Performance
Degrees
teachers. For more information, contact
ists, studio musicians, or performers in
opportunities include solo and cham-
M.A., Ph.D., Advanced
TEAC, One Dupont Circle, Suite 320,
Broadway productions.
Certificate
Washington, DC 20036; 202-466-7236;
www.teac.org.
Fac ult y
Alumni from the program have gone
Within Piano Studies, students may
ber recitals, master classes, showcase
concerts, festivals such as “Tutte le
on to significant careers in opera and
Corde: Piano Music After 1950,” and
Broadway, with debuts at New York City
series focusing on NYU Steinhardt pianists, as well as performances with the
See pages 73-74 for
Please be advised that licensing
Opera, Metropolitan Opera, and numer-
a complete listing.
agencies and fieldwork placement
ous Broadway shows. Instrumental,
baroque collegium, NYU Symphony
facilities in your field of study may
classical, and jazz performers have solo
Orchestra, New Music Ensemble, and
require that you undergo a criminal
careers and play with major ensembles.
Contemporary Music Ensemble. Stu-
background check, the results of
Composers write for film and music
dents then choose music electives to
which the agency or facility must
theatre as well as traditional venues.
enhance their areas of specialization,
find acceptable prior to placement
Graduates of the doctoral programs are
reflecting research and performance
or licensure.
professors of music in leading institu-
interests and professional aspirations.
tions in the United States and abroad.
2. Jazz Studies, emphasizes perfor-
AREAS OF STUDY
mance studies covering the full
Music Performance. Within Music
range of today’s jazz music scene.
Performance, students may specialize in
Private instruction for performers and
one of three areas:
coursework in composition and theory
1. Applied Instrumental Studies, (Strings,
current music technology applications
provide a solid foundation. The most
Woodwinds, Brass, Percussion, and
84
are available, including computer mu-
Piano), offers study in piano and all
sic synthesis, multimedia, and scoring
orchestral instruments. Students may
for film and video, as well as analog
focus on either solo performance
and digital recording.
or chamber music. Private lessons,
NYU’s Greenwich Village location
coached ensembles, studio classes,
brings students to the center of jazz
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Music Performance
activities. Landmark jazz venues such
each year in addition to operas, work-
terests. Opportunities for performance
and Music
as the Village Vanguard and the Blue
shops, and new work development
include works for percussion, strings,
Composition,
Note are within walking distance. At
projects. Music theatre workshop
choir, woodwinds, and brass as well
continued
these clubs, students experience jazz
classes focus on both preparation
as special residencies/readings with
luminaries in performance on a regular
of material and its presentation in
the NYU Contemporary Ensemble and
basis. Students also sit in at the nu-
audition and performance settings.
NYU Orchestra.
merous open jam sessions around the
Students are taught and directed by
community. The NYU Concert Jazz
working professionals from the Broad-
to study electroacoustic and com-
Ensemble appears at the famous Blue
way community, who provide practical
puter music composition through the
Note Jazz Club, located one block
insight and guidance for the student
department’s multiple on-site music
from campus, and Birdland in midtown.
who is about to enter the professional
production labs (including the James
Many of our other award-winning NYU
arena.
Dolan recording studio with 10.2 sur-
jazz ensembles appear in various jazz
clubs and concert halls throughout
Certificate in Vocal Pedagogy is de-
Vocal Pedagogy. The Advanced
round sound and SSL Duality), as well
as through University-wide computing
New York City.
signed to meet the needs of students
facilities, offering students multimedia
All students in jazz/contempo-
who have completed either a Master
workstations.
rary music are required to study
of Music or Master of Arts and who
composition as part of their recital
wish to teach private voice. This 18-
requirements. Each student must
unit program provides students with
present a recorded recital open to the
advanced training based in the most
electro-acoustic, and computer music
public and adjudicated by a master
current research findings in the areas
sequences with specially designed
2. Jazz/Contemporary Music Composition blends courses from the general,
teacher.
of voice science and pedagogical
courses, seminars, and workshops. All
Performance experience in en-
practice. Students receive specialized
composition students studying jazz/
contemporary music are required to
semble and improvisation is designed
training in vocal pedagogy, particu-
to prepare students for the highly
larly as it relates to the integration of
be highly proficient performers as well
competitive demands of a professional
classical and contemporary vocalisms.
as composers. All NYU jazz ensembles
career in jazz. The department houses
The curriculum requires 13 units
are laboratory/workshops for compo-
over 30 various ensembles providing
from Steinhardt’s graduate program in
sition students to hear, rehearse, and
direction in performance as well as the
vocal performance, including courses
evaluate their works.
opportunity for composers to rehearse
such as Vocal Pedagogy Research
3. Scoring for Film and Multimedia, and
and evaluate their works.
MPAVP-GE.2365, Vocal Pedagogy:
An ongoing series of Jazz Master
Practice MPAVP-GE.2366, Voice (Pri-
Classes on campus Wednesday
vate Lessons) MPAVP-GE.2363, Vocal
sional training in composing for film,
evenings and at the Blue Note on
Repertoire for Teaching: Classical
television and media, as well as the
Saturday afternoons provides accom-
MPAVP-GE.2367, and Vocal Repertoire
art and craft of Songwriting. Students
plished students with the opportunity
for Teaching: Music Theatre MPAVP-
examine music for moving images and
to interact directly with the most
GE.2368.
popular song through their rich histo-
influential contemporary jazz artists.
Electives (5 units) to be chosen
ries and aesthetics. Students engage
Each semester, preeminent jazz musi-
from the following courses offered
in collaborative projects that result in
screenings at major film festivals and
Songwriting offer intensive profes-
cians are brought into the classroom
by Steinhardt’s graduate program in
to share their knowledge and expertise
vocal performance and the graduate
performances in national and interna-
and provide critiques of student per-
program in Communicative Sciences
tional venues.
formance.
and Disorders: Voice Disorders CSCDGE 34.2037, Therapeutic Approaches
DEGREE REQUIREMENTS
in Speech Pathology: Voice Disorders
Master of Arts/Performance
tions in two areas:
CSCD-GE.2019, Private Vocal Instruc-
This 36-unit program can be completed
tion MPAVP-GE.2363, Musical Theatre
in three semesters of full-time study.
comprehensive sequence of courses
Workshop MPAVP-GE.2068, and
Coursework consists of the following:
in vocal technique and repertoire for
Opera Workshop MPAVP-GE.2260.
Applied Instrument or Voice (6–9 units);
3. Vocal Performance, offers concentraClassical Voice Studies includes a
Research (3 units); Ensemble (6 units);
recitals, chamber music, opera, and
Literature/Theory (3 units); Perfor-
music theatre. Courses in opera stud-
Music Composition. Students may take
ies are supported by Opera Workshop
a comprehensive sequence of courses in
mance Practice (3 units); Recitals (3–6
and two productions each year. Stu-
the following areas:
units), required; Guided Electives (9–12
units). During the semester of the final
dents have the opportunity to study
with prominent artists/teachers from
85
Composers have the oppotunity
1. Concert Music Composition involves
recital, performers write a compre-
the professional music community,
lessons, courses, and seminars aimed
hensive paper that pulls together and
including New York City Opera and
toward providing composers a well-
demonstrates their command of musical
the Metropolitan Opera.
rounded education in historical as
repertoire and styles.
Music Theatre Studies offers a
well as contemporary works and op-
comprehensive sequence of courses
portunity to hear their compositions
that provides training in voice, acting,
performed. Composers choose music
dance, repertoire, and analysis. Five
electives and composition courses to
fully staged musicals are produced
enhance areas of particular stylistic in-
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Music Technology
Di rector
Master of Arts/Composition
academic setting where learning by
computers and computer programming,
Kenneth J. Peacock
This 36-unit curriculum can be complet-
creative experimentation is encouraged.
music business, composition, perfor-
ed in three semesters of full-time study.
In the M.M. Music Technology pro-
35 West Fourth Street,
Coursework consists of the following:
gram, students:
mance, video technology, video art, and
additional research in the student’s area
10th Floor
Composition Seminar (3 units); Com-
n
Integrate musical and technical skills.
212-998-5431
position Private Instruction (6-9 units);
n
Experiment with new relationships
Ensemble (3 units); Literature/Theory
between experimental and traditional
Assoc iate Director
(6 units); Orchestration (3 units); Music
approaches to music by collaborating
include Musical Technology: Digital
Agnieszka Roginska
Technology (3 units); Recital (3 units);
with NYU Performance and Composi-
Audio Processing I and II; Fundamen-
212-998-5141
Guided Electives (6-9 units).
of interest.
Core Courses (18 units): Offerings
tion programs.
tals of Digital Signal Theory and Lab;
n
Demonstrate expertise by learning
Advanced Musical Acoustics; Advanced
through creative experimentation.
Computer Music Composition; Colloquy
n
Demonstrate both a solid foundation
in Music Technology (Master’s Thesis
complete 49–55 units of coursework
in all areas of music technology and
Preparation).
Faculty
beyond the master’s degree and
specialized expertise in a focus area of
Elective Courses (27 units): Offerings
See pages 73-74 for
must orally defend a theoretically
music technology.
include guided coursework in music
a complete listing.
grounded dissertation related to music
Demonstrate competence in public
technology, internship, composition,
performance or music composition
oral presentation of their artistic and
computer science, and performance on
Program Off ice
as appropriate. Coursework consists
scholarly work.
the related arts. Cognate elective in arts,
Degrees
Doctoral Programs
M.M., Ph.D.
Students in the Ph.D. program must
212-998-5422
of the following: Foundations of the
n
Located in New York City, the capital
of the music industry, NYU’s Washington
Methodology (3 units); Cognates (6
Square campus borders the city’s Green-
with the submission and defense of
The Master’s Program culminates
units); Departmental Content Seminars
wich Village and SoHo districts, which
an individual thesis document, to be
(6 units); Applied Study (6–12 units);
have long been considered the center of
completed under the supervision of one
Advised Research (15 units); Disserta-
New York’s artistic community.
of the full-time Music Technology faculty
FACULTY
an original contribution to the field of
tion Proposal Seminar (3 units); Recitals
(3–4 units).
members. The thesis should reflect
Students benefit from the breadth and
music technology, bringing the student’s
ADMISSION REQUIREMENTS
depth of academic and professional
class work experiences and interests to-
Music performance majors must pres-
expertise. Music Technology faculty
gether with their potential career paths.
ent an audition. Specific repertoire
members include experts in computer
Possible research areas include, but are
requirements for music performance are
music, sound recording and production,
not limited to, technology-based per-
available by contacting the respective
3D audio, musicology, music cognition,
formance and composition techniques,
program director. Students interested
music information retrieval, and concep-
interactive music systems, spatial
in music composition must submit a
tual art and sound. Our adjunct faculty
audio, tools for computer music, music
composition portfolio consisting of a
features leading practitioners such as
information retrieval, music percep-
current curriculum vitae, several com-
legendary composer Morton Subotnick,
tion and cognition, digital audio effects,
new recording, mixing, mastering or
positions in written form (general score)
a pioneer of electronic music; Saul
with date of completion, a complete list
Walker, a specialist in console design
production techniques, and software
of works and dates, CD of performances
and founding member of Automated
development for music applications.
of the works submitted in written form,
Systems, Inc.; award-winning mastering
and a letter describing the composition
engineer Alan Silverman; Joel Chadabe,
COURSE SEQUENCES
area of interest. Those interested in jazz
founder and president of the Electronic
In addition to the general Music Technol-
composition should submit a minimum
Music Foundation; and Leszek Wojcik,
ogy course of study, other suggested
of three written scores.
recording studio manager at Carnegie
sequences include Tonmeister, Game
Hall.
Audio, Acoustics and Signal Process-
DEGREE REQUIREMENTS
Music Cognition, and the Summer-Only
Master of Music
sequence.
See general admission section,
page 167.
The Music Technology M.M. program
86
humanities, or computer programming.
Arts (6 units); Specialized Research
ing, Scoring for Film and Multimedia,
provides students with a foundation in
The M.M. program requires 45 units for
all facets of the music and audio tech-
completion. Students may attend full or
General Sequence
nology field as well as skills in a focused
part-time. Music technology courses ad-
The general Music Technology sequence
area of study. Our mission is to prepare
dress the technical aspects of computer
is intended for students who seek solid
students both for doctoral study and
music synthesis, digital recording, and
general knowledge in the field of music
for successful careers in audio engineer-
editing. Supportive courses add to the
technology, without a specialization in
ing, production and post-production,
student’s critical and aesthetic under-
any one particular area.
audio/video mastering, multimedia and
standing of the structure of artwork, the
software development, audio signal
quality and components of sound, and
Tonmeister Honors Sequence
processing, acoustics, music perception
the combination of computer music
Selected second-year graduate students
and cognition research, music informat-
with other media. Electives include an
may apply for the Stephen F. Temmer
ics, and video game audio production.
internship, participation in the com-
Tonmeister Recording Studies Sequence.
Students develop expertise within an
posers’ forum, guided coursework in
Tonmeister studies emphasize a coor-
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Music Technology,
dination of musical and technical skills
tions, research, cognate studies, content
continued
and enables participants to direct live
and dissertation proposal seminar,
concert recordings with a sensitivity to
electives) and 12 specialization electives
additional recording and computer
the demands of both disciplines. The
units (courses in the Program in Music
music studios. Two multiple-format
skills of Tonmeister students are honed
Technology). All degree candidates are
recording suites allow students to gain
during intensive workshop sessions,
required to take at least three courses
experience with the latest industry-
where participants record concerts by
(12 units) in mathematics and com-
standard equipment, including dozens
professional concert artists under the
puter science, to be selected from the
of professional-level microphones and a
supervision of international recording
list of available courses at the Courant
fully automated 32-channel SSL mixing
technology specialists.
Institute. These courses may be either
console.
research or specialization electives, by
Game Audio Sequence
The Game Audio sequence is intended
advisement.
Doctoral candidates are expected
low (.2 second) reverb time.
Music Technology maintains ten
Music technology students have
access to the arts technology facilities maintained by NYU’s Information
for students with a focus in understand-
to complete at least one semester as a
Technology Services, where they can
gain exposure to advanced hardware
ing the process and techniques used in
teaching assistant working with a full-
the design of Games, including sound
time faculty member in preparing and
platforms for computer music, graphics,
design, data mining, programming the
teaching a class, as well as providing
animation, and multimedia. Collabora-
game engine, business of gaming, and
assistance to the students in that class.
tive projects can be realized by students
sound delivery to the player.
The student will further be expected to
from the Program in Music Technology
fulfill at least one semester of indepen-
and other NYU programs that combine
dent teaching after completing their
the arts and technology, such as the
The Acoustics and Signal Processing Se-
experience as a teaching assistant. This
Tisch School’s Kanbar Institute of Film
quence is intended for students who are
experience is intended both to prepare
and Television and Interactive Telecom-
interested in the areas of music informa-
students for teaching careers in higher
munications Program.
tion retrieval, digital signal processing,
education, as well as to further foster
interactive music systems, and 3D audio.
the mentoring relationship between the
INTERNSHIP PROGRAM
candidate and the faculty with whom
Students are encouraged to participate
Acoustics and Signal Processing
Music Perception and Cognition
they will be working on curricular devel-
in internships at leading recording stu-
This sequence is intended for students
opment and teaching.
dios, new-media web-related companies,
who wish to focus on the scientific
Doctoral degree candidacy in music
music-scoring houses, and other music
study of music perception and cognition
technology is based on an oral examina-
industry enterprises. These valuable
opportunities often lead to permanent
and focuses on the methodological
tion and a written examination. The
techniques involved in the empirical
student will be required to take the
employment. Music Technology stu-
exploration of music.
doctoral candidacy exam after complet-
dents may also study with some of the
ing no more than 30 units toward the
best professionals in the field through
Scoring for Film and Multimedia
degree.
classes, independent study, and guest
The Scoring for Film and Multimedia
lectures.
Sequence allows students to gain
FACILITIES
knowledge and experience in all matters
The Program in Music Technology
ternships with faculty members to work
Students may also participate in in-
pertaining to music composition and
maintains 12 recording and computer
on cutting edge research while gaining
technology for film, television and
music studios. The James Dolan Music
practical skills applicable to careers in
other media.
Recording Studio is a 7,500 square foot
both industry and academia.
multifunctional teaching, recording, and
Summer-Only Sequence
research space designed by Gensler
OPEN HOUSE
The summer-only sequence allows stu-
and the Walters-Storyk Design Group.
The annual Spring Music Technology
dents to take classes during the summer
It is one of the most technologically
Open House showcases our students’
terms only. This sequence is particularly
advanced audio teaching facilities in
work in a public forum. Events include
well suited for teachers and educa-
the United States. The control room is
demonstrations and posters of techno-
tors who want to pursue an advanced
distinguished by a 25-seat control/class-
logical projects and a computer music
degree in music technology.
room which features a fully automated
concert featuring student performances
48 channel SSL console and the first
and compositions. We encourage
DOCTOR OF PHILOSOPHY
Dangerous Music 10.2 surround instal-
students to participate with class and
The Ph.D. program focuses on research
lation in New York City. In addition to
thesis work during both years of their
degree.
in the fields of computer science, music
a live room large enough to accommo-
theory, music cognition, machine
date a small orchestra, the floor includes
learning, mathematics, and artificial
several research laboratories, offices, a
RESEARCH GROUP
intelligence as related to problems in
conference/seminar room and a large
The Music Technology program is a
the recording, performance, analysis,
iso/drum booth.
87
creative and lively community of music
A unique research lab dedicated to
technologists conducting research in a
Doctoral students are required to
3D audio experimentation is equipped
variety of exciting fields such as music
complete a minimum total of 48 units
with an innovative, reconfigurable grid
information retrieval, digital signal
beyond the master’s level, including 36
outfitted with sixteen Genelec speakers,
processing, music cognition, interactive
units in general degree requirements
two Genelec subs and multi-channel
music systems, and 3D audio. Students
established for all doctoral students in
sound capture, tracking and playback
and faculty work together to source
NYU Steinhardt (educational founda-
options. The lab also boasts extremely
ideas and develop new technologies,
perception, and composition of music.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Music Technology,
often culminating in academic publica-
ADMISSION REQUIREMENTS
accomplishments. Candidates must also
continued
tions and presentations at professional
Master of Music
submit a statement of objectives (2–3
conferences. Weekly activities include
Applicants must hold a baccalaure-
pages, doubled-spaced) discussing their
seminars, workshops, and discussion
ate degree, preferably in music or a
ideas for doctoral research, their context
groups featuring the work of guest
related program. In addition, all students
and potential impact, and an argument
speakers, faculty, and students.
entering this program must have the
as to how the candidate’s expertise and
experience or coursework equivalent to
interests qualify him or her as the best
Our Music and Audio Research Lab
(MARL) brings together scholars from
graduates of the music technology track
person to pursue this research. Addi-
the fields of music theory, technol-
in the undergraduate program in music
tional required supplemental application
ogy and composition, computer and
technology at NYU.
materials include samples of previous
scholarly work on music technology
information science, interactive media,
and media studies to explore the inter-
Doctor of Philosophy
or related fields; submission of at least
section between music, computation,
Applicants must complete the stan-
three papers that best represent the
and science. Our goal is to combine
dard NYU Steinhardt application and
candidate’s ability to conduct research
techniques and methodologies from the
submit Graduate Record Examination
and write effectively about their area of
arts, the humanities, and the sciences to
(GRE) scores to the Office of Graduate
specialization (applicants are encour-
understand and model human cogni-
Admissions. Applicants must also submit
aged to submit published work as
tive abilities in music, and innovate the
directly to the program three letters of
evidence); and, if relevant to the ap-
analysis, organization, and creation of
recommendation that address the ap-
plication, a portfolio of the candidate’s
music.
plicant’s ability to pursue and complete
work in one or more of the following
doctoral studies successfully and are
formats: audiovisual materials (e.g., CD,
written by former professors, faculty
CD-R, DVD), printed materials (maxi-
advisers, academic administrators, or
mum of 8 pages, letter or A4-sized),
employers knowledgeable about the ap-
and a URL.
plicant’s academic work or professional
Performing Arts Administration
Di rector
The master’s degree program in
for the Arts. In addition, guest lecturers
Marketing the Performing Arts MPAPA-
Brann J. Wry
performing arts administration was
and adjunct faculty from the field regu-
GE.2105, Law and the Performing Arts
founded in 1971 and is one of the oldest
larly speak at special forums.
MPAPA-GE.2008, Development for
Seminar in Cultural Policy: Issues in
35 West Fourth Street,
arts management programs in the coun-
10th Floor
try. The program educates prospective
CAREER OPPORTUNITIES
212-998-5505
and practicing administrators for
Graduates hold positions as executive
Performing Arts Administration MPAPA-
positions with outstanding arts orga-
directors and presidents; directors of
GE.2222, Governance and Trusteeship in
the Performing Arts MPAPA-GE.2132,
Degree
nizations in this country and abroad. It
development, operations, and planning;
Performing Arts Organizations MPAPA-
M.A.
does this with a combination of courses,
and marketing, production, and general
GE.2133, Planning and Finance in the
specifically designed for arts adminis-
managers of such arts organizations as
Performing Arts MPAPA-GE.2120, Basic
Faculty
trators, in the areas of the environment
Lincoln Center for the Performing Arts,
Statistics RESCH-GE.1085.
Management Core (15 units): Market-
See pages 73-74 for
of arts administration, development for
Metropolitan Opera Association, New
a complete listing.
the arts, marketing the performing arts,
York City Ballet, Paper Mill Playhouse,
ing Concepts and Strategies B09.2313;
law and the arts, statistics, and business
the Philadelphia Orchestra, Newark
Financial Accounting: A User Perspec-
courses in economics, accounting, be-
Symphony Hall, and the Brevard
tive B09.2301; Managing Organizational
havioral science, and marketing, which
Music School.
Behavior B09.2307; Current Economic
DEGREE REQUIREMENTS
Philosophies, and Forecasts B30.2342;
The master’s program requires 54 units
Consumer Behavior B70.2347.
are offered through NYU’s Leonard N.
Stern School of Business.
In addition, the program emphasizes
and Financial Problems: Analyses,
the acquisition of executive skills in
and can be completed in three to four
Internships (6 units each): Internship in
the areas of organizational assessment,
semesters of full-time study; a part-time
the Administration of Performing Arts
career planning, and executive presenta-
sequence of courses is also available.
Centers I and II MPAPA-GE.2001,2002.
tion through periodic workshops offered
Courses in arts administration are of-
Electives (6 units): Chosen from Con-
only to students enrolled in the master’s
fered through the Steinhardt School of
sumer Behavior B70.2347, Foundations
degree program.
Culture, Education, and Human Develop-
of Finance B09.2316, Microeconomics
ment; those in business administration
for Global Business Decision Making
ers are a required part of the program
are offered through the Leonard N.
B09.2303, and others by advisement.
of study and enhance coursework. In re-
Stern School of Business.
Internships with leading arts manag-
ADMISSION REQUIREMENTS
cent years, interns, who usually receive a
small weekly stipend, have trained with
88
Performing Arts Administration Core
Applicants must possess an in-depth
managers of organizations as varied as
(27 units): Environment of Performing
background in one or more areas of
Carnegie Hall, American Ballet Theatre,
Arts Administration MPAPA-GE.2130,
the performing arts as well as prior
Brooklyn Academy of Music, Manhattan
Principles and Practices of Perform-
experience with a cultural organization,
Theatre Club, and National Endowment
ing Arts Administration MPAPA-GE.2131,
which may include paid or voluntary
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Performing Arts
forms of activity. Applicants must be
policy and practice. Traveling to Utrecht,
Administration,
recommended in writing directly to
Amsterdam, Berlin, and Paris, students
highly qualified professionals to shape,
continued
the program director by at least two
meet with curators, performing arts
influence, and lead arts organizations,
vital future for the arts by educating
people acquainted with the applicant’s
managers, and national policymakers
institutions, and businesses and to
knowledge of art and potential for
and tour a variety of theatres, museums,
serve the present and future needs of
management. Interviews are by invita-
and cultural institutions. The course is
artists. The goals of the council are to
tion only.
designed for both graduate students
lead public events highlighting impor-
and alumni of both visual and perform-
tant developments in the fields of art
See general admission section,
page 167.
SPECIAL OPPORTUNITY
ing arts administration programs as well
and business and incorporate results
as arts administrators with professional
into learning outcomes; to generate
experience in the field.
innovations in curricula through active
dissemination of new knowledge and
interchange among programs and
Summer Study Abroad in Arts Adstudents to the Netherlands, Germany,
COUNCIL ON ARTS
MANAGEMENT PROGRAMS
and France to study alternative ways of
The Council on Arts Management
national and international developments
managing arts organizations through
Programs is a faculty group in NYU
affecting the arts in their cultural, social,
intensive examination of current prac-
Steinhardt that represents the fields of
economic, and political contexts. For
tices in Europe. The 6-unit graduate
music business, performing arts admin-
further information, visit steinhardt.nyu.
course examines the effects of econom-
istration, and visual arts administration.
edu/ commissions/arts_management.
ics, politics, and management on arts
The council’s mission is to ensure a
ministration takes degree and visiting
research; and to examine and integrate
Performing Arts Therapies
Drama Therapy
Drama therapy combines the aims and
CAREER OPPORTUNITIES
techniques of drama and theatre with
Graduates are employed in a variety
DEGREE REQUIREMENTS
Drama Therapy (28 units): Introduc-
Di rector
those of psychotherapy to treat indi-
of therapeutic settings throughout the
tion to Drama Therapy MPADT-GE.2114,
Robert Landy
viduals in crisis and help people through
world, including public and private
Drama Therapy for Clinical Populations
the life span to expand their quality of
hospitals and mental health clinics,
MPADT-GE.2109, Psychodrama and
Sociometry MPADT-GE..2115, Advanced
35 West Fourth Street,
life. 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
Practices in Drama Therapy MPADT-
212-998-5258
program leading to a Master of Arts
rehabilitation centers. Drama therapists
GE.2121, Projective Techniques in Drama
degree in drama therapy.
work in medical facilities as well as
Therapy MPADT-GE.2117, Advanced
artistic ones, in social services as well as
Theory and Research in Drama Therapy
Degree
M.A.
The program attracts students and
professionals in the fields of theatre,
private practice. Although drama ther-
(including thesis preparation) MPADT-
psychology, medicine, nursing, spe-
apy is a relatively new profession, it is
GE.2119, Internship in Drama Therapy
Lab MPADT-GE.2302, Internship in Dra-
Faculty
cial education, and related disciplines.
practiced widely with a number of spe-
See pages 73-74 for
Students come from diverse cultural and
cial populations: war veterans and those
ma Therapy Lecture MPADT-GE..2303.
a complete listing.
academic backgrounds to study and
afflicted with post-traumatic stress
Counseling and Psychology (15 units):
apprentice with the leading profession-
disorder, substance abusers, mentally ill
Abnormal Psychology APSY-GE.2038
als in the creative arts therapies. Classes
individuals, the elderly, and children who
or Foundations of Psychopathology
are small and instruction is individual-
have experienced physical and/or sexual
PSYCH-GA.2034, Theories of Personality
APSY-GE.2039, Survey of Develop-
ized. The Program in Drama Therapy is
abuse. Drama therapists also treat dys-
approved by the North American Drama
functional families and, more generally,
mental Psychology APSY-GE.2271/
Therapy Association. (See also Music
healthy individuals in need of exploring
PSYCH-GA.2020, Group Dynamics
Therapy in this department and Art
significant life problems.
APSY-GE.2620, Individual Counseling:
Therapy in the Department of Art and
Practice APSY-GE.2658.
Art Professions.) In addition, the pro-
Master of Arts
gram is approved by the New York State
The Master of Arts degree program re-
chosen from the following: Development
Department of Education and qualifies
quires 49 units for completion, including
of Theatre and Drama MPAET-GE.2021
Educational Theatre (3–5 units): May be
students for licensure in Creative Arts
coursework in drama therapy, educa-
or MPAET-GE.2022, Creative Play in the
Therapy (LCAT) after graduation and
tional theatre, psychology, counseling,
Arts MPAET-GE.2059, Drama in Educa-
1,500 hours of postgraduate supervised
and related creative arts therapies. All
tion MPAET-GE.2193 or MPAET-GE.2194,
practice.
students are required to complete field-
or Theatre-in-Education Practices
work and an 800-hour internship with
MPAET-GE.2090.
offers rich opportunities for clinical
two different populations in selected
Elective Courses (by advisement): Cho-
internships in hospitals and shelters,
clinical facilities. A master’s thesis is
sen from such courses as Cross-Cultural
drug rehabilitation centers, prisons, and
required. The drama therapy courses
Counseling APSY-GE.2302, Masks and
special facilities for the elderly, those
include experiential as well as theoreti-
Puppetry MPAET-GE.2079, Psycho-
with developmental disabilities, and the
cal work.
The New York metropolitan area
terminally ill, among others.
dynamic Processes in Art Therapy
ART-GE.2038, and Introduction to Music
Therapy MPADT-GE.2046.
89
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Performing Arts
ADMISSION REQUIREMENTS
biographical statement of four to six
Therapies, Drama
All students should have a solid, practi-
pages which should address all of the
See general admission section, page 167.
Therapy
cal background in the art form of drama
following:
FINANCIAL AID
continued
and theatre, including experience in
1. A significant turning point in your life
The Program in Drama Therapy offers
improvisational drama and theatre
and how that event contributes to
two work-study positions each year for
performance. Candidates should
your curiosity and excitement about a
students to assist the program director.
also demonstrate a strong academic
career in drama therapy.
background in psychology or a related
2. A brief statement of purpose about
social science, including coursework
what you intend to do with your
in developmental and/or abnormal
degree in drama therapy. This should
psychology. In certain exceptional cases,
include areas of research interest.
alternative experience relevant to drama
3. At least 3 references to Drama
See general financial aid section,
page 178.
Please be advised that licensing
agencies and fieldwork placement
facilities in your field of study may
therapy will be considered. All students
Therapy literature. Discuss how those
are required to submit three letters
readings influence your thoughts
background check, the results of
of recommendation attesting to their
about the significant turning point
which the agency or facility must
strengths, weaknesses, and potential
and/or the field of drama therapy and/
find acceptable prior to placement
as future drama therapists. Applicants
or your areas of research interest.
or licensure.
require that you undergo a criminal
are also required to submit an auto-
Performing Arts Therapies
Music Therapy
Music therapy is a rewarding career for
licensure. The curriculum consists of
musicians who wish to use their skills
coursework in music therapy theory
Electives (6 units): May include courses
Di rector
and artistry to benefit people with a va-
and methods for children and adults,
in music therapy specialization, related
Barbara Hesser
riety of mental, physical, and emotional
clinical improvisation, group sessions
arts therapy (drama, art), graduate
disabilities. Students are trained to
in music therapy, music therapy theory
psychology electives in specialization
35 West Fourth Street,
work with people of all ages, including
development, and clinical fieldwork
area, independent studies, and advanced
10th Floor
children with special needs, adults with
and internships.
clinical supervision.
212-998-5452
psychiatric illness, children and adults
music.therapy@
with physical illness including the termi-
credits) leading to certification includes
Admissions requirements
nyu.edu
nally ill, and elderly clients. The program
the following:
A bachelor’s degree is required for
is accredited by the American Music
Music Therapy Courses: Music Therapy:
admission into the master’s program,
Degree
Therapy Association (AMTA) and pro-
Advanced Theory and Methods I and
but it need not be in music therapy. Past
M.A.
vides a unique combination of advanced
II MPAMT-GE.2931,2932 (6 units),
graduates have come into the program
(0-credit workshop).
The Master of Arts program (48-60
clinical training and academic course-
Improvisation I: Clinical Improvisation
with backgrounds in areas including
Faculty
work to enable students to develop their
in Music Therapy MPAMT-GE.2934 (2
medicine, music, psychology, and busi-
See pages 73-74 for
own individualized approach to music
units), Improvisation II: Clinical Vocal
ness. Students are only admitted in the
a complete listing.
therapy. Graduating students qualify to
Improvisation MPAVP-GE.2062 (2 units),
fall semester of each year. Incoming
apply for certification from the Certifica-
Improvisation III: Advanced Practices of
students should take two prerequisite
tion Board of Music Therapists (CBMT).
Improvisation in Music Therapy MPAMT-
courses: (1) Abnormal Psychology and
In addition, the program is approved
GE.2940 (3 units), Improvisation IV:
(2) Developmental Psychology. It is our
by the New York State Department of
Theory and Application of Improvisa-
recommendation that these courses
Education and qualifies students for li-
tion in Music Therapy MPAMT-GE.2941
be taken prior to starting the program
censure in Creative Arts Therapy (LCAT)
(3 units), Music Therapy for Adults
at NYU. The GRE is not required for
after graduation and 1,500 hours of
MPAMT.2938 (3 units), Key Concepts
application to the MA in music therapy
postgraduate supervised practice.
in Music Therapy MPAMT-GE.2942 (3
program. International students: Suc-
units), Theory Development in Music
cessful candidates typically score 600
90
CAREER OPPORTUNITIES
Therapy MPAMT-GE2943 (3 units),
on the TOEFL paper-based exam; 250
Music therapists work with a wide range
Music Therapy Practicum: Children
on the computer-based exam; or 100
of age groups and disability conditions
and Adolescents MPAME-GE.2043
on the internet-based exam. Students
and are employed in a variety of set-
(3 units), Music Therapy Practicum:
in the program are strongly encouraged
tings, including mental health facilities,
Adults and Elderly MPAMT-GE.2053
to work at incorporating their primary
special education settings, medical
(3 units), Internship in Music Therapy
instrument into their clinical work. In
hospitals, nursing homes, hospices,
MPAMT –GE2935,2936(2 semesters, 10
addition, piano and guitar competencies
public schools, community clinics, and
units ), Colloquium in Music Therapy
are required for national certification as
private practice.
MPAMT-GE-2947 (4 semesters, 8 units),
a music therapist and are the primary
Colloquy in Music Therapy: Final Project
harmonic instruments used to support
DEGREE REQUIREMENTS
MPAMT-GE.2949 (2–4 units).
clinical work.
Master of Arts
Other Requirements: Group Dynamics
The M.A. program in music therapy
APSY-GE.2620 (3 units), Identifica-
SPECIAL OPPORTUNITIES
offers curricula for students who
tion and Reporting of Suspected Child
Off-Campus Clinical Placements: The
seek certification and New York State
Abuse/Maltreatment APSY-GE.2273
Program in Music Therapy offers many
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Performing Arts
clinical opportunities for students at all
Nordoff-Robbins Center for Music
Therapies, Drama
levels of training. Students have worked
Therapy: The Nordoff-Robbins Center
Institute. Guided imagery and music is
Therapy
with talented professionals in presti-
for Music Therapy, located on campus,
a therapeutic process that combines
continued
gious clinical facilities throughout the
offers clinical opportunities for student
the inherent structure, movement, and
New York City area, including Bellevue
fieldwork and internship experiences
spirit of music with an individual’s own
Hospital, Beth Israel Hospital, Beth
with children with disabilities. The center
creative process of imagery.
Abraham Hospital, the NYU Medical
also offers an advanced training course
Center and Rusk Institute of Rehabilita-
in clinical techniques and procedures
Please be advised that licensing
tion Medicine, Memorial Sloan-Kettering
leading to certification in the Nordoff-
agencies and fieldwork placement
Cancer Center, Baltic Street Outpatient
Robbins Music Therapy Approach.
facilities in your field of study may
require that you undergo a criminal
Clinic, and the New York City Board
of Education.
cooperation with the Creative Therapies
Guided Imagery and Music: Students
background check, the results of
may pursue a special sequence of cours-
which the agency or facility must
es in guided imagery and music, offered
find acceptable prior to placement
by the Program in Music Therapy in
or licensure.
Courses
The courses listed
herein are to be
MUSIC AND PERFORMING
ARTS/MPAIA-GE
offered in 2013–2015.
Introduction to Laban Movement
Fieldwork in Dance: Higher Education
Analysis
and the Professions
MPADE-GE.2044 30 hours: 2 units.
MPADE-GE.2277 45 hours per unit: 1–3
Human Development and Education in
notes to co u rses
*Registration closed
to special students.
†Pass/fail basis.
‡See Supervised
Student Teaching,
page 197. Students
must also register
with the Student
Teacing Office the
term before assigned
student teaching
begins.
units. Fall, spring.
the Arts
Advanced Technique and Pedagogy:
MPAIA-GE.2010 30 hours: 3 units.
Modern Dance
Dance in Higher Education
Prerequisite: 15 hours of field experience.
MPADE-GE.2075 45 hours: 1 unit. Fall,
MPADE-GE.2278 30 hours: 3 units.
spring.
Spring.
Arts Educators
Advanced Dance Practicum
Dance Intensive
MPAIA-GE.2029 30 hours plus hours
MPADE-GE.2077 45 hours per unit: 1–6
MPADE-GE.2288 30-45 hours: 2–3 units.
arranged: 3 units.
units. Fall, spring.
Summer.
Collaborative Project in the
Methods and Materials in Teaching
Choreography for the Musical Theatre
Performing Arts
Dance
MPADE-GE.2290 45 hours: 3 units.
MPAIA-GE.2031 30 hours plus hours
MPADE-GE.2265 30 hours: 3 units. Fall.
This is offered through Vocal
Technology Resources for Performing
Performance. Spring.
arranged: 3 units.
Artistic Resources in Dance Education
Dissertation Proposal Seminar
MPADE-GE.2266 45 hours, 1 unit. Fall.
Independent Study
MPADE-GE.2300 45 hours per unit: 1-6
MPAIA-GE.3097 30 hours: 3 units. Fall.
Theory and Methodology in Ballet
units. Fall, spring, summer; hours to be
Performing Arts Research Collegium
Pedagogy
arranged. Signature of program director
MPAIA-GE.3400 10 hours plus hours
MPADE-GE.2267 60 hours: 3 units.
required.
Teaching Apprenticeship in Ballet
Methods of Accompaniment for Dance
Pedagogy
MPADE-GE.2309 45 hours: 1 unit, Fall.
arranged: 1 unit. May be repeated up to
3 units.
MPADE-GE.2268 60 hours: 3 units.
DANCE EDUCATION/MPADE-GE
Advanced Analysis and Teaching
Common Hour Dance
Apprenticeship in Ballet Pedagogy
MPADE-GE.2001*† 20 hours: 1 unit. Fall,
MPADE-GE.2269 60 hours: 3 units.
MUSIC AND PERFORMING
ARTS/MPAIA-GE
Human Development and Education in
spring.
Fieldwork and Analysis Seminar in
the Arts
African Dance
Ballet Pedagogy
MPAIA-GE.2010 30 hours: 3 units.
MPADE-GE.2022 45 hours: 3 units. Fall.
MPADE-GE.2270 30 hours: 3 units.
Prerequisite: 15 hours of field experience.
Tap Dance
Fieldwork in Dance: Elementary/
Technology Resources for Performing
MPADE-GE.2023 45 hours: 2 units. Fall,
Secondary
Arts Educators
spring.
MPADE-GE.2276 45 hours per unit: 1–3
MPAIA-GE.2029 30 hours plus hours
Units. Fall, spring.
arranged: 3 units.
Jazz Dance Techniques
91
MPADE-GE.2029 30 hours: 2 units. Fall,
Dissertation Proposal Seminar
spring.
MPAIA-GE.3097 30 hours: 3 units. Fall.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Performing Arts Research Collegium
Fieldwork in Dance: Higher Education
MPAIA-GE.3400 10 hours plus hours
and the Professions
arranged: 1 unit. May be repeated up to
MPADE-GE.2277 45 hours per unit: 1–3
3 units.
units, Fall, spring.
EDUCATIONAL THEATRE/
MPAET-GE
Introduction to Theatre for Young
Audiences I
DANCE EDUCATION/MPADE-GE
Dance in Higher Education
MPAET-GE.2005 Staff. 30 hours: 2 units.
MPADE-GE.2278 30 hours: 3 units.
Fall.
Spring.
Introduction to Theatre for Young
Audiences II
Common Hour Dance
MPADE-GE.2001*† 20 hours: 1 unit. Fall,
Dance Intensive
MPAET-GE.2006 Staff. 15 hours per unit:
spring.
MPADE-GE.2288 30-45 hours: 2–3 units.
2–4 units. Spring.
Summer.
Design for the Stage
African Dance
MPADE-GE.2022 45 hours: 3 units. Fall.
Choreography for the Musical Theatre
MPAET-GE.2017 Hall. 15–45 hours: 1–3
MPADE-GE.2290 45 hours: 3 units.
units. Fall.
Tap Dance
This is offered through Vocal
MPADE-GE.2023 45 hours: 2 units. Fall,
Performance Spring.
Development of Theatre and Drama
MPAET-GE.2021, 2022 Nadler. 30 hours:
spring.
Independent Study
3 units each term. Fall, spring.
Jazz Dance Techniques
MPADE-GE.2300 45 hours per unit: 1-6
MPADE-GE.2029 30 hours: 2 units. Fall,
units. Fall, spring, summer; hours to be
Images of Women in the Theatre
spring.
arranged. Signature of program director
MPAET-GE.2023 Smithner. 30 hours:
required.
3 units. Spring.
Analysis
Methods of Accompaniment for Dance
Dramatic Activities in the Elementary
MPADE-GE.2044 30 hours: 2 units.
MPADE-GE.2309 45 hours: 1 unit, Fall.
Classroom
Advanced Technique and Pedagogy:
Research in Dance Education
Modern Dance
MPADE-GE.2403 30 hours: 3 units. Fall.
Introduction to Laban Movement
MPAET-GE.2030 30 hours, 15 hours of
Storytelling
MPADE-GE.2075 45 hours: 1 unit. Fall,
spring.
Advanced Dance Practicum
Teaching Creative Movement
MPAET-GE.2042 Ress. 10 hours: 1 unit.
MPADE-GE.2452 30 hours: 2 units.
Fall, spring, summer.
Spring.
Dramatic Activities in the Secondary
MPADE-GE.2077 45 hours per unit: 1–6
units. Fall, spring.
field experience: 2 units. Fall, spring.
Dance for the Special Child
Classroom
MPADE-GE.2453 45 hours: 3 units. Fall.
MPAET-GE.2031 Montgomery. 30 hours:
Methods and Materials in Teaching
3 units. Spring.
Dance
Teaching Performance of Dance and
MPADE-GE.2265 30 hours: 3 units. Fall.
Related Educational Activities
Creative Play in the Arts
MPADE-GE.2454 30 hours: 2 units. Fall.
MPAET-GE.2059 Smithner. 30 hours: 3
Artistic Resources in Dance Education
MPADE-GE.2266 45 hours, 1 unit. Fall.
Theory and Methodology in Ballet
units. Fall.
Principles of Dance Movement Therapy
MPADE-GE.2502 30 hours: 3 units.
Musical Theatre: Background and
Spring.
Analysis
Seminar in Dance Education
field experience: 3 units. Fall, spring.
Pedagogy
MPADE-GE.2267 60 hours: 3 units.
MPAET-GE.2062 30 hours, 15 hours of
MPADE-GE.2509 30 hours: 2 units. Fall.
Theory of Creative Drama
Teaching Apprenticeship in Ballet
Pedagogy
Student Teaching in Dance:
MPADE-GE.2268 60 hours: 3 units.
Elementary School
Advanced Analysis and Teaching
MPADE-GE.2607 30 hours plus 20 days:
Methods of Conducting Creative Drama
3 units. Fall, spring.
MPAET-GE.2067 Staff. 45 hours: 3 units.
Apprenticeship in Ballet Pedagogy
MPADE-GE.2269 60 hours: 3 units.
MPAET-GE.2065 30 hours: 2 units. Fall.
May be repeated for a total of 6 units.
Student Teaching in Dance: Secondary
Spring.
School
Fieldwork and Analysis Seminar in
MPADE-GE.2608 30 hours plus 20 days:
Methods and Materials of Research in
Ballet Pedagogy
3 units. Fall, spring.
Educational Theatre
MPAET-GE.2077 Taylor. 30 hours:
MPADE-GE.2270 30 hours: 3 units.
Anatomy and Kinesiology
Fieldwork in Dance: Elementary/
92
3 units. Fall, spring, summer.
MPADE-GE.2810 30 hours: 3 units.
Secondary
Masks and Puppetry
MPADE-GE.2276 45 hours per unit: 1–3
MPAET-GE.2079 Lee. 45 hours: 3 units.
Units, Fall, spring.
Fall.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Theatre-in-Education Practices
Costume Design
Creating Theatre with Young People I
MPAET-GE.2090 Staff. 30 hours:
MPAET-GE.2175 Staff. 45–60 hours:
and II
3 units. Spring.
3–4 units. Spring.
MPAET-GE.2980, 2981 45 hours:
Dramatic Criticism I and II
Theatre of Brecht and Beckett
MPAET-GE.2091, 2091 Nadler. 30 hours:
MPAET-GE.2177 Taylor. 30 hours:
Assessment of Student Work in Drama
3 units. Fall, spring.
3 units. Fall.
MPAET-GE.2988 Taylor 10 hours:
3 credits. Fall, spring.
Advanced Directing
1 unit. Spring.
MPAET-GE 2098 Smithner, 90 hours:
Drama in Education I and II
Doctoral Proposal Seminar: Educational
3 units each term. Spring
MPAET-GE.2193, 2194 Montgomery.
Theatre
Prerequisites: proficient work in
30 hours: 3 units each term. Fall, spring.
MPAET-GE.3005 Taylor. 30 hours:
3 units. Spring.
Directing MPAET-UE081, 1082 or
equivalent and permission of instructor.
Acting: Scene Study
Styles of Acting and Directing I and II
2–3 units. Fall, spring.
MPAET-GE.2251 15 hours per unit:
MUSIC AND MUSIC
PROFESSIONS
MPAET-GE.2099, 2100 Smithner/
Salvatore. 45 hours: 3 units each term.
Acting: Character Study
Fall, spring.
MPAET-GE.2252 2–3 units: 15 hours per
THEORY AND COMPOSITION/
MAPTC-GE
unit. Fall, spring.
Applied Theatre
Analysis of 19th- and 20th-Century
MPAET-GE.2101 Taylor 30 hours: 3 units.
Independent Study
Music
Fall, spring.
MPAET-GE.2300 30 hours per unit:
MPATC-GE.2016 30 hours: 3 units.
1–4 units. Fall, spring, summer.
Spring.
MPAET-GE.2103, 2104 30 hours: 3 units
Practicum in Educational Theatre
Music for Advanced Orchestration
each term. Fall, spring.
MPAET-GE.2301 45 hours per unit: 1–6
MPATC.2020 30 hours: 3 units. Spring.
units. Fall, spring; hours to be arranged.
Prerequisites: Orchestration: Strings
World Drama
Beginning Playwriting
MPATC-UE.1020, Orchestration: Strings
MPAET-GE.2105 DiMenna. 30 hours:
Seminar in Applied Theatre Research
2 units. Fall.
MPAET-GE.2400 Taylor. 30 hours: 3
Puercussion MPATC-UE.1025.
units. Fall, spring.
Music Reference and Research
Advanced Playwriting
Prerequisite: Methods and Materials
Materials
MPAET-GE.2106 DiMenna. 30 hours:
of Research in Educational Theatre
MPATC-GE.2021 30 hours: 3 units. Fall.
3 units. Spring.
MPAET-GE.2077.
Seminar in Theory
Registration by permission of instructor.
The Teaching Artist
MPATC-GE.2024 Fisher. 30 hours: 3
Physical Theatre Improvisation
MPAET-GE.2953 30 hours: 3 units. Fall,
units. Fall, spring.
MPAET-GE.2113 Smithner. 45 hours:
spring.
Colloquy in Music
3 units. Fall, spring.
Drama with Special Education
MPATC-GE.2026* Baer. 15 hours per
Supervised Student Teaching in the
Populations
unit: 2–4 units. Fall, spring, summer.
Elementary Drama Classroom
MPAET-GE.2960 Granet. 45 hours:
$75 recital fee required.
MPAET-GE.2134 45 hours per unit:
3 units. Fall, spring, summer.
The Teaching of Music in the Junior and
4 units. Fall, spring.
Introduction to Boal’s Theatre of the
Senior High School
Stage Lighting
Oppressed
MPATC.2027 45 hours: 2 units. Spring.
MPAET-GE.2143 45 hours: 3–4 units.
MPAET-GE.2965 30 hours: 3 units.
Spring.
Spring.
Play Production for Artists and
Advanced Techniques of Theatre of the
Educators
Oppressed
Seminar in Composition
MPATC.2028 30 hours: 3 units. Fall,
summer.
MPAET-GE.2152 Staff. 30 hours: 3 units.
MPAET-GE.2966 30 hours: 3 units.
Contemporary Music
Summer.
Spring. Teaching Literacy through Drama
MPATC-GE.2039 30 hours: 3 units. Fall.
MPAET-GE.2971 10 hours: 1 unit. Spring.
Shakespeare’s Theatre I and II
Psychology of Music
MPAET-GE.2171, 2172 Salvatore.
Understanding Diversity/Teaching
MPATC-GE.2042 30 hours: 3 units.
30 hours: 3 units. Fall, spring.
Pluralism
Spring, summer.
MPAET-GE.2977 30 hours: 3 units. Fall.
Supervised Student Teaching in the
Music Criticism
Secondary English/Drama Classroom
Coping with Conflict: Drama as a
MPATC-GE.2046 Oestreich. 30 hours: 3
MPAET-GE.2174 4 units: 45 hours per
Catalyst for Social Awareness
units. Fall.
unit. Fall, spring.
MPAET-GE.2978 Santiago-Jirau.
30 hours, 3 units. Fall.
93
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Scoring for Film and Multimedia
Music Editing for Film and Multimedia
Jazz Improvisation Techniques I
MPATC-GE.2048 45 hours: 3 units. Fall,
MPATC-GE.2555 30–40 hours: 3–4 units.
MPAJZ-GE.2075 30 hours: 3 units. Fall.
spring, summer. Department approval
Registration by special permission of the
Prerequisite: Jazz Theory and Ear
required.
instructor.
Training I MPAJZ-UE. 1039.
Music Literature: The Baroque Period
Seminar in Music and Music Education
Jazz Improvisation Techniques II
MPATC-GE.2067 Oestreich. 30 hours: 3
MPATC-GE.3026* 15 hours per unit: 2–4
MPAJZ-GE.2076 30 hours: 3 units.
units. Spring.
units. Fall, spring, summer.
Spring.
$75 recital fee required.
Prerequisite: Jazz Improvisation
Music Literature: The Classical Period
Techniques I MPAJZ-GE.2075.
An extension of MPAJZ-GE.2075 with
MPATC-GE.2073 Gilbert. 30 hours: 3
units. Spring, summer.
VOICE/MPAVP-GE
Participation in NYU Orchestra
Script Analysis and Dramaturgical
The Jazz Orchestra
MPATC-GE.2087 15–60 hours: 0–2 units.
Process
MPAJZ-GE.2089 Matthews. 30 hours
Fall, spring.
MPAVP-GE.2151 45 hours: 3 units. Fall.
and 15 hours arranged: 3 units. Spring.
emphasis on style characteristics of
selected jazz artists.
Prerequisite: Jazz Arranging &
Open to the University community.
Registration by audition only.
Music Theatre Workshop: Technique
Composition II, MPAJZ-UE.1120 or
and Materials
permission of instructor.
Performance Practices
MPAVP-GE.2321 15–45 hours and hours
MPATC-GE.2091 30 hours: 3 units. Fall,
arranged: 1–3 units. May be repeated up
Reference and Research in Jazz
summer.
to 12 units. Fall, spring. Registration by
MPAJZ-GE.2271 30 hours and 15 hours
permission of the program director.
arranged: 3 units. Fall.
Principles and Appreciative Aspects of
Open to non-music majors.
Performance Practice
Opera Workshop
MPATC-GE.2099 30 hours: 3 units.
MPAVP-GE.2221 15 hours per unit: 1–3
Jazz Arranging Techniques I
Summer.
units. Fall, spring.
MPAJZ-GE.2273 30 hours and 15 hours
Analysis of Contemporary Practices
Song Repertoire: English
MPATC-GE.2123 30 hours: 3 units.
MPAVP-GE.2261 37.5 hours: 2 units. Fall.
arranged: 3 units. Fall.
Jazz Arranging Techniques II
MPAJZ-GE.2274 30 hours and 15 hours
Summer, fall.
Song Repertoire: German
arranged: 3 units. Spring.
Compositional Process in the
MPAVP-GE.2262 37.5 hours: 2 units.
An extension of MPAJZ-GE.2273 with
Symphony
Spring.
special emphasis on arrangements for
large jazz ensembles.
MPATC-GE.2127 Dello Joio. 30 hours:
3 units. Fall.
Song Repertoire: Italian/Spanish
MPAVP-GE.2263 37.5 hours: 2 units.
Sonata in the 19th Century
Spring.
WOODWINDS/MPAWW-GE
Voice (Private Lessons)
Chamber Music: Traditional Ensembles
MPATC-GE.2151 30 hours: 3 units.
Spring, summer.
MPAVP-GE.2111 15 hours: 3 units. May
for Winds, Piano, Strings, and Brass
Influential Pianists and Performance
be repeated until a total of 12 units has
Instruments
Practice
been earned. Fall, spring.
MPAWW-GE.2034.002 Lamneck. 15 to
MPATC-GE.2181 30 hours: 3 units.
Open to department graduate students
45 hours: 1–3 units. Fall, spring.
Spring.
majoring in music.
Independent Study
Song Repertoire: French
MPATC-GE.2300 45 hours per unit: 1–6
MPAVP-GE.2264 37.5 hours: 2 units.
MPAWW-GE.2105 15 hours: 1 units. Fall.
units. Fall, spring, hours to be arranged.
Spring.
There is a fee for renting instruments.
Woodwind Practicum for Music
Education
Graduate-level projects to be arranged.
Vocal Coaching: Advanced
Wind or Percussion Instruments
Composition (Private Lessons)
MPAVP-GE.2112 30 hours: 2–3 units. Fall,
(Private Lessons)
MPATC-GE.2321 15 hours: 3 units. May
spring.
be repeated until a total of 12 units
has been earned. Fall, spring. Open to
department graduate students majoring
MPAWW-GE.2334 15 hours: 3 units. May
be repeated until a total of 12 units has
been earned. Fall, spring.
JAZZ/MPAJZ-GE
in music.
New York University Jazz Ensembles
Film Music: Historical Aesthetics and
MPAJZ-GE.2088 60 hours: 0–1 unit. Fall,
Perspectives
spring.
MPATC-GE.2550 15 hours per unit: 3–4
Registration by audition only.
units. Fall, spring.
94
PIANO/MPAPE-GE
Piano Literature I
MPAPE-GE.2185 30 hours: 3 units.
Spring.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Piano Literature II
Harp Class
MPAPE-GE.2186 30 hours: 3 units. Fall.
MPASS-GE 2145 0-3 units. Fall, spring.
Piano Literature III
Violin Orchestral Repertoire
MPAPE-GE.2187 30 hours: 3 units. Fall.
MPASS-GE 2151 0-3 units. Fall, spring.
Piano (Private Lessons)
Viola Orchestral Repertoire
MPAPE-GE.2356 15 hours: 3 units. May
MPASS-GE 2152 0-3 units. Fall, spring.
be repeated until a total of 12 units
has been earned. Fall, spring. Open to
Cello Orchestral Repertoire
department graduate students majoring
MPASS-GE 2153 0-3 units. Fall, spring.
in music.
Bass Orchestral Repertoire
Influential Pianists and Performance
MPASS-GE 2154 0-3 units. Fall, spring.
Practice
Harp Orchestral Repertoire
MPAPE-GE 2181 30 hours: 3 units.
MPASS-GE 2155 0-3 units. Fall, spring.
NYU Steel Drum Ensemble
MPAPS-GE 2190.003 45 hours: 0–3
units. Fall, spring.
NYU African Percussion Ensemble
MPAPS-GE 2190.004 30 hours: 0–3
units. Fall, spring.
NYU Contemporary Ensemble
MPAPS-GE 2190.006 45 hours: 0–3
units. Fall, spring
Percussion Repertoire
MPAPS-GE 2190.006 30 hours: 0–3
units. Fall, spring.
Spring.
Violin Pedagogy
Colloquy in Music
Music Business Graduate Professional
MPAPE-GE 2026 2-3 units. Fall, spring.
Instrumental Techniques and Materials
MUSIC BUSINESS/MPAMB-GE
MPASS-GE 2161 0-3 units. Fall, spring.
Cello Pedagogy
Development Sequence
MPASS-GE 2163 0- 3 units. Fall, spring.
MPAMB-GE.2001 0 units. Fall, spring
MPAPE-2034 0-3 units. Fall, spring.
(students take every semester of their
Bass Pedagogy
matriculation). Hours arranged.
MPASS-GE 2164 0-3 units. Fall, spring.
STRINGS-MPASS-GE
Stringed Instruments (Private Lessons)
Principles and Practice in the Music
Harp Pedagogy
Industry
MPASS-GE 2165 0-3 units. Fall, spring.
MPAMB-GE.2101 30 hours: 3 units. Fall.
MPASS-GE.2111 15 hours: 3 units. May
be repeated until a total of 12 units has
Violin Technique Class
The Law and the Music Industry
been earned. Fall, spring.
MPASS-GE 2171 0-3 units. Fall, spring.
MPAMB-GE.2102 30 hours: 3 units. Fall.
Alexander Technique (Private Lessons)
Viola Technique Class
Environment of the Music Industry
MPASS-GE 2112 2 units. Fall, spring.
MPASS-GE 2172 0-3 units. Fall, spring.
MPAMB-GE.2103 30 hours: 3 units.
Spring.
Colloquy in Music
Cello Technique Class
Prerequisite: Principles and Practice in
MPASS-GE 2121 2-4 units. Fall, spring.
MPASS-GE 2173 0-3 units. Fall, spring.
the Music Industry MPAMB-UE.2101.
Instrumental Techniques and Materials:
Bass Technique Class
Artist Management and Management
Chamber Music
MPASS-GE 2174 0-3 units. Fall, spring.
Science in the Music Industry
Harp Technique Class
Prerequisite: Principles and Practice in
MPASS-GE 2175 0-3 units. Fall, spring.
the Music Industry MPAMB-GE.2101.
Independent Study
Concert Management
MPAMB-GE.2104 30 hours: 3 units. Fall.
MPASS-GE 2131 0-3 units. Fall, spring.
Baroque Ensemble
MPASS-GE 2132 0-3 units. Fall, spring.
Masterclass
MPASS-GE 2300 1-6 units. Fall, spring.
MPAMB-GE.2105 30 hours: 3 units.
Spring.
MPASS-GE 2133 0-3 units. Fall, spring.
Prerequisite: Principles and Practice in
Improvisation Class
PERCUSSION-MPAPS-GE
the Music Industry MPAMB-GE.2101.
Percussion (Private Lessons)
Graduate A&R Seminar
MPASS-GE 2135 0-3 units. Fall, spring.
Violin Class
MPAPS-GE.2334 15 hours: 3 units.
MPAMB-GE.2201 30 hours per unit:
MPASS-GE 2141 0-3 units. Fall, spring.
May be repeated until a total of 12
3 units. Fall.
units has been earned. Fall, spring.
Promotions and Publicity in the Music
Viola Class
MPASS-GE 2142 0-3 units. Fall, spring.
Cello Class
NYU Percussion Ensemble
MPAMB-GE.2202 30 hours: 3 units.
units. Fall, spring.
Spring.
Prerequisite: Principles and Practice in
MPASS-GE 2143 0-3 units. Fall, spring.
NYU Marimba Ensemble
95
Industry
MPAPS-GE 2190.005 45 hours: 0–3
Bass Class
MPAPS-GE 2190.002 45 hours: 0–3
MPASS-GE 2144 0-3 units. Fall, spring.
units. Fall, spring.
the Music Industry MPAMB-GE.2101.
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Emerging Models & Markets for Music
Advanced Instrumental Conducting
Supervised Student Teaching of Music
MPAMB-GE.2203 30 hours: 3 units. Fall
MPAME-GE.2096 30 hours: 3 units.
in the Elementary School
(offered in summer in alternate years in
Spring.
MPAME-GE.2141*‡ Minimum 180 hours: 3
Rio de Janeiro, Brazil).
units. Fall, spring.
Prerequisites: Principles and Practice
Fundamentals of Conducting
in the Music Industry MPAMB-GE.2101,
MPAME-GE.2102 15 hours: 1 unit.
MPAMB-GE.2103.
Ethics of the Entertainment Industry
Supervised Student Teaching of Music
in the Secondary School
Environment of the Music Industry
Guitar Practicum for Music Education
MPAME-GE.2145*‡ Minimum 180 hours:
MPAME-GE.2103 15 hours: 1 unit. Fall,
3 units. Fall, spring.
spring.
Orff Method
MPAMB-GE.2204 30 hours: 3 units.
Spring.
Brass Practicum for Music Education
MPAME-GE.2149 30 hours: 3 units. Fall,
Prerequisite: Principles and Practice in
MPAME-GE.2104 15 hours: 1 unit. Fall,
spring.
the Music Industry MPAMB-GE.2101.
spring.
Strategic Marketing in the Music
Woodwind Practicum for Music
MPAME-GE-2939 15 hours per unit: 1–4
Industry
Education
units. Fall, spring.
MPAMB-GE.2206 30 hours: 3 units. Fall.
MPAME-GE.2105 15 hours: 1 unit. Fall,
For master’s candidates in music
Prerequisite: Principles and Practice in
spring.
education.
Colloquy in Music Education
the Music Industry MPAMB-UE.2101.
Global Music Management
Vocal Practicum for Music Education
MPAMB-GE.2207 30 hours: 3 units.
MPAME-GE.2108 15 hours: 1 unit. Fall,
Spring (taught in January intersession at
spring.
MUSIC TECHNOLOGY/
MPATE-GE
Prerequisite: Principles and Practice in
Strings Practicum for Music Education
Audio Mastering
the Music Industry MPAMB-UE.2101.
MPAME-GE.2106 15 hours: 1 unit. Fall,
MPATE-GE.2013 30 hours: 3 units.
spring.
Fall, spring.
MPAMB-GE.2301 1 unit per semester
Percussion Practicum for Music
Advanced Musical Acoustics
(a total of 3 required for the degree).
Education
MPATE-GE.2036 30 hours: 3 units.
Fall, spring, summer. 200 hrs.
MPAME-GE.2107 15 hours: 1 unit. Fall,
Spring, summer.
NYU in London).
Music Business Graduate Internship
spring.
Colloquy in Music Business
Software Synthesis
MPAMB-GE.2401 30 hours: 3 units. Fall,
Instrumental Conducting Practicum for
MPATE-GE.2037 30 hours: 3 units.
spring, summer.
Music Education
Fall, spring.
Registration by advisement only.
MPAME-GE.2111 15 hours: 1 unit. Fall,
spring.
Creating with Interactive Media:
KYMA
MUSIC EDUCATION/MPAME-GE
Creative Performance Opportunities in
Music for Children
MPATE-GE.2038 30 hours: 3 units.
MPAME-GE.2113 30 hours: 2 units.
Spring.
Spring.
Advanced Computer Music
Music Education
MPAME-GE.2031 15 hours per unit: 1–3
Music for Exceptional Children
units. Fall.
MPAME-GE.2114 45 hours: 3 units. Fall,
MPATE-GE.2047 30 hours: 3 units.
spring.
Fall, summer.
Classroom
Instrumental Materials, Techniques, and
Independent Study in
MPAME-GE.2055 20 hours plus hours
Technology in Music
Music Technology
arranged: 2 units. Spring.
MPAME-GE.2115 15 hours plus hours
MPATE-GE 2300 1-4 units. Fall, spring,
arranged of fieldwork: 2 units. Spring.
summer.
Computer-Assisted Instruction
Teaching of Music in the Elementary
Fundamentals of Digital Signal
MPAME-GE.2056 30 hours plus hours
Grades
Theory LAB
arranged: 3 units.
MPAME-GE.2119 45 hours: 2 units. Fall,
MPATE-GE.2598 30 hours: 3 units.
spring.
Fall, spring, summer.
Composition
Music Education Technology in the
Problems in Music Education:
Dalcroze Eurythmics
MPAME-GE.2077 30 hours: 3 units.
Corequisite: Fundamentals of Digital
Research in Music and Music Education
Signal Theory MPATE-GE.2599.
MPAME-GE.2130 30 hours: 3 units.
Choral Materials and Techniques
Spring.
Fundamentals of Digital Signal Theory
MPATE-GE.2599 30 hours: 3 units. Fall,
MPAME-GE.2082 30 hours: 2 units.
Basic Concepts in Music Education
spring, summer.
Choral Conducting Practicum for Music
MPAME-GE.2139 30 hours: 3 units.
Corequisite: Fundamentals of Digital
Education
Spring.
Signal Theory Lab MPATE-GE.2598.
MPAME-GE.2093 15 hours: 1 unit. Fall.
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Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Music Technology: Digital Audio
C Programming for Music Technology
Environment of Performing Arts
Processing I
MPATE-GE 2618 30 hours: 3 units. Fall.
Administration
Audio for Video I
Wry. 30 hours: 3 units. Fall.
Music Technology: Digital Audio
MPATE-GE.2620 30 hours: 2–3 units.
Corequisite: Principles and Practices
Processing II
Fall, summer.
of Performing Arts Administration
IMPATE-GE.2600 30 hours: 3 units. Fall.
MPAPA-GE.2130 (formerly E88.2131)
MPAPA-GE.2131.
MPATE-GE.2601 30 hours: 3 units.
Spring.
Audio for Video II
MPATE-GE.2621 30 hours: 3 units.
Principles and Practices of Performing
Audio for Games and Immersive
Spring, summer.
Arts Administration
Environments
Prerequisite: Audio for Video I
MPAPA-GE.2131 (formerly E88.2130)
MPATE-GE.2604 30 hours: 3 units.
MPATE-GE.2620.
Wry. 30 hours: 3 units. Fall.
Corequisite: Environment of Performing
Spring.
Music Information Retrieval
Arts Administration MPAPA-GE.2130.
Graduate Internships in Music
MPATE-GE.2623 30 hours: 3 units.
Technology
Fall.
Development for the Performing Arts
units. 50 hours per unit. Fall, spring,
Aesthetics of Recording
units. Spring.
summer.
MPATE-GE.2627 30 hours: 3 units. Fall.
Advanced Digital Signal Theory
Audio for the Web
Performing Arts Organizations
MPATE-GE.2607 30 hours: 3 units.
MPATE-GE.2628 30 hours: 3 units.
MPAPA-GE.2133 Wry. 30 hours: 3 units.
MPAPA-GE.2132 Dorfman. 30 hours: 3
MPATE-GE.2605 50–300 hours: 1–6
Governance and Trusteeship in
Spring.
Spring.
Advanced Audio Production
Java Music Systems
MPATE-GE.2629 45 hours: 3 units. Fall,
Seminar in Cultural Policy: Issues in
MPATE-GE.2608 30 hours: 3 units. Fall,
spring.
Performing Arts Administration
MPAPA-GE.2222 Wry. 30 hours: 3 units.
spring.
The Art of Sound Reinforcement
Fall, spring.
Electronic Music Performance
MPATE-GE.2631 45 hours: 3 units. Fall,
Prerequisites: MPAPA-GE.2001, 2002,
MPATE-GE.2609 30 hours: 2 units.
spring.
and substantial completion of the
Program in Performing Arts.
Spring, summer.
Advanced Audio for Games
Advanced Programming—
MPATE-GE.2635 45 hours: 3 units.
DRAMA THERAPY/MPADT
Max/MSP/Jitter
MPATE-GE.2610 30 hours: 3 units. Fall,
spring.
Prerequisite: working understanding of
PERFORMING ARTS
ADMINISTRATION/MPAPA-GE
Max/MPS or MPATE-UE.1014 MIDI Tech II.
Introduction to Drama Therapy
MPADT-GE.2114 (formerly
MPAETGE.2114) Landy. 30 hours plus
Internship in the Administration of
hours arranged: 3 units. Fall.
Concert Recording I
Performing Arts Centers
Prerequisite: matriculation in the
MPATE-GE.2611 30 hours: 3 units (Fall),
MPAPA-GE.2001† A minimum of 450
Program in Drama Therapy or
2 units (Summer).
hours: 3 units. Fall, spring; hours to be
registration by permission of adviser.
arranged.
Concert Recording II
Drama Therapy for Clinical Populations
MPATE-GE.2612 30 hours: 2 units
Internship in the Administration of
(Spring), 3 units (Summer).
Performing Arts Centers
GE.2109) McMullian. 30 hours plus
MPAPA-GE.2002† A minimum of 450
hours arranged: 3 units. Spring.
3-D Audio
hours: 3 units. Fall, spring; hours to be
Prerequisite: Introduction to Drama
MPATE-GE.2613 30 hours: 3 units.
arranged.
Therapy MPADT-GE.2114.
MPADT-GE.2109 (formerly MPAET-
Spring.
Law and the Performing Arts
Psychodrama and Sociometry
Max Programming I
MPAPA-GE.2008 McClimon. 30 hours:
MPADT-GE.2115 (formerly MPAET-
MPATE-GE.2614 30 hours: 3 units. Fall,
3 units. Spring.
GE.2115) Garcia. 30 hours: 3 units. Fall.
spring.
Prerequisite: Introduction to Drama
Marketing the Performing Arts
Therapy MPADT-GE.2114 or permission of
Electronics by Computer Simulation
MPAPA-GE.2105 Guttman. 30 hours:
instructor.
MPATE-GE.2615 30 hours: 3 units. Fall.
3 units. Fall.
Colloquy in Music Technology: Master’s
Planning and Finance in the Performing
Playback, Therapeutic Theatre and
Thesis Preparation
Arts
Developmental Transformations
MPATE-GE.2616 30 hours: 3 units. Fall,
MPAPA-GE.2120 30 hours: 3 units.
MPADT-GE.2116 (formerly MPAET-
spring, summer.
Spring.
GE.2116) Staff. 30 hours: 3 units. Spring.
Advanced Practices in Drama Therapy:
Prerequisite: matriculation in the
Program in Drama Therapy.
97
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Projective Techniques in Drama
Music Therapy: Advanced Theory and
Therapy
Methods II
MPADT-GE.2117 (formerly MPAET-
MPAMT-GE.2932 45 hours: 3 units.
GE.2117) McLellan, Haen. 30 hours: 3
Spring.
units. Fall.
Prerequisite: Introduction to Drama
Improvisation I: Clinical Improvisation
Therapy MPADT-GE.2114, Drama Therapy
in Music Therapy
for Clinical Populations MPADT-GE.2109,
MPAMT-GE.2934 30 hours: 2 units. Fall.
or permission of instructor.
Internship in Music Therapy
Advanced Theory and Research in
MPAMT-GE.2935, 2936 100 hours per
Drama Therapy
unit: 5 units each term. Fall, spring;
MPADT-GE.2119 (formerly MPAET-
hours to be arranged.
GE.2119) Landy, Hodermarska. 30 hours:
3 units. Spring.
Music Therapy for Adults
Prerequisites: PSY-GE.2038,
MPAMT-GE.2938 45 hours: 3 units.
APSY-GE.2039, MPADT-GE.2109,
Spring.
MPADT-GE.2114, APSY-GE.2271.
Independent Study
Improvisation III: Advanced Practices
MPADT-GE.2300 (formerly MPAET-
of Improvisation in Music Therapy
GE.2300) 45 hours per unit: 1–6 units.
MPAMT-GE.2940 45 hours: 3 units. Fall.
Fall, spring, summer; hours to be
arranged.
Improvisation IV: Theory and
Application of Improvisation in Music
Internship in Drama Therapy: Lab
Therapy
MPADT-GE.2302 (formerly MPAET-
MPAMT-GE.2941 45 hours: 3 units.
GE.2302) Hodermarska. 6 units. Fall,
Spring.
spring, summer. 50–400 hours.
Key Concepts in Music Therapy
Internship in Drama Therapy: Lecture
MPAMT-GE.2942 45 hours: 3 units. Fall.
MPADT-GE.2303 Hodermarska. 4 units.
Fall, spring, summer. 50–400 hours.
Theory Development in Music Therapy
MPAMT-GE.2943 45 hours: 3 units.
Spring.
MUSIC THERAPY/MPAMT
Colloquium in Music Therapy
Music Therapy Practicum: Children and
MPAMT-GE.2947* 10 hours per unit: 2–6
Adolescents
units each term. Fall, spring; hours to be
MPAMT-GE.2043 135 hours: 3 units. Fall.
arranged.
Music Therapy Practicum: Adults and
Colloquy in Music Therapy: Final
Elderly
Project
MPAMT-GE.2053 135 hours: 3 units.
MPAMT-GE.2949 10 hours per unit:
Spring.
2–4 units.
Improvisation II: Clinical Vocal
Improvisation
MPAVP-GE.2062 30 hours: 2 units.
Spring.
Independent Study
MPATC-GE.2300 45 hours per unit: 1–6
units. Fall, spring, summer; hours to be
arranged.
Introduction to Music Therapy
MPAMT-GE.2930 45 hours: 3 units.
Spring.
Music Therapy: Advanced Theory and
Methods I
MPAMT-GE.2931 45 hours: 3 units. Fall.
98
Department of Music and performing arts professions the steinhardt school of culture, education, and human development bulletin 2013–2015
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 .............................................................. 100
Master’s Programs
Nutrition and Dietetics ......................... 100
Clinical Nutrition....................................... 100
Foods and Nutrition................................ 102
Food Studies.............................................. 102
T
hrough research, teaching, and com-
and consumption in local settings under global
munity service, the Department of
pressures.
Nutrition, Food Studies, and Public
The department participates in the NYU
Health’s mission is to generate and
Global Institute of Public Health’s master’s pro-
disseminate knowledge and to effect
gram in public health (M.P.H.), accredited by the
sustainable change in the health and well-being
Council on Education for Public Health, which of-
of local, urban, and global communities. The
fers three areas of concentration: community and
department teaches undergraduate and gradu-
international health, public health nutrition, and
ate students to be broad, critical thinkers while
global health leadership. The program prepares
Nutrition and Dietetics........................... 104
acquiring expertise in their chosen domain of
students for careers in communities, organiza-
Food Studies ............................................ 104
knowledge. Students partner with alumni, profes-
tions, and government agencies that work to
Public Health.............................................. 104
sionals, and the larger community to provide
improve the health of underserved population
education, research, and services that focus on
groups in the United States and throughout the
the role of food, nutrition, and public health in all
world.
Public Health.............................................. 104
Doctoral Programs
Courses.............................................................. 105
aspects of life.
For information about the mission
The master’s programs in nutrition and di-
The department’s Ph.D. programs train
students to become researchers, educators, and
and student learning outcomes for
etetics, food studies, and public health educate
advanced practitioners in nutrition, food studies,
each of our programs, please see the
students through carefully developed curricula
and public health.
department website.
containing core, specialization, and elective
courses. These programs share an interdepen-
Together, these programs focus on the role
of food, nutrition, and health as separate but
dence that provides the next generation of
integrated aspects of society. They emphasize
Notice: The programs, requirements,
students with a strong foundation for collabora-
the scientific, behavioral, socioeconomic, cultural,
and schedules listed herein are subject
tive research and innovative opportunities. For
and environmental factors that affect health and
to change without notice. A directory
further information, please visit steinhardt.nyu.
the ways in which trained professionals can ap-
of classes is published each term with a
edu/nutrition.
ply this information to help individuals and the
current schedule. For the most up-to-date
schedule changes, please consult ALBERT,
NYU’s student information website.
The master’s programs lead to M.S., M.A., or
M.P.H. degrees.
that will promote health and prevent disease.
The M.S. program in nutrition and dietetics of-
In support of this goal, the programs address
fers specialized training in either clinical nutrition
the current reality of diet and health patterns.
or foods and nutrition, along with graduate-
People are increasingly eating meals prepared
level dietetic internships fully accredited by the
outside the home in restaurants, workplaces, and
American Dietetic Association (ADA). The clinical
supermarkets. Overweight and obesity constitute
nutrition specialization provides the undergradu-
major health problems, not only in the United
ate courses and post-baccalaureate experience
States but throughout the world, and coexist
needed to meet the ADA’s requirements for
with classic conditions of undernutrition and
credentialing as a registered dietitian (RD).
emerging infectious diseases, not least of which
The department’s innovative M.A. program
99
public make dietary and other behavioral choices
is HIV/AIDS. Changes in society and disease
in food studies prepares students for leadership
risk have increased the need and demand for
positions in numerous food professions. Courses
trained professionals who can employ nutritional,
examine the sociocultural, economic, and histori-
behavioral, sociocultural, and population-based
cal factors that have influenced food production
strategies to improve personal, public, and envi-
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2013–2015
Faculty
Amy Bentley, Associate Professor. B.A.
Farzana Kapadia, Assistant Professor.
Mary Platek, Assistant Professor,
1984, Brigham Young; M.A. 1985, Ph.D.
B.S. 1995, SUNY (Binghamton); M.P.H.
B.S. 1981, M.S. 1995, Ph.D.2008, SUNY
1992, Pennsylvania.
1997, New York; Ph.D. 2005, Columbia.
(Buffalo), RD
Jennifer Schiff Berg, Clinical Associate
Kristie J. Lancaster, Associate
Krishnendu Ray, Associate Professor
Professor. B.S. 1984, Cornell; M.A. 1996,
Professor. B.A. 1985, Princeton; M.S.
and Department Chair. B.A. 1984, M.A.
Ph.D. 2006, New York.
1995, Ph.D. 2000, Penn State; RD.
1986, Delhi; M.A. 1996, Ph.D. 2001,
Virginia Chang, Associate Professor,
James A. Macinko, Associate
B.S. 1991, M.D. 1994, U of Michigan; M.A.
Professor. B.S., B.A. 1991, Arizona;
2000, Ph.D 2003, U of Chicago.
M.A. 1993, George Washington; Ph.D.
Professor. B.S. 1996, California (Los
2002, Johns Hopkins.
Angeles); M.P.H. 2000, San Jose State;
SUNY (Binghamton).
Carolyn Dimitri, Associate Professor,
Yumary Ruiz, Clinical Assistant
Ph.D. 2006, Purdue.
B.A., 1983, SUNY (Buffalo); Ph.D., 1998,
Marion Nestle, Goddard Professor. B.A.
University of Maryland (College Park).
1959, Ph.D. 1968, M.P.H. 1986, California
Lisa Sasson, Clinical Associate Professor.
(Berkeley).
B.S. 1981, Brooklyn College (CUNY); M.S.
Lori Beth Dixon, Associate Professor.
B.A. 1987, Duke; Ph.D. 1994, Penn State;
M.P.H. 1999, California (Berkeley).
1986, New York; RD.
Danielle Ompad, Research Associate
Professor, B.S. 1996, Bowie State; M.H.S.
Diana Silver, Assistant Professor. B.A.
1998, Ph.D. 2002, Johns Hopkins.
1982, Bates; M.P.H. 1990, Hunter College
Judith A. Gilbride, Professor. B.S. 1966,
(CUNY); Ph.D. 2006, New York.
Framingham State; M.A. 1970, Ph.D. 1981,
Niyati Parekh, Assistant Professor. B.S.
New York; RD.
1995, St. Xavier’s College; M.S. 1997,
Yesim Tozan, Research Assistant
Nirmala Niketan College; Ph.D. 2005,
Professor. B.Sc. 1996, M.Sc. 1999,
Sally Guttmacher, Professor. B.S. 1963,
Wisconsin.
Columbia.
Istanbul; M.A. 2001, Ph.D. 2004,
Princeton University.
Wisconsin; M.Phil. 1973, Ph.D. 1976,
Domingo J. Piñero, Clinical Assistant
Professor. B.S. 1986, Central de
Venezuela; M.S. 1991, Simón Bolívar
(Venezuela); Ph.D. 1998, Penn State.
Master’s Programs
Di rector
Nutrition and Dietetics
Lisa Sasson
The Master of Science Program in Nutri-
These concentrations require the
CLINICAL NUTRITION
411 Lafayette
tion and Dietetics prepares students
same core sequence of nutritional sci-
5th Floor
for a wide range of careers as dietitians
ence and research courses; they differ in
riculum for students who would like
212-998-5585
and nutritionists. It provides training for
prerequisite, specialization, and profes-
to obtain the registered dietitian (RD)
registered dietitians and other students
sional experience requirements.
credential. There is also a 34-unit cur-
tians or to obtain advanced academic
CAREER OPPORTUNITIES
an RD or have completed an AND-ac-
training in one of two areas of con-
Although the two concentrations differ
credited dietetic internship at the time
centration: (1) clinical nutrition, which
most significantly in the level of clinical
of matriculation, but who would like to
provides all academic and internship
training, both programs are designed
obtain a master’s degree that provides
requirements of the Academy of nutri-
to train students to help individuals and
advanced training in clinical dietetics.
tion and Dietetics (AND) for registration
the public choose foods that promote
eligibility, and (2) foods and nutrition,
health and prevent disease; manage
dietitian, the AND requires students to
which provides advanced academic
human, financial, and physical resources
fulfill the following three separate sets
training for credentialed health care
to improve the nutritional status of indi-
of training requirements prior to taking
professionals. Internships and field
viduals and population groups; monitor
the dietetic registration examination: (1)
who seek to become registered dieti-
100
This concentration is a 40-unit cur-
riculum for students who already have
In order to become a registered
placements in specific areas of interest
trends and issues in the field of nutrition
bachelor’s degree from an accredited
offer exceptional opportunities to apply
and translate this information into edu-
college; (2) completion and verification
nutrition knowledge in a great variety of
cation and training programs; and apply
of a specific sequence of undergradu-
professional settings.
research principles and processes to the
ate prerequisite courses that meet
examination of nutrition problems.
defined educational competencies and
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2013–2015
(3) completion of an AND-accredited
DEGREE REQUIREMENTS:
CLINICAL NUTRITION
(GE HONDMS:CNU)
dietetic internship. The department
New Graduate Student Seminar
cal Assessment NUTR-GE.2196, Nutrition
provides two internship options, which
NUTR-GE.2000.002 (0 units)
Counseling Theory and Practice NUTR-
Research Methods (3 unit): Research
GE.2198.
Nutrition and
are known collectively as the Didac-
Dietetics, continued
tic Program in Dietetics (DPD); and
are discussed below.
Students who do not hold bachelor’s
Methods NUTR-GE.2190
NUTR-GE.2037, Medical Nutrition
Therapy Recitation, Research Methods
NUTR-GE.2190, Nutrition-Focused Physi-
Second and third semesters (or sec-
degrees from AND-accredited nutrition
Advanced Seminar in Nutrition (6 units)
ond semester and a summer session):
Interns complete supervised clinical
programs should take the following
NUTR-GE.2207
steps: (1) enroll in the 40-unit clinical
Nutrition Science (6 units): Advanced
practice rotations in clinical nutrition
nutrition graduate program; (2) while
Nutrition: Proteins, Fats, and Carbo-
therapy (13 weeks and one week of
enrolled, take undergraduate (DPD)
hydrates NUTR-GE.2139, Advanced
Pediatric Dental Clinical), community
prerequisite courses; (3) take the two
Nutrition: Vitamins and Minerals NUTR-
nutrition (three weeks), food service
graduate courses (Research Methods
GE.2144.
management (six weeks), special-
& Nutrition Education) required for
Advanced Clinical Nutrition (6 units):
ties (one week), and staff relief (three
the DPD; (4) apply for admission to a
Pediatric Nutrition NUTR-GE.2041,
weeks)—a total of at least 1200 practice
dietetic internship (which may involve
Critical Care Nutrition NUTR-GE.2043,
hours, along with 23 hours of classroom
master’s-level coursework); and (5)
Sports Nutrition NUTR-GE.2045, Weight
instruction. The supervised practice
complete the dietetic internship and
Management NUTR-GE.2194, Nutrition
takes place in one of the many affiliated
courses for the master’s degree. All DPD
and Aging NUTR-GE.2220, Nutritional
hospitals, institutions, and agencies
courses must be completed prior to en-
Aspects of Eating Disorders NUTR-
located throughout the New York met-
tering a dietetic internship program. For
GE.2222.
ropolitan area. Because some of these
further information about DPD prereq-
Terminal Experience (3 units): Research
sites train more than one dietetic intern,
uisites, visit the department’s website
Applications NUTR-GE.2061 or Research
starting dates for the supervised clinical
for the M.S. Program in Nutrition and
Apprenticeship NUTR.2063.
practice may vary.
Dietetics with a concentration in clinical
Electives Courses: Selected from de-
nutrition (steinhardt.nyu.edu/nutrition/
partmental and other related graduate
dietetics/ms/40).
courses by advisement.
Concurrently with the supervised
practice, interns register in two consecutive semesters for Clinical Practice in
Dietetics I and II NUTR-GE.2146, 2147.
ACADEMIC PREREQUISITES
Didactic Program in Dietetics (DPD)
The following courses comprise the
Verification
of the AND/Commission on Dietetic
AND-accredited Didactic Program in Di-
The NYU Graduate Didactic Program
Registration (CDR) and the Standards of
etetics (DPD). They may be taken while
in Dietetics (DPD) is accredited by the
Practice for dietetic professionals; politi-
matriculated as a graduate student in
Accreditation Council for Education
cal, legislative, and economic factors
clinical nutrition and must be completed
in Nutrition and Dietetics (ACEND) of
affecting dietetic practice; and develop-
prior to enrolling in graduate-level
the Academy of Nutrition and Dietetics.
ment of effective communication and
courses. As prerequisites, however, they
Evaluation and verification of the AND’s
counseling skills.
do not earn graduate credit.
DPD requirements for dietetic regis-
Admission requirements: Applicants
tration eligibility may be obtained by
must (1) hold a baccalaureate from an
accredited college or university; (2)
Basic Science: Introduction to
students who have completed at least
Modern Chemistry CHEM-UA.0002,
29 units in residence at NYU. Students
present an official AND Verification
and Principles of Organic Chemis-
must request and file a formal application.
Statement of Completion of a DPD, or
with laboratory. Food Microbiology
DIETETIC INTERNSHIPS
Complete a DPD, with original signatures; (3) apply and gain acceptance
a statement of Declaration of Intent to
try CHEM-UA.0240, should be taken
and Sanitation NUTR-UE.1023, Nutri-
The NYU Dietetic Internship meets AND
tional Biochemistry NUTR-UE.1064,
requirements for supervised clinical
into the clinical nutrition M.S. program;
Introduction to Human Physiology
practice for registration eligibility. It is
and (4) apply and be accepted into the
NUTR-UE.1068.
currently accredited by the ACEND until
NYU Dietetic Internship. Preference will
Nutrition Science: Nutrition and Health
2021. It also fulfills 18 of the 40 units
be given to applicants with an overall
NUTR-UE.0119, Clinical Nutrition Assess-
needed for a Master of Science degree
academic average of B or better.
Application procedures: Because
ment and Intervention NUTR-UE.1185,
in clinical nutrition. It is a one-year,
Community Nutrition NUTR-UE.1209,
full-time program that requires registra-
Diet Assessment and Planning NUTR-
tion in three NYU semesters or two
take courses in the clinical nutrition
UE.1260, Nutrition and the Life Cycle
semesters and a summer session. The
M.S. program, and because the NYU Di-
NUTR-UE.1269.
program includes one full semester of
etetic Internship participates in national
Food Science: Introduction to Foods
coursework, followed by twenty-seven
computer matching and the electronic
and Food Science NUTR-UE.0085, Food
weeks of supervised practice that also
centralized application process (DICAS),
Management Theory NUTR-UE.0091,
involves registration in two consecutive
the admission process requires three
Food Production and Management
3-unit courses.
NUTR-UE.1052, Food Science and
101
Class sessions cover the Code of Ethics
First semester: Interns must com-
students in the NYU Dietetic Internship
separate applications to (1) the NYU
Steinhardt School of Culture, Education,
and Human Development M.S. program
Technology NUTR-UE.1184.
plete five graduate courses (12 units)
Research Methods and Nutrition
before entering supervised clinical
in clinical nutrition (HOND-CNU), (2) the
Education (earns graduate credit).
practice: Medical Nutrition Therapy
NYU Dietetic Internship, and (3) the na-
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2013–2015
Nutrition and
tional computer matching system. Each
718-584-9000, ext. 6845; e-mail: jean.
DEGREE REQUIREMENTS
Dietetics, continued
requires a separate fee, and all should
[email protected]; website: www.
New Graduate Student Seminar
be filed at the same time.
dieteticinternship.va.gov/bronx.asp.
NUTR-GE.2000.002 (0 units).
Methods NUTR-GE.2190.
following spring, and in February for
FOODS AND NUTRITION
(HOND:FNU)
the following fall. Visit steinhardt.nyu.
This 34-unit program provides a flex-
Nutrition: Proteins, Fats, and Carbo-
Research Methods (3 units): Research
Deadlines: Applications are accepted
twice annually, in September for the
edu/nutrition/internships/dietetics for
ible curriculum designed for students
hydrates NUTR-GE.2139, Advanced
specific dates.
who have bachelor’s degrees and hold
Nutrition: Vitamins and Minerals NUTR-
The James J. Peters Veterans Affairs
credentials in the health professions
GE.2144.
Medical Center Dietetic Internship/
(such as an RD, RN, DDS, RPh, or MD)
Advanced Applied Nutrition (3 units):
NYU Master’s Degree Program is
and who are interested in further train-
Food Policy FOOD-GE.2015 or Mater-
conducted jointly by NYU’s Department
ing in this field but who do not intend
nal and Child Nutrition NUTR-GE.2042
of Nutrition, Food Studies, and Public
to practice nutrition and do not want to
or Nutrition Assessment Methods in
Health and the James J. Peters
become registered dietitians.
Research NUTR-GE.2178 or Nutritional
Veterans Affairs Medical Center (VA).
This program differs from the
The coordinated program affords the
clinical nutrition concentration in
opportunity to complete the dietetic
three important respects: It requires
units): Food Science and Technology
internship and M.S. in only 16 months.
fewer prerequisite courses, calls for a
NUTR-GE.2184 and Food and Culture
The program meets all requirements
different set of specialization course
FOOD-GE.2191.
for dietetic registration eligibility, as
requirements, and does not fulfill AND
Terminal Experience (3 units): Research
well as for the M.S. degree in Nutrition
requirements for registration eligibility.
Applications NUTR-GE.2061 or Research
and Dietetics: Clinical Nutrition
For more information about this pro-
Apprenticeship NUTR-GE.2063.
(GEHONDMS:CNU-34). Accreditation by
gram, visit steinhardt.nyu.edu/nutrition/
Elective Courses (8–13 units): Selected
the Academy of Nutrition and Dietetic
dietetics/ms/food.
from departmental and other related
Accreditation Council for Education in
Epidemiology NUTR-GE.2192.
Food and Nutrition Specialization (6
graduate courses.
Nutrition and Dietetics has been granted
ACADEMIC PREREQUISITES
through 2016.
Students must take or present evidence
The program accepts seven students
Di rector
Nutrition Science (6 units): Advanced
admission requirements
of having taken all graduate course
See general admission section, page
annually and is open only to U.S. citizens.
prerequisites: Introduction to Modern
167. For specific admission requirements
The VA pays each dietetic intern a
Chemistry UA-CHEM.0002, Principles
please visit steinhardt.nyu.edu/nutrition.
stipend during the 12-month (1,550-
of Organic Chemistry UA-CHEM.0240,
hour) clinical training period. During the
Introduction to Foods and Food Science
first 12 months, interns spend four days
NUTR-UG.0085, Nutrition and Health
agencies and fieldwork placement
a week in internship rotations and one
NUTR-UG.0119, Food Microbiology
facilities in your field of study may
require that you undergo a criminal
Please be advised that licensing
day per week attending classes at NYU.
and Sanitation NUTR-UG.1023, Nutri-
The final four months of the program
tional Biochemistry NUTR-UG.1064,
background check, the results of
are spent as full-time master’s degree
Introduction to Human Physiology
which the agency or facility must
students at NYU. For information,
NUTR-UG.1068, Diet Assessment and
find acceptable prior to placement
contact the dietetic internship director
Planning NUTR-UG.1260, Nutrition and
or licensure.
at the James J. Peters Veterans Affairs
the Life Cycle NUTR-UG.1269, and any
Medical Center, 130 West Kingsbridge
others that may be required for specific
Road, Bronx, NY 10468; telephone:
elective courses.
Food Studies
Jennifer Schiff Berg
411 Lafayette,
Food Studies at New York University
program’s location in a department that
economic, and geographic framework of
is the first master’s degree program
includes Nutrition and Public Health
food production, while attending equally
5th Floor
in the United States devoted to food
affords it a privileged optic into food in
to the study of consumption, including
212-998-5580
scholarship. Since its initiation as a
the modern biomedical system, allow-
gastronomy, and media portrayals of
state-accredited academic entity
ing students and faculty to interrogate
chefs and cuisines, along with attention
Degree
in 1996, the department has helped
the intersection between expertise and
to problems that follow consumption,
M.A.
foster and develop Food Studies as an
everyday experience, illness, wellness
the re-making of bodies, accumulation
emerging field.Food Studies offers an
and the politics of professions. Students
of waste, and burdens of externalizing
interdisciplinary approach to the study
learn the ways in which food cultures
costs. Students investigate cities in
of food as a bio-cultural system focused
and food systems are implicated in larg-
relation to flows of people, commodities,
on the urban environment. Employing
er issues of public health and nutrition.
produce, and media products.
approaches from the humanities and the
social sciences, the MA in Food Studies
102
Food Studies emphasizes the ways
In 2007, we broadened Food Studies
individuals, communities, and societies
by emphasizing urban food systems
within the Food Studies program, which
prepares students to analyze the cur-
relate to and represent food within a
rent American food system, its global
spatial, cultural and historical con-
specifically focuses on issues related
connections, and local alternatives. The
text. Food Studies examines the political,
to food production and distribution.
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2013–2015
Food Studies,
Our uniquely urban approach, engages
panies, hotels, resorts, spas, convention
of the Arts, and the Graduate School of
continued
with the New York City food systems for
centers, airlines, educational institutions,
Arts and Sciences.
applied and theoretical research. This
health care facilities, community sites,
new focus aligns an academic discus-
government agencies, production com-
SPECIAL OPPORTUNITIES
sion of economic, political, agricultural,
panies, non-profit organizations, and
The department offers experiential
and global concerns with larger contem-
consulting firms.
porary arguments beyond the academy.
courses, such as 4-unit graduate
summer study abroad programs on
The Food Studies M.A. program includes
DEGREE REQUIREMENTS
three areas of interest:
The requirements for the Program in
Kong, Puebla, Paris, Florence, and New
Food Studies include the following:
Orleans. These programs immerse
food and nutrition in Tuscany, Hong
n
Policy and Advocacy
n
Business and Social Entrepreneurship
Food Studies: FOOD-GE.2000
participants in full experiences of global
n
Media, Social and Cultural Analysis
Current Research in Food Studies,
food, diet, culture, and history through
The overall program includes
40 credits.
FOOD-GE.2017 Contemporary Issues:
classroom instruction, field trips, guest
Sustainability and Cultural Sover-
speakers, and hands-on workshops.
The Program:
eignty, FOOD-GE.2033 Food Systems I,
1.challenges students with core, special-
FOOD-GE.2061 Research Applications,
admission requirements
ization, and elective courses offered
FOOD-GE.2191 Food and Culture, FOOD-
See general admission section, page 167.
by the department and by New
GE. 2215 Nutrition in Food Studies
York University’s Steinhardt School
Policy & Advocacy: FOOD-GE.2015
of Culture, Education, and Human
Agricultural Policy, FOOD-GE. 2034
agencies and fieldwork placement
Development; Stern School of Busi-
Food Systems II: Topics, FOOD-GE XXX,
facilities in your field of study may
require that you undergo a criminal
Please be advised that licensing
ness; Wagner School of Public Service,
The Politics of Food, FOOD-GE XXX
Graduate School of Arts and Sciences,
Food Legislation, Regulations & Enforce-
background check, the results of
or Tisch School of the Arts.
ment, FOOD-GE XXX Food Advocacy,
which the agency or facility must
FOOD-GE XXX Economics of Food I:
find acceptable prior to placement
program helps students locate in-
Consumer Behavior, FOOD-GE XXX
or licensure.
ternships in a vast array of potential
Economics of Food II: Strategic Firm
employment sites and places them
Behavior, FOOD-GE.2036 Water, Waste,
2. broadens work experience. The
in positions where they can develop
and the Urban Environment, FOOD-
new skills and gain access to potential
GE 2261 Sustainability on the East End,
employers.
FOOD-GE.2110 International Food Regu-
3. gives access to food production com-
lations, FOOD-GE. 2250 Global Food
panies, non-profit food organizations,
Culture: Puebla, Mexico; New Orleans,
policy organizations and advocacy
PUHE-GE 2319 Writing Grants and Fund
groups, publishers, public relations
Proposals RESCH-GE Basic Statistics
and marketing firms, magazines, food
Business & Social Entrepreneurship:
distributors, food producers and edu-
FOOD-GE. 2006, Food Entrepre-
cational institutions, as well as to the
neurship, FOOD-GE 2063 Research
food professionals who work in them
Apprenticeship-Supply Chain Manage-
and enrich the program by serving as
ment, MGM-GB 3336 Foundations of
adjunct faculty and guest lecturers.
Social Entrepreneurship, CORI-GB 1306
4. emphasizes development of critical
Financial Accounting and Reporting,
thinking and research skills that help-
MGMT-GB. 3333 Business Start-Up
students analyze and solve problems
Practicum, MGMT-GR. 2370 New
that may be encountered in profes-
Product Development, CORI-GB.
sional work.
2310 Marketing
5. offers experiential learning courses in
global, domestic and urban venues.
Media, Social & Cultural Analysis:
FOOD-GE.2205 Theoretical Perspectives, FOOD-GE.2019 Comparative
CAREER OPPORTUNITIES
Food studies careers focus on the
FOOD-GE 2012 Food History, FOOD-GE
conceptual and creative aspects related
2250 Global Food Cultures, FOOD-GE
to the role of food in culture and society.
2230 Field Trips in Food, FOOD-GE 2171
They involve product development; ad-
Food Photography, FOOD-GE 2204
vertising, marketing and public relations;
Food in the Arts, FOOD-GE 2271 Food
communications and media; writing
and Culture: New Orleans, ANTH-GA
and editing; styling, photographing,
Anthropology of Food.
and testing; teaching; policy advocacy;
consulting; economic development; and
103
Cuisine FOOD-GE 2021 Food Writing,
Students may choose electives
from alternative areas of study or other
research. Food studies careers can also
courses of interest within NYU: other
occur in any place where food products
departments in Steinhardt (such as MCC,
are developed, produced, purchased,
Environmental Conservation Education,
prepared, distributed, transported or
etc), Stern School of Business, Wagner
served, including corporations and com-
School of Public Service, Tisch School
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2013–2015
NYU Master of Public Health
Di rector
Steinhardt participates in the Global
population groups at the local, na-
James Macinko
Institute of Public Health’s Master of
tional, and global levels. The NYU MPH
concentrations in Community and
Public Health Program, which seeks to
program’s unique university-wide con-
International Health, Global Health Lead-
240 Greene Street,
prepare students to become effective
figuration allows it to draw upon faculty
ership, and Public Health Nutrition.
2nd Floor
public health researchers, practitio-
and other professionals from across the
212-992-6741
ners, and leaders by advancing public
university and from partner organiza-
health knowledge and practice through
tions worldwide to design and deliver
requirements, admissions, and program
research, education, outreach, and com-
multidisciplinary educational, research,
services, please refer to the NYU MPH
munity engagement. By doing so, we
and practice-based training to enhance
website and bulletin at giph.nyu.edu/
aim to improve the health of diverse
student experiences and promote con-
mph..
Degree
M.P.H.
The NYU MPH program offers
For complete information on the
NYU MPH program, including degree
tinued professional development.
Doctoral Programs
Di rectors
The department offers doctoral educa-
initial screening are interviewed in
environment, health, history, and com-
Carolyn Dimitri
tion in (1) nutrition and dietetics, (2)
person or by telephone.
merce. This highly selective program
Food Studies
food studies, and (3) participates in
the doctoral program in public health
DEGREE REQUIREMENTS
education, including teaching, research,
Niyati Parekh
through the NYU Global Institute of
For doctoral requirements of the Stein-
and administrative positions; posi-
Nutrition
Public Health. Because the nutrition and
hardt School of Culture, Education, and
tions outside the academy, including
prepares students for positions in higher
dietetics and food studies are small and
Human Development, see pages 178-81.
public policy, government, for-profit
James Macinko
highly selective, the department admin-
In addition to school requirements, the
and not-for-profit private industry; and
Public Health
isters them jointly. Within the overall
department requires 18 units of special-
other positions in education, including
program structure, students are encour-
ization courses.
secondary institutions seeking teachers
with advanced degrees and adult learn-
411 Lafayette,
aged to select specific courses, course
5th Floor
sequences, and dissertation proposal
Nutrition and Dietetics
212-998-5580
and research topics that meet their indi-
The interdisciplinary Ph.D. program of
ing communities.
vidual interests and goals. Each program
advanced study in nutrition and dietet-
ADMISSION REQUIREMENTS
Degree
is developed individually by students
ics provides broad training in education,
In addition to the general requirements
Ph.D.
in consultation with advisers who are
specialization, and research theory and
listed above, applicants should submit
specialists in the course of study.
applications. The program is designed
a current résumé or curriculum vitae.
specifically to meet the needs of em-
As determined in consultation with an
Application procedures, general
admission requirements, examination
ployed professionals who desire further
adviser, some preparatory academic
and research requirements, and overall
education to advance in their careers
work may be required in addition to
course requirements are the same for all
or to develop a career in academics.
minimum specialization requirements for
doctoral programs. Program admission
The program prepares graduates for
the degree.
requirements and prerequisites differ for
teaching, research, administrative, and
each doctoral area and are described
leadership positions in academic, public
under that area.
health, government, industry, and other
institutions.
Public Health
GENERAL ENTRANCE
REQUIREMENTS
ADMISSION REQUIREMENTS
in public health, please visit giph.nyu.
Master’s degree from an accredited
In addition to the general requirements
edu/phd.
institution and GRE scores for the verbal
listed above, the applicant must have
For information on the doctoral program
potential as shown by honors, awards,
or master’s level. Preference is given
Steinhardt fellows
program and Research
assistantships
publications, active participation in
to applicants with at least three years
See page 180. 
professional organizations or agencies,
of full-time (or six years of part-time)
or independent research; a statement of
work experience, with major emphasis in
goals (500 words) explaining why the
nutrition or dietetics.
and quantitative sections; TOEFL scores
previous academic training in nutri-
(if applicable); demonstrated leadership
tion or dietetics at the undergraduate
applicant is seeking a doctoral degree
and how doctoral training will help
See general admission section,
Please be advised that licensing
agencies and fieldwork placement
facilities in your field of study may
page 167.
require that you undergo a criminal
the profession; and three letters of rec-
Food Studies
which the agency or facility must
ommendation from employers, former
The food studies doctoral program at
find acceptable prior to placement
professors, or professional colleagues
NYU is an interdisciplinary program
or licensure.
who have observed the applicant’s work.
of advanced study focusing on food
Applicants whose credentials pass an
as it intersects with society, culture,
achieve career goals and contribute to
104
See general admission section,
page 167.
background check, the results of
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses
The courses listed
NUTRITION/NUTR-GE
Nutritional Epidemiology
Seminar in Advanced Nutrition:
NUTR-GE.2192 30 hours: 3 units.
Nutrigenetics and Nutrigenomics
Medical Nutrition Therapy
Weight Management
NUTR-GE.2287 30 hours: 3 units.
NUTR-GE.2037 45 hours: 4 units.
NUTR-GE.2194 30 hours: 3 units.
Beverages
Nutrition-Focused Physical Assessment
NUTR-GE.2300 30 hours: 3 units.
NUTR-GE.2025 45 hours: 3 units.
NUTR-GE.2196 30 hours: 2 units.
See Departmental Courses section for
Pediatric Nutrition
Nutrition Counseling Theory and
NUTR-GE.2041 30 hours: 3 units.
Practice
herein are to be
offered in 2013–2015.
Independent Study
additional listings.
NUTR-GE.2198 30 hours: 3 units.
FOOD STUDIES
Nutrition Education
Current Research in Food Studies
NUTR-GE.2199 30 hours: 3 units.
FOOD-GE 2000 10 hours: 1 unit
Seminar in Advanced Nutrition
The Politics of Food
NUTR-GE.2207 10 hours per unit: 1–6
FOOD-GE XXX 30 hours: 3 units
Maternal and Child Nutrition
NUTR-GE.2042 30 hours: 3 units.
Critical Care Nutrition
NUTR-GE.2043 30 hours: 3 units.
Sports Nutrition
units. Departmental permission required.
Food Legislation, Regulations &
NUTR-GE.2045 30 hours: 3 units.
Complementary and Alternative
Enforcement
Research Applications
Nutrition Therapies
FOOD-GE XXX 30 hours: 3 units
NUTR-GE.2061 30 hours: 3 units.
NUTR-GE.2210 30 hours: 3 units.
Field Experience
Nutrition in Food Studies
NUTR-GE.2077 45 hours per unit:
NUTR-GE.2215 30 hours: 3 units.
Food Advocacy
Economics of Food I:
3–4 units.
Advanced Nutrition: Proteins, Fats,
FOOD-GE XXX 30 hours: 3 units
Nutrition and Aging
Consumer Behavior
NUTR-GE.2220 30 hours: 3 units.
FOOD-GE XXX 30 hours: 3 units
Nutritional Aspects of Eating Disorders
Economics of Food II:
NUTR-GE.2222 30 hours: 3 units.
Strategic Firm Behavior
and Carbohydrates
NUTR-GE.2139 30 hours: 3 units.
Advanced Nutrition: Vitamins and
FOOD-GE XXX 30 hours: 3 units
Minerals
Seminar in Advanced Nutrition
NUTR-GE.2144 30 hours: 3 units.
NUTR-GE.2280 10 hours: 1-6 units.
Clinical Practice in Dietetics I
Seminar in Advanced Nutrition:
NUTR-GE.2146 150 hours per unit: 3
Landmark Studies
Food History
units. Restricted to NYU dietetic interns.
NUTR-GE.2281 30 hours: 3 units.
FOOD-GE.2012 45 hours: 3 units.
Foods Entrepreneurship
FOOD-GE.2006
Clinical Practice in Dietetics II
Seminar in Advanced Nutrition:
Agricultural Policy
NUTR-GE.2147 150 hours per unit:
Genetics and Pediatrics
FOOD-GE.2015 30 hours: 3 units.
3 units.
NUTR-GE.2281 10 hours: 1 unit.
Nutrition Assessment Methods in
Seminar in Advanced Nutrition: Ethical
Research
Issues in Nutrition and Health Care
NUTR-GE.2178 30 hours: 3 units.
NUTR-GE.2283 10 hours: 1 unit.
Contemporary Issues: Sustainability
Seminar in Advanced Nutrition:
FOOD-GE.2017 30 hours: 3 units.
Food Markets: Concepts and Cases
and Sovereignty
Prerequisite: NUTR-UG.0085,
UACHEM-0002.
FOOD-GE.2016 30 hours: 3 units.
Bariatric Surgery Weight Loss
Food Science and Technology
Management
Comparative Cuisines
NUTR-GE.2184 45 hours: 3 units.
NUTR-GE.2284 10 hours: 1 unit.
FOOD-GE.2019 30 hours: 3 units.
International Nutrition
Seminar in Advanced Nutrition:
Food Writing
NUTR-GE.2187 10 hours per unit:
Obesity in Clinical Practice
FOOD-GE.2021 30 hours: 3 units.
1–3 units.
NUTR-GE.2285 30 hours: 3 units.
Research Methods
Seminar in Advanced Nutrition:
NUTR-GE.2190 30 hours: 3 units.
Diseased Gut
Beverages
NUTR-GE.2025 45 hours: 3 units.
NUTR-GE.2286 30 hours: 3 units.
105
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
PUBLIC HEALTH/PUHE
Urban Agriculture Planning and
Fieldtrips in Foods:
Implementation
Food Manufacturing
NUTR-GE.2030 20 hours: 2 units.
FOOD-GE.2234 10 hours: 1 unit.
Food Systems I
Advanced Topics in Food Studies
FOOD-GE.2033 30 hours: 3 units.
FOOD-GE.2240 30 hours: 3 units.
Food Systems II: Topics
Advanced Topics in Food Studies:
FOOD-GE.2034 30 hours: 3 units.
The Agro-Industrial Complex
Nutrition in Public Health
Prerequisite: Food Systems I.
FOOD-GE.2241 30 hours: 3 units.
PUHE-GE.2213 30 hours: 3 units.
Waste, Water, and the Urban
Advanced Topics in Food Studies:
International Health and Economic
Environment
Women and Food
Development
FOOD-GE.2036 30 hours: 3 units.
FOOD-GE.2242 30 hours: 3 units.
PUHE-GE.2314 30 hours: 3 units.
Research Apprenticeship in Food
Advanced Topics in Food Studies:
Public Health Through Film and Fiction
and Nutrition
Food and Popular Culture
PUHE-GE.2315 30 hours: 3 units.
FOOD-GE.2063 30 hours: 3 units.
FOOD-GE.2243 20 hours: 2 units.
International Food Regulation
Advanced Topics in Food Studies:
Seminars
FOOD-GE.2110 30 hours: 3 units.
Food Sociology
PUHE-GE.2316 30–180 hours: 6 units.
Epidemiology
PUHE-GE.2306 40 hours: 3 units.
Infectious Disease and Nutrition
PUHE-GE.2307 30 hours: 3 units.
International Community Health
FOOD-GE.2244 30 hours: 3 units
Theoretical Perspectives
FOOD-GE.2205 30 hours: 3 units.
Food Photography
Global Issues in Public Health
Advanced Topics in Food Studies:
(Puebla, Mexico)
Food and Fine Arts
PUHE-6E.2317 30 hours; 3 units
FOOD-GE.2245 30 hours: 3 units.
Assessing Community Health Needs
FOOD-GE.2271 15 hours: 1 unit.
Advanced Topics in Food Studies:
Techniques of Regional Cuisine
Food in Western Art
FOOD-GE.2183 30 hours: 2 units.
FOOD-GE.2246 30 hours: 3 units.
Food and Culture
Global Food Cultures
FOOD-GE.2191 30 hours: 3 units.
FOOD-GE.2250 40 hours: 4 units.
Food in the Arts
Global Food Cultures: Hong Kong
FOOD-GE.2204 30 hours: 2 units.
FOOD-GE.2251 40 hours: 4 units.
Nutrition in Food Studies
Global Food Cultures: Puebla, Mexico
NUTR-GE.2215 30 hours: 3 units.
FOOD-GE.2252 40 hours: 4 units.
Advanced Foods
Sustainability of Food Systems
FOOD-GE.2216 15 hours per unit: 1–3
FOOD-GE.2260 20 hours: 2 units.
PUHE-GE.2318 45 hours: 3 units.
Writing Grants and Funding Proposals
for Health-Related Programs
PUHE-GE.2319 30 hours: 3 units.
History and Principles of Public Health
PUHE-GE.2322 30 hours: 3 units.
Advocating for Community Health
PUHE-GE.2335 30 hours: 3 units.
Program Planning and Evaluation
Social and Behavioral Determinants
units. Prerequisite: NUTR-GE.0085 or
equivalent.
Fieldtrips in Foods
Sustainability on the East End of
of Health
Long Island
PUHE-GE.2355 30 hours: 3 units.
FOOD-GE.2261 20 hours: 2 units.
Environmental Health Problems
FOOD-GE.2230 10 hours: 1 unit.
Food and Culture
Fieldtrips in Foods: Community
PUHE-GE.2349 30 hours: 3 units.
PUHE-GE.2356 30 hours: 3 units.
FOOD-GE.2270 30 hours: 3 units.
Support Agriculture
Internship and Seminar in Public Health
Food and Culture: New Orleans
PUHE-GE.2360 Minimum of 180 hours:
FOOD-GE.2271 30 hours: 3 units.
3 units. Fall, spring, summer.
Food and Culture: Vermont
Research Methods in Public Health
FOOD-GE.2272 30 hours: 3 units.
PUHE-GE.2361 30 hours: 3 units. Fall.
Fieldtrips in Foods: Ethnic
See Departmental Courses section for
Open only to public health students.
New York City
additional listings.
FOOD-GE.2231 10 hours: 1 unit.
Fieldtrips in Foods: Urban Agriculture
FOOD-GE.2232 10 hours: 1 unit.
FOOD-GE.2233 10 hours: 1 unit.
Professional Writing in Public Health
PUHE-GE.2365 30 hours: 3 units.
106
Department of nutrition, food studies, and public health the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Perspectives on Reproductive Health
PUHE-GE.2374 30 hours: 3 units.
International Population and
Family Health
PUHE-GE.2383 30 hours: 3 units.
Health Communications:
Theory and Practice
PUHE-GE.2405 30 hours: 3 units.
Community-Based Health Interventions
PUHE-GE.2410 30 hours: 3 units.
DEPARTMENTAL COURSES/
Nutrition, Food Studies, and Public
Health: New Graduate Student Seminar
FOOD-GE.2000.001 and
NUTR-GE.2000.002 3 hours: 0 units.
Sensory Evaluation of Foods
FOOD-GE.2010 30 hours: 3 units.
Prerequisite: NUTR-UG.1185.
Research Applications
NUTR-GE.2061 30 hours: 3 units.
Research Apprenticeship in Food
and Nutrition
NUTR-GE.2063 45 hours per unit:
1–6 units.
Food Science and Technology
NUTR-GE.2184 45 hours: 3 units.
Prerequisites: NUTR-UG.0085,
V25.0002.
Research Methods
NUTR-GE.2190 30 hours: 3 units.
Independent Study
NUTR-GE.2300 45 hours per unit: 1–6
units; hours to be arranged through
advisement.
Doctoral Seminar
NUTR-GE.3098 10 hours: 1 unit.
107
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: JANE BEAR-LEHMAN
D EG R E E S
EDUCATION BUILDING, 11TH FLOOR | 35 WEST FOURTH STREET | NEW YORK, NY 10012–1172
M.S., M.A., D.P.S., Ph.D.
TELEPHONE: 212-998-5825 | FAX: 212-995-4044 | E-MAIL: [email protected]
WEBSITE: steinhardt.nyu.edu/ot
CO N TE NTS
Faculty................................................................ 109
Professional Program................................... 109
Post-professional Programs........................ 110
Courses................................................................112
F
or over 65 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
graduates. The goal of occupational therapy is to
emphasizes scientific inquiry and advanced
For information about the mission
help individuals achieve independence, meaning,
clinical skills to prepare master clinicians,
and student learning outcomes for
and satisfaction in all aspects of their lives. Oc-
administrators, educators, scientists, and profes-
each of our programs, please see the
cupational therapists develop, improve, sustain,
sional leaders. The Department of Occupational
department website.
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
dysfunction. The occupational therapist consults
facilities in the country. The program also has
Notice: The programs, requirements,
with the individual and family or caregivers and,
a highly qualified faculty. The relationships
and schedules listed herein are subject
through evaluation and treatment, promotes
between community and program help provide
to change without notice. A directory
the client’s capacity to participate in satisfying
unparalleled learning experiences for students
of classes is published each term with a
daily activities. Intervention may address the
and virtually matchless source of diverse
current schedule. For the most up-to-date
person’s capacity to perform, the activity being
practicum sites.
schedule changes, please consult ALBERT,
performed, or the environment in which it is per-
NYU’s student information website.
formed. 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.
108
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
Faculty
Offiong Aqua, Clinical Associate
Jim Hinojosa, Professor. B.S. 1973,
the American Occupational Therapy
Professor. M.D. 1986, Moscow.
Colorado State; M.A. 1977, Columbia;
Association (FAOTA).
Ph.D. 1989, New York; OT/L, Fellow of
Jane Bear-Lehman, B.S., Wisconsin
the American Occupational Therapy
Sally E. Poole, Clinical Assistant
(Madison); M.S., Illinois (Chicago); Ph.D.,
Association (FAOTA).
Professor. B.A. 1968, M.A. 1975,
New York; OTR/L, Fellow of the Ameri-
New York; OT, Certified Hand Therapist
can Occupational Therapy Association
Tsu-Hsin Howe, Assistant Professor.
(FAOTA).
B.Sc. 1982, National Taiwan; M.A. 1987,
Ph.D. 2004, New York; OTR.
Karen A. Buckley, Clinical Assistant
(CHT).
Gerald Voelbel, Assistant Professor, B.A.
1997, M.S. 2001, Ph.D. 2004, Rutgers.
Professor. B.S. 1973, SUNY (Buffalo);
Kristie Koenig Patten, Department
M.A. 1977, New York; OT/L, Neuro
Chair and Associate Professor. B.S. 1987,
Development Treatment (NDT) Certified.
Elizabethtown (PA); M.S. 1994, Ph.D.
Number of Adjunct Faculty: 22
2003, Temple; OTR/L, Fellow of the
Please be advised that licensing
Yael Goverover, Associate Professor.
American Occupational Therapy Asso-
agencies and placement facilities in
B.S., 1992, M.A. 1995 Tel Aviv; Ph.D.,
ciation (FAOTA).
your field of study may require that
2002, New York: OTR/L. 2004–2005,
Post-Doctoral Fellow.
you undergo a criminal background
Anita Perr, Clinical Associate Professor.
check, the results of which the agency
B.S. 1983, Virginia Commonwealth; M.A.
or facility must find acceptable prior
1995, New York; OT, Certified Assistive
to placement or licensure.
Technology Practitioner, Fellow of
Professional Program
Degree
MASTER OF SCIENCE
anatomy; kinesiology; human growth
units), Professional Issues I 0.5
M.S.
The Master of Science Program in
and development; activity group
OT-GE.2040 (0.5 unit).
Occupational Therapy provides the
process; psychiatric, medical, surgi-
Faculty
professional education necessary for
cal, orthopedic, and neuromuscular
Summer, First Year (5 units): Research
Aqua, Bear-Lehman,
initial certification as an occupational
conditions; theoretical foundations of
Design in Occupational Therapy
Buckley, Goverover,
therapist. Affiliated with 450 sites, the
occupational therapy; and research,
OT-GE.2724 (2 units), Analysis of Human
Hinojosa, Howe,
program provides student intervention
analysis, and synthesis of activities
Activity and Occupational Performance
Koenig, Perr, Poole,
experiences in challenging settings,
as they relate to human occupation
II OT-GE.2736 (2 units), Fieldwork I
Voelbel
which are integrated into the curriculum
through emphasizing evaluation and
OT-GE.2720 (1 unit).
through connection with courses or as
intervention in the occupational
full-time fieldwork.
therapy process.
Fall, Second Year (13 units): Fieldwork
I OT-GE.2721 (1 unit), Research Inter-
CAREER OPPORTUNITIES
Fall, First Year (15 units): New Student
pretation of Occupational Therapy
Occupational therapy is a fast-growing
Seminar OT-GE.2000 (0 units), Human
OT-GE.2725 (3 units), Orthopedic
profession, and graduates are sought by
Anatomy (Lecture) OT-GE.2002 (3
Evaluation and Intervention OT-GE.2741
employers nationwide.
units), Foundations of Occupational
(3 units), Neurological Evaluation and
Therapy OT-GE.2701 (3 units), Activity
Intervention OT-GE.2743 (3 units),
DEGREE REQUIREMENTS
Group Process OT-GE.2707 (3 units),
Mental Health Evaluation and Interven-
Academic Prerequisites: Undergraduate
Performance and Development Across
tion OT-GE.2745 (3 units).
coursework in abnormal psychology;
the Lifespan OT-GE.2709 (3 units),
developmental psychology; behavioral
Neuroscience OT-GE.2010 (3 units).
psychology, anthropology, or sociology;
Spring, First Year (13.5 units): Human
Evaluation and Intervention OT-GE.2742
human anatomy and physiology I and II;
Anatomy (Lab) OT-GE.2003 (1 unit),
(3 units), Cognitive Evaluation and
and basic statistics.
Kinesiology OT-GE.2710 (2 units),
Intervention OT-GE.2744 (3 units),
The program’s full-time course
109
Spring, Second Year (16.5 units): Fieldwork I OT-GE.2722 (1 unit), Rehabilitation
sciences; one additional course in either
Research Methods for Occupational
Geriatric Evaluation and Intervention
of study is 27 months. Students are
Therapy OT-GE.2025 (2 units), Medical
OT-GE.2749 (3 units), Pediatric Evalu-
required to participate in two full-time,
and Psychiatric Conditions OT-GE.2039
ation and Intervention OT-GE.2748 (3
three-month fieldwork experiences,
(3 units), Theoretical Bases for the
units), Health Advocacy and Administra-
which usually take place during the
Scope of Practice OT-GE.2030 (3 units),
tion OT-GE.2750 (3 units), Professional
summer and fall. The program requires
Analysis of Human Activity and Oc-
Issues II 0.5 OT-GE.2041 (0.5 unit).
successful completion of 69 units in
cupational Performance I OT-GE.2035 (2
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
Professional Program,
Summer, Second Year (3 units):
(ACOTE)® of the American Occupa-
purpose/personal statement address-
continued
Fieldwork II in Occupational Therapy
tional Therapy Association (AOTA),
ing how work, volunteer, and/or life
OT-GE.2703 (12 weeks).
4720 Montgomery Lane, P.O. Box 31220,
experiences have led to the choice of
Bethesda, MD 20824-1220; telephone:
occupational therapy. In addition, a
Fall, Third Year (3 units): Fieldwork II in
301-652-AOTA. For ACOTE, the tele-
personal interview and writing sample
Occupational Therapy OT-GE.2703 (12
phone number is 301-652-2682, ext.
may be requested.
weeks).
2914. Graduates of the program will be
able to sit for the national certification
See general admission section,
page 167.
Spring, Third Year, Elective (2–3 units):
examination for occupational therapists
Fieldwork II in Occupational Therapy
administered by the National Board for
(Specialty) OT-GE.2704 (10–12 weeks).
Certification in Occupational Therapy
FINANCIAL AID
OPPORTUNITIES
(NBCOT). After successful completion of
Students may apply for tuition assistance
TIME LIMIT
this exam, the graduate will be a certi-
from local, state, and federal government
Students must complete 6 units of
fied occupational therapist. Most states
agencies. Sometimes clinical facilities
required fieldwork (OT-GE.2703)
require licensure in order to practice;
offer financial assistance in exchange for
within a 20-month period following the
however, state licensure is usually based
a work commitment after graduation.
completion of academic coursework.
on the results of the NBCOT Certification Examination.
See general financial aid section,
page 178.
CERTIFICATION/LICENSURE
The Program in Occupational Therapy is
ADMISSION REQUIREMENTS
accredited by the Accreditation Council
Applicants must submit two letters of
for Occupational Therapy Education
recommendation and a statement of
Post-professional Programs
Degrees
The Department of Occupational
frames of reference, and issues related
ADMISSION REQUIREMENTS
M.A., D.P.S., Ph.D.
Therapy offers three post-professional
to practice. Each student takes a core of
In addition to the admission criteria of
programs in occupational therapy
graduate-level courses in occupational
the school, the following specific re-
Faculty
leading to the M.A., D.P.S., or Ph.D.
therapy theory, research, and profes-
quirements apply: (1) certification as an
Aqua, Bear-Lehman,
degree for occupational therapists.
sional skills. Domestic students may
occupational therapist or eligibility for
Goverover, Hinojosa,
These programs integrate the theoreti-
begin their studies in the fall, spring, or
certification; (2) baccalaureate degree
Howe, Koenig, Perr,
cal foundation of occupational therapy
summer term. International students
in occupational therapy; (3) a strong
Poole, Voelbel
and the knowledge, skills, and attitudes
may begin their studies in the fall. This
grade-unit average; (4) a personal state-
necessary for engaging in scholarly
30-unit program may be completed as
ment; and (5) interview(s) as requested
activity. Students develop the analytical
full-time or part-time study.
by the department.
skills necessary for assuming leadership
Students select an area of specializa-
roles while cultivating a network of
tion such as pediatrics, mental health,
Doctor of Professional Studies (OTHS)—
professional contacts through their
assistive technology, physical disabili-
We are no longer admitting students to
studies, clinical experiences, and col-
ties, upper quadrant, or school-based
this program
laborative research. One of the most
practice. Selection of courses is made
Through the Doctor of Professional
outstanding features is the strong peer
by advisement. Electives may be taken
Studies (D.P.S.) Program, students
support network provided by an active
in other New York University schools,
have the opportunity to advance their
cadre of post-professional students.
divisions, and programs, including psy-
knowledge and critical thinking via
Applicants are encouraged to visit
chology, education, special education,
coursework that builds a foundation
NYU’s Office of Financial Aid website,
ergonomics and biomechanics, public
of critical analysis, evidence-based
www.nyu.edu/financial.aid, and the
administration, and others.
Steinhardt School’s Office of Graduate
practice, ethics, and theory. The D.P.S.
prepares advanced, skilled occupational
Admissions website, www.steinhardt
Department Core Courses (12 units):
therapists to deliver, present, and collab-
.nyu.edu/graduate.admissions, for
Research Methods for Occupational
orate with interdisciplinary professionals
more information.
Therapy OT-GE.2025, Theoretical Foun-
to provide high-quality care. Full-time
dations for Intervention OT-GE.2762,
or part-time study is available. Students
Master of Arts: Post-professional
Developing a Guideline for Intervention
are offered two areas of advanced
Advanced Occupational Therapy
OT-GE.2763, Ethics and Analytical Rea-
clinical specialization: pediatrics and
(OTTH)
soning OT-GE.2764.
upper quadrant.
Department Research Project (6 units):
INDIVIDUALLY DESIGNED
SEQUENCE OF COURSES
Directed Project Design in Occupational
DEGREE REQUIREMENTS
Therapy OT-GE.2805, Directed Project
Occupational therapists who hold a
The post-professional master’s degree
in Occupational Therapy OT-GE.2806.
master’s degree complete (1) 36 units of
program is designed for occupational
Elective/Specialization (12 units):
approved coursework with a minimum
therapists who want master’s-level study
by advisement.
cumulative grade unit average of 3.0, (2)
regarding current theories, research,
110
presentation and successful defense of
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
Occupational Therapy Specialization
Post-professional
evidence-based professional portfolio,
Programs, continued
and (3) completion of all requirements
option that allows occupational
for the D.P.S. within seven years. Full-
therapists with a bachelor’s degree in
Intervention OT-GE.2762, Developing a
time or part-time study is available.
occupational therapy to apply directly
Guideline for Intervention OT-GE.2763,
*There is a special single decision
(15 units): Theoretical Foundations for
to the clinical doctoral degree program
Ethics and Analytical Reasoning
and to earn a master’s degree during
OT-GE.2764.
Theoretical Foundations for Interven-
the educational process. Applicants
Cognate Courses (6 units)
tion OT-GE.2762, Ethics and Analytical
for the single-option select the M.A.
Foundations (6 units): Philosophy of
Reasoning OT-GE.2764.
degree, program code OTTH, and
Scientific Inquiry PHED-GE50.2089,
Program Requirements (6 units):
document a desire to progress to
Science and the Professions:
Evidence-Based Practice OT-GE.3301,
the D.P.S. program in the personal
Philosophies of Applied Science
Advanced Assessments for the
statement. The application deadline
PHED-GE.2090, or others by a
Practicing Therapist OT-GE.3306.
is February 1 for the single-option
dvisement.
Clinical Specialization (12 units).
M.A./D.P.S.
Occupational Therapy (3 units):
quired to complete 9 units of electives
Doctor of Philosophy (OTHX)
Research Course (6 units): Research
from University-wide offerings.
The Ph.D. program Research in Occupa-
Design of the Dissertation.
Terminal Project (3 units): Profes-
tional Therapy was established in 1973
Dissertation-Related Courses (15 units):
sional Portfolio: Advanced Practice
and was the first such doctoral program
Occupational Therapy Doctoral
OT-GE.3310.
in the world. The program provides
Colloquium (1 unit): OT-GE.3408.
Department Core Courses (6 units):
Electives (9 units): Students are re-
Departmental Seminar: OT-GE.3406.
students with the knowledge and skills
ADMISSION REQUIREMENTS
to work in the profession as researchers,
ADMISSION REQUIREMENTS
In addition to the admission criteria
scholars, and educators. Doctoral stu-
In addition to the admission criteria
of the school, the following specific
dents take post-professional coursework
of the school, the following specific
requirements apply: (1) GRE score;
in occupational therapy and courses in
requirements apply: (1) GRE score;
(2) graduation from an approved
other disciplines both in the school and
(2) graduation from an approved
professional occupational therapy
throughout the University.
professional occupational therapy
program; (3) master’s degree or
equivalent*; (4) a personal statement;
(5) three letters of recommendation;
All full-time Ph.D. students receive a
program; (3) a strong grade unit
multi-year fellowship, which provides full
average; (4) master’s degree or
tuition and an annual stipend.
equivalent; (5) a personal statement;
and (6) interviews as requested by
(6) three letters of recommendation;
the department. The application
DEGREE REQUIREMENTS
and (7) interviews as requested by the
deadlines are November 15 and
Occupational therapists who hold a
department.
March 15 for the D.P.S.
master’s degree (1) complete a total of
52 units, including coursework with a
strong grade unit average, and (2) complete a dissertation. Students who hold
a master’s degree in post-professional
occupational therapy from NYU enter
with advanced standing and must take
a minimum of 42 units and complete a
dissertation. Full-time or part-time study
is available.
111
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses
The courses listed
herein are to be
OCCUPATIONAL THERAPY/
OT-GE
New Student Seminar in Occupational
Therapy
*Registration closed
to special students.
†Pass/fail basis.
Activity Group Process
OT-GE.2039 Voelbel, Poole. 40 hours:
OT-GE.2707 30 hours: 3 units. Fall.
3 units. Spring.
offered in 2013–2015.
notes to co u rses
Medical and Psychiatric Conditions
OT-GE.2000 Staff. 20 hours: 0 units.
Prerequisites: General Psychology;
Abnormal Psychology; OT-GE.2002;
OT-GE.2010; OT-GE.2709.
Performance and Development Across
the Life Span
OT-GE.2709 Howe. 30 hours: 3 units.
Fall.
Fall.
Professional Issues I
Kinesiology
Principles of Human Anatomy
OT-GE.2040 Rangel-Padilla. 10 hours:
OT-GE.2001 Aqua. 30 hours: 3 units.
0.5 unit. Spring.
OT-GE.2710 Poole. 35 hours: 2 units.
Spring.
Prerequisite: OT-GE successful
Spring.
completion of all Fall first-year courses.
Prerequisite: OT-GE.2002.
OT-GE.2002 Aqua. 53 hours: 3 units.
Professional Issues II
Fieldwork I in Occupational Therapy
Fall.
OT-GE.2041 Singh. 10 hours: 0.5 unit.
OT-GE.2720 55.5 hours: 1 unit. Summer.
Prerequisites: Human Anatomy and
Spring.
Prerequisites: OT-GE.2707 and
Physiology I and II.
Prerequisites: satisfactory completion
OT-GE.2709.
Human Anatomy Lecture
of all level I fieldwork in the first year.
Human Anatomy Laboratory
Students must be in good standing in
OT-GE.2003 Aqua. 49 lab hours: 1 unit.
academic courses for the second year.
OT-GE.2721 Perr. 195 hours: 1 unit. Fall.
Prerequisites: successful completion of
Spring.
Prerequisite: OT-GE.2002.
Fieldwork I in Occupational Therapy
Disability in a Global Context
all first-year courses.
OT-GE.2170 Staff. 30 hours: 3 units.
Spring.
Fieldwork I in Occupational Therapy
Fall.
Independent Study
Spring.
Prerequisites: Human Anatomy &
OT-GE.2300 45 hours per unit: 1–6
Prerequisite: OT-GE.2721.
Physiology I and II.
units. Fall, spring, summer; hours to be
Neuroscience
OT-GE.2722 Perr. 120 hours: 1 unit.
OT-GE.2010 Voelbel. 45 hours: 3 units.
arranged.
Research Design in Occupational
Therapy
Research Methods for Occupational
Therapy
Treating Children with Sensory
OT-GE.2724 Bear-Lehman. 20 hours:
OT-GE.2025 Bear-Lehman. 20 hours:
Regulatory Dysfunction
2 units. Summer.
2 units. Spring.
OT-GE.2332 Koenig. 30 hours: 3 units.
Prerequisite: OT-GE.2025.
Prerequisite: Statistics.
Summer.
Research Methods for Occupational
Successful Intervention in Schools
Therapy
OT-GE.2335 Koenig. 30 hours: 3 units.
OT-GE.2725 Bear-Lehman. 45 hours:
OT-GE.2025 Howe. 30 hours: 3 units.
Fall.
3 units. Fall.
Research Interpretation for
Prerequisite: OT-GE.2724.
Fall.
Prerequisite: Statistics.
Occupational Therapy
Reframing the Meaning of Disability to
Families
Analysis of Human Activity and
Theoretical Bases for the Scope of
OT-GE.2338 Grossman. 30 hours:
Occupational Performance II
Practice
3 units. Spring.
OT-GE.2736 Perr. 20 hours: 2 units.
Summer.
OT-GE.2030 Buckley. 40 hours: 3 units.
Spring.
Foundations of Occupational Therapy
Lecture and laboratory. Prerequisite:
Prerequisites: OT-GE.2701 and
OT-GE.2701 Poole. 20 hours: 3 units.
OT-GE.2035.
OT-GE.2709.
Fall.
Analysis of Human Activity and
Fieldwork II in Occupational Therapy
OT-GE.2741 Poole. 45 hours: 3 units. Fall.
Occupational Therapy Performance I
OT-GE.2703 Bear-Lehman. Minimum
Prerequisite: successful completion of all
OT-GE.2035 Buckley, Poole. 20 hours:
of 480 hours per unit: 3 units (6 units
first-year courses.
2 units. Spring.
required). Fall, spring, summer; hours
Prerequisite: successful completion of
to be arranged.
Rehabilitation Evaluation and
all first-semester occupational therapy
Registration by permission of instructor.
Intervention
Fieldwork II in Occupational Therapy
Spring.
(Specialty)
Prerequisite: successful completion of all
OT-GE.2704 Bear-Lehman. Minimum of
first-year courses.
Orthopedic Evaluation and Intervention
OT-GE.2742 Perr. 45 hours: 3 units.
courses.
480 hours (10–12 weeks): 2–3 units. Fall,
spring, summer; hours to be arranged.
Registration by permission of instructor.
112
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Neurological Evaluation and
Directed Project Design in
Intervention
Occupational Therapy
OT-GE.2743 Buckley. 45 hours: 3 units.
OT-GE.2805 Goverover. 30 hours:
Fall.
3 units. Fall.
Prerequisite: successful completion of all
Corequisite: Research Methods.
first-year courses.
OT-GE2025
Cognitive Evaluation and Intervention
Directed Project in Occupational
OT-GE.2744 Goverover. 30 hours: 3
Therapy
units. Spring.
OT-GE.2806 Howe. 30 hours: 3 units.
Prerequisite: successful completion of all
Spring.
first-year courses.
Prerequisite: OT-GE.2805.
Mental Health Evaluation and
Developing Assistive Technology
Intervention
OT-GE.2900 Perr. 30 hours: 3 units.
OT-GE.2745 Voelbel. 44 hours: 3 units.
Spring.
Fall.
Evidence-Based Practice
Pediatric Evaluation and Intervention
OT-GE.3301 Howe. 30 hours: 3 units.
OT-GE.2748 Koenig. 45 hours: 3 units.
Spring.
Spring.
Prerequisite: successful completion of all
Advanced Assessment for the
first-year courses.
Practicing Therapist
OT-GE.3306 Koenig. 30 hours: 3 units.
Geriatric Evaluation and Intervention
Fall.
OT-GE 2749 Tepfer. 30 hours: 3 units.
Spring.
Professional Portfolio: Advanced
Prerequisite: successful completion of all
Practice
first- year courses
OT-GE.3310 Hinojosa. 30 hours: 0–3
units. Fall, spring.
Health Advocacy and Administration
Professional Portfolio has a 1-credit
OT-GE.2750 Gentile. 45 hours: 3 units.
option for those OTHS students to use
Spring.
for continuing in the e-portfolio seminar
Prerequisite: OT-GE.2701.
after conclusion of coursework, and a
0-credit option for those continuing in
Theoretical Foundations for
the e-portfolio seminar while enrolled
Intervention
in other courses.
OT-GE.2762 Hinojosa. 30 hours: 3 units.
Fall.
Departmental Seminar: Occupational
Therapy
Developing a Guideline for Intervention
OT-GE.3406† Goverover. 30 hours: 0–3
OT-GE.2763 Hinojosa. 30 hours: 3 units.
units. Spring.
Spring.
Departmental Seminar has a 0-credit
Prerequisite: OT-GE.2762.
option for those Ph.D. students who
It is a required course for OTHS (DPS)
have been advised to continue in the
curriculum.
seminar after passing candidacy.
Ethics and Analytical Reasoning
Occupational Therapy Doctoral
OT-GE.2764 Hinojosa. 30 hours: 3 units.
Summer.
Colloquium
OT-GE.3408 Bear-Lehman. 15 hours: 0–1
unit. Fall, spring.
Clinical Anatomy of the Upper Quad-
Zero-credit option to be used for those
rant, Face, Neck, and Selected Cavities
Ph.D. candidates who are enrolled in
OT-GE.2801 Aqua. 30 hours: 3 units.
other courses.
Spring.
113
Department of occupational therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
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 ................................................................115
Advanced Certificate Program
in Orthopedic Physical Therapy...........115
M.A. Concentration for
Physical Therapists
Pathokinesiology........................................116
D.P.T. Program
T
he Department of Physical Therapy
at New York University has been
a leader in physical therapy
education since 1942. The
professional entry-level doctoral
program began in 1998.
New York University offered the first M.A.
program and the first Ph.D. program in physical
Physical Therapy
therapy in the United States. The University
Entry-Level Program ...............................116
continues to lead in physical therapy graduate
For Practicing Physical Therapists......117
education. Graduate programs in physical
Ph.D. Program
Research in Physical Therapy................118
Courses................................................................119
therapy leading to the M.A. or Ph.D. degree are
open to physical therapists who are graduates
of accredited physical therapy programs.
Students have the opportunity to work with our
experienced faculty in state-of-the-art research
For information about the mission
laboratories. In addition, federal- and state-
and student learning outcomes for
level grants provide significant financial aid for
each of our programs, please see the
qualified full-time students.
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.
114
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
Faculty
Offiong Aqua, Clinical Associate
Gregory M. Gutierrez, Assistant Profes-
Marilyn Moffat, Professor. B.S. 1962,
Professor. M.D. 1986, Friendship (Russia).
sor. B.S. 2002, M.S. 2005, Florida; Ph.D.
Queens College (CUNY); M.A. 1964,
2008, Delaware.
Ph.D. 1973, New York; D.P.T. 2006,
Mitchell Batavia, Depatment Chair and
MGH; PT.
Associate Professor. B.S. 1981, Delaware;
Louis N. Iannuzzi, Clinical Assistant
M.A. 1986, Columbia; Ph.D. 1997, New
Professor. B.S. 1978, Wisconsin
Smita Rao, Assistant Professor. B.S.
York; PT.
(Milwaukee); B.S. 1980, New York; D.P.T.
1998, M.S. 2000, Mumbai; Ph.D. 2006,
2011, Boston; PT.
Iowa; PT.
Professor. B.S. 1968, M.A. 1983, New
Wen K. Ling, Associate Professor. B.S.
Kevin Weaver, Clinical Assistant
York; D.P.T. 2008, Temple; PT.
1978, National Taiwan; M.A. 1980, Ph.D.
Professor. B.S. 1990, M.A. 1995,
1984, New York; PT.
New York; D.P.T. 2005, Temple; PT.
1998, Maryland, B.S. 2000, Stony Brook
Tsega A. Mehreteab, Clinical Professor.
Number of Adjunct Faculty: 65
(SUNY); PT.
B.S. 1973, Hunter College (CUNY); M.S.
Elaine Becker, Clinical Associate
Elliot D. Fishbein, Clinical Instructor. B.S.
1977, Rutgers; D.P.T. 2005, Temple; PT.
Advanced Certificate Program in
Orthopedic Physical Therapy
Di rector
The Advanced Certificate Program in
ADMISSION REQUIREMENTS
Kevin Weaver
Orthopedic Physical Therapy is designed
Only licensed physical therapists with at
for licensed physical therapists to obtain
least a baccalaureate degree in physical
380 Second Avenue,
advanced knowledge and clinical skills
therapy will be considered as candidates
4th Floor
in orthopedic physical therapy.
for matriculation in the Advanced
Certificate Program in Orthopedic
212-998-9411
Degree
degree requirements
Physical Therapy. Applicants must
This certificate program requires the
have a strong grade point average in
completion of 16 credits. The pro-
a physical therapy professional program,
gram includes a didactic component
competence in conveying ideas in an
Faculty
consisting of six courses and a clinical
organized manner through written
Batavia, Rao, Weaver
component consisting of three intern-
communications, and two letters of
ship experiences requiring 1,632 hours
recommendation.
Advanced Certificate
Adjunct Faculty
(34 clinical hours per week for 48
Deyle, Dickerson-
weeks). Courses are offered throughout
Please be advised that licensing
Schnatz, Gornell,
the year in summer, fall, and spring
agencies and fieldwork placement
Hegedus, Hicks, ,
on weekends as well as on weekdays.
facilities in your field of study may
Manal, Puniello, Rowe
Students complete this program in
require that you undergo a criminal
12 months.
background check, the results of
which the agency or facility must
find acceptable prior to placement
or licensure.
115
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
Pathokinesiology
Di rector
The Master of Arts degree
DEGREE REQUIREMENTS
ADMISSION REQUIREMENTS
Marilyn Moffat
concentration in the kinesiology of
This concentration requires a minimum
Only graduate physical therapists with
persons with disabilities prepares
of 34 units including a master’s thesis
a minimum of a baccalaureate degree
380 Second Avenue,
physical therapists for advanced
pertaining to the scientific study
in physical therapy will be considered
4th Floor
practice, clinical research, and teaching.
of pathological human motion or
as candidates for matriculation
212-998-9406
Students develop competent clinical
intervention procedures designed to
in the Pathokinesiology master’s
research skills to examine motor control
improve motor control. A total of 6
concentration. It is anticipated that the
Degree
problems in individuals with physical
units may be taken outside of New York
candidate will have one year of clinical
M.A.
disabilities. This 34-unit concentration
University and may be transferred for
experience prior to undertaking this
gives students expertise in the analysis
credit to the degree as long as prior
M.A. concentration. Foreign-trained
Faculty
and synthesis of human motion,
permission and approval have been
physical therapists should first request
Batavia, Gutierrez,
measurement and evaluation of human
obtained from the adviser and the
review of their credentials from the
Ling, Moffat, Rao
motion, and research design and
Graduate Studies Office.
World Education Services, www.wes.org.
page 167.
implementation. Students study both
See general admission section,
Adjunct Faculty
normal and abnormal human motion.
Requirements (32 units): Research in
Magill, McHugh,
Electro-goniometry, electromyography,
Physical Therapy I PT-GE.2016, Research
Raghavan
dynamometry, and cinematography
in Physical Therapy II PT-GE.2018,
SPECIAL OPPORTUNITIES
are used to illustrate the most
Analysis and Synthesis of Human Motion
Opportunities exist for graduate
advanced theories and techniques for
I PT-GE.2116, Analysis and Synthesis
students to perform instruction in
measurement and evaluation of human
of Human Motion II PT-GE.2118,
portions of the basic professional
motion. Coursework and independent
Measurement and Evaluation of Human
courses under the supervision of full-
study enhance capacities for scientific
Motion I PT-GE.2187, Measurement
time faculty. These teaching experiences
thought and develop skills in research
and Evaluation of Human Motion
may be formulated on an individual
methodology and data analysis.
II PT-GE.2188, Independent Study
basis by the student’s adviser. This type
PT-GE.2300, Basic Statistics I RESCH-
of experience is considered essential,
CAREER OPPORTUNITIES
GE.2085 (or an advanced statistics
as many candidates for this degree
Graduates from this program work
course), Basic Statistics II RESCH-
are contemplating a teaching career in
as clinical researchers, teachers,
GE.2086 (or an advanced statistics
physical therapy.
administrators, and clinicians in a
course), master’s thesis.
variety of settings.
Elective Courses (6 units): Gross Human
Anatomy PT-GE.2120.
Doctor of Physical Therapy
Entry-Level Program
Di rector
adjunct Faculty
The Doctor of Physical Therapy degree
physical therapy services to the patient.
Marilyn Moffat
Ciotoli, Cooper,
program is the professional physical
Since physical therapists are essential
Edelstein, Friedman,
therapist educational program at New
participants in the health care delivery
380 Second Avenue,
Garritan, Haas, Keller,
York University that prepares students
system, graduates are prepared to
4th Floor
Keohane, Kharlamb,
for entry into the practice of physical
assume leadership roles in prevention
212-998-9406
Levy-Santoro, Lim,
therapy. Since physical therapy is a
and health maintenance programs and
Malyango, Markowicz,
dynamic profession with an established
rehabilitation services and to assist in
Degree
McGuinness, O’Brien,
theoretical base and widespread
the development of health policy stan-
D.P.T.
Pensavalle, Roy, Wishe,
clinical applications, particularly
dards tied to physical therapy practice.
Zane
in the preservation, development,
In order to meet the changing
Faculty
and restoration of maximal physical
needs of the health care delivery
Aqua, Batavia, Becker,
functions, this program is designed to
system, the Doctor of Physical
Fishbein, Gutierrez,
develop competent practitioners for
Therapy program seeks to graduate
Iannuzzi, Ling,
contemporary practice.
an autonomous practitioner with
Mehreteab, Moffat,
Rao, Weaver
116
The program enables students to
the expertise and skills to examine,
become physical therapists who seek to
evaluate, and diagnose physical
prevent injury, impairments, functional
impairments as a result of injury,
limitations, and disabilities; to maintain
disease, or disability. After assessment,
and promote fitness, health, and quality
the physical therapist practitioner
of life; and to ensure availability, acces-
will apply appropriate interventions
sibility, and excellence in the delivery of
and treatments and reassess patient
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
Doctor of Physical
progress. This autonomous practitioner
ADMISSION REQUIREMENTS
Therapy Entry-Level
will also evaluate patients as to their
Applicants must have a bachelor’s
DOCTOR OF PHYSICAL
THERAPY TUITION
Program, continued
prognosis and work with other health
degree. Applicants must complete the
Under the D.P.T. Secured Tuition Plan,
care professionals to develop a
Graduate Record Examination; have an
students pay a flat rate of tuition each
comprehensive treatment plan.
academic record that demonstrates a
term based on a total tuition amount
balance of coursework in the humanities,
that is secured for the duration of
CAREER OPPORTUNITIES
social sciences, and natural sciences,
their studies. Students must maintain
Graduates from this program will
including at least two laboratory courses
consecutive registrations (excluding
practice as physical therapist clinicians
in biology, chemistry, and physics;
maintenance of matriculation and/or
in a variety of settings.
provide evidence of clinical observations
leave of absence) in order to be eligible
in three distinct physical therapy
for the flat tuition rate guaranteed at the
DEGREE REQUIREMENTS
practice settings (total of 24 hours);
time of their matriculation.
This program requires the completion of
have a strong GPA in the prerequisite
133 credits including three major papers:
natural science courses; demonstrate
Secured Tuition Plan are posted on our
a review of the literature, a case report,
competence in conveying ideas in an
website: www.steinhardt.nyu.edu/pt.
and the development of a research plan.
organized manner through written
See courses by semester starting on
communication that demonstrates
page 119.
critical and logical thinking; have strong
New tuition rates for the D.P.T.
interpersonal communications skills;
provide evidence of community service
and leadership; and submit two letters
of reference from licensed physical
therapists.
See general admission section,
page 167.
Doctor of Physical Therapy for Practicing
Physical Therapists Program
Di rector
The Doctor of Physical Therapy (D.P.T.)
DEGREE REQUIREMENTS
Please be advised that licensing
Tsega Mehreteab
for Practicing Physical Therapists
This part-time program requires a total
agencies and fieldwork placement
Program is designed to educate
of 36 credits beyond the baccalaureate
facilities in your field of study may
380 Second Avenue,
professional physical therapists who are
degree.
require that you undergo a criminal
4th Floor
knowledgeable, self-assured, adaptable,
212-998-9410
reflective, humanistic, and service-
ADMISSION REQUIREMENTS
which the agency or facility must
oriented and who, by virtue of critical
Only physical therapists with a
find acceptable prior to placement
Degree
thinking, lifelong learning, and ethical
minimum of a baccalaureate degree
or licensure.
D.P.T.
values, render independent judgments
will be considered as candidates for
concerning patient/client needs.
matriculation in the Doctor of Physical
Faculty
The D.P.T. for Practicing Physical
background check, the results of
Therapy for Practicing Physical
Aqua, Batavia, Becker,
Therapists Program enables currently
Therapists Program. Applicants must
Fishbein, Gutierrez,
practicing, licensed physical therapists
have a strong grade unit average;
Iannuzzi, Ling,
to upgrade their clinical knowledge and
competence in conveying ideas in an
Mehreteab, Moffat,
skills to today’s entry-level professional
organized manner through written
Rao, Weaver
doctoral degree. Practicing physical
communication; two letters of reference;
therapists who were educated at the
and scores from the Graduate Record
Adjunct Faculty
certificate, baccalaureate, or master’s
Examination. Applicants whose first
Ciotoli, Cooper,
level have the opportunity to increase
language is not English are required to
Edelstein, Friedman,
their knowledge and skills in the
take the Test of English as a Foreign
Garritan, Haas, Keller,
areas of anatomy, exercise science,
Language (TOEFL). All records from
Keohane, Kharlamb,
physical therapist examinations and
foreign colleges must be submitted for
Levy-Santoro, Lim,
interventions, business practices,
credentials evaluation in accordance
Malyango, Markowicz,
and critical inquiry. Upgrading the
with University policy.
McGuinness, O’Brien,
knowledge and skill of practicing
Pensavalle, Roy, Wishe,
physical therapists to the doctoral level
Zane
(D.P.T.) enables them to better serve
See general admission section,
page 167
their patients and clients.
117
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
Research in Physical Therapy
Di rector
The formulation of theory-based
DEGREE REQUIREMENTS
Wen Ling
studies of human motion in healthy and
Foundation Courses (6 units): 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 units): Departmental
Ph.D.
of human motion, and issues in motor
Seminar 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 units): Practicum in
The Arthur J. Nelson Jr. Human
Batavia, Gutierrez,
disabilities. The program emphasizes
Pathokinesiology Research I and II
Performance Laboratory houses state-
Ling, Moffat, 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 units) Investigative
a four-channel, hard-wired kinesiological
CAREER OPPORTUNITIES
Skills (3 units): 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 units): Gross
oxygen analyzer with electrocardiogram
therapy in institutions of higher
Human Anatomy PT-GE.2120, Divi-
and ergonometer.
learning in the United States as well as
sion of Health Seminar E45.3005,
Nigeria, Kuwait, Egypt, Thailand, and
Principles of Empirical Research RESCH-
Taiwan. For example, Dr. Isaac Owoye
GE.2131, Educational Statistics I and II
is conducting research and teaching
RESCH-GE-GE.2001, 2002, Advanced
at the University of Ibadan, Nigeria; Dr.
Quantitative Methods I and II RESCH-
Chuchuka Enwemeka is the dean of the
GE.2081, 2082.
College of Health Sciences, University
Dissertation Proposal Seminar (3 units):
of Wisconsin–Milwaukee, and has
Dissertation Proposal Seminar I
developed an international reputation
RESCH-GE.3001, Dissertation Proposal
in research on the healing of connective
Seminar: Physical Therapy PT-GE.3003.
ADMISSION REQUIREMENTS
See general admission section,
page 167.
tissues; Dr. Prapos Pothongsunun is the
chair of the Physical Therapy Program
SPECIAL OPPORTUNITIES
at Chiang Mai University, Thailand;
Several clinical research laboratories are
and Dr. Sue Ann Sisto, director of
available to doctoral candidates to work
research in the Department of Physical
under the supervision of an experienced
Therapy, Stony Brook University, has
researcher in physical therapy: Arthur
received federal and private funding to
J. Nelson Jr. Human Performance
conduct research addressing movement
Laboratory, NYU Department of Physical
disorders of individuals 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.
118
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses
The courses listed
Physical THERAPY/PT
herein are to be
offered in 2013–2015.
Analysis and Synthesis of Human
Professional Behavior
Motion I
PT-GE.2281 30 hours: 2 units.
ADVANCED CERTIFICATE
IN ORTHOPEDIC PHYSICAL
THERAPY
Prerequisites: courses in human
Advanced Physical Therapy
Analysis and Synthesis of Human
Communicator
Examination and Intervention Skills of
Motion II
PT-GE.2020 30 hours: 2 units.
the Musculoskeletal System I
PT-GE.2118 45 hours: 3 units. Spring.
PT-GE.2601 45 hours: 3 units. Fall.
Prerequisites: courses in human
Applied Anatomy/Physiology of the
anatomy, kinesiology, and physiology.
Cardiopulmonary System
PT-GE.2116 45 hours: 3 units. Fall.
Fall, First Year
anatomy, kinesiology, and physiology.
The Physical Therapist as an Educator/
Advanced Physical Therapy
PT-GE.2024 45 hours: 3 units
Examination and Intervention Skills of
Measurement and Evaluation of Human
the Musculoskeletal System II
Motion I
Life Span Development
PT-GE.2602 45 hours: 3 units. Spring.
PT-GE.2187 45 hours: 3 units. Fall.
PT-GE.2209 45 hours: 3 units.
Advanced Physical Therapy
Measurement and Evaluation of Human
Physical Agents and Mechanical
Examination and Intervention Skills of
Motion II
Modalities (including Aseptic
the Musculoskeletal System III
PT-GE.2188 45 hours: 3 units. Spring.
Techniques/Infection and Disease
PT-GE.2603 45 hours: 3 units. Summer.
Prerequisite: PT-GE.2187.
Control)
Seminar: Orthopedic Physical Therapy
Measurement and Evaluation of
PT-GE.2604 30 hours: 2 units. Summer.
Human Motion III
Exercise Physiology
PT-GE.2189 48 hours: 3 units.
PT-GE.2225 60 hours: 4 units.
PT-GE.2215 60 hours: 4 units.
Advanced Evidence-Based Orthopedic
Summer. Prerequisites: PT-GE.2187 and
Physical Therapy
PT-GE.2188.
Independent Study
Advanced Anatomy, Physiology, and
Applied Anatomy/Physiology of the
Musculoskeletal System
PT-GE.2605 30 hours: 2 units. Spring.
PT-GE.2230 45 hours: 3 units.
PT-GE.2300 Variable credit.
Pathophysiology of the Musculoskeletal
Spring, First Year
System
Practicum in Pathokinesiology
PT-GE2610 45 hours: 3 units. Fall.
Research I
Manual Techniques
PT-GE.3001 90 hours: 3 units. Fall.
PT-GE.2008 45 hours: 3 units.
Clinical Practice I
Practicum in Pathokinesiology
Clinical Sciences/Pathology/Imaging/
PT-GE.2611 532–537 hours: 0 units. Fall.
Research II
Pharmacology of the Cardiopulmonary
PT-GE.3002 90 hours: 3 units. Spring.
System
Mentored Orthopedic Physical Therapy
Mentored Orthopedic Physical Therapy
PT-GE.2026 60 hours: 4 units.
Clinical Practice II
Departmental Seminar
PT-GE.2612 532–537 hours: 0 units.
PT-GE.3006 30 hours: 3 units. Spring.
Spring.
Kinesiology/Biomechanics/Ergonomics
PT-GE.2220 60 hours: 5 units.
Doctoral Colloquium: Physical Therapy
Mentored Orthopedic Physical Therapy
PT-GE.3010 15 hours: 1 unit. Fall, spring.
Principles of Exercise
Clinical Practice III
Pass/fail.
PT-GE.2227 45 hours: 3 units.
DOCTOR OF PHYSICAL
THERAPY
Fitness Theory and Practice
M.A./PH.D.
PHYSICAL THERAPY
Summer
Critical Inquiry and Clinical Decision
Research in Physical Therapy I
Histology/General Pathology
PT-GE.2286 30 hours: 2 units.
PT-GE.2016 30 hours: 3 units. Fall,
PT-GE.2004 45 hours: 3 units.
PT-GE.2613 532–537 hours: 0 units.
Summer.
PT-GE.2229 30 hours: 2 units.
Making I
Summer, First Year
spring.
CPR/First Aid Advanced Emergency
Research in Physical Therapy II
Techniques
Clinical Affiliation I
PT-GE.2018 30 hours: 3 units. Spring,
PT-GE.2030 30 hours: 2 units. Pass/fail.
PT-GE.2450 40 hours per week for
6 weeks: 2 units.
summer.
Gross Human Anatomy
PT-GE.2120 60 hours: 4 units.
$65 laboratory fee required.
119
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
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 units
16 weeks: 6 units.
Fall, Second Year
PT-GE.2231 60 hours: 4 units.
Fall, Third Year
Applied Anatomy/Physiology of the
Neuromuscular System
PT-GE.2232 45 hours: 3 units.
Applied Anatomy/Physiology of
the OB/GYN, Integumentary, and
Endocrinology Systems
Physical Therapy Examinations of the
PT-GE.2233 45 hours: 3 units.
Cardiopulmonary System
PT-GE.2250 60 hours: 4 units.
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 units.
PT-GE.2243 60 hours: 4 units.
Critical Inquiry and Clinical Decision
Physical Therapy Examinations of the
Making I
Neuromuscular System
IPT-GE.2287 30 hours: 2 units.
PT-GE.2252 60 hours: 5 units.
Clinical Observation I
Physical Therapy Examinations of
PT-GE.2455 1 day per week for
the OB/GYN, Integumentary, and
12 weeks: 1 unit.
Endocrinology Systems
PT-GE.2253 45 hours: 3 units.
Spring, Second Year
Critical Inquiry/Clinical Decision
Physical Therapy Interventions/
Making III
Prevention Programs/Wellness
PT-GE.2288 30 hours: 2 units.
Programs for the
Cardiopulmonary System
Clinical Observation III
PT-GE.2260 60 hours: 4 units.
PT-GE.2457 1 day per week for
12 weeks: 1 unit.
Physical Therapy Interventions/
Prevention Programs/Wellness
Spring, Third Year
Programs for the Musculoskeletal
System
The Physical Therapist as an
PT-GE.2261 60 hours: 4 units.
Administrator/Delegator/Manager
PT-GE.2019 30 hours: 3 units.
Electrotherapeutic Modalities
PT-GE.2218 45 hours: 3 units.
Physical Therapy Interventions/
Prevention Programs/Wellness
Prescription, Application, and, as
Programs for the Neuromuscular
Appropriate, Fabrication of Assistive,
System
Adaptive, Orthotic, Protective,
PT-GE.2262 90 hours: 6 units.
Supportive, and Prosthetic Devices and
Equipment
Physical Therapy Interventions/
PT-GE.2219 45 hours: 3 units.
Prevention Programs/Wellness
Programs for the OB/GYN,
Clinical Sciences/Pathology/
Integumentary, and Endocrinology
Pharmacology/Imaging of the
Systems
Neuromuscular System
PT-GE.2263 60 hours: 4 units.
PT-GE.2242 60 hours: 4 units.
Business Practices/Reimbursement/
Clinical Observation II
Marketing/Technology/Management of
PT-GE.2456 1 day per week for
Care Delivery System
12 weeks: 1 unit.
PT-GE.2295 60 hours: 4 units.
Clinical Observation IV
PT-GE.2458 1 day per week for
12 weeks: 1 unit.
120
Department of physical therapy the steinhardt school of culture, education, and human development bulletin 2013–2015
Department Of
Applied
Psychology
Department CHAIR: LA RUE ALLEN
D EG R E E S
KIMBALL HALL, 246 GREENE STREET, NEW YORK, NY 10003–6674
M.A., Psy.D., Ph.D., Advanced Certificate
TELEPHONE: 212-998-5555 | FAX: 212-995-3654 | WEBSITE: steinhardt.nyu.edu/appsych
CO N TE NTS
Faculty ...............................................................122
Special Departmental Features.................123
Counseling and Guidance
and Counseling for Mental Health
T
he Department of Applied Psy-
Departmental faculty have ongoing research
chology includes both theoretical
projects in many areas, including cognition, lan-
and applied courses in the fields
guage, social and emotional development, health
of psychology and counseling, as
and human development, applied measurement
well as courses in research meth-
and research methods, working people’s lives,
ods and measurement. At the doctoral level,
spirituality, multicultural assessment, group and
Counseling Psychology (Ph.D.).................126
students study to become scientific practitioners,
organizational dynamics, psychopathology and
Educational Psychology (M.A.)..................126
researchers, and scholars. At the master’s level,
personality, sexual and gender identities, trauma
General Educational Psychology........ 127
students are offered opportunities to pursue pro-
and resilience, self-regulation and academic
Psychological Measurement
fessional preparation and/or studies foundational
achievement, intervention and social change,
and Evaluation...........................................128
to further graduate work. As part of an urban
schools and communities, and cultural contexts
Human Development and
university, the Department is concerned with the
and immigration. The Counseling Psychology
Social Intervention (M.A.)............................128
multiethnic, multicultural issues, and problems
doctoral program provides the opportunity for
Psychological Development (Ph.D.)........129
that characterize New York City and other urban
graduates to sit for the New York State Psy-
environments. As a epartment in the Stein-
chology Licensing Examination, provided they
hardt School of Culture, Education, and Human
also meet the experiential requirements, some
Psychology and Social Intervention
Development, faculty and students are actively
of which are postdoctoral. The Ph.D. degree in
(Ph.D.) ................................................................132
involved in research and community outreach,
Counseling Psychology is fully accredited by the
Financial Aid Opportunities........................133
with particular emphasis on promoting positive
American Psychological Association. The M.A.
Courses...............................................................133
human development.
program in Counseling for Mental Health and
and Wellness (M.A., Cert.)...........................124
The Department houses doctoral, certificate,
Wellness provides the credentials required for
and master’s programs in several areas of applied
graduates to sit for the New York State Examina-
For information about the mission
psychology, including counseling and guidance,
tion as a Licensed Mental Health Counselor. The
and student learning outcomes for
mental health and wellness, human development
M.A. program in School Counseling leads to New
each of our programs, please see the
and social intervention, counseling psychology,
York State Certification.
department website.
psychological development, psychology and
social intervention. Innovative joint offerings
across program areas, collaborative research, and
Notice: The programs, requirements,
curricular offerings reflect the current needs of
and schedules listed herein are subject
the field.
to change without notice. A directory
of classes is published each term with a
current schedule. For the most up-to-date
schedule changes, please consult ALBERT,
NYU’s student information website.
121
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Faculty
J. Lawrence Aber, Distinguished
Erin Brooke Godfrey, Assistant
Ronald Moglia, Associate Professor of
Professor of Applied Psychology and
Professor of Applied Psychology.
Applied Psychology. B.S. 1966, Ursinus
Public Policy. B.A. 1973, Harvard; Ph.D.
B.A. 1997, Oberlin College; Ph.D. 2010,
College; M.S. 1968, Ed.D. 1976, Temple.
1982, Yale.
New York.
Alisha Ali, Associate Professor of
Arnold H. Grossman, Professor of
Psychology. B.A. 1990, Columbia; M.A.
Applied Psychology. B.Sc. 1992, M.Sc.
Applied Psychology. B.S. 1963, City
1996, Ph.D. 1998, Cornell.
1996, Ph.D. 1998, Toronto.
College (CUNY); M.S.W. 1965, Ph.D. 1970,
Pamela A. Morris, Professor of Applied
New York; LMSW, ACSW.
Randolph L. Mowry, Clinical Associate
Professor of Applied Psychology. B.A.
LaRue Allen, Raymond and Rosalee
Weiss Professor of Applied Psychology.
Perry N. Halkitis, Professor of Applied
1975, College of William and Mary; Ph.D.
Department Chair. B.A. 1972, Radcliffe
Psychology and Associate Dean for
1985, Tennessee (Knoxville).
College; M.S. 1977, Ph.D. 1980, Yale.
Research and Doctoral Studies. B.A.
1984, Columbia; M.S. 1988, Hunter
Sumie Okazaki, Professor of Applied
Judith L. Alpert, Professor of Applied
College (CUNY); M.Phil. 1993, Ph.D.
Psychology. B.S. 1988, Michigan;
Psychology. B.A. 1966, Tufts; M.A. 1969,
1995, Graduate Center (CUNY).
M.A. 1990, Ph.D. 1994, California
(Los Angeles).
Ph.D. 1973, Columbia.
Diane Hughes, Professor of Applied
Joshua Aronson, Associate Professor of
Psychology. B.A. 1979, Williams College;
Applied Psychology. B.A. 1986, California
M.S. 1983, Ph.D. 1988, Michigan.
C. Cybele Raver, Professor of Applied
Psychology. B.A. 1986, Harvard; Ph.D.
1994, Yale.
(Santa Cruz); Ph.D. 1992, Princeton.
Shabnam Javdani, Assistant Professor
Jennifer Astuto, Research Assistant
of Applied Psychology. B.A. 2004,
Mary Sue Richardson, Professor of
Professor of Applied Psychology. B.A.
UC Berkley. M.A. 2008, University of
Applied Psychology. B.A. 1967,
1994, M.A. 1998, New York; Ph.D. 2006,
Illinois Urbana-Champaign. Ph.D. 2012,
Marquette; Ph.D. 1972, Columbia.
City University of New York.
University of Illinois Urbana-Champaign.
Clancy Blair, Professor of Cognitive
Samuel Juni, Professor of Applied
Psychology. B.S. 1963, Pennsylvania
Psychology. B.A. 1984, McGill; M.A.
Psychology. B.S. 1973, Brooklyn College
State M.A. 1965, Temple; Ph.D. 1969,
1993, M.P.H. 1996, Ph.D. 1996, Alabama
(CUNY); M.A. 1975, Ph.D. 1979, SUNY
Kentucky.
(Birmingham).
(Buffalo).
Mary M. Brabeck, Professor of Applied
Robert Landy, Professor of Educational
Professor of Applied Psychology. B.S.
Psychology and Gail and Ira Drukier
Theatre and Applied Psychology. B.A.
1971, Wheaton College; M.S. 1977, Bank
Dean of the NYU Steinhardt School
1966, Lafayette; M.S. 1970, Hofstra; Ph.D.
Street College of Education; Ed.D., 1984,
of Culture, Education, and Human
1975, California (Santa Barbara).
Edward Seidman, Professor of Applied
Julia Shiang, Clinical Associate
1970, St. Cloud; Ph.D. 1980, Minnesota.
Elise Cappella, Assistant Professor of
Jacqueline S. Mattis, Professor of
Applied Psychology. B.A. 1989,
Selçuk R. Sirin,
Associate Professor of
¸
New York; Ph.D. 1995, Michigan.
Applied Psychology. B.S. 1991, Middle
Sandee McClowry, Professor of Applied
1998, SUNY (Albany); Ph.D. 2003,
Psychology and Teaching and Learning.
Boston College.
East Technical (Ankara, Turkey); M.S.
Applied Psychology. B.A. 1993, Yale; M.A.
2000, Ph.D. 2004, California (Berkeley).
Harvard University; Ph.D. 1992, Pacific
Graduate School of Psychology.
Development. B.A. 1967, Minnesota; M.S.
Kesia Constantine, Clinical Associ-
B.S. 1980, M.S. 1981, Northern Illinois,
ate Professor of Applied Psychology.
Ph.D. 1988, California (San Francisco);
Lisa Suzuki, Associate Professor of
B.A. 1996, Swarthmore College; Ed.M.
1999 postdoctoral fellow, Yale.
Applied Psychology. B.A. 1983, Whitman
College; M.Ed. 1985, Hawaii (Manoa);
1997, Harvard; Ph.D. 2006, New York
University.
Mary McRae, Associate Professor of
Ph.D. 1992, Nebraska (Lincoln).
Applied Psychology. B.A. 1971, City
Iris E. Fodor, Professor of Applied
College (CUNY); M.S. 1976, Brooklyn
Psychology. B.A. 1956, City College
College (CUNY); Ed.D. 1987, Columbia.
Catherine Tamis-LeMonda, Professor
of Applied Psychology. B.A. 1983, Ph.D.
1987, New York.
(CUNY); M.A. 1957, Ph.D. 1964, Boston.
Gigliana Melzi, Associate Professor of
Carol Gilligan, University Professor
Applied Psychology. B.A. 1989, Clark;
of Applied Psychology and the
M.A. 1992, Ph.D. 1998, Boston.
Humanities. B.A. 1958, Swarthmore
Niobe Way, Professor of Applied
Psychology. B.A. 1985, California
(Berkeley); Ed.D. 1994, Harvard.
College; M.A. 1961, Radcliffe College;
Ph.D. 1964, Harvard.
122
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Faculty, continued
Willavene Wolf, Professor of Applied
Internship Coordinator
Psychology. B.S. 1954, Rio Grande
Corinne Miller Weinman, Applied
College; M.A. 1957, Ph.D. 1969, Iowa
Psychology, Masters Programs in
(Iowa City).
Counseling. B.A. Ed. 1969, City College
Number of Adjunct Faculty: 41
of New York; M.A. 1977, New York; 1984,
Graduate Fellow, American Institute for
Psychotherapy and Psychoanalysis
(New York). Licensed Mental Health
Counselor, Licensed Psychoanalyst,
Certified Rehabilitation Counselor.
Special Departmental Features
STUDY ABROAD
children entering preschool/elemen-
Hughes, Diane Ruble, Ronit Kahana Kal-
The Department of Applied Psychology
tary school and high school are Latino,
man, and Hirokazu Yoshikawa.
offers a range of study abroad
Asian or African American, and how well
opportunities during winter sessions,
these children and their families adjust
Center for Research on Culture, Devel-
intersessions, and summers. Further
to these high-stake transitions will have
opment, and Education website, www.
information is provided through the
long-term implications for children’s
steinhardt.nyu.edu/crcde.
Office of Academic Initiatives and
developmental trajectories as well as the
Global Programs, www.steinhardt.nyu.
future of the United States.
edu/studyabroad.
THE CHILD AND FAMILY
POLICY CENTER
among the nation’s children, system-
The chief mission of the Child and
THE CENTER FOR HEALTH,
IDENTITY, BEHAVIOR, AND
PREVENTION STUDIES
(CHIBPS)
atic inquiry into the developmental
Family Policy Center is to bring state-
processes and experiences of children
of-the-field knowledge about how
from different cultural communities
to promote healthy childhood devel-
during periods of major transitions is ur-
opment and school success to the
The Center for Health, Identity, Behavior,
gently needed. In response, faculty and
forefront of policymaking and program
and Prevention Studies (CHIBPS) in the
students at NYU’s Center for Research
implementation. The Center conducts
Steinhardt School of Culture, Education,
on Culture, Development, and Educa-
applied research that can inform efforts
and Human Development at New York
tion (CRCDE), seek to advance scientific
to develop effective programs and
University is a leading HIV, substance
theory and findings on children’s social,
policies for young children and families.
abuse, and mental health, behavioral
emotional, and cognitive development
Through conferences, technical as-
research center that is focused on the
in longitudinal studies of ethnically
sistance activities, partnership projects,
well-being of all people, including sexu-
diverse families with young children
and publications, the Center also com-
al, racial, ethnic, and cultural minorities
(infancy through 1st grade) and adoles-
municates important knowledge about
and other marginalized populations.
cents (age 13–17) as children transition
children and families to policymakers,
to preschool/elementary school, and
leaders in the nonprofit sector, practitio-
knowledge to improve the lives of
high school, respectively. This work is
ners, the media, and other stakeholders.
those affected with or by HIV, sub-
being extended to cross-cultural studies,
stance abuse, and mental health burden
including ongoing collaborations with
is uniquely positioned to stimulate and
through the rigorous application of
colleagues in China and Korea.
support new initiatives that will benefit
CHIBPS advances research and
social science and public health research
123
In the context of growing diversity
For more information, visit the
The scientific innovation of the
The Child and Family Policy Center
children in New York City and New York
paradigms. The team at CHIBPS envi-
CRCDE research includes the generation
State. The Center’s director, Dr. LaRue
sions, develops, and enacts research
of new, culturally grounded knowledge
Allen, is a leading child development
with and for the communities they
on the development and experiences
scholar who currently directs a number
study. The center is directed by Dr.
of ethnically diverse children across
of projects involving University-commu-
Perry Halkitis. For more information,
multiple domains (language, cognitive,
nity partnerships. The Center also draws
visit www.steinhardt.nyu.edu/appsych/
social, emotional) and in different social
on expertise from other sectors of the
chibps.
settings (home, school, community).
University and the Steinhardt School.
Through community partnerships, the
New York University’s Steinhardt School
THE CENTER FOR RESEARCH
ON CULTURE, DEVELOPMENT,
AND EDUCATION
CRCDE also works on building capacity
of Culture, Education, and Human
of programs in its efforts to support
Development brings together the disci-
parenting and child development. Its dy-
plines of applied psychology, education
By 2040, people identified as “ethnic
namic and culturally sensitive approach
studies (e.g., early childhood, special
minority” will comprise half the U.S.
highlights individual trajectories, mecha-
education), and health programs.
population. New waves of immigrants
nisms of change, and cultural variability,
continue to arrive, ensuring fundamental
thereby moving beyond static and eth-
but unknown changes in the intercul-
nocentric assessments of development.
tural dynamics of homes and schools.
Center faculty includes Drs. Catherine
In urban cities, the vast majority of
S. Tamis-LeMonda, Niobe Way, Diane
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Special Departmental
Features, continued
INSTITUTE FOR HUMAN
DEVELOPMENT AND
SOCIAL CHANGE
Social Change (IHDSC) at New York
interdisciplinary research center on
University addresses these urgent
the NYU Washington Square Campus.
societal questions. The institute aims
The Institute’s governing committee
Global forces are dramatically changing
to break new intellectual ground
includes Professor Lawrence Aber;
the environments of children, youth,
through its support for interdisciplinary
Professor Christopher Flinn, Department
and adults both in the United States
research and training across a range
of Economics, FAS; Professor Cathie
and throughout the world. First- and
of disciplines. IHDSC has fostered
Tamis-Lemonda, Department of Applied
second-generation immigrant children
a network of more than 40 faculty
Psychology; Paul Horn, Senior Vice
are on their way to becoming a majority
affiliates from the social, behavioral,
Provost; C. Cybele Raver, Vice Provost
in the U.S., bringing linguistic and
health, and policy sciences in
for Academic, Faculty, and Research
cultural diversity to the institutions
performing cutting edge research
Affairs; Dean Perry Halkitis, Professor of
with which they come into contact.
to study how complex social forces
Psychology, Public Health and Medicine
Technological developments will
such as globalization, technology, and
and Associate Dean for Research and
proceed at a pace that may outstrip
immigration affect human development.
The IHDSC is a joint initiative of
the capacity of school systems to
Doctoral Studies; and Professor Larry
Wu, Department of Sociology, FAS, who
adequately prepare children. Families
the Steinhardt School of Culture,
also serves as the Deputy Director of the
will increasingly be concentrated in
Education, and Human Development;
Institute. The Institute’s director is Dr.
mega-cities of unprecedented size and
the Wagner School of Public Service;
Richard Arum, Professor of Sociology
potentially unprecedented poverty.
the Faculty of Arts and Sciences; and
and Education.
How does human development
the Office of the Provost. With a total
unfold in the context of these
portfolio of over $40 million in active
rapidly changing social forces? The
federally and privately funded research
Institute for Human Development and
and training grants, IHDSC is the largest
Counseling and Guidance: School Counseling
or Bilingual School Counseling
Counseling and Guidance for Mental Health
and Wellness
co -Di rectors
The counseling programs in the
Health Counselor and additionally are
counseling program move on to
Alisha Ali
Department of Applied Psychology are
eligible to take the National Counselors
positions in elementary, middle, and
Randolph Mowry
committed to generating, advancing,
Exam to become a national certified
high schools, working with students on
and disseminating knowledge related
counselor.
counseling and guidance-related issues.
Counseling and Guidance: School
Graduates of the program in Counseling
Kimball Hall
to research and practice in counseling
212-998-5555
and guidance. The principles informing
Counseling or Bilingual School
for Mental Health and Wellness will
their work include understanding people
Counseling, which trains students
be well-placed to seek careers in both
Degree
across the life span in cultural contexts,
interested in working as school
public and private agencies, including
M.A., Advanced
promoting equity and social justice, and
counselors in grades K–12. Graduates
community mental health programs,
Certificate
helping all people craft lives of wellness,
are eligible for New York State
university counseling centers, hospitals,
health, and meaning.
certification as school counselors
HIV and AIDS outreach programs, and
and additionally eligible to take the
substance abuse treatment centers.
Students wishing to pursue master’s-
Fac ult y
n
Ali, Grossman, Halkitis,
level graduate study in counseling may
National Certified School Counselor
Completion of New York State licensure
Javdani, Juni, Mattis,
choose one of two programs:
Exam to become national certified
requirements allows one to engage in
school counselors.
private psychotherapy practice. Some
McClowry, McRae,
Mowry, Okazaki,
n
graduates go on to pursue advanced
Counseling for Mental Health and
Richardson, Shiana,
Wellness, which prepares graduates
The Certificate of Advanced Study is
Suzuki
as mental health counselors working
available to individuals who possess
degrees, including doctoral study.
with both individuals and groups in a
a master’s degree in counseling and
DEGREE REQUIREMENTS
Aff iliated Facult y
broad spectrum of settings, including
provides post-M.A. study in individually
Master of Arts in Counseling and
Landy
community agencies, university
selected areas of counseling.
Guidance: School Counseling or
Bilingual School Counseling
counseling programs, mental health
Di rector of Interns hip
centers, hospitals, HIV and AIDS
CAREER OPPORTUNITIES
Students in this program complete 48
Weinman
outreach programs, and substance
A degree in counseling can open
units of coursework. All students are
abuse treatment centers. Graduates
the door to a range of professional
required to take 36 units in the follow-
of the program are eligible for New
opportunities. Graduates of the
ing courses: Professional Orientation
York State Licensure as a Mental
school counseling or bilingual school
and Ethical Issues in School Counsel-
124
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Counseling and
ing APSY-GE.2650, Foundations of
Foundations of Counseling for Mental
consult with an adviser to develop this
Guidance and
School Counseling APSY-GE.2662,
Health and Wellness APSY-GE.2661,
applied content area sequence.
Counseling for Mental
Counseling: Theory and Process APSY-
Counseling: Theory and Process APSY-
Health and Wellness,
GE.2657, Research and Evaluation in
GE.2657, Individual Counseling Practice:
Comprehensive Exams
continued
Behavioral Sciences APSY-GE.2070, Indi-
Labs I and II APSY-GE.2658, 2659, Cross-
All students in the M.A. Programs in
vidual Counseling Practice Labs I and
Cultural Counseling APSY-GE.2682,
Counseling must pass the Counselor
II APSY-GE.2658, 2659, Cross-Cultural
Research and Evaluation in Behavioral
Preparation Comprehensive
Counseling APSY-GE.2682, Developmen-
Sciences APSY-GE.2070, Human Growth
Examination (CPCE) for satisfaction of
tal Psychology APSY-GE.2271 or Human
and Development APSY-GE.2138,
the terminal experience requirement.
Growth and Development APSY-GE.2138
Abnormal Psychology APSY-GE.2038,
This exam is produced by the Center
or Adolescent Development: Theory and
Group Dynamics: Theory and Practice
for Credentialing and Education, Inc.
Research APSY-GE.2272, Group Dynam-
APSY-GE.2620, Dynamics of Vocational
(CCE), an affiliate of the National Board
ics APSY-GE.2620, Career Counseling
Development APSY-GE.2634, Program
for Certified Counselors, Inc. (NBCC).
APSY-GE.2635, Program Development
Development and Evaluation APSY-
The exam is held in the spring and
and Evaluation APSY-GE.2663, and
GE.2663, and Interpretation and Use
fall semesters, and students can take
Interpretation and Use of Tests in
of Tests in Counseling Adults APSY-
the exam up to two times. If they are
Counseling Children and Adolescents
GE.2672. In addition to the curriculum
unsuccessful in their initial attempt,
APSY-GE.2673.
specified above, students also complete
they must also complete a designated
a 6-unit year-long (600 hours)
project.
In addition to the basic curriculum, students in the school counseling
supervised internship. The internship
program complete a year-long, 6-unit
experience is chosen by the student
ADMISSION REQUIREMENTS
(400 hours) internship in a school that
in consultation with the director of
Applications are reviewed for fall
is selected by the student in consulta-
internships.
entrance only.
tion with the director of internships.
Coursework for this sequence
This is a full-time master’s program
Coursework for this sequence includes
includes Internship in Counseling for
with strict course sequencing and a
Internship in School Counseling I
Mental Health and Wellness I APSY-
research requirement that is best com-
APSY-GE.2667 (3 units) and Internship
GE.2655 (3 units) and Internship in
pleted on a full-time basis. Part-time
in School Counseling II APSY-GE.2668
Counseling for Mental Health and
matriculation will only be considered
(3 units).
Wellness II APSY-GE.2656 (3 units).
on an exceptional, case-by-case basis.
Students must also take one course
In addition, students choose one
CERTIFICATE OF
ADVANCED STUDY
in applied content area (see below), as
course (3 units) that focuses on special
well as one course (3 units) that focuses
populations, including women and
on special populations, including women
mental health; gay, lesbian, bisexual,
A Certificate of Advanced Study is
and mental health; gay, lesbian, bisexual,
and transgender people; and substance
available to individuals already possess-
and transgender people; and substance
abusers, among others.
ing a master’s degree in counseling.
abusers, among others.
Graduates of the School Counseling,
Students must also take 12 units in
applied content areas.
K–12 concentration, are eligible for
This program is designed to meet the
specialized and diverse needs for professional education beyond a counseling
certification in New York State as school
Please be advised that licensing
M.A. Students who have completed their
counselors in grades K–12. Students who
agencies and fieldwork placement
Master’s in counseling and are a school
wish to become certified as bilingual
facilities in your field of study may
or mental health counselor can take four
school counselors may pursue this goal
require that you undergo a criminal
or five courses (12-15 units) from the
within the framework of the school
background check, the results of
Master’s in Counseling Programs offer-
counseling program, with an additional
which the agency or facility must
ings, as well as courses from programs
bilingual concentration.
find acceptable prior to placement
in Drama Therapy, Art Therapy, and
or licensure.
Please be advised that licensing
Music Therapy. Course selections may
also include some doctoral-level courses
agencies and fieldwork placement
Applied Content Area
by advisement. In consultation with a
facilities in your field of study may
To fulfill their requirements for applied
faculty advisor, students will design
require that you undergo a criminal
content area credits, students may
their course of study to develop areas of
background check, the results of
choose courses from offerings in the
interest or need, or to build on existing
which the agency or facility must
program, department, and school that
knowledge. Students design their own
find acceptable prior to placement
enable them to pursue specialized
program of study in consultation with
or licensure.
interests. Students may also elect
faculty advisers.
to take applied coursework in other
125
Master of Arts in Counseling for
schools within the University. Applied
Mental Health and Wellness
content areas may include grief and
Students in Counseling for Mental
bereavement counseling; career
Health and Wellness must complete 60
counseling; women and mental health;
units of coursework. All students are
gay, lesbian, bisexual, and transgender
required to take 39 units in the following
studies; drama therapy, art therapy, or
courses: Professional Orientation and
music therapy; and marriage and family.
Ethical Issues in Counseling for Mental
Students in the Program in Counseling
Health and Wellness APSY-GE.2651,
for Mental Health and Wellness should
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Counseling Psychology
Director
The Ph.D. Program in Counseling
DEGREE REQUIREMENTS
students admitted with a bachelors
Sumie Okazaki
Psychology is fully accredited by the
For completion of the doctorate,
degree (36 credits for students
American Psychological Association
79 points beyond the bachelor’s
admitted with a master’s degree).
Kimball Hall
(APA). Counseling psychologists
degree are required. Additionally
212-998-5555
are defined as those who enter
as part of undergraduate or other
Please be advised that licensing
into professional relationships with
graduatework, 18 credits in psychology
agencies and fieldwork placement
Degree
individuals and groups and bring to
are prerequisites to the Ph.D. program.
facilities in your field of study may
Ph.D.
those relationships knowledge of
In the Counseling Psychology required
require that you undergo a criminal
psychology as a science, knowledge
curriculum (46 credits), students
background check, the results of
Faculty
of counseling theory and research,
complete work in counseling theory
which the agency or facility must
Ali, Constantine,
a personally integrated theory of
and process, cross-cultural counseling,
find acceptable prior to placement
Grossman, Halkitis,
counseling, and an ethical responsibility
group counseling, abnormal psychology,
or licensure.
Javdani, Juni, Mattis,
The major principles underlying the
program seminar, seminars in vocational
McClowry, McRae,
Program in Counseling Psychology are a
development and counseling theory, and
ADMISSION REQUIREMENTS
Okazaki, Richardson,
focus on a developmental understand-
practica in individual counseling and
Applicants to the Program in Counseling
Suzuki
ing of clients; commitment to a health
counselor training. Students also must
Psychology must follow both the
model of intervention; and appreciation
takebasic psychological competency
Steinhardt School’s and the program’s
of the gendered, cultural, and insti-
courses (21) credits and counseling
admission procedures and deadlines. All
tutional contexts of people’s lives, as
psychology specialty electives (12
admissions materials must be received
these contexts affect both clients and
credits); Students also must complete
by December 1. The GRE must be taken
counselors. The program follows s—
departmental and state licensure
in time to allow the required five weeks
the scientist-practitioner model of
course requirements covering history
for scores to arrive by December 1.
training—and is organized in three areas:
and systems, principles of learning,
Psychology GRE scores are not required.
general psychology, including statistics
personality, developmental psychology,
Applicants must also submit an
and research methodology; counseling
social psychology, and the biological
autobiographical statement, following
and vocational psychology; and patterns
basis of behavior.
a program outline, and three letters of
of learning experiences designed to
In addition to course requirements,
recommendation. Contact the program
meet the professional goals of program
students must pass a comprehensive
directly for full details on program
matriculants.
examination to be admitted to candi-
admission criteria.
dacy, complete a full-year internship,
CAREER OPPORTUNITIES
have an approved dissertation proposal
Graduates of the program are eligible to
and dissertation, and pass a final oral
sit for the New York State psychology
examination of the dissertation.
licensing examination and are prepared
Some courses may be waived,
to practice in diverse settings such as
exempted or passed by examination.
colleges, clinics, hospitals, and commu-
A minimum of 54 credits must be
nity agencies, as well as pursue careers
completed at New York University for
Steinhardt fellows
program and Research
assistantships
See page 180. 
in research and teaching.
Educational Psychology
Director
The program is currently in accredited,
individuals in our society—particularly
student’s studies in his or her selected
LaRue Allen
inactive status and is no longer accepting
those living in the multicultural
areas of emphasis. In most instances, the
new applicants.
environment of urban New York City.
fieldwork/research experience will focus
In addition to taking foundation
Kimball Hall
on a timely, applied issue in psychology,
The M.A. Program in Educational Psy-
courses in applied psychology, students
situated in contexts such as family,
chology offers students a solid graduate
select a series of courses from one of
hospital, school, or community.
Degree
foundation in psychology, including
two concentrations that match their
M.A.
developmental psychology, personal-
specific interests and professional
concentrations: general educational
212-998-5555
Students may choose from two
ity theories, social psychology, and
goals. Toward the end of the M.A.
psychology and psychological
Faculty
measurement and research methods
degree program, students apply their
measurement and evaluation.
Aber, Allen, Aronson,
in the context of an individualized and
theoretical knowledge base to a relevant
Blair, Halkitis, Jordan,
goal-directed plan of study.
fieldwork or research experience under
CAREER OPPORTUNITIES
the supervision of a faculty member
In addition to being a basic entry into
acquire a solid base in psychological
who shares a scholarly interest in
doctoral study in psychology, the M.A.
theory and consider the ways that basic
the student’s chosen topic. These
degree program in applied psychology
psychological research might be applied
independently pursued projects should
offers the basic training for employment
to address the challenges faced by
be related to and emerge out of the
in such areas as research and data col-
Melzi, Tamis-LeMonda,
Way, Wolf
126
During the course of study, students
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Educational
lection for hospitals and community
ality APSY-GE.2039, Psychological
As part of this culminating experience,
Psychology,
agencies, advertising agencies, and
Disturbances in Children APSY-GE.2181,
students complete a comprehensive
continued
private industry as well as for school
Cognitive Development APSY-GE.2198,
paper regarding their own fieldwork/
systems and other learning environ-
and Learning Theories APSY-GE.2214.
research project.
ments. It also offers educators an
Concentration Requirements (24 units):
appropriate program to satisfy M.A.
Students pursue a series of courses
Please be advised that licensing
degree requirements in their school
prescribed by one of the two concentra-
agencies and fieldwork placement
systems.
tions (general educational psychology
facilities in your field of study may
and psychological measurement and
require that you undergo a criminal
DEGREE REQUIREMENTS
evaluation). Specific course require-
background check, the results of
Students in the M.A. program complete
ments are described in the following
which the agency or facility must
36 units of coursework. The curriculum
sections, which detail the concentration
find acceptable prior to placement
includes the following areas:
requirements.
or licensure.
Terminal Experience (3 units): Applied
Requirements (9 units): Survey of
Psychology Integrative Seminar APSY-
Developmental Psychology/Advanced
GE.2335 serves as the capstone to all
APSY-GE.2271, plus two courses from
students in the M.A. program. Students
the following: Social Psychology
pursue independent projects under
APSY-GE.2003, Abnormal Psychology
faculty supervision and meet to discuss
APSY-GE.2038, Theories of Person-
their fieldwork and research projects.
General Educational Psychology Concentration
DEGREE REQUIREMENTS
Electives: Under faculty advisement,
Academic Prerequisites: A minimum
students are encouraged to pursue
of 18 undergraduate semester hours in
courses (6 units) that complement
behavioral sciences, including courses
their programs of study, such as
in personality, social psychology, and
multiculturalism and diversity,
developmental psychology. These
counseling, or women’s studies.
requirements may be met by taking
additional courses as part of the
program.
This concentration requires 36 units
for completion. The curriculum includes
the following:
Group A: Psychological Foundations
and Development: Neuropsychology
of Behavior APSY-GE.2001, Social
Psychology APSY-GE.2003, Theories
of Personality APSY-GE.2039, Social
Development of Children and Adoles-
Requirements (9 units): Survey of
cents APSY-GE.2097, Psychological
Developmental Psychology/Advanced
Research in Infancy APSY-GE.2115, APSY-
APSY-GE.2271, plus two courses from
GE, Human Growth and Development
the following: Social Psychology
APSY-GE.2138, Perceptual Development
APSY-GE.2003; Abnormal Psychology
APSY-GE.2197, Cognitive Development
APSY-GE.2038; Theories of Personality
APSY-GE.2198, Adolescent Develop-
APSY-GE.2039; Psychological
ment/Advanced APSY-GE.2272.
Disturbances in Children APSY-GE.2181;
Group B: Educational Psychology and
Cognitive Development APSY-GE.2198;
Learning: Child Development and
Learning Theories APSY-GE.2214; and
the Program of Childhood Education
Culture, Context, and Psychology APSY-
E25.2021, Curriculum in Early Childhood
GE.2105.
Education CHDED-GE.2037, Education
Concentration Requirements (24
of Infants and Toddlers CHDED-GE,
units): Measurement: Classical Test
Survey of Individual Cognitive Tests
Theory APSY-GE.2140; two courses in
APSY-GE.2019, Educational Psychol-
research methods (e.g., Educational
ogy APSY-GE.2114, Infant and Toddler
Statistics RESCH-GE.2001, Evaluation
Assessment APSY-GE.2116, Learning
Methodology in the Behavioral Sciences
Theories APSY-GE.2214, Psychological
I and II APSY-GE.2173, 2174); and a total
Foundations of Learning Disabilities
of four courses completed from Group
SPCED-GE.2131.
A and Group B, as listed below. Note:
127
Students must complete at least one
Terminal Experience (3 units): Applied
course from each group; students must
Psychology Integrative Seminar APSY-
select courses not already completed
GE.2335 serves as the capstone to all
under Core Requirements.
students in the M.A. program.
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Educational
Psychological Measurement and Evaluation Concentration
Psychology,
continued
The demand for those with training
DEGREE REQUIREMENTS
Culture, Context, and Psychology APSY-
in psychological measurement and
Academic prerequisites: a minimum
GE.2105.
evaluation has increased. This 36-unit
of 12 semester hours in the behavioral
Concentration Requirements (24
concentration prepares individuals
sciences. These requirements may be
units): Educational Statistics I and II
in the application of measurement,
met by taking additional courses as part
RESCH-GE.2001, 2002, Measurement:
research, and evaluation principles in
of the concentration.
various settings in educational, social,
community, health, and business sectors
The concentration provides
theoretical and applied training
The psychological measurement
Classical Test Theory APSYGE.2140, Measurement: Modern Test
and evaluation concentration requires
Development APSY-GE.2141, Evaluation
36 units for completion. The curriculum
Methodology in the Behavioral Sciences
includes the following:
I and II APSY-GE.2173, 2174.
Electives: Under faculty advisement,
and experience through a carefully
sequenced selection of courses in
Core Requirements (9 units): Survey of
students are encouraged to pursue
measurement, test construction, and
Developmental Psychology/Advanced
courses (6 units) that complement their
research methods. In addition, students
APSY-GE.2271, plus two courses from
program of study, such as advanced
choose courses from various areas in
the following: Social Psychology
methods, health, special education, or
psychology, such as developmental,
APSY-GE.2003; Abnormal Psychology
personnel selection.
learning, and personality. As a final
APSY-GE.2038; Theories of Personality
Terminal Experience (3 units): Applied
project, each student conducts a field-
APSY-GE.2039; Psychological
Psychology Integrative Seminar APSY-
based research study and prepares a
Disturbances in Children APSY-GE.2181;
GE.2335 serves as the capstone to all
journal-quality paper.
Cognitive Development APSY-GE.2198;
students in the M.A. program.
Learning Theories APSY-GE.2214; and
Human Development and Social Intervention
i nter im Di rector
The M.A. in Human Development and
Jennifer Astuto
Social Intervention offers a distinct
curriculum that emphasizes the practical
4.Conceptualization and analysis of
individual and social change;
5. Research methodology including
CAREER OPPORTUNITIES
The degree prepares students to pursue
careers as research project directors,
Kimball Hall
skills of research design and methods,
program management and evaluation;
research coordinators, grant writ-
212-998-5555
grant writing and management, and
and
ers, research scientists, and program
program development and evaluation
Degree
from a community psychology
M.A.
perspective. The curriculum is firmly
6. Grant preparation and grant
management.
evaluators in university-based research
centers, community agencies, hospitals,
school systems, and private industry,
rooted in the traditions and lexicon
In addition to a core of research
including evaluation research firms. In
of community, social, personality, and
methodology and psychology courses,
addition, the program prepares students
Aber, Allen, Astuto,
developmental psychology. Students will
students will also pursue one of the
to pursue doctoral study in the social
Blair, Halkitis,
learn how issues such as poverty, race,
following three areas of study:
sciences, such as human development,
Mattis, McClowry,
gender, and culture influence the daily
n
Developmental Psychology:
public policy, or social and community
Melzi, Seidman,
lives of individuals. Hands-on research
Students will examine classical as
psychology.
Tamis-LeMonda, Way
and grant writing will aid students in
well as contemporary literature on
efforts to apply social interventions to
developmental changes in emotional,
DEGREE REQUIREMENTS
these issues.
social, and cognitive areas, with
Academic prerequisites: Prior to ma-
specific attention to the roles of
triculation in the graduate program,
college graduates with backgrounds
culture and context (e.g., family,
students must have completed a basic
in the social sciences, including
school, community) in these processes.
statistics course (with content similar
Health: Students will examine the
to Basic Statistics I RESCH-GE.2085)
Faculty
The program is designed for recent
psychology; social work; sociology;
anthropology; and race, gender or
individual level, socioecological,
within the past three years. Students
ethnic studies, as well as those who
and sociopolitical factors that
also must have completed five courses
have work or volunteer experiences in
shape physical and mental health
in psychology prior to matriculation in
nonprofit organizations, schools, health
outcomes for individuals, families, and
the graduate program.
facilities, and community centers and
communities.
seek to further or change the direction
The HDSI program requires 42 units
Methodology: Students will gain
for completion. The curriculum includes
of their careers. All students in this
expertise in research design and in the
the following:
program will receive training in
use of various methods of quantitative
1. Theories of human development;
2. Theories and techniques of preventive
and promotive interventions;
3. Theories and concepts of the
128
n
n
and qualitative reasoning and analysis
Required Core Courses (15 units): Grant
of data.
Writing and Grant Management for the
Social Sciences APSY-GE.2077; Culture,
Context, and Psychology APSY-GE.2105;
Survey of Developmental Psychology:
influence of culture and context in
Advanced APSY-GE.2271; Risk and Resil-
various settings;
ience APSY-GE.2279; Development and
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Human Development
Prevention Science APSY-GE 2094.
opportunity each spring to participate
and Social
Required Courses in Statistics and
in the department’s annual research
Intervention,
Research Methods (15 units): Basic Sta-
conference for MA students. Second
continued
tistics II RESCH-GE.2086, Measurement:
year HDSI students are required to sub-
Classical Test Theory APSY-GE.2140,
mit an application for this conference.
Evaluation Methodology in Behavioral
Terminal Experience: Students com-
Science I APSY-GE.2173, Evaluation
plete a thesis under the supervision of
Methodology in Behavioral Science II
a faculty member, meeting monthly
APSY-GE.2174, Research Project Seminar
throughout the second year to discuss
I APSY-GE.2837 (0 units), Research Proj-
their field and research experiences and
ect Seminar II APSY-GE.2838.
to provide feedback to one another
Area of Specialization Electives
about the process of psychological
(12 units): Under advisement, students
research and application. This is the final
choose four courses for specialization
requirement for completion of Evalua-
in one of three areas of study:
tion Methodology in Behavioral Sciences
Developmental Psychology, Health,
I APSY-GE.2174.
or Methodology.
Research Requirement: For the intern-
Please be advised that licensing
ship requirement, students participate
agencies and fieldwork placement
on a research team for 10–12 hours a
facilities in your field of study may
week each semester. During the summer
require that you undergo a criminal
between the first and second year or
background check, the results of
during the final semester, students com-
which the agency or facility must
plete an externship at a research site
find acceptable prior to placement
off campus in order to strengthen and
or licensure.
broaden their skills. Students have an
Psychological Development
The mission of the Ph.D. Program
n
The core areas of developmental psy-
n
Social and emotional development
Di rector
in Psychological Development is
chology with a focus on how current
among urban ethnic-minority children
Clancy Blair
to provide students with a strong
research methodologies are applied to
and adolescents in the United States
foundation in developmental
issues in human development
Kimball Hall
theories and research from a lifespan
212-998-5555
perspective. Students examine
qualitative research methodologies,
individual and environmental influences
including longitudinal, experimental,
Degrees
on the development of infants, children,
observational, ethnographic, narrative,
Ph.D.
adolescents, and adults, especially
and case study methods
those situated in urban environments.
A wide range of quantitative and
n
and worldwide
n
on human development
n
family members, peers, schools,
Aronson, Blair, Gilligan,
student a program of study that
neighborhoods, and communities in
Melzi, Raver, Sirin,
focuses on current issues in the
the life of the individual, as well as how
Tamis-LeMonda, Way
dynamic and complex field of human
the individual shapes his or her own
development, while also emphasizing
experiences
School-, family-, and community-based
interventions
The skills to identify the roles of
The Ph.D. program offers the advanced
Etiology of risk behaviors, resiliency,
and coping in at-risk populations
n
n
Faculty
Family, school, and cultural influences
n
Children’s learning, academic achievement, and emotional self-regulation in
school settings
n
Quantitative modeling of high-risk
health behaviors and decisions
aff iliated Faculty
a basic foundation in psychological
Aber, Allen
theory and research. Research takes
race, social class, gender, and culture
and reliability studies, and the study of
place in laboratories at NYU as well
influence human development within
individual differences
as in the homes, hospitals, schools,
and across national boundaries
An understanding of how ethnicity,
n
n
Test and scale development, validity
The application of assessment tools
CAREER OPPORTUNITIES
of the multiethnic and richly diverse city
to address the needs of diverse
Graduates are prepared for careers
of New York.
populations
as professors in academic settings;
A proficiency in implementing
researchers in academic and gov-
Development educates its students to
and evaluating primary preventive
ernmental agencies; human service
think creatively about how psychological
interventions with parents and children
professionals in hospitals, schools, and
theory and research can address the
from at-risk populations
community settings; directors and
neighborhoods, and community settings
The Program in Psychological
n
n
social challenges that individuals face.
evaluators of mental health and health-
Through their coursework and research
Areas of research focus for doctoral
promotion programs; as well as primary
experiences, students in the Ph.D.
students may include the following:
prevention programs.
Program in
Psychological Development gain
expertise in the following:
n
Cognitive, emotional, and social
development in infants and young
children
129
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Psychological
DEGREE REQUIREMENTS
Development,
Students take between 45 and 72
ogy (e.g., cognitive, emotional, social,
Admission to this program requires
continued
units, depending on prior graduate
language, perceptual)
a bachelor’s or a master’s degree in
Advanced content seminars in human
psychology or a related field, GRE
coursework. Academic offerings and
n
n
requirements include the following:
n
n
Courses in the foundational areas
of psychology (e.g., developmental,
n
Courses in developmental psychol-
development
scores (verbal and quantitative), three
Sequences in research designs, meth-
letters of recommendation, prior
ods, and statistics
research experience, and a personal
Active research involvement and
interview with the program faculty.
social, personality, cognitive,
attendance at weekly research
learning, experimental, historical,
colloquia
neuropsychology)
n
ADMISSION REQUIREMENTS
See general admission section,
page 167.
Completion of a data-based dissertation
Steinhardt fellows
program and Research
assistantships
See page 180. 
130
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
131
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Psychology and Social Intervention
Di rector
The goal of the Ph.D. Program in
Pamela A. Morris
Psychology and Social Intervention is to
influence individual functioning and
policy, programs) and preventive and
train action scientists to work in a vari-
well-being and receive theoretical and
policy interventions (psychological,
Kimball Hall
ety of settings in order to understand,
methodological training in the con-
social, education, and health programs)
212-998-5555
transform, and improve the contexts
ceptualization and assessment of such
locally, nationally, and internationally.
and systems (ranging from families,
ecologies. Students also learn about
Program faculty members also conduct
Degree
small groups, schools, communities, and
successful and unsuccessful efforts in
research on how cultural factors and
Ph.D.
neighborhoods to public policies) in
these domains across multiple levels of
identities influence and interact with
which humans develop across the lifes-
analysis. Students are expected to have
experiences of these ecologies and
Faculty
pan. The program has a strong emphasis
an interest in studying and understand-
interventions. The University’s New
Aber, Allen, Cappella,
on (a) understanding and assessing
ing various forms of diversity and
York City location provides an ideal
Godfrey, Hughes,
social settings, systems, and policies;
structural inequality among groups of
urban setting for studying many
Morris, Seidman
(b) creating, improving, implementing
individuals, institutions, communities,
kinds of communities, combined with
and evaluating prevention and interven-
and societies.
gateways to the world at large. The
ecologies (e.g., schools, neighborhoods,
The program maintains a heavy
main objectives of the program are to
various forms of diversity and structural
focus on research in applied settings
provide students with basic grounding
inequality among individuals, institu-
for the purposes of understanding
in fundamentals of psychology and
tions, communities, and societie.
and changing social settings. Program
behavioral science and intensive training
faculty members study a wide range of
in theories of ecological psychology;
tion programs; and (c) understanding
132
Students learn how varied ecologies
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Psychology and Social
theories and techniques of preventive
in health, education, and social service
interventions and analysis; and three
Intervention,
and promotive interventions; program
organizations, and students will be
letters of recommendation.
continued
and policy formation, implementation,
positioned to contribute to the design
and evaluation; conceptualization and
and implementation of such strategies.
page 167.
and research methodology for multilevel
DEGREE REQUIREMENTS
and cross-level analysis.
Students take 72 units, depending
FINANCIAL AID
OPPORTUNITIES
See the general admission section,
analysis of individual and social change;
Areas of research focus may include
the following:
The analysis and change of human
n
on prior graduate coursework.
Tuition remission and stipends are
Requirements for program completion
provided to all doctoral students in
include:
the first three years. During the fourth
year, doctoral students are provided
service and community-based
Courses in psychology and social
with a stipend to cover living expenses.
Consequences of poverty, social
intervention (e.g., Theories of Change
Doctoral students are also funded via
exclusion, and discrimination
in Applied Psychology, Psychological
research grants from the faculty in the
The analysis and restructuring of
Approaches to Conceptualizing and
Department of Applied Psychology. In
ecological transitions (e.g., between
Measuring Human Environments,
addition, the Department of Applied
neighborhoods, between school and
and Developmental and Prevention
Psychology offers Monroe Stein
organizations
n n n Science)
and Raymond and Rosalee Weiss
Design, methodology, and statistics
Awards. Information on scholarships is
prevention and promotion programs
sequence (e.g., Research Design
available on the Steinhardt Graduate
Analysis and evaluation of public
and Methodology in the Behavioral
Admissions website under financial
policies relevant to health, education,
Sciences, Intermediate Quantitative
aid. All applicants who are interested
and well-being
Statistics, and Multivariate Statistics).
in being considered for school-based
Intervention-research or policy-
scholarships must complete the Free
work)
The design and evaluation of
n n n Experiences of racial, ethnic,
n n sexual, and other minorities, as
well as immigrant populations, in
research practica (two semesters)
Application for Federal Student Aid
Psychology and social intervention
(FAFSA) by going to www.fafsa.ed.gov
elective courses (at least three)
and submitting it electronically to NYU.
n organizational, community, and
Participation in area seminar
Check the Graduate Admissions web
Completion of a second-year empirical
pages for detailed instructions. The
paper
deadline for submitting the FAFSA form
transnational contexts
n
Setting level influences on intergroup
n n
disparities or relationships
Completion of a comprehensive
to NYU is February 1 for the fall term.
examination requirement
Please note that the earliest time one
Completion of an independent,
can access the form is January 1.
n CAREER OPPORTUNITIES
The program prepares students for
diverse roles in academia and social
n empirically based dissertation
For more details, contact the
Department of Applied Psychology.
research. In the academic arena,
students are well-positioned for jobs
ADMISSION REQUIREMENTS
in schools of human development,
Requirements for admission include
education, public health, and public
strong academic background as
policy. In the area of social research,
evidenced by standard indicators, such
students are prepared for positions in
as GPA and GRE scores; evidence of
research, advocacy, and social service
prior research experience; evidence of
organizations. Indeed, there is increasing
interest in human ecologies, systems-
demand for evidenced-based strategies
level interventions, and/or policy
See general financial aid section,
page 178.
Courses
The courses listed
herein are to be
APPLIED PSYCHOLOGY/
APSY-GE
offered in 2013–2015.
notes to co u rses
*Registration closed
to special students.
†Pass/fail basis.
Experimental Psychology
Health Psychology and Human
APSY-GE.2005 45 hours: 3 units.
Development
Prerequisite: one year of statistics
APSY-GE.2022 30 hours: 3 units.
Neuropsychology of Behavior
or measurement, or permission of
APSY-GE.2001 30 hours: 3 units.
instructor.
or educational psychology.
Cognitive Behavior Therapy:
Theory and Applications
Prerequisite: a course in psychology
Sexual Decision Making and
APSY-GE.2025 30 hours, 3 units.
Risk Taking in Adolescence
Social Psychology
APSY-GE.2008 30 hours: 3 units.
Abnormal Psychology
APSY-GE.2038 30 hours: 3 units.
APSY-GE.2003 30 hours: 3 units.
Prerequisite: a course in general or
Psychology of Women
Prerequisite: APSY-GE.2039 or
educational psychology.
APSY-GE.2014 30 hours: 3 units.
equivalent.
Prerequisites: a course in general
psychology or equivalent.
133
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Courses, continued
Theories of Personality
Human Growth and Development
Adolescent Development:
APSY-GE.2039 30 hours: 3 units.
APSY-GE.2138 30 hours: 3 units.
Theory and Research
APSY-GE.2272 30 hours: 3 units.
Prerequisite: a graduate course
Please be advised that
in general, developmental, or
Measurement: Classical Test Theory
Prerequisites: a course in
licensing agencies and
educational psychology.
APSY-GE.2140 (formerly APSY-GE.2035)
developmental psychology and a course
45 hours: 3 units.
in sociology, social psychology, or the
placement facilities
study of cultures.
in your field of study
Women and Mental Health
may require that you
APSY-GE.2041 30 hours: 3 units.
Measurement: Modern Test Theory
undergo a criminal
Prerequisite: a course in general
APSY-GE.2141 (formerly APSY-GE.2037)
Risk and Resilience
background check,
psychology or equivalent.
45 hours: 3 units.Prerequisite: APSY-
APSY-GE.2279 30 hours: 3 units.
GE.2140 or equivalent, or permission of
Prerequisite: a graduate-level course
instructor.
in developmental psychology or work
the results of which
the agency or facility
Action Approaches to Mental Health
must find acceptable
Counseling
prior to placement or
APSY-GE.2045 30 hours: 3 units.
experience in the area of developmental
Evaluation Methodology in the
psychology.
Behavioral Sciences I
licensure.
The Development of Child Language
APSY-GE.2173 45 hours: 3 units.
Independent Study
APSY-GE.2055* 45 hours: 3 units.
Prerequisites: RESCH-GE .2001,
APSY-GE.2300 45 hours per unit: 1–6
Prerequisite: a course in developmental
APSY-GE.2041.
units. Hours to be arranged.
psychology or linguistics.
Evaluation Methodology in the
Applied Psychology:
Issues in Counseling People with
Behavioral Sciences II
Integrative Seminar
Disabilities
APSY-GE.2174 45 hours: 3 units.
APSY-GE.2335 30 hours: 3 units.
APSY-GE.2068 30 hours: 3 units.
Prerequisite: APSY-GE.2173.
Open only to master’s candidates in
Research and Evaluation in the
Psychological Disturbances in Children
Behavioral Sciences
APSY-GE.2181 30 hours: 3 units.
applied psychology.
Research Design and Methodology in
Academic Achievement Gaps:
Socio-psychological Dynamics
APSY-GE.2070 45 hours: 3 units.
Temperament-Based Intervention
APSY-GE.2345 45 hours: 3 units.
APSY-GE.2184 30 hours: 3 units.
Prerequisite: course in educational
or developmental psychology, or
the Behavioral Sciences I
APSY-GE.2073* 45 hours: 3 units.
Cognitive Development
Required of doctoral students in the
APSY-GE.2198 30 hours: 3 units.
permission of instructor.
HIV Prevention and Counseling:
Department of Applied Psychology.
Cross-Cultural Research Methods
Psychoeducational Perspectives
APSY-GE.2222 30 hours: 3 units.
APSY-GE.2450 30 hours: 3 units.
the Behavioral Sciences II
Emotional Development in Childhood:
Trauma: Theoretical and Clinical
APSY-GE.2074* 45 hours: 3 units.
Organization and Neurobiology
Perspectives
Prerequisite: APSY-GE.2073 or
APSY-GE.2261 30 hours: 3 units.
APSY-GE.2500 30 hours: 3 units.
permission of instructor.
Prerequisite: Introductory graduate-level
Prerequisite: a course in general
course in statistics and developmental
psychology or equivalent.
Open by permission of instructor.
Research Design and Methodology in
Grant Writing and Grant Management
psychology.
Case Seminar in Trauma Studies:
for the Social Sciences
APSY-GE.2077 30 hours: 3 units.
Early Childhood: The Development of
Transdisciplinary Perspectives of
Prerequisites: APSY-GE.2271 and
Self-Regulation
Clinical Work
APSY-GE.2105.
APSY-GE.2265 30 hours: 3 units.
APSY-GE.2505 30 hours: 3 units.
Prerequisite: Introductory graduate-level
Prerequisite: APSY-GE.2500 or
Gestalt Therapy: An Overview of
course in statistics and developmental
permission of instructor.
Theory and Practice
psychology.
Social Psychology, Intervention, and
APSY-GE.2093 30 hours: 3 units.
Intervention/Prevention in Early
Social Change
Developmental and Prevention Science
Childhood Contexts
APSY-GE 2605 30 hours: 3 units
APSY-GE.2094 30 hours: 3 units.
APSY-GE.2270 30 hours: 3 units.
Prerequisite: Introductory graduate-level
Group Dynamics: Theory and Practice
Social Development of Children and
course in developmental psychology or
APSY-GE.2620* 45 hours: 3 units.
Adolescents
permission of instructor.
Advanced Group Dynamics:
APSY-GE.2097 30 hours: 3 units.
Survey of Developmental Psychology:
Consultation and Facilitation
Culture, Context, and Psychology
Advanced
APSY-GE.2625*† 45 hours: 3 units.
APSY-GE.2105 30 hours: 3 units.
APSY-GE.2271 30 hours: 3 units.
Prerequisite: APSY-GE.2620
Prerequisite: an introductory course in
Psychological Research in Infancy
APSY-GE.2115 30 hours: 3 units.
psychology or educational psychology.
Dynamics of Vocational Development
APSY-GE.2634 30 hours: 3 units.
Prerequisite: a course in developmental
or educational psychology.
134
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Courses, continued
Career Counseling
Interpretation and Use of Tests in
Advanced Seminar in Psychology and
APSY-GE.2635 30 hours: 3 units.
Counseling Children and Adolescents
Social Intervention
Prerequisites: APSY-GE.2634 and
APSY-GE.2673* 45 hours: 3 units.
APSY-GE.2830* (formerly Advanced
APSY-GE.2657.
Prerequisite: APSY-GE.2657 or
Seminar in Community Psychology,
equivalent.
G89.3290) 30 hours: 3 units.
Only open to doctoral students in
Professional Orientation and Ethical
Issues in School Counseling
Cross-Cultural Counseling
psychology and social intervention,
APSY-GE 2650* 20 hours: 2 units.
APSY-GE.2682 30 hours: 3 units.
or permission of instructor.
Prerequisite: APSY-GE.2657 or
Professional Orientation and Ethical
equivalent.
Families and Schools
APSY-GE 2831 30 hours: 3 units.
Issues in Counseling for Mental Health
and Wellness
Grief and Bereavement Counseling
APSY-GE.2651* 20 hours: 2 units.
APSY-GE.2683 30 hours: 3 units.
Child Development and Social Policy
Prerequisite: APSY-GE.2681 or related
APSY-GE.2832 (formerly Child
Internship in Counseling for Mental
work experience.
Development and Social Policy,
G89.2292) 30 hours: 3 units.
Health and Wellness I and II
APSY-GE.2655*, 2656* 45 hours: 4 units
Marriage, Couple, and Family
Prerequisite: graduate course in
per term. Hours arranged. APSY-GE.2655
Counseling
developmental psychology or
is prerequisite for APSY-GE.2656.
APSY-GE.2684 30 hours: 3 units.
equivalent.
Prerequisite: APSY-GE.2657 or
Individual Counseling:
equivalent.
APSY-GE.2657 45 hours: 3 units.
Research: Using Mixed Methods
APSY-GE.2835 30 hours: 3 units.
Theory and Process
Special Topics in Applied Psychology:
Prerequisites: RESCH-GE.2140 and
Workshop on Research Development
APSY-GE.2073.
Individual Counseling: Practice I
APSY-GE.2686 15 hours per unit:
APSY-GE.2658*† 50 hours: 3 units;
0–6 units.
Project Research Seminar I
hours to be arranged.
Prerequisite or co-requisite: Basic
APSY-GE.2837 30 hours: 0 units.
graduate-level research design or
Only open to master’s students
Individual Counseling: Practice II
statistics. Only open to graduate
in human development and social
APSY-GE.2659*† 50 hours: 3 units.
students in applied psychology.
intervention.
Prerequisite: APSY-GE.2658.
Drug Use, Abuse, and Addiction:
Project Research Seminar II
Foundations of Counseling for Mental
Bio-psychosocial Perspectives
APSY-GE.2838 30 hours: 3 units.
Health and Wellness
APSY-GE.2691 30 hours: 3 units.
Prerequisite: APSY-GE.2837.
Only open to master’s students
APSY-GE.2661* 20 hours: 2 units.
Substance Use, Abuse, and Addiction:
in human development and social
Foundations of School Counseling
Treatment Perspectives
intervention.
APSY-GE.2662* 20 hours: 2 units.
APSY-GE 2692 30 hours: 3 units.
Program Development and Evaluation
Special Topics in Crisis Intervention and
in Counseling
Management: Disaster Mental Health
APSY-GE.2663* 30 hours: 3 units.
APSY-GE 2701 30 hours: 3 units.
Project Research Seminar: PSI
Internship in School Counseling I
Play and Drama Therapy with Children
and Adolescents
Prerequisite: APSY-GE.2070 or
equivalent, or permission of instructor.
APSY-GE 2839 30 hours: 3 units.
Understanding and Measuring the
APSY-GE.2840 (formerly E86.2120)
Social Contexts for Development
30 hours: 3 units.
APSY-GE.2825 (formerly Organizational
APSY-GE.2667* 45 hours: 4 units.
and Community Processes, G89.2290)
Hours arranged.
30 hours: 3 units.
Positive Psychological Development:
Innovations in Theory, Research,
and Practice
Internship in School Counseling II
Intervention and Social Change
APSY-GE.2668* 45 hours: 4 units.
APSY-GE.2826 (formerly G89.2269)
Hours arranged.
30 hours: 3 units.
Psychology of Gender Roles and
Sex Differences
Prerequisite: APSY-GE.2667.
Practicum in Intervention Research or
Religiosity and Spirituality: Theory,
APSY-GE.2870 30 hours: 3 units.
APSY-GE.2880 30 hours: 3 units.
Policy Research I and II
Research, and Counseling
APSY-GE.2827 (formerly Practicum
Gay, Lesbian, Bisexual, and
APSY-GE.2669 30 hours: 3 units.
in Community Research, G89.3287)
Transgender People: Individual Study
45 hours: 3 units. APSY-GE.2828
APSY-GE.2892 20 hours per unit:
Interpretation and Use of Tests in
(formerly Practicum in Community
2–3 units.
Counseling Adults
Research, G89.3288) 45 hours: 3 units.
Requires permission of the instructor.
APSY-GE.2672* 45 hours: 3 units.
Prerequisite: APSY-GE.2657 or
Counseling Gay, Lesbian, Bisexual,
equivalent.
and Transgender Youth
APSY-GE.2895 30 hours: 3 units.
135
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Courses, continued
Counseling Gay, Lesbian, Bisexual, and
Counseling Psychology Program
Transgender Adults and Older Adults
Seminar
APSY-GE.2896 30 hours: 3 units.
APSY-GE.3611, 3612* 60 hours: 3 units
each term.Prerequisite: doctoral
Dissertation Proposal Seminar in
matriculation. Required of all doctoral
Applied Psychology
students in counseling psychology
APSY-GE.3001* 30 hours: 3 units.
during the first or second year in
Open only to doctoral students in
the program.
applied psychology, or by permission
of instructor.
Forum in Counseling Psychology
APSY-GE 3620 30 hours : 3 units.
Departmental Seminar: Theories of
Prerequisite: doctoral matriculation.
Change in Applied Psychology
Required of all doctoral students in
APSY-GE.3009* 30 hours: 3 units.
counseling psychology during the first
Open to doctoral candidates in applied
or second year in the program.
psychology.
Practicum in Counselor Training
Internship in Counseling Psychology
APSY-GE.3629*† 45 hours: 3 units.
APSY-GE.3016 0 units.
Prerequisite: permission of instructor.
Full-time one-year internship required
Enrollment limited to advanced
of all doctoral students in counseling
sixth-year and doctoral students in
psychology.Prerequisites: Doctoral
counseling psychology.
candidacy and approved doctoral
dissertation proposal.
Seminar in Counseling Theory and
Research
Seminar: Current Issues in
APSY-GE.3633* 30 hours: 3 units.
Developmental Psychology
Open to advanced sixth-year and
APSY-GE.3021* 30 hours: 3 units.
doctoral students in counseling
Prerequisite: open only to doctoral
psychology.
students in developmental psychology;
other doctoral students by permission
Seminar in Vocational Development
of instructor.
Theory and Research
APSY-GE.3657 30 hours: 3 units.
Listening Guide Method of
Prerequisite: Open to advanced
Psychological Inquiry
sixth-year and doctoral students in
APSY-GE.3040 30 hours: 3 units.
counseling psychology.
Advanced Listening Guide
Clinical Assessment in Counseling
APSY-GE.3045 30 hours: 3 units.
Psychology I and II
APSY-GE.3665, 3666* 45 hours: 3 units
Historical Perspectives of
each term.
Psychological Theory
Prerequisites: graduate courses in test
APSY-GE.3103 30 hours: 3 units.
interpretation, abnormal psychology,
and personality theory.
Supervised Advanced Counseling
Practicum: Individual and Group I, II
IES-Predoctoral Interdisciplinary
APSY-GE.3607, 3608*† 225 hours: 2
Training Seminar on Causal
units each term. Hours arranged.
Interference I and II
Registration by permission of program
APSY-GE 3901, 3902 30 hours: 3 units
adviser and practicum director. Open to
each term.
candidates in counseling psychology.
136
Department of applied psychology the steinhardt school of culture education and human development bulletin 2013–2015
Department Of
Teaching and
Learning
Department CHAIR: susan B. NEUMAN
D EG R E E S
EAST BUILDING, SUITE 635J | 239 GREENE STREET, NEW YORK, NY 10003–6674
M.A., Ph.D., Ed.D., Advanced Certificate
TELEPHONE: 212-998-5470 | FAX: 212-995-4198 | WEBSITE: steinhardt.nyu.edu/teachlearn
CO N TE NTS
Teacher Education
Field Experiences............................................139
Faculty .............................................................. 140
Doctoral Programs..........................................141
Early Childhood and
Childhood Education .............................142
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...........................................145
learning and teaching of students, community
Environment Conservation Education....147
members, teachers, teacher educators, and
Literacy Education..........................................148
researchers. In addition, faculty members
Mathematics Education ............................. 149
study the impact of sociocultural and historical
Multilingual Multicultural Studies ........... 150
factors on learning and teaching. Investigations
Science Education..........................................153
range from micro to macro studies and applied
Social Studies Education..............................155
research within a broad range of theoretical
Special Education........................................... 157
perspectives.
Teaching and Learning................................. 160
Courses................................................................161
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.
137
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Teacher Education Programs
The teacher education programs
them into schools, which allows students
certification M.A. degree programs,
prepare their students to meet the
to test their emerging conceptions of
see the appropriate pages later in this
challenges of teaching and leadership
teaching in actual practice and makes
bulletin.
in today’s demanding educational
the transition to their own student
environment. Program graduates will
teaching classroom easier and more
not only be able to succeed in their
productive. The on-campus courses
Early Childhood Education and in the
first years of teaching but will have
also focus on issues of curriculum
dual program Early Childhood Educa-
a sufficiently thorough foundation in
development, classroom management,
tion/Early Childhood Special Education
theory and practice to keep improving
assessment, and the use of technology
are to enroll in Placement in Early
their educational work throughout
so that all program graduates are
Childhood CHDED-GE.2255 and will be
their careers. NYU teachers are highly
prepared to step into the high-pressure
supervised by NYU faculty during this
regarded in the metropolitan area
world of standards and high-stakes
portion of their fieldwork. Students are
and beyond. Many teacher education
tests.
program graduates are in leadership
expected to attend the assigned school
site no fewer than three mornings a
positions in schools, universities, and
requirements for all programs, which in-
week for the duration of the semester.
other educational institutions.
clude multicultural education, language
A faculty supervisor will visit the site
The Department of Teaching and
and literacy, and special education, each
each week, and student schedules must
Learning offers many initial certification
curriculum also enables future teachers
take into consideration the days the
teaching curricula. These certification
to deepen and enrich their background
supervisor will be at the site.
programs fully comply with the latest
in the fields they will be teaching.
regulations of the New York State
Discipline-based courses integrate
Education Department that became
content and pedagogical approaches
effective in 2004.
so that students may simultaneously
In designing and implementing these
consider an aspect of the subject—his-
curricula, the department has drawn
tory, mathematics, science, literature,
on its faculty’s extensive experience
and so on—and how it could be most
as Pre-K–12 teachers as well as teacher
effectively taught.
educators, current teachers and princi-
The early childhood and childhood
pals in the New York City schools, and
curricula offer both a normal and an ac-
graduates’ work and feedback. Each
celerated schedule of completion of the
program integrates practical experi-
M.A. degree and certification require-
ence and hands-on knowledge with a
ments. Part-time students may need
rich theoretical understanding of how
more time to complete the program.
children learn and how they can best be
The particulars of the requirements of
taught
each specific curriculum are detailed
The introductory course for all of the
below. Students should contact the
programs, Inquiries into Teaching and
advisers listed for more details and
Learning, sets a conceptual founda-
responses to more specific questions
tion for the department’s approach to
about these programs.
teacher education. This course creates
For teachers who already have initial
a dialogue between the learner’s own
certification, the Department of Teach-
prior educational experience, the ex-
ing and Learning also offers a full range
periences of students in the New York
of courses leading to M.A. degrees and
City public schools—where all Inquiries
professional certification in areas such
students are offered substantial op-
as English, foreign languages, mathe-
portunities for observation—and the
matics, science education, social studies,
foundational research-based literature
and special education. The department
of the study of education. Inquiries into
has developed other programs that lead
Teaching and Learning is designed to
to the state’s new category of initial/
allow students to raise questions and
professional certification. For those
consider alternatives as they participate
seeking to become literacy specialists in
in the dialogue and refine their core
either elementary or secondary schools,
philosophy while engaging deeply with
these M.A. degrees allow teachers either
the philosophies and experiences of a
to deepen and enrich their professional
wide range of other scholars, teachers,
knowledge in the field they are already
and students.
certified in or to add a second certifica-
Most of the courses that students
138
In addition to the pedagogical core
Note: Students seeking certification in
tion in such areas as literacy, special
take prior to the student teaching
education, teaching English to speakers
experience have a participant/
of other languages, or bilingual educa-
observation requirement that sends
tion. For details on these professional
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Field Experiences
New York State mandates that all
their faculty advisors and the Office of
students seeking certification in teacher
Clinical Studies the number of hours of
be in a school serving a population of
education satisfy a number of field re-
fieldwork to be completed. Students
students of whom at least 50 percent
quirements. All students seeking teacher
not seeking teacher certification com-
are eligible for free or reduced lunch.
certification must complete no fewer
plete the number of hours, at least 15,
Each semester, the Office of Clinical
than 100 hours of fieldwork prior to
required by any course that includes a
Studies arranges student teaching
student teaching and no fewer than two
field experience.
orientation meetings—known as Student
The course meets monthly and
semesters of student teaching. Students
Teaching Convocations—during which
seeking certification in more than one
includes an introduction to New York
students have the opportunity to
area, i.e. enrolled in a dual program, will
City educational settings, an informa-
inquire about general requirements and
be required to complete no fewer than
tion session on student teaching, and an
speak to faculty about schools sites.
150 hours of fieldwork prior to student
explanation of the requirements for New
Students will be assigned to partner
teaching. The Office of Clinical Studies
York State Teacher Certification.
schools with which NYU has established
Attendance will be logged on the
coordinates the field assignments for all
students in the Department of Teaching
relationships over time. The current list
appropriate Fieldwork Time Sheets
of cooperating schools may be viewed
and Learning. The office has a network
available on the 2nd floor of the East
by visiting the website of the Office of
of approved schools that will host stu-
Building at 239 Greene Street. Complet-
Clinical Studies at steinhardt.nyu.edu/
dents completing all their fieldwork. The
ed time sheets (at least 100 hours) will
teacher.education.
current list of cooperating schools may
be submitted at the end of the semester
While the amount of time spent in
be viewed by visiting the website of the
to instructors or directly to the Office of
a school may vary from one semester
Office of Clinical Studies at steinhardt.
Clinical Studies on the 2nd floor of the
to the other, students will spend no
nyu.edu/teacher.education. The office
East Building at 239 Greene Street.
fewer than 20 hours per week for each
Beyond the field-based assignments
is located on the 2nd floor of the East
week of the semester distributed over
of campus-based courses, and the op-
multiple days in their assigned school.
portunities provided by the field setting,
Students must check with their faculty
PRE-STUDENT TEACHING
FIELDWORK
students will engage in activities that
adviser as to the exact time requirement
may include, but are not limited to, the
of student teaching. Students in
The initial semester of a course of
following:
secondary education must be at the
study in the Department of Teaching
n Building at 239 Greene Street.
and Learning typically aims to provide
Observations of one or more
school each day their assigned class
classrooms
meets (typically five days per week). All
Assisting teachers
programs expect students to assume
Looking at curriculum and discussing
increasing teaching responsibilities over
curriculum with teachers
time until taking over full control of one
students with a foundation of under-
n
standing of teaching and learning
n approaches and strategies. To provide
*Note: Students
At least one of the placements must
some practical application of classroom
Sitting in on planning sessions or staff
classroom period per day. All student
development meetings
teaching placements are supervised by
Looking at students’ work samples and
NYU faculty.
n seeking certification
teaching, many courses either have
in Early Childhood
a specific field component or assign
Education and in the
projects requiring observation and
discussing them with students and/or
dual program Early
participation in school classrooms. To
teachers
guidelines and requirements must
Visiting classrooms outside of your
be approved by the Office of Clinical
subject area
Studies and the faculty adviser of
Discovering what resources and
the student.
n Any variation from the above
Childhood Education/
accommodate these requirements, all
Early Childhood
M.A. students (except students in Early
Special Education will
Childhood Education and Early Child-
enroll in Placement
hood Education/Early Childhood Special
in Early Childhood
Education*) are required to register for
CHDED-GE.2255 and
Fieldwork in Schools and Other Edu-
will be supervised by
cational Settings TCHL-GE.2005. The
NYU faculty during
Office of Clinical Studies will assign stu-
this portion of their
dents to one of our cooperating schools.
fieldwork. Students are
Full-time students are expected to
expected to attend the
attend the assigned school site no fewer
assigned school site
than three mornings a week for the
no fewer than three
duration of the semester. The students
STUDENT TEACHING
hardt School teacher education program
mornings a week for
arrange a mutually agreeable weekly
All students must complete two semes-
has provided evidence that it adheres
the duration of the
schedule with the classroom teacher
ters of supervised student teaching,
to TEAC’s quality principles. The ac-
semester. A faculty
and/or school liaison and maintain that
each in a different school and in a differ-
creditation affirms the claim that NYU
supervisor will visit
schedule throughout the semester. The
ent grade. Entry into the initial student
Steinhardt uses evidence to develop
the site each week,
goal is to ensure continuity in students’
teaching experience and continuation
and improve its programs that prepare
and student schedules
presence in the school, allowing them to
into further experiences requires a mini-
teachers. For more information, contact
must take into
experience the development of teaching
mum GPA of 2.5 in courses in the area
TEAC, One Dupont Circle, Suite 320,
consideration the days
and learning over time, while providing
of specialization and a positive faculty
Washington, DC 20036; 202-466-7236;
the supervisor will be
support to the school and community.
review of performance in the field.
www.teac.org.
at the site.
Part-time students will coordinate with
139
n n services the schools offer (special
education, auxiliary programs, etc.)
The Steinhardt School of Culture, Educa-
of his or her classes throughout the
tion, and Human Development’s teacher
school day
education program has been accredited
Attending teacher professional
by the Teacher Education Accredita-
development programs
tion Council (TEAC) for a period of
Visiting local community agencies
seven years from 2012 until 2019. The
n n
ACCREDITATION
Shadowing a student in all or most
n accreditation certifies that the Stein-
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Field Experiences,
Please be advised that licensing
continued
agencies and fieldwork placement
facilities in your field of study may
require that you undergo a criminal
background check, which includes,
fingerprinting, and a health clearance
process, the results of which the
agency or facility must find acceptable
prior to placement or licensure.
Faculty
Richard A. Magill, Professor and
Mark Alter, Professor. B.S. 1969, Unity
Helen Friedlander, Master Teacher. B.A.
College; M.S. 1973, Ph.D. 1980, Yeshiva.
1966, Hofstra M.A., 1970, New York
‘DepartmentChair. B.S. 1966, Phila-
University.
delphia College of Bible; Ed.M. 1969,
Sarah W. Beck, Associate Professor. B.A.
1991, Harvard; M.F.A. 1993, Washington
(St. Louis); Ed.D. 2002, Harvard.
Temple; Ph.D. 1974, Florida State.
Jay Gottlieb, Professor, B.S. 1964, City
College (CUNY); M.S. 1966, Ph.D. 1972,
Yeshiva.
Jason B. Blonstein, Master Teacher. B.S.
Joan Malczewski, Assistant Professor.
B.A. 1985, Michigan; M.A. 1995, Ph.D.
2002, Columbia.
1965, Hobart College; M.A. 1969, New
Maura Gouck, Master Teacher. B.A. 1967,
York; M.A. 1996, Fordham.
Fordham; M.A. 1970, New York.
Anne Burgunder, Master Teacher. B.S.
Judith Green, Master Teacher. B.A. 1990,
1987, Duquesne University, Pittsburgh;
Spellman College; M.A., 2003, New York.
Cynthia McCallister, Associate
Professor. B.S. 1984, Ball State; M.Ed.
Sandee McClowry, Professor. B.S. 1980,
M.S. 1994, Bank Street College, New
York.
1990, Ed.D. 1995, Maine (Orono).
James J. Kemple, Research Professor.
Ed.M., 1986, Ed.D. 1989, Harvard.
Suzanne Carothers, Professor. B.A. 1971,
M.S. 1981, Northern Illinois, Ph.D. 1988,
California (San Francisco); 1999
postdoctoral fellow, Yale.
Bennett College; M.S. 1973, Bank Street
Michael Kieffer, Associate Professor.
College of Education; Ph.D. 1987, New
BA 2000, Stanford; Ed.M. 2006,
Elizabeth McDonald, Master Teacher.
York.
Harvard; Ed.D 2009, Harvard.
B.A. 1974, Rutgers; Ed.M. 1977, Lesley;
Robert Cohen, Professor B.A. 1976,
Susan A. Kirch, Associate Professor.
Ed.M. 1978, SUNY Buffalo; M.A. 1980,
B.A. 1989, Mount Holyoke College; Ph.D.
Joseph McDonald, Professor and Master
Ph.D. 1987, California, Berkeley.
1996, Harvard.
Teacher. B.A 1969, Scranton; MAT, 1972,
Fabienne Doucet, Assistant Professor.
David E. Kirkland, Associate Professor.
B.A. 1995, Messiah College; M.S.
Ph.D. 2006, Michigan State.
Catherine Milne, Associate Professor.
Maris H. Krasnow, Clinical Assistant
(Queensland); M.Sc. 1993, Ph.D. 1998,
Professor. B.A. 1971, Emerson College;
Curtin University of Technology.
C.A.S. 1991, Harvard.
Ed.D., 1986, Harvard.
B.Ed. 1978, B.Sc. 1979, James Cook
1998, Ph.D. 2000, North Carolina
(Greensboro).
Miriam Eisenstein-Ebsworth, Associate
M.A. 1972, Ed.D. 1982, Columbia.
Carole Guss Mulligan, Master Teacher.
Professor. B.A. 1968, Brooklyn College
(CUNY); M.A. 1971, Columbia; Ph.D. 1979,
Mary J. Leou, Clinical Associate
B.A. 1963, Xavier; M.A. 1978, St. John’s
Graduate Center (CUNY).
Professor. B.A. 1985, M.Ed. 1989, Ed.D.
College.
1997, Columbia.
Shondel Nero, Associate Professor.
Lisa Fleisher, Associate Professor.
B.A. 1972, Brooklyn College (CUNY);
Ohkee Lee, Professor. BA 1981,
B.A. 1984, Concordia (Canada); M.A.
M.S. 1977, Ph.D. 1979, Illinois (Urbana-
Kyungpook National University;
1990, Ed.M. 1994, Ed.D. 1997, Columbia.
Champaign).
MA 1983 Kyungpook National University;
Ph.D. 1989, Michigan State University.
James W. Fraser, Professor. B.A. 1966,
Susan Neuman, Professor. BA 1968,
American University; MA 1974, California
California (Santa Barbara); M.Div. 1970,
Lorena Llosa, Associate Professor. B.A.
State University, Hayward; Ed.D 1977,
Union Theological Seminary; Ph.D. 1975,
1994, Santa Clara; M.A. 1996, Ph.D. 2005,
University of the Pacific, Stockton.
Columbia.
California (Los Angeles).
Pamela Fraser-Abder, Professor. B.Sc.
Jasmine Ma, Assistant Professor. BS
Professor of Education. B.A. 1981, M.A.
1972, West Indies; M.Ed. 1976, Ph.D. 1982,
2000, Yale University; Ed.M. 2005,
1982, Brown; Ph.D. 1989, California
Pennsylvania State.
Harvard; Ph.D. 2012, Vanderbilt.
(Berkeley); hon.: Ph.D. 2001, San
Pedro A. Noguera, Peter Agnew
Francisco.
140
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Faculty, continued
Erin O’Connor, Associate Professor.
Barbara Schwartz, Clinical Associate
Ayanna Taylor, Master Teacher.
B.A. 1996, Georgetown; Ed.M. 2000,
Professor. B.A. 1969, Case Western
BA 1994, University of Pennsylvania;
Columbia; Ed.D. 2005, Harvard.
Reserve; M.S. 1971, Bank Street College
MA 2002, Rutgers University.
of Education; M.A. 1977, Ph.D. 1987,
Harriet Y. Pitts, Clinical Assistant
New York.
(CUNY); M.S. 1976, Ed.D. 1984, Rutgers.
Diana B. Turk, Associate Professor. B.A.
1990, Hamilton College; M.A. 1993, Ph.D.
Professor. B.A. 1972, Hunter College
Martin A. Simon, Professor. B.A. 1972,
1999, Maryland (College Park).
New York; M.A. 1976, St. Mary’s; Ed.D.
1986, Massachusetts.
Rose K. Vukovic, Assistant Professor.
1971, Fordham; M.A. 1973, New School;
Katherine Stahl, Clinical Associate
2003, Ph.D. 2006, British Columbia.
Ph.D. 1993, New York University.
Professor. B.S. 1976, West Chester;
Patricia A. Romandetto, Master Teacher.
2003, Georgia.
Hebrew University in Jerusalem; M.Sc.
B.S. 1965, M.S. 1966, St. John’s; M.S. 1975,
Frank Tang, Clinical Professor. B.A. 1968,
1980, Ph.D. 1987, Technion (Haifa, Israel)
Lehman College (CUNY).
M.A. 1981, Shanghai Teachers; Ph.D. 1989,
Joseph Rafter, Clinical Assistant
B.A. (Hon.) 2001, Mount Allison; M.A.
Professor. B.A. 1967, Fairfield; M.S.T.
M.Ed. 1984, Georgia Southern; Ed.D.
New York.
Orit Zaslavsky, Professor. B.Sc. 1972,
Number of Adjunct Faculty: 84
Joan Rosenberg, Clinical Associate
Professor. B.S. 1965, M.A. 1968, New
York; Ed.D. 1984, Columbia.
Doctoral Programs
Program Co-directors
Doctoral programs in the Depart-
Sarah Beck
ment of Teaching and Learning aim to
[email protected]
The third is the mentorship available
Ph.D. Program in English Education,
to doctoral students in teaching, re-
including a concentration in applied
prepare students to assume a variety
search, and program development. The
linguistics. See page 146.
of leading roles in education, research,
department is home to distinguished
Lorena Llosa
and policy across the United States
teacher preparation programs, to nu-
Ph.D. Program in Bilingual Education.
[email protected]
and throughout the world. Built on the
merous projects serving the continuing
See page 151.
traditions and achievements of the old-
professional education of teachers,
n Pless Building,
est graduate school of pedagogy in the
2nd Floor
United States—founded in 1890—the
212-998-5460
department’s programs are designed to
and interpersonally supportive com-
steinhardt.nyu.edu/
draw on four sources of learning:
munity of professors, researchers, and
Ph.D. Program in Positions of Leader-
peers. It is a community small, diverse,
ship: Early Childhood and Elementary
Education. See pages 142–144.
teachlearn/doctoral
and to an array of research projects.
The fourth is an intellectually focused
n Ph.D. Program in TESOL/Colleges.
See page 152.
The first is the experience of profes-
and focused enough to provide an
Degrees
sional practice that students bring to
incomparable degree of guidance and
Ph.D., Ed.D.
their studies. Students are encouraged
support to doctoral students. Under
THEMES OF STUDY
to reflect on this practice and to use
the direction of a faculty adviser, each
Doctoral study in the Department of
Faculty
it to ground their study of theory and
student fashions a unique program of
Teaching and Learning focuses on
Alter, Beck, Cohen,
research.
studies.
several areas of scholarship and prac-
n Doucet, Eisenstein-
tice. These reflect the strengths and
The second is a rich set of courses,
n Ebsworth, Fraser,
seminars, and independent learn-
PROGRAMS OF STUDY
interests of the department’s faculty
Kirkland, Llosa,
ing experiences available to doctoral
The department offers a number of dif-
and the opportunities available among
McCallister, Nero,
students within the Department of
ferent degree programs leading to the
the department’s programs for doctoral
Noguera, O’Connor,
Teaching and Learning; other de-
Ph.D. and Ed.D. degrees. Each degree
students to have mentored learning
Tang, Tobias, Turk,
partments in the Steinhardt School
program has specific requirements, yet
experiences. The themes are as follows:
Vukovic
of Culture, Education, and Human
they have more in common than not, as
Development; and other schools at
outlined below. The degree programs
New York University. The school is one
are as follows:
of the most distinguished and diverse
all levels from early childhood to university, including preparatory teacher
schools of education in the nation. The
Ph.D. Program in Teaching and Learning.
education and continuing teacher edu-
University is internationally renowned
See page 141.
cation, and across a variety of teaching
and the nation’s largest independent
fields. The department particularly in-
university, located in one of its most
Ed.D. Program in Teaching and Learning.
vites interests in teaching within urban
intellectually vibrant communities,
See page 157.
settings, teaching diverse students, the
Greenwich Village.
141
Teaching and teacher education across
n role of content knowledge in teaching,
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Doctoral Programs,
and changing conceptions of teaching
continued
and teacher education.
ment particularly invites interests in
odologies, completed in department
Educational reform, including school
language acquisition and in issues
and in cross-department courses, as well
reform, curriculum reform, and reform
related to education in multilingual and
of policies that bear on teaching and
multicultural settings.
n Language and culture. The depart-
n learning. The department particularly
Training in one or more research meth-
n as in mentored research experiences.
Candidacy examination or candidacy
n portfolio presentation (generally in the
invites interests in the problems of
DEGREE REQUIREMENTS
urban education, in designing learning
Satisfactory completion of many
environments that work well for di-
Department of Teaching and Learn-
(generally in the final semester of
verse learners, in rethinking curriculum
ing degrees includes field experiences.
coursework), focused on the prepara-
and school designs, and in the role of
Please see page 139.
tion and launching of a dissertation
teacher learning within educational
Degree requirements vary accord-
third semester of coursework).
Dissertation proposal seminar
n research project. Or project design
reform. In making admission decisions,
ing to degree pattern, and prospective
mentorship (for students in the Ed.D.
the department’s faculty strives for
applicants should consult program
degree pattern).
balance across these areas, each year
descriptions (see degree program
admitting a small number of highly
page references above). Prospective
tion involving original research. Or the
qualified students with interest in each
applicants should also plan to contact
launch of a significant project within a
(regardless of the students’ degree
particular program directors prior to
context of practice (for students in the
preferences).
completing an application.Despite the
Ed.D. degree pattern).
Literacies across all levels of education
variations, however, all doctoral study in
n Preparation and defense of a disserta-
n and content areas. The department
the Department of Teaching and Learn-
See pages 178–180 for a list of school-
particularly invites interests in early
ing shares the following characteristics:
wide requirements for doctoral study at
NYU Steinhardt.
literacy, adolescent and adult literacy,
issues in acquiring academic literacy,
and the role of culture in literacy.
Unit requirements of 45 to 60 units
n are earned through a combination
Steinhardt fellows
program and Research
assistantships
of courses, seminars (see list below),
See page 180.
beyond the master’s degree, depending on previous coursework. Units
independent study, and mentored
learning experiences.
Early Childhood and Childhood Education
Ea r ly Chil dh ood
Programs in early childhood and
P rogram Director
childhood education prepare teachers
tion program aims to help prospective
and pedagogical knowledge with an
Barbara Schwartz
and other professionals to work with
teachers develop as decision makers
understanding that both are needed at
East Building,
children from birth through later child-
and reflective practitioners who are
Room 200
hoods. Graduate preservice programs
committed to working in urban schools
212-998-5527
lead to the Master of Arts degree and
and to using the city as a core resource
social advocates for educational equity
barbara.schwartz@
fulfill academic requirements for initial/
for their learning. Prospective teachers
in a pluralistic culture.
nyu.edu
professional or permanent teacher cer-
are immersed in thoughtful discussions
tification in New York State depending
and interactions around the critical
The foremost concern of the program is
on the student’s background. To meet
contemporary issues in education,
to create quality care and education for
Director
certification requirements, preservice
especially those of developmental,
all children. The belief in social justice is
Okhee Lee, Acting
students may need liberal arts units
linguistic, cultural, and racial diversity
inherent in the multiple strands of the
East Building
in addition to those taken for their
and educational equity. Each course in
graduate early childhood teacher certifi-
Room 635
undergraduate degree (see Admis-
the program is tied to either fieldwork
cation program at New York University
212-998-5882
sion Requirements.) For those seeking
or student teaching, generating rich and
graduate studies beyond the master’s
authentic reflections upon theory and
level, a doctoral program is also offered
practice. The program
Chil d hood Progra m
Degrees
M.A., Ph.D.
The childhood teacher certifica-
The students in the Programs in Early
Childhood and Childhood Education are
high levels by teachers; and
Supports the growth of teachers as
n The programs:
Involve deep study of how children
n develop in multiple contexts;
Offer recursive teaching experiences in
n Involves deep study of how children
n Faculty
not a homogeneous group. They vary
learn at different developmental stages
Doucet, Friedlander,
widely in age and background. Many
and in different contexts, as well as
Kirch, Krasnow, Lee,
were liberal arts or business majors as
strategies for supporting the learning;
Mulligan, O’Connor,
undergraduates. Some are making a
Rafter, Romandetto,
career change. All have chosen teaching
tionships between and among schools,
Neuman, Schwartz
because they are interested in children
families, and community-based orga-
and are seeking a career that is person-
nizations as they interact to impact
ally rewarding.
student learning;
142
Develops both content knowledge
n Fosters an understanding of the rela-
n a variety of settings;
Provide a strong principle-based set of
n practices regarding learning environments and educational experiences;
Support children and adults in learning
n to accept and respect each other’s
differences;
Foster a critical view of people’s
n histories;
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Consider the needs, lifestyles,
Degree Requirements
Childhood Education,
languages, and cultural patterns of the
Satisfactory completion of many
continued
communities we serve;
Department of Teaching and Learn-
Show respect for and encourage equal
ing degrees includes field experiences.
status for all people;
Please see page 139.
Early Childhood and
n n Encourage taking immediate action
n to interrupt our own and other’s
Master of Arts
discriminatory behavior; and
Initial Certification M.A. Program in
Advocate institutional changes that
Early Childhood Education,
value early childhood education as
Birth-Grade 2 (41 units)
a vital part of a child’s educational
Foundations (6 units): course offerings
experiences.
include Inquiries in Teaching and
n Learning III TCHL-GE.2010 (or other
inquiry of the disciplines taught; and
(3) using knowledge of pedagogy to
create and adapt supportive learning
environments based on formal and
informal assessments. The program
aims to help prospective teachers who
are committed to work in urban schools
for educational equity. It has multiple
entry units. It may be completed in
four academic semesters or on an
accelerated full-time basis in a little
more than a calendar year, commencing
early in the summer, followed by fall and
Children are viewed as competent
course approved by faculty) and Lan-
persons actively engaged in meaning
guage and Literacy in the Early Years
making in the multiple contexts in which
LITC-GE .2001.
they find themselves. The program
Pedagogical Content (26 units):
recognizes the singular importance of
course offerings include Curriculum
parents and families in nurturing young
in Early Childhood Education: Theory
children and the need for educators to
and Methods in Integrated Curriculum
develop reciprocal relationships with
ECED-GE.2037, Science and Social
Degree Requirements
each family. The family’s rich knowledge
Studies for the Young Child ECED.
Satisfactory completion of many
of their children should help inform
GE-2314 OR Multicultural Perspectives
Department of Teaching and Learning
caregiving and educational practices,
in Social Studies in Early Childhood
degrees includes field experiences.
and our advocacy efforts should take
ECED-GE.2012, Integrating Seminar
Please see page 139.
that knowledge into consideration.
in Early Childhood Education I and II
spring semesters, and concluding the
following summer. Dual certification in
childhood/childhood special education
is also available. (See Special Education
section.)
The central component of teachers’
ECED-GE.2002, 2003, Education of
Master of Arts
development as teacher-researchers is
Infants and Toddlers ECED-GE.2701,
Initial Certification M.A. Program in
continual reflection on their own and
Working With Parents CHDED-GE.2297,
Childhood Education, Grades 1–6
others’ educational practices. Careful
Integrated Arts in the Early Childhood
(42 units)
reflection and examination will help
Curriculum I and II MPAIA-GE.2050,
Foundations (9 units): course offerings
preservice teachers to develop powerful
2051, Teaching Elementary Mathematics:
include Inquiries into Teaching and
tools as caring, talented, and committed
Foundations and Concept Development
Learning III TCHL-GE.2010, Foundations
professionals.
MTHED-GE.2115, Developing Strategies
of Curriculum in Childhood Education
that Support Children’s Social Behavior
CHDED-GE.2070.
CERTIFICATION CURRICULA
SPCED-GE.2025, The Young Special
Pedagogical Content (21 units):
Two master’s initial certification pro-
Needs Child: Child, Family and Commu-
Language and Literacy in the Early
grams are available for students who do
nity I SPCED-GE.2126.
Grades I LITC-GE.2001, Language and
not hold teaching certification but wish
Content in Special Education (3 units):
Literacy II LITC-GE.2002, Multicultural
to become teachers: the early childhood
Education Children with Special Needs
Perspectives in Social Studying CHDED-
program for those desiring to work with
in Early Childhood Settings SPCED-GE
GE.2011, Teaching Elementary School
children from birth through grade two
2160.
Mathematics: Foundations and Concepts
and the childhood program for those
Observation, Fieldwork, and Student
MTHED-GE.2115, Teaching Elementary
who seek to teach children from grades
Teaching (7 units): Field Placement in
School Mathematics: Problem Solving
one through six.
Early Childhood ECED-GE.2255, Field
(2) MTHED-GE.2116, Science Experiences
Experiences in Schools and Other
in the Elementary School I (2) SCIED-
Early Childhood Education
Settings- Infancy Experience TCHL-
GE.2009, Science Experiences in the
The Early Childhood Education Pro-
GE.2005, Student Teaching in Early
Elementary School II (2) SCIED-GE.2010,
gram reflects three central themes: (1)
Childhood I and II ECED-GE.2903, 2904.
Developing Strategies That Support
creating quality care for all children
Culminating Experience (2 units):
Children’s Social Behavior SPCED-
through the development of strong
Integrating Seminar ECED-
GE.2025, Education of Children with
relationships with families and their
GE.2004. Also required for New
Special Needs in Childhood Settings
communities; (2) developing teaching
York State certification is The Social
(3) SPCED-GE.2161, Integrating Arts in
practice as reflective practitioners and
Responsibilities of Teachers: Drug
Childhood Settings CHDED-GE.2055.
teacher researchers; and (3) a commit-
and Alcohol Education/Child Abuse
Fieldwork and Integrating Seminars (6
ment to social justice for young children
Identification/School Violence
units): Fieldwork in Schools and Other
and their families. The program can be
Prevention TCHL-GE.2999 (0 units).
Educational Settings TCHL-GE2005,
Student Teaching in Childhood I CHDED-
completed in an accelerated full-time
143
the nature, structure, and tools of
format in a little more than 12 months,
Childhood Education
GE.2251, Student Teaching in Childhood
commencing early in the summer, fol-
The Childhood Education Program
II CHDED-GE.2252, Integrative Seminar I:
lowed by fall and spring semesters, and
views the following themes as central
Study of Teaching CHDED-GE.2359.
concluding the following summer. It can
to its curriculum: (1) understanding
Culminating Experience (3 units):
also be completed in a more traditional
learning, the learner, communities of
Integrative Seminar II: Study of Teaching
three- or four-semester program begin-
learners, and the contexts in which
CHDED-GE.2010. Also required for New
ning in the fall.
learning occurs; (2) understanding
York State certification is The Social
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Early Childhood and
Responsibilities of Teachers: Drug and
and social studies education. It gives
Childhood Education,
Alcohol Education/Child Abuse Iden-
participants the opportunity to deepen
continued
tification/School Violence Prevention
their knowledge of language develop-
TCHL-GE.2999 (0 units).
ment and literacy learning as well as
develop a thorough understanding of
Doctoral Program
the history and contemporary context
The doctoral program, which leads
of immigration and the impact it has on
to a Ph.D., requires a minimum of 60
teaching and learning in schools. Mul-
units beyond the master’s degree. The
tidimensional instructional experiences
program is designed for people seeking
include writing; response to literature,
leadership roles such as serving on a
drama, and poetry; analysis of historical
college or university faculty, as an edu-
materials, and art. Students visit schools
cational researcher, or as a curriculum
in London as a basis for comparing
specialist. Extensive individual mentor-
British and American school systems
ing is available by our skilled faculty
and curricula, especially in relation to
representing many dimensions of early
the education of new immigrant children
childhood and childhood education (see
and young people. The program also
Doctoral Program section).
Units are distributed among courses
includes visits to museums, theatres,
and historical sites in both London and
in the foundations, cognate areas,
Oxford. Critical issues for both teachers
research, specialization, and dissertation
and students, such as approaches to
research and preparation. The program
collaboration, assessment, and evalua-
is flexible and highly individualized, pro-
tion, are an integral part of this program
viding specialties in such related areas
of study.
as teacher education, curriculum devel-
Additional summer study abroad
opment, child development, innovations
programs, intersession (winter break),
in schooling, and specific content areas
and spring break programs are being
such as literacy, numeracy, and social
updated. Please check the Steinhardt
studies. Extensive faculty mentoring
website for the most current study
is a distinctive feature of the doctoral
abroad options.
program. See page 141 for information
on all the doctoral programs in the
ADMISSION REQUIREMENTS
Department of Teaching and Learning
Applicants for the initial certification
and pages 178–180 for general degree
M.A. Program in Early Childhood Educa-
requirements.
tion and the Preservice M.A. Program in
Childhood Education must meet specific
CAREER OPPORTUNITIES
liberal arts requirements for New York
Graduates of the Early Childhood and
State certification. Applicants must have
Childhood Education Programs have a
completed a major in liberal arts or 30
number of career opportunities: teach-
units in a liberal arts concentration as
ing children in public or private childcare
well as college-level work in English,
centers, early childhood centers, and
social science, mathematics, natural
elementary schools; educating teachers
or physical science, and a language
and conducting research in schools and
other than English, or American Sign
universities; and directing curriculum
Language, by the time of M.A. degree
development and educational programs
completion and recommendation for
in schools, colleges, and universities. In
New York State certification.
non-school settings, graduates write,
edit, and publish educational materi-
See general admission section,
page 167.
als for children and work in children’s
television.
FINANCIAL AID
OPPORTUNITIES
SPECIAL OPPORTUNITIES:
SUMMER STUDY ABROAD
Teaching fellowships may be available
The Programs in Early Childhood and
study.
Childhood Education, English Education,
Literacy Education, and Social Studies
for qualified applicants to doctoral
See general financial aid section,
page 178.
Education offer a study abroad option:
a three-week, 6-unit graduate summer
study abroad program in England.
The program in Oxford and London
is aimed at educators in English education, primary education (early childhood
and childhood), literacy education,
144
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
English Education
Program Director
The programs in English education,
DEGREE REQUIREMENTS
Sarah W. Beck
widely recognized as among the finest
Satisfactory completion of many
The M.A. Degree Program in Teaching English Language and Literature in
in the country, are founded on the un-
Department of Teaching and Learn-
College (ENGC) serves professionals
Pless Hall, Room 775
common belief that content, theory, and
ing degrees includes field experiences.
seeking preparation for two-year college
82 Washington
method are inseparable. To support this
Please see page 139.
teaching and nonteaching positions in
Square East
through practice, coursework focuses
212-998-5463
on transactional processes between
Master’s Programs
tional policy making, as well as certified
E-mail: sarah.beck@
speaker and listener, writer and audi-
The M.A. Degree Program in Teaching
teaching professionals seeking addi-
nyu.edu
ence, reader/viewer and work, teacher
English, Grades 7–12 (ENGL), serves
tional coursework in educational theory
and student, school and community, and
professionals seeking preparation for
and research methods in preparation for
theory and practice.
initial New York State certification. It
doctoral-level study. The curriculum is
may be completed in four academic
tailored to the professional and personal
of these programs are the faculty’s
semesters or on an accelerated, full-time
needs of individual students, with
commitment to a transactional social
basis in a little more than a calendar
possible concentrations in curriculum
Faculty
constructionist view of learning that is
year, commencing early in the summer,
and instruction, educational linguistics,
Beck, Kirkland, Lee,
embodied in the following principles:
followed by fall and spring semesters,
reading and literature, writing, and
J. McDonald, Gouck
(1) learning is most significant when
and concluding the following summer.
related areas.
one attends to one’s own and others’
For initial certification, a minimum of 39
Adjunct Faculty
needs, concerns, and enjoyments; (2)
units are needed.
Theatre, All Grades, with English, 7–12
Beitlers, Heller, Packer,
individuals learn not by memorizing but
Pedagogical Content Courses in English
(ETED) responds to the many opportu-
Shor
by constructing their own version of
Education (12 units).
nities available in the New York City area
that knowledge in relation to what they
English Teacher Certification Sequence
for English teachers at the middle and
already know, believe, and have expe-
(24 units), which includes Teaching
high school levels. The need for modes
rienced; (3) language learning and use
and Learning English Language Arts
of artistic expression that lead toward
proceed most naturally from whole to
in the Middle School ENGEL-GE.2041,
literate engagements with texts has
part, from known to unknown, and from
Adolescent Development APSY-GE2272,
never been greater than it is today. The
experience to reflection; (4) language
and Educating Students with Disabilities
concern that technologies such as film,
learning has no ceiling; and (5) learning
in Middle Childhood and Adolescent
television, and the Internet are replacing
is acquired through using language in its
Settings SPCED-GE.2162. Inquiries into
basic reading and writing skills can be
various modes.
Teaching and Learning III TCHL-GE.2010,
addressed by providing opportunities
Student Teaching in English Education
for students to explore ideas and con-
around five areas of study: curriculum
ENGED-GE.2911, 2912, and The Social
cepts in the novels and plays they read
and instruction, educational linguistics,
Responsibilities of Teachers: Drug and
in the English classroom through drama
teaching of reading and literature, writ-
Alcohol Education/Child Abuse Iden-
and theatre strategies. To respond to
ing, and research and reflection. The
tification/ School Violence Prevention
these concerns, the University offers
courses offered examine these areas
TCHL-GE.2999 (0 units).
Degrees
M.A., Ph.D., Advanced
Certificate
The distinguishing characteristics
English education has been designed
from various foundational, individual,
such fields as publishing and educa-
The Professional Certification M.A.
The Master of Arts: Educational
Educational Theatre K–12 with English,
7–12 to serve professionals seeking
social and cultural, and epistemologi-
Degree Program in English Education
preparation for initial New York State
cal and ethical perspectives. Students
(ENGP) serves professionals holding
certification. The curriculum reflects an
may choose to focus on a particular
initial certification in English in New York
integration of coursework offered by the
area of study or explore the breadth of
State and seeking preparation for pro-
current faculty in the Program in Edu-
offerings available. Students are invited
fessional certification. The curriculum is
cational Theatre in collaboration with
to share—both within and outside these
tailored to the professional and personal
the faculty in the Program in English
courses—in the ongoing development of
needs of individual students, with an
Education.
the curriculum.
emphasis on courses in curriculum and
Students must have earned 30 units
instruction, educational linguistics, read-
in English or dramatic literature or their
CAREER OPPORTUNITIES
ing and literature, writing, and related
equivalent and 30 units of theatre or
Many graduates teach English in inter-
areas. This degree requires a minimum
educational theatre. Students with fewer
mediate and secondary schools and
of 36 units.
than 30 prerequisite units in these areas
in two- and four-year colleges; others
Required Courses (6 units): Master’s
upon admission may be required to take
educate teachers and conduct research
Seminar in English Education ENGED-
additional coursework as part of their
in schools and universities, teach writing
GE.2501 and a concluding seminar,
master’s program.
and administer writing programs, and
Curriculum and Research in ELA
direct curriculum development and edu-
ENGED-GE.2120.
this master’s program, distributed as
cational programs in schools, colleges,
Courses Related to the Student’s
follows:
and universities. In nonschool settings,
Professional Goals (6 units).
Foundations in Educational Theatre
alumni work as editors and consultants
Specialization (18 units): to be chosen
(12 units): Development of Theatre
in publishing and education and direct
by the student in consultation with the
and Drama MPAET-GE.2021 or MPAET-
curriculum and training programs in
adviser.
GE.2022, Methods of Research in
industry.
A total of 53 units are required for
Educational Theatre MPAET-GE.2077,
Drama with Special Education Popu-
145
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
SPECIAL OPPORTUNITIES
English Education,
lations MPAET-GE.2960, Drama in
Ph.D. Degree Program in
continued
Education I MPAET-GE.2193.
English Education
Conferences, institutes, and seminars
Theory and Methods of Educational
The doctoral program is directed
at NYU’s Washington Square campus
Theatre (12 units): Dramatic Activities
primarily toward students seeking or
feature distinguished visiting faculty and
in the Elementary Classroom MPAET-
already holding positions in higher edu-
topics of professional concern.
GE.2030, Dramatic Activities in the
cation. Areas of concentration include
Secondary Classroom MPAET-GE.2031,
literature, reading, media education,
and Early Childhood and Childhood
Drama in Education II MPAET-GE.2194,
composition education, curriculum
Education offer summer graduate
Storytelling MPAET-GE.2951, Dramatic
development, and applied linguistics.
study abroad programs in Oxford and
Literature (by advisement).
The doctorate requires a minimum of
London, England. The curriculum offers
Theory and Methods of English
54 units beyond the M.A. and success-
educators an opportunity to explore
Education (14 units): Teaching/Learning
ful completion of a candidacy essay
British approaches to the teaching
English Language Arts in Middle School
and dissertation. Specific requirements
and learning of language and literacy
ENGED-GE.2041, Teaching/Learning
for the Ph.D. degree are determined in
across all school levels, from early child-
English Language Arts in High School
consultation with the adviser.
hood through college. The program is
ENGED-GE.2042, Negotiating the
The Programs in English Education
designed for teachers, mentor-teachers,
Curriculum ENGED-GE.2120.
ADMISSION REQUIREMENTS
and curriculum specialists in elemen-
Language Development and Reading
In addition to the general requirements,
tary education, literacy and language,
Literature (3 units) ENGED-GE.2139
applicants for the M.A. program must
and English. Participants engage in the
or Literature and the Adolescent
present at least 30 units in college-level
process of developing literacy curricula
Experience (3 units) ENGED-GE.2521;
English. Applicants for the Preservice
that reflect depth of content and include
Foundations of Educational Linguistics
M.A. Degree Program in Teaching
pedagogy and instructional practices
(3 units) ENGED-GE.2505 or Teaching
English 7–12 must also have completed
that have potential to reach a wide
Expository Writing (3 units) ENGED-
a college-level language course other
range of students. Critical issues for
GE.2511.
than English or American Sign Lan-
both teachers and students, such as ap-
Professional Education (16 units):
guage. Applicants for the In-Service
proaches to collaboration, assessment,
Social Responsibilities of Teachers:
M.A. Degree Program in English 7–12
and evaluation, are an integral part of
Drug and Alcohol Education/Child
must hold provisional New York State
this program of study.
Abuse Identification/School Violence
certification in English 7–12. Applicants
Prevention TCHL-GE.2999, Inquiries into
for the Certificate of Advanced Study
Teaching and Learning III TCHL-GE.2010,
must hold an acceptable M.A. degree in
Supervised Student Teaching: Drama
English or English education and must
in the Elementary Drama Classroom
have completed three years of success-
MPAET-GE.2134, Student Teaching
ful teaching. Doctoral applicants must
the English Language Arts in the High
present a master’s degree in English
School ENGED-GE.2643, Adolescent
education, English, or a related field
Development APSY-GE.2272.
such as reading, linguistics, or TESOL.
Certificate of Advanced Study
page 167.
See general admission section,
The sixth-year Certificate of Advanced
and literature is intended primarily for
FINANCIAL AID
OPPORTUNITIES
those secondary school English teachers
The Department of Teaching and
seeking further study in preparation
Learning offers numerous teaching fel-
for leadership roles at the secondary
lowships and graduate assistantships.
or school district (K–12) levels. The
The NYU Expository Writing Program
primary areas of study are curriculum
offers teaching fellowships (precep-
and instruction, educational linguistics,
tor positions) for graduate students
Study in teaching English language
reading and literature, and writing. This
interested in teaching writing. Applica-
certificate is granted only to students
tion must be made by February 1 for the
who have completed 30 units (with
fall semester. An on-campus interview is
grades better than B) of graduate study
mandatory. For further information and
beyond the M.A.
application materials, contact the director of the Expository Writing Program at
212-998-8860.
See general financial aid section,
page 178.
146
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Environmental Conservation Education
Act i ng Di rector
For more than 30 years, the 37-unit
on the Environment of New York City,
policy, ecoleadership, science education,
Mary Leou
M.A. Program in Environmental
Jane Goodall Institute, New York City
economics, history, ecology, media, and
Conservation Education has prepared
Soil and Water Conservation District,
the arts.
graduates for environmental careers
the United Nations, New York League of
Other requirements (6 units): two
Conservation Voters, the Mayor’s Office
courses in ecology or a related area.
239 Greene Street
212-998-5474
[email protected]
in the field of education.
The program’s interdisciplinary
of Environmental Coordination, Wildlife
approach draws on both theory and
Conservation Society, High School of
ADMISSION REQUIREMENTS
Degree
practice and integrates the natural
Environmental Studies, Harbor School,
Applicants to the Program in Environ-
M.A.
and social sciences with education
the American Museum of Natural His-
mental Conservation Education must
and fieldwork to help students gain an
tory, the New York State Department of
follow both the Steinhardt School and
Fac ulty
understanding of the profound effects
Environmental Conservation, and Wave
the program admission procedures and
Leou, Schiffman
of human activity on the planet and the
Hill. The University’s own Sustainability
deadlines. All school and program ad-
role of education in solving environmen-
Initiative provides additional opportuni-
missions materials must be received by
tal problems.
ties for involvement and learning.
December 15. Specific admission to the
Adjunct Faculty
Chapman, Land, Weiss
The program draws on faculty from
Program in Environmental Conservation
a wide variety of disciplines within the
CAREER OPPORTUNITIES
Education includes the submission of a
University, including education, history,
The program prepares individuals to
statement of purpose and two letters of
philosophy, law, journalism, science,
assume leadership roles in schools, non-
recommendation.
health, and the arts. Core courses in
profit organizations, cultural institutions,
environmental thought, environmental
and government agencies. Graduates
debates, and environmental politics
work as educators, program managers,
introduce students to the theories, poli-
consultants, advocates, administrators,
cies, and ethics that have shaped public
and community leaders. In addition
discourse and understanding of the
to careers in education, students may
environment.
pursue careers in policy, advocacy, the
Electives allow students to tailor
their program of study to fit their particular conservation education interests
See general admission section,
page 167.
media, and numerous other professions
in the public and private sectors.
Some graduates go on to law school
in areas such as environmental justice,
or doctoral programs in environmental
curriculum design, teacher education,
education, environmental studies, en-
policy studies, sustainable development,
vironmental science, and related areas.
ecology, youth education, wildlife edu-
The University offers many opportuni-
cation, and sustainability. M.A. students
ties to explore employment possibilities
can take electives within Steinhardt, the
through the program’s internships and
Robert F. Wagner Graduate School of
the extensive network of organizations
Public Service, and the Graduate School
with which the program is associated,
of Arts and Science. The program also
including NYU’s Wallerstein Collabora-
has a strong affiliation with the Program
tive for Urban Environmental Education.
in Science Education in this department,
For profiles of graduates, please visit
and the Wallerstein Collaborative for Ur-
steinhardt.nyu.edu/humsocsci/environ-
ban Environmental Education provides
mental.
students with numerous opportunities
to study and work closely with science
DEGREE REQUIREMENTS
education faculty on research, curricu-
Students in the Master of Arts program
lum projects, and other environmental
complete 37 units of coursework.
initiatives.
Core courses (12 units minimum):
The integration of coursework with
ENYC-GE.2019, Contemporary Envi-
with a unique urban experience in
ronmental Debates ENYC-GE.2020,
environmental education. The program
Environmental Politics ENYC-GE.2021,
makes ample use of the vast resources
Internship in Environmental Conser-
available in New York City, through
vation Education ENYC-GE.2024,
which students study contemporary
Environmental Education: Theory and
environmental issues and programs;
Practice ENYC-GE.2022, and the Final
evaluate, develop, or implement educa-
Seminar in Environmental Conservation
tional initiatives for children, youth, and
Education ENYC-GE.2023.
adults; or undertake applied research in
Electives (13 units minimum): Elec-
environmental education.
tives in related areas are selected by
Students complete internships in a
147
Foundations of Environmental Thought
required fieldwork provides students
advisement. Students take courses in
wide variety of organizations, includ-
the department and throughout the Uni-
ing New York City Audubon, Council
versity in such areas as environmental
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Literacy Education
Program Director
Two master’s degree programs are
observation of their learning in order
vate tutoring practice. In addition, this
Kay Stahl
offered by the Department of Teaching
to closely match instruction to student
degree provides excellent background
and Learning’s Program in Literacy Edu-
level. Professional seminars explore
for positions in the educational publish-
Pless Building,
cation. These programs prepare certified
critical issues that inform the role of
ing industry that concentrate on the
Suite 7th Floor
classroom teachers as literacy special-
literacy specialists and classroom teach-
development of literacy materials and
212-998-5460
ists. In addition, these curricula are also
ers in schools. Finally, two practica at
literacy assessment.
[email protected]
designed to prepare classroom teachers
two different age levels within each
at the early childhood and elementary
program—a seminar on practical in-
DEGREE REQUIREMENTS
Degree
levels or content-area teachers at mid-
quiry and the responsibilities of literacy
Satisfactory completion of many
M.A.
dle school and high school levels who
specialists, and a culminating project—
Department of Teaching and Learn-
wish to reach all students in their classes
allow the candidates to apply program
ing degrees includes field experiences.
and integrate the strategic teaching of
learning and address the leadership
Please see page 139.
Fleisher, McCallister,
reading and writing. In either curriculum,
and teaching responsibilities of literacy
Stahl
full-time students can finish in an ac-
specialists and the professional interests
Master of Arts
celerated 12-month format (fall, spring,
and concerns of each student.
Both programs can be taken as full-time
Faculty
and summer semesters), and part-time
or part-time programs. The Steinhardt
ADMISSION REQUIREMENTS
School of Culture, Education, and Hu-
Candidates must hold an appropriate
man Development provides a wealth of
for candidates interested in students
teaching certificate as a prerequisite
choices for the two electives—courses
from birth through grade 6 (LITB), the
for admission to these M.A. programs.
from areas such as bilingual education,
other, from grade 5 through grade 12
For admission to the literacy program,
special education, drama educa-
(LITC). To apply for these programs,
birth-grade 6 (LITB) candidates must
tion, educational communication and
a candidate must hold either initial or
hold at least an initial certificate in early
technology, media ecology, English
professional certification in teaching at
childhood/childhood education or an
education, educational administration,
the appropriate level (see section on
initial certificate in either early child-
or educational psychology.
Admission Requirements for details). On
hood education or childhood education.
Literacy Education, Birth–Grade 6
completion of a program, the candidate
For admission to the literacy program,
(LITB) (34 units) Courses are offered in
is eligible for New York State certifi-
grades 5–12 (LITC), candidates must
two phases. Phase I includes Literacy
cation as a literacy specialist for the
hold at least an initial certificate in
Education I and II: Early Childhood/
appropriate grade levels (see above)
middle or secondary education or an i
Childhood LITC-GE.2012,2013; Lan-
and will meet all requirements for the
nitial certificate in either middle
guage and Literacy Development
new literacy specialist certification.
childhood or adolescence education.
LITC-GE.2010; Reading and Writing:
Candidates holding an out-of-state base
Foundations LITC-GE.2016; and Texts,
resent literacy as the means by which
certificate must apply for a comparable
Tools, and Culture ECED-GE.2017. Phase
people think, learn, and communicate,
New York State certificate with the New
II includes Literacy Assessment LITC-
including reading, writing, listening, and
York State Education Department (see
GE.2011, Literacy of the Special Learner
speaking. The curricula are designed to
www.highered.nysed.gov/tcert) prior
SPCED-GE.2055, Supervised Practi-
help teachers understand the principles
to program completion in order to be
cum in Early Childhood and Childhood
of language and literacy learning and
recommended for the literacy certifica-
LITC-GE.2030 (two placements, at two
the development of diverse learn-
tion in New York State.
different instructional levels, for 2 units
students can finish in two years.
One master’s degree program is
The literacy master’s programs rep-
ers, especially those who experience
CAREER OPPORTUNITIES
of Literacy Programs LITC-GE.2065. The
developmental levels, academic disci-
The graduates of this program will
program requires two electives that can
plines, and social and cultural contexts.
qualify for literacy specialist positions.
be taken at any point in the program.
These programs support the develop-
Those graduating from the LITB pro-
ment of teaching expertise in the role
gram work in day care, preschools, and
Literacy Education, Grades 5–12 (LITC)
of literacy specialist and in a particular
public schools through grade six either
(34 units) The courses are offered in
area of specialization within the cur-
as teachers with special expertise teach-
two phases. Phase I includes Literacy
riculum selected by students—such as
ing in reading and writing or as literacy
Education I and II: Middle Childhood
the integration of strategic teaching of
specialists. Those graduating from
and Adolescence LITC-GE.2014, 2015;
reading and writing within different con-
the LITC program work at the middle
Language and Literacy Development
tent areas (e.g., social studies, science,
school or high school levels as teachers
LITC-GE.2010; Reading and Writing LI-
or math) or clinical work in literacy. The
in particular content area with special
TC-GE.2016; and Text, Tools, and Culture
course of study builds on the partici-
expertise in integrating the teaching of
LITC-GE.2017. Phase II includes Literacy
pants’ professional experiences, involves
language and literacy into their curricula
Assessment LITC-GE.2011, Literacy of
the application of theory to practice and
or as literacy specialists.
vice versa, and stresses the use of data
148
each), and Organization and Supervision
difficulty with literacy learning, across
Graduates will also be qualified to
the Special Learner SPCED-GE.2055, Supervised Practicum in Middle Childhood
for decision making. Similarly the cur-
work in after-school programs, clinical
and Adolescence LITC-GE.2031 (two
riculum for children in schools builds on
settings in hospitals and community
placements, one at each level, for 2 units
the language and literacy learning that
centers, new educational companies
each), and Organization and Supervision
students bring to school and ongoing
that focus on literacy learning, and pri-
of Literacy Programs LITC-GE.2065. The
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Literacy Education,
program requires two electives that can
SPECIAL OPPORTUNITIES
continued
be taken at any point in the program.
Conferences, institutes, and seminars
designed for teachers, mentor-teachers,
at NYU’s Washington Square campus
and curriculum specialists in elemen-
FINANCIAL OPPORTUNITIES
feature distinguished visiting faculty and
tary education, literacy and language,
Loans and scholarships may be
topics of professional concern.
and English. Participants engage in the
available for qualified applicants to
master’s study.
See general financial aid section,
page 178.
The Programs in English Education
hood through college. The program is
process of developing literacy curricula
and Early Childhood and Childhood
that reflect depth of content and include
Education offer summer graduate
pedagogy and instructional practices
study abroad programs in Oxford and
that have potential to reach a wide
London, England. The curriculum offers
range of students. Critical issues for
educators an opportunity to explore
both teachers and students, such as ap-
British approaches to the teaching
proaches to collaboration, assessment,
and learning of language and literacy
and evaluation, are an integral part of
across all school levels, from early child-
this program of study.
Mathematics Education
Program Codirectors
The Department of Teaching and
ics teacher education, mathematics
ing of Geometry MTHED-GE.2036, The
Orit Zaslavsky
Learning offers master’s and doctoral–
curriculum development, mathematics
Teaching of Algebra MTHED-GE.2035,
orit.zaslavsky@
level degrees in mathematics education.
education leadership, and the teaching
The Teaching of Data Collection and
nyu.edu
At the master’s level, the department
of mathematics and related subjects
Analysis MTHED-GE.2032, Educa-
offers a program leading to initial
(including statistics) at all levels from
tional Technology in Secondary School
Martin Simon
secondary certification for aspiring
elementary school through college.
Mathematics MTHED-GE.2034, and The
(Doctoral Program)
teachers and a program for second-
DEGREE REQUIREMENTS
Teaching of Pre-calculus and Trigonom-
[email protected]
ary mathematics teachers leading to
Satisfactory completion of many
etry in High School MTHED-GE.2037
professional secondary certification. At
Department of Teaching and Learn-
Mathematics Content Courses (6 units)
East Building,
the doctoral level, students can pursue a
ing degrees includes field experiences.
taken, by advisement, either in the
239 Greene Street
mathematics education doctorate with
Please see page 139.
Graduate School of Arts and Science or
selected math content courses offered
a focus on any level of schooling (elementary, secondary, post-secondary).
Master of Arts in
through the Program in Mathemat-
Students in these programs may take
Mathematics Education
ics Education itself, with Mathematical
Degrees
their mathematics courses at NYU’s
The preservice M.A. program in teaching
Proof and Proving MTHED-GE.2050
M.A., Ph.D.
world-renowned Courant Institute of
mathematics, grades 7–12, is a 42-unit
required.
Mathematical Sciences. Faculty from
program that prepares students to
Field Work and Student Teaching (6
Faculty
the Courant Institute also serve, when
teach mathematics in grades 7–12 and
units), including Student Teaching in
Burgunder, Green, Ma,
appropriate, on the dissertation commit-
culminates in students being eligible for
Mathematics Education: Middle and
Simon, Zaslavsky
tees of doctoral students in the Program
initial New York State certification. This
High Schools I & II MTHED-GE.2911, 2922.
in Mathematics Education.
curriculum may be completed in four
Also required for New York State certi-
academic semesters or on an acceler-
fication is The Social Responsibilities of
tion faculty have been, and continue
ated, full-time basis in a little more than
Teachers: Drug and Alcohol Educa-
to be, active in cutting-edge research.
a calendar year, commencing early in
tion/Child Abuse Identification/School
They encourage and support students
the summer, followed by fall and spring
Violence Prevention (0 units) TCHL-
in the programs to become involved in
semesters, and concluding the following
GE.2999.
research, funded projects, and profes-
summer. There is an option of extending
sional activities. Current research of
the certificate to include grades 5–6.
ing mathematics, grades 7–12, serves
the mathematics education faculty
Required Courses: General Pedagogi-
professionals holding initial New York
include studies of the mechanisms of
cal Core Courses (15 units), including
State certification in mathematics and
mathematics concept development; the
Inquiries into Teaching and Learning III
seeking preparation for professional
teaching of rational numbers; the use of
TCHL-GE.2010, Education of Students
certification. It is a 30-unit program
examples in mathematics teaching and
with Disabilities SPCED-GE.2162, Lan-
that combines advanced mathematics
teacher education; and the interplay be-
guage and Literacy TCHL-GE.2275, and
content courses with pedagogy courses
tween examples, definitions, and proof
Adolescent Learners in Urban Context
to enhance the student’s understanding
in developing mathematical thinking and
TCHL-GE.2515.
of both content and teaching. Course
conceptual understanding.
Pedagogical Content Knowledge
requirements include Mathematics
Courses (15 units), including Teaching of
Content Courses (9 units, by advise-
CAREER OPPORTUNITIES
Secondary School Mathematics MTHED-
ment), Pedagogical Content Knowledge
Graduates have many career oppor-
GE.2033, Curriculum and Assessment in
Courses (12 units, by advisement),
tunities open to them both within and
School Mathematics MTHED-GE.2007,
Courses on Current Issues in Education
outside the academic community here
and three courses by advisement from
(9 units), and a Culminating Project.
and abroad. These include research in
the following: The Teaching of Rational
mathematics education, mathemat-
Numbers MTHED-GE.2031, The Teach-
212-998-5870
Members of the mathematics educa-
149
The in-service M.A. program in teach-
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Mathematics
Ph.D. Program Teaching and Learning
With appropriate background in a
mathematics content at a Calculus
Education, continued
with an emphasis in Mathematics
combination of mathematics and educa-
1 level and above. Two semesters of
Education
tion, a full-time student can complete
Calculus should have been taken as part
Students interested in a doctoral pro-
the program in approximately four
of the 30 units. Applicants who did not
gram in mathematics education apply
years. Students in this program must
take a course in Linear Algebra and a
for admission to the Ph.D. Program in
also take and pass a comprehensive
course in Geometry may be required to
Teaching and Learning with an emphasis
examination following their coursework
complete one or both courses, in addi-
in mathematics education.
and complete a doctoral dissertation.
tion to the program requirements, prior
The program includes coursework
Required courses include Profession-
to their graduation from NYU. Appli-
in mathematics education, mathemat-
al Seminar in Mathematics Education I
cants must also have taken and passed
ics and related fields (e.g., statistics),
MTHED-GE.3021 on research on math-
three semester hours at the college level
and in educational research. The
ematics teaching and teacher education;
of a foreign language or sign language.
coursework, along with involvement in
Qualitative Research in Mathematics in
Under special circumstances, applicants
faculty research projects, is designed
Education MTHED-GE.3010; Qualitative
with fewer than the required number
to produce graduates who are capable
Research in Mathematics in Education II
of units but whose grades indicate the
of high-quality research in mathemat-
MTHED-GE.3011; and Learning Theories
ability to do well in mathematics may be
ics education. In addition, the program
in Mathematics Education Research
allowed to take the missing coursework
prepares students to be strong math-
MTHED-GE.3014. Based on the student’s
as a part of the program, in addition to
ematics teachers and teacher educators,
coursework and prior experience,
the regular requirements.
who have a strong understanding of
courses in mathematics, statistics, and
Applicants to the professional
mathematics.
research design are generally required.
certification M.A. degree program in
mathematics, grades 7–12, must also
The PhD program in Teaching and
Learning with an emphasis in mathemat-
ADMISSION REQUIREMENTS
have completed a bachelor’s degree and
ics education requires a minimum of 36
See general admission section, initial
hold initial New York State certification
units of graduate coursework beyond
certification page 198.
in secondary mathematics.
the master’s degree. Most students take
Applicants to the preservice M.A.
at least 48 units. Although there are
degree program in teaching mathemat-
required courses and competencies,
ics, grades 7–12, must hold a bachelor’s
there is also significant flexibility in stu-
degree with a strong mathematics
dent programs for pursuit of particular
GPA. They must also have completed
interests.
a minimum of 30 units of acceptable
PhD Program: See department
doctoral admissions requirements.
Multilingual Multicultural Studies
Bilingual Education,
Faculty
Multilingual Multicultural Studies is a
English education, applied linguistics,
Foreign Language
Eisenstein-Ebsworth,
unit in the Department of Teaching and
early childhood and elementary educa-
Education, Teaching
Harvey, Llosa, Nero,
Learning that includes three distinct
tion, literacy, anthropology, foreign
English to Speakers
Tang
but related programs: Bilingual Educa-
languages, and linguistics. The programs
tion, Foreign Language Education, and
also include seminars and workshops
Adjunct Faculty
the Teaching of English to Speakers
in materials and curriculum develop-
of Other Languages
(TESOL)
Blaber, Camhi,
of Other Languages (TESOL). Unit
ment and language through content and
Program Director
Carpenter, Chan,
faculty are committed to an additive
assessment. Field experiences consist
Shondel Nero
Clark-Gareca, Comer,
approach to multilingualism, cultivating
of classroom observation, supervised
DeCapua,, DeFazio,
an appreciation for cultural diversity
student teaching or internship, study
East Building,
Geller-Marlowe,
in various educational settings. The
abroad, and research opportunities.
Suite 410
Graham, Grulich,
programs are open to qualified pre- and
212-998-5757
Gure, Kardos-Kaplan,
in-service teachers at the elementary,
CAREER OPPORTUNITIES
[email protected]
Lan, Lee, Longshaw,
secondary, college, and adult levels and
Graduates of the Multilingual Multi-
www.steinhardt.nyu.
Marsh, McSweeny,
welcome teacher-educators, research-
cultural Studies programs are in great
edu/teachlearn/mms
Montgomery, Niu,
ers, supervisors, program coordinators,
demand as language teachers, program
Pally, Vigourt, Wu
and curriculum and materials specialists
coordinators, curriculum specialists, and
Degrees
for schools and other related settings.
evaluators in elementary and second-
M.A., Ph.D.
Graduates of our teacher certification
ary schools, community colleges, and
programs may receive certification in
universities throughout the New York
Cert i ficates
New York State with reciprocity in most
metropolitan area, across the country,
Post-baccalaureate
other states throughout the country.
and worldwide. Doctoral graduates are
Advanced Certificate,
Students can avail themselves of an
sought by research institutions, col-
Post-Master’s
innovative course of study designed
leges, and universities. As globalization
Certificate of
around a core of subjects shared by the
increases, more people are seeking to
Advanced Study
three programs. Depending on individu-
broaden their skills through language
al interests, programs allow for courses
learning and cultural awareness. Op-
in any of the following related areas:
portunities are rapidly growing in many
150
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Multilingual
non-school settings as well, such as
M.A. Program in Teaching a Foreign
certification must complete 50 units of
Multicultural
community organizations, immigrant re-
Language 7–12 (Chinese, French, Italian,
course work to teach French, grades
Education, continued
settlement agencies, publishing houses,
Japanese, and Spanish).
7–12, and ESL grades K-12 in New York
training programs for multinational cor-
Students seeking certification must
State. Students also have the option
porations, and international educational
complete 44 units of coursework.
of taking an additional summer course
agencies both here and abroad.
Courses include foundations in linguis-
to extend their certification to include
tics, target language, methods, culture,
teaching foreign languages at K-6 level.
DEGREE REQUIREMENTS
second language research, and student
Satisfactory completion of many
teaching placement at the secondary
M.A. Program in Teaching a Foreign
Department of Teaching and Learning
level. Students may also take Teach-
Language (7–12) and Teaching English
degrees includes field experiences.
ing Foreign Languages to Elementary
to Speakers of Other Languages (All
School Children E29.2018 to extend their
Grades).
M.A. Program in Bilingual Education.
certification to K–6. This curriculum may
This dual teacher certification program
The Master of Arts program (34 units)
be completed in four academic semes-
enables students to learn to teach
prepares teachers to use bilingual ap-
ters or on an accelerated, full-time basis
English as a second language and to
proaches with their students in such
in a little more than a calendar year,
teach a foreign language. The program
areas as early childhood education,
commencing early in the summer, fol-
of study integrates second/foreign
childhood education, middle childhood
lowed by fall and spring semesters, and
language pedagogy, linguistics, cross-
education, adolescence education, a
concluding the following summer.
cultural studies, and second language
acquisition research. Students have to
special subject (mathematics, science,
social studies), literacy education, career
M.A. Program in Teachers of Foreign
fulfill student teaching requirements at
education, and technical education.
Languages.
the elementary level for ESL and the
Students wishing to teach at the
secondary level for the target language.
Doctoral Program.
college or adult level may earn an M.A.
Students who complete this 51-unit
The Doctoral Program in Bilingual
without achieving state certification.
program will be certified in teaching
Education (Ph.D.) prepares teacher
The program requires the completion
ESL (all grades) and a foreign language
educators, supervisors, and research-
of 34 units.
151
(7–12). Students may also take the
course Teaching Foreign Languages to
ers for bilingual and bicultural settings.
The program emphasizes research in
M.A. Program in Teaching French as a
Elementary School Children FLGED-
language acquisition, bilingualism,
Foreign Language 7-12 and TESOL 7-12
GE.2018 to extend their certification to
and pedagogy in linguistically diverse
(Steinhardt and NYU Paris)
grades K–6.
environments in addition to the founda-
This unique transatlantic program, of-
tions of education, research methods,
fered jointly with Steinhardt and NYU
Post-Master’s Certificate of Advanced
departmental content seminars,
Paris, Department of French, Graduate
Study in Foreign Language Education.
and dissertation proposal seminar.
School of arts and Science, combines
The certificate program in foreign
Students are required to take 54 units
two semesters in Paris and two semes-
language education consists of 30 units
of coursework and 1 unit per semester
ters in New York City leading to dual
beyond the master’s degree and three
for advisement while preparing their
certification in New York State in Teach-
years of relevant education experience.
doctoral dissertations.
ing of French and Teaching English as a
Students are required to take courses
Second Language (ESL). The two full-
in teaching methodology, curriculum
Bilingual Extension (Advanced
time semesters (fall and spring) spent in
development, and research methods.
Certificate: Bilingual Education for
Paris in the first year allow students to
Teachers).
immerse themselves in French language
Teachers of English to Speakers of
The 15-unit bilingual extension program
and culture under the mentorship of fac-
Other Languages (TESOL).
includes courses in linguistics, culture,
ulty from NYU in Paris and from French
The TESOL Program prepares teachers
bilingual and second language peda-
universities. Field experiences in Paris
of English to speakers of other
gogy, and language through content.
allow degree candidates to work as
languages at elementary, secondary,
English Language Teaching Assistants
and college levels.
Post-M.A. Advanced Certificate in
of English in secondary schools in Paris
Bilingual Education.
as well as interact closely with teach-
Post-baccalaureate Advanced
The Post-M.A. Advanced Certificate
ers and students in France. Students
Certificate in TESOL.
in Bilingual Education is for bilingual
complete their remaining course work
This 15-unit program is designed for
teachers, supervisors, teacher trainers,
at NYU’s Washington Square campus
those who are interested in teach-
administrators, and materials developers
in New York City on a full- or part-time
ing English abroad and who decide to
who wish to continue their education
basis. Curriculum includes core courses
choose a second career in teaching
beyond the master’s level. The 30–unit
covering general pedagogical issues as
English as a second/foreign language
program is appropriate for those who
well as knowledge critical to foreign lan-
and those who either do not seek a
wish to continue their study of bilingual
guage and ESL teaching and learning.
master’s degree or are undecided about
education or add to their teaching and
Students complete their required two
matriculating for a master’s degree.
learning experience. The Post-M.A.
semesters of student teaching at New
Coursework includes foundation in
Advanced Certificate can also serve as
York City public schools, with one se-
methods, structure of American English,
a bridge between master’s and doctoral
mester in a secondary school for French
and internship.
study. The bilingual extension can also
and a second semester in a elementary
be earned through this program.
school for ESL. Students seeking initial
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Multilingual
M.A. Program in TESOL (All Grades—
The ALI may recommend additional
M.A. Program in Teaching French as a
Multicultural
Leading to New York State Teacher
English development.
Foreign Language 7–12.
Education, continued
Certification).
Students seeking state certification
Bilingual Extension Post-baccalaureate
degree with a minor or major in French
must complete 44 units of coursework,
Advanced Certificate.
language or literature or an equivalent
which includes foundations in linguistics,
Applicants must have an undergraduate
degree. To be recommended for teacher
certification upon completion of this
Applicants must hold a baccalaureate
structure of American English, methods,
degree in liberal arts or sciences. There
culture, second language research, and
are additional requirements for those
M.A. program, applicants must have
two student teaching placements at
desiring the bilingual extension.*
completed at least 25 college units in
French prior to admission. Applicants
elementary and secondary levels. This
who are deficient in units or who do not
curriculum may be completed in four
Bilingual Education M.A. Program.
or more academic semesters, studying
Applicants should have completed a
meet this unit requirement should take
full or part time, or on an accelerated,
bachelor’s degree with a major in one
the CLEP exam to earn an equivalency
full-time basis in a little more than
of the liberal arts or sciences and must
of 12 college units or take NYU SCPS’s
a calendar year, commencing early
demonstrate advanced proficiency in
language proficiency test to earn an
in the summer, followed by fall and
English and an additional language.
equivalency of up to 16 college units.
spring semesters, and concluding the
To obtain the bilingual extension, the
Interested candidates apply through
following summer.
candidate must be eligible for certifica-
NYU Steinhardt. Applicants must
tion in his or her primary area. Students
submit GRE scores, three letters of
M.A. Program in TESOL (Not Leading to
not seeking the bilingual extension for
recommendation, and an academic
New York State Teacher Certification).
New York State certification should
writing sample in French that may not
Students wishing to teach at the col-
have completed a bachelor’s degree
exceed 25 pages. The in-office deadline
lege level or abroad may earn an M.A.
with a major in one of the liberal arts
for all materials is April 15.
degree without achieving New York
or sciences and demonstrate advanced
State teacher certification. The program
proficiency in English and an additional
M.A. Program in Teaching Spanish as a
requires the completion of 34 units of
language.
Foreign Language 7-12 and TESOL 7-12
(Steinhardt and NYU Paris)
coursework, which includes foundations
in linguistics, structure of American Eng-
Bilingual Education Post-Master’s
This unique transatlantic program, of-
lish, methods, culture, second language
Advanced Certificate Program.
fered jointly with Steinhardt and NYU
research, and field experiences.
Applicants for the Post-Master’s Ad-
Madrid, Department of Spanish and
Post-Master’s Certificate of
vanced Certificate must have completed
Portuguese, Graduate School of arts
a master’s degree in a related area.
and Science, combines two semesters in
Madrid and two semesters in New York
Advanced Study.
The certificate program in foreign
Ph.D. Program in Bilingual Education.
City leading to dual certification in New
language education consists of 30 units
Applicants must present a master’s
York State in Teaching of Spanish and
beyond the master’s degree and three
degree, current GRE scores, two letters
Teaching English as a Second Language
years of relevant education experience.
of recommendation, and a sample of
(ESL). The two full-time semesters (fall
Students are required to take courses
written work in English.
and spring) spent in Madrid in the first
year allow students to immerse them-
in teaching methodology, curriculum
M.A. in Foreign Language Education
selves in Spanish language and culture
(Chinese, French, Italian, Japanese,
under the mentorship of faculty from
Ph.D. Program in TESOL.
and Spanish).
NYU in Madrid and from Spanish univer-
The Doctoral Program in TESOL (Ph.D.)
Students seeking New York State
sities. Field experiences in Madrid allow
prepares teacher educators, supervisors,
certification should have completed a
degree candidates to work as English
development, and research methods.
and researchers for TESOL and bicul-
bachelor’s degree in the target foreign
Language Teaching Assistants of English
tural settings. The program emphasizes
language, a bachelor’s degree in one
in charter schools in Madrid as well
research in second language acquisition
of the liberal arts and science areas
as interact closely with teachers and
and pedagogy in linguistically diverse
with a concentration in the target
students in Spain. Students complete
environments. Courses include founda-
foreign language, or an equivalent of
their remaining course work at NYU’s
tions of TESOL, research methods,
30 units in the target foreign language.
Washington Square campus in New York
departmental content seminars, and a
These students should apply for the
City on a full- or part-time basis. Cur-
dissertation proposal seminar. Stu-
M.A. Program in Teachers of Foreign
riculum includes core courses covering
dents are required to take 54 units of
Languages 7–12.M.A. Program for
general pedagogical issues as well as
*Bilingual extension: Applicant
coursework and 1 unit per semester for
Teachers of Foreign Languages.
knowledge critical to foreign language
must be eligible for New York
advisement while preparing their doc-
Students not seeking New York State
and ESL teaching and learning. Students
toral dissertations.
certification should have completed a
complete their required two semesters
State certification win their
primary areas such as early
bachelor’s degree with a major in one of
of student teaching at New York City
ADMISSION REQUIREMENTS
the liberal arts or sciences, have a strong
public schools, with one semester in a
childhood education; childhood
education; middle childhood
education; adolescence
Note: All MMS programs require TOEFL
GPA in their undergraduate studies,
secondary school for Spanish and a sec-
scores for international students who
and demonstrate advanced proficiency
ond semester in a elementary school for
or social studies; literacy
have not received bachelor’s degrees
in the target language. These students
ESL. Students seeking initial certification
education; speech pathology;
from institutions in English-speaking
may enroll in the M.A. Program for
must complete 50 units of course work
psychology; and career or
countries. Upon arrival, all international
Teachers of Foreign Language (FLED)
to teach Spanish, grades 7–12, and ESL
technical education.
students have their English assessed by
only.
grades K-12 in New York State. Students
education; a specialized subject
area, such as math, science,
NYU’s American Language Institute.
152
also have the option of taking an ad-
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Multilingual
ditional summer course to extend their
of a language other than English or an
tion. Teaching and learning activities
Multicultural
certification to include teaching foreign
equivalent of language proficiency.
include classes and seminars taught
Education, continued
languages at K-6 level.
M.A. in TESOL Not Leading to New York
by faculty members from local higher
M.A. Program in Teaching a Foreign
State Teacher Certification.
education institutions, such as Shanghai
Language (7–12) and Teaching English
Applicants should have completed
Normal University. Internship oppor-
to Speakers of Other Languages (All
a bachelor’s degree with a major in
tunities are also available in Shanghai.
Grades) (FLTS).
English or one of the liberal arts or
In addition to the Shanghai program,
Applicants must have completed a
sciences.
foreign language and TESOL majors,
by NYU faculty members and lectures
as well as all graduate students across
bachelor’s degree with a major in the
target language or have 30 units or
Post-Master’s Advanced Certificate.
Steinhardt, may also take advantage of
equivalent. In addition, students must
Students must have completed a mas-
the Multilingual and Multicultural Studies
have taken as part of their general
ter’s degree in a related area.
January intersession study abroad program in the Dominican Republic. This is
education courses at least 3 units each
in mathematics, science, and social
Ph.D. Program in TESOL.
a three-week program includes a 3-unit
studies.
Applicants must present a master’s
graduate course, where students explore
degree in a related area, current GRE
intercultural perspectives in multilingual
Post-Master’s Certificate of Advanced
scores, two letters of recommendation,
and multicultural education by an inten-
Study in Foreign Language Education.
and a sample of written work in English.
sive “real time” linguistic and cultural
experience in Santiago, Dominican
Applicants must hold a master’s degree
in a related area with a strong GPA and
Global Study
Republic. In addition to the gradu-
must demonstrate advanced proficiency
The Programs in Multilingual Multicul-
ate course, students take a one-credit
in the target language.Post-baccalau-
tural Studies (MMS) and in International
undergraduate course in Spanish, of-
reate Advanced Certificate in TESOL.
Education jointly offer a three-week,
fered by the host university in Santiago
Applicants must have completed a
6-unit graduate summer study abroad
to experience language immersion. All
bachelor’s degree in an accredited col-
program in Shanghai, China. The cur-
students stay with Dominican host fami-
lege or university.
riculum offers educators an opportunity
lies, which enriches their linguistic and
to examine intercultural perspectives
cultural experience. The program also
M.A. in TESOL (All Grades) Leading to
in multilingual multicultural education
takes students on educational tours to
New York State Teacher Certification.
in China and to explore the teach-
Santo Domingo, the capital city, and to
Applicants should have completed a
ing of language, particularly English
other parts of the Dominican Republic.
bachelor’s degree with a major in one of
and Chinese, across all school levels.
Students can take advantage of other
the liberal arts or sciences. In addition,
The program is designed for graduate
study abroad opportunities offered
students must have taken as part of
students, teachers, and curriculum spe-
by the Department of Teaching and
their general education coursework or
cialists in TESOL, bilingual education,
Learning, such as its summer program in
an equivalent for 3 units in mathematics,
foreign language education, English
Brazil and winter session in Mexico.
science, and social studies and 12 units
education, and international educa-
Science Education
Program Director
The Program in Science Education of-
and professional leadership in the area
Pamela Fraser-Abder
fers graduate study designed to meet
of science and technology education in
who:
the needs of several types of students.
an urban environment.
n CRISP strives to prepare teachers
know science deeply and are con-
East Building,
The University offers a preservice
Suite 637
teacher education program for teach-
212-998-5208
ers of science at the 7–12 level and
Clinically Rich Integrated
Science Program (CRISP), M.A.
[email protected]
an in-service program that meets the
This selective one-year full-time teacher
meet the challenges of teaching stu-
academic requirements for professional
residency master’s degree program im-
dents affected by poverty, disabilities,
Degree
certification. The master’s programs in
merses career changes and top college
M.A.
Science Education provide an excellent
graduates in the science classroom.
opportunity for those who are pres-
Students are mentored by master
connections to learning communities
Faculty
ently teaching in schools or colleges to
teachers and coached by skilled senior
in order to thrive as early-career teach-
Blonstein, Fraser-
develop additional expertise in specific
educators, take academic coursework
ers and to ensure their students thrive
Abder, Milne
areas such as curriculum development,
on-site and at NYU’s Washington Square
supervision, research, computers in
campus and participate as a full mem-
Adjunct Faculty
science education, or science, technol-
ber in your host school’s community.
Wallace
ogy, and society. Many courses focus on
Graduates are eligible for initial/profes-
strategies for teaching science to urban
sional certification in Teaching Science
at-risk students.
(Biology, Chemistry, or Physics), grades
Students complete 12 units in the
7-12. Please see the department website
practice of science teaching, 11 in sci-
for more information.
ence content, and 12 in core learning
The focus of the Program in Science
Education is the preparation of science
educators who will provide academic
153
nected to a community of scientists
and science educators;
know intimately and are prepared to
n and deficits in academic literacy;
have the skills, tools, dispositions, and
n as well; and
will stay in teaching, serving students
n in greatest need of their teaching.
Degree Requirements
in special education, the learning sci-
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Science Education,
ences, literacy, and assessment. Some
and technology-based organizations,
continued
elements of the curriculum span more
and corporations all need people who
FINANCIAL AID
OPPORTUNITIES
than one semester. Students complete
have a sound science background and
Special sources of financial assistance
35 units through continuous study,
can communicate scientific ideas to the
include state and federal government
commencing in the first summer and
general public.
concluding in July of the following year.
scholarships and fellowships. Challenger Scholarships designated for New
program starts in July with a three-week
The in-Service M.A. Degree
program.
teaching, and scholarships for under-
session, the majority of the residency
The in-Service M.A. Degree Program in
represented populations in science
program takes place from September
Science Education serves professionals
education. Noyce graduate scholarships
through June, following the calendar of
holding initial certification in a science in
are available to undergraduates who
the public school year. Students are re-
New York State and seeking preparation
have a major in science. Minority group
quired to study full time in this program
for professional certification Biology
scholarships are available to students
While the residency component of the
York State residents entering science
7–12, Chemistry 7–12, or Physics 7–12.
entering science teaching through the
Residency
Students may choose from the following
Teacher Opportunity Corps. Scholar-
CRISP Fellows spend three weeks in
courses: and continue with Break-
ships may also be available.
July followed by a full school year in a
throughs in Science SCIED-GE.2018,
mentored teacher residency placement.
Science Teaching and Learning: Meth-
In July, Fellows begin their residency—
ods I: Teaching Science in the Middle
and their first experiences in an urban
School SCIED-GE.2039 and Methods
school—in a structured and mentored
II: Teaching Science in the High School
At present there are a limited num-
setting in a host school in Brooklyn.
SCIED-GE.2040, Science Curriculum:
ber of opportunities to participate in
They work closely with teachers to
Intermediate and Secondary Schools
research internships with scientists in a
plan lessons, first observing, then team
SCIED-GE.2092, Using New York City
laboratory setting during the summer
teaching middle school students in
Nonformal Science Resources SCIED-
semester. As the level of involvement
science. Starting in September and
GE.2050, Research Internship in Science
with scientists grows, such opportunities
continuing through the following June,
and Mathematics SCMTH.GE.2002,
will become more numerous. In addition,
Fellows follow and participate in the
Inquiries into Teaching and Learning
departmental seminars are held on a
life of the school, teachers, classroom,
TCHL-GE.2010, Culminating Experience
regular basis in which visiting speakers
curriculum, and students through a full
SCIED-GE.2100, Independent Study
describe current areas of research in
public school year.
See general financial aid section,
page 178.
SPECIAL OPPORTUNITIES
SCIED-GE.2300, Residency I: Initial
science education. All graduate students
During the introductory, three-week
SCIED-GE 2400, Residency I: Other
are welcome at such events.
teacher residency in July, you will work
Contexts SCIED-GE 2401, Data and
closely with classroom teachers to plan
Assessment for Educators SCIED-GE
lessons, observe classroom teachers
2405, Science Curriculum and Teach-
in action as they deliver those lessons,
ing Methods SCIED-GE 2420, Concepts
then teach them together with your
in Modern Science SCIED-GE 2410,
classroom teacher. You will also partner
Residency II: Advanced SCIED-GE 2402,
with NYU science education faculty as
and Residency II: Specialized SCIED-GE
well as engineering faculty from NYU
2403.
Poly and faculty from the NYU School of
Medicine to engage students in science
ADMISSION REQUIREMENTS
learning and discovery. This special
Applicants to the preservice M.A.
teacher residency introduces you to
program in teaching a science, grades
urban public schools in a summer set-
7–12, must have completed a bachelor’s
ting and prepares you for your teacher
degree. They must also have completed
residency immersion in September.
a major in science in their undergradu-
Your school’s science faculty, assistant
ate programs or the equivalent in NYU’s
principal, and principal will also mentor
undergraduate science majors. The
you informally throughout your teacher
applicant must also have successfully
residency.
completed study at the college level of
a foreign language or American Sign
CAREER OPPORTUNITIES
This program provides foundation for
Language.
Applicants to in-service M.A. degree
entering science education during a
programs in a science must also have
predicted shortage of science teachers
completed a bachelor’s degree and hold
at all levels.
initial New York State certification in a
Graduates teach at both private and
public schools. However, science communication skills are also the basis for
science.
See general admission section,
page 167.
a variety of careers outside the formal
school system as well. Newspapers
and magazines, radio and television,
museums and science centers, science-
154
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Social Studies Education
Program Director
The master’s program in social stud-
program focuses on helping students
Teaching II SOCED-GE.2922.
Diana Turk
ies education leads to New York State
understand the ways the young learn
Elective (3 units): In consultation with
certification for grades 7–12, with an
and sometimes resist learning. Social
adviser, students select one course as an
East Building,
extension in middle school education
studies methods courses are taught
elective from offerings in the Stein-
Suite 635E
available for grades 5–6. Staffed by pro-
by experienced secondary and middle
hardt School of Culture, Education, and
212-998-5492
fessional historians, education scholars,
school teachers, who explore pedagogi-
Human Development or the Graduate
[email protected]
and veteran social studies teachers,
cal theory as well as practical strategies
School of Arts and Science.
the program emphasizes both content
for dealing with the social and behav-
Culminating Experience (3 units): Cul-
Degree
mastery and proficiency in pedagogies
ioral issues relevant to middle- and
minating Experience: Social Studies and
M.A.
to provoke critical thought and inquiry-
secondary-level students. Additional
History Workshop SOCED-GE.2140.
based learning. Of particular concern
coursework in adolescent behavior,
Other: The Social Responsibility of
Faculty
is the importance of inspiring civic
language and literacy, and special edu-
Teachers: Drug and Alcohol Educa-
Cohen, Fraser, Jacobs,
engagement in today’s students. With
cation will help provide students with
tion/Child Abuse Identification/School
Malczewski, Turk
courses rich in historical, educational,
tools for understanding and addressing
Violence Prevention TCHL-GE.2999 (0
and philosophical content, social stud-
broader teaching and learning issues
units).
Adjunct Faculty
ies M.A. students learn ways that they
related to this age group.
Falivene, Fuller,
as educators can promote democratic
Fitzgerald, Bennison
citizenship and civic responsibility in a
Master of Arts
Program in Social Studies Educa-
multicultural society.
The Program in Social Studies Education
tion (30 units): Applicants must have
offers two tracks leading to the Master
met all the requirements for New York
The Program in Social Studies
In-Service/Professional Certification
Education is dedicated to vitalizing
of Arts degree: for students seeking
State initial certification in adolescent
the teaching of history, the social
initial certification to teach middle-
social studies. In addition, applicants
sciences, and the humanities in the
and secondary-level social studies
must have a bachelor’s degree from an
middle and upper grades and inspiring
and for students seeking professional
accredited college or university with a
civic engagement and social respon-
certification who already are certified
minimum GPA of 3.0 in social studies
sibility among students and teachers.
in middle- and secondary-level social
content coursework.
Toward this end, the program begins
studies.
designed to ensure that social stud-
DEGREE REQUIREMENTS
ies teachers from NYU have a strong
Satisfactory completion of many
mastery of history and an understanding
Department of Teaching and Learning
that history is more than a compila-
degrees includes field experiences.
I. Courses linking social studies content to social studies pedagogy (12
units): The Social Studies Curriculum:
U.S. History SOCED-GE.2047; The
tion of names and dates. Using primary
Social Studies Curriculum: World
source documents, material culture,
Preservice Master’s Degree Program in
oral histories, and other nontraditional
Teaching Social Studies 7–12 (35 units).
History SOCED-GE.2048; Humani-
sources as their evidence, students learn
Curriculum Courses (6 units): Social
ties, Literacy, and the Social Studies
to teach history as a critical discipline
Studies Curriculum: U.S. History SOCED-
SOCED-GE.2145; M.A. Seminar in
involving analysis of divergent inter-
GE.2047, Social Studies Curriculum:
Social Studies SOCED-GE.2146.
pretations of the complex and often
World History SOCED-GE.2048.
contradictory historical record, with the
Pedagogical Content (9 units): M.A.
goal that their own classes will become
Seminar in Social Studies SOCED-
III. The specific courses selected are
exciting, inquiry-based workshops that
GE.2146, Teaching Social Studies in
agreed upon by both the student and
will bring history to life and inspire
the Middle and Secondary School
his or her academic adviser and are
students to become lifelong learners of
SOCED-GE.2042, Language and Literacy
based on the student’s previous social
history. The program promotes an inter-
Acquisition and Development TCHL-
studies coursework and professional
disciplinary approach to social studies,
GE.2275.
needs and interests. Possible courses
which means that its students strive to
Pedagogical Core (9 units): Inquiries
include those below. Others are avail-
transcend textbook-centered schooling
into Teaching and Learning TCHL-
able by advisement.
by learning how to integrate historical
GE.2010, Integration of Media and
narrative with novels, film, music, pho-
Technology in Secondary Curriculum
II. Content specialization (Courses in
tography ,and other visual art forms as
and Learning EDCT-GE.2018, Educat-
social studies content taken within
well as with the tools of social scientists.
ing Students with Disabilities in Middle
the Program in Social Studies Educa-
The program encourages teaching for
Childhood and Adolescent Settings
tion, in the Department of History or
social justice and democratic engage-
SPCED-GE.2162, Adolescent Learners in
Humanities and Social Sciences in the
ment.
Urban Contexts TCHL-GE.2515.
Professions, or in another department
Student Teaching (5 units): Teach-
related to social studies within the
To succeed in classroom instruction,
155
At least 18 units of the program must
be at the 2000 level of study.
with coursework taught by historians
In addition, students take a total of 15 units from Course Listings II and
social studies teachers must understand
ing Practicum: Social Studies in the
Graduate School of Arts and Science)
their students and the reality of life and
Middle and Secondary Schools SOCED-
Possible courses include The City
work in schools. Since most gradu-
GE.2053, Supervised Student Teaching
as Resource in Historical Research
ates will be teaching teenagers, the
I SOCED-GE.2911, Supervised Student
SOCED-GE.2304, What Are Schools
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Social Studies
For? History of American Educa-
both the middle and high school levels
Education. Each of the competencies
Education, continued
tion and Society: Race and Ethnicity
(grades 7 through 12).
now necessary for teacher certification
programs are met by the coursework,
HSED-GE.2174, and Historical Perspectives HSED-GE.2175.
III. Courses addressing theories and
ADMISSION REQUIREMENTS
fieldwork, and student teaching require-
Preservice Master’s Degree Program
ments in both programs, as well as all
in Teaching Social Studies 7–12. All
the faculty and institutional requirements.
strategies for adapting curriculum
applicants should have completed a
and instruction (Courses that offer
bachelor’s degree with a major in one of
ADMISSION REQUIREMENTS
theories and strategies for adapt-
the following areas: history, geography,
Students must have earned 24 units in
ing curriculum to meet the special
economics, or political science/govern-
theatre and 24 units in social studies.
needs of students). Possible courses
ment. In addition, students must have
For social studies, students must have
include Language and Literacy for
completed at least a total of 15 semester
completed at least 15 units in the his-
Upper Grades LITC-GE.2002, Foun-
hours of study in the history and ge-
tory and geography of the U.S. and the
dations of Curriculum for Diverse
ography of the U.S. and the world. An
world; at least 3 units in economics; at
Learners SPCED-GE.2051, Educat-
additional 6 unit hours in history will be
least 3 units in government or political
ing Students with Special Needs in
taken as part of the program. Students
science; and at least 3 units in one of
Middle Childhood and Adolescent
must have also completed coursework
the social sciences with the exception of
Settings SPCED-GE.2162, Adolescent
in economics (3 units), political science/
psychology and philosophy. For theatre,
Development: Theory and Research
government (3 units), and an additional
students must have earned 24 units in
APSY-GE.2272.
3 units in history, geography, economics,
drama, theatre, dramatic literature, or
political science/government, sociology,
their equivalent. Students with fewer
or anthropology.
than 24 units in these areas on admis-
IV. Culminating seminar (3 units): Culminating Experience: Social Studies
In certain instances, the program will
accept students who have not satisfied
GE.2140.
all of the above requirements. In these
or social studies. To be recommended
cases, such students will be required
for certification in social studies and
coursework in educational theatre and/
Note: Students who complete our
to complete at NYU all outstanding
theatre, students will have completed
professional certification program
coursework, in addition to their program
a total of 30 content units in each area.
require three years of teaching to be
requirements, prior to their graduation
Six units are included in the following
eligible for New York State professional
from NYU. The applicant must also have
program of study.
certification.
successfully completed study at the
CAREER OPPORTUNITIES
The Program in Social Studies Education
prepares teachers, teacher educators,
college level of a language other than
DEGREE REQUIREMENTS
English or American Sign Language.
A total of 48 units are required for this
In-Service M.A. Degree Program in
master’s program, distributed as follows:
Social Studies Education Applicants
and curriculum specialists in social
must hold provisional New York State
Content Core in Educational Theatre
studies for positions in middle and
certification in social studies 7–12.
and Social Studies (12 units): World
secondary schools. It also provides an
introduction for those who seek to work
See general admission section,
page 167.
in the school reform movement. Many
Drama I or II MPAET-GE.2103 or MPAETGE.2104, Drama in Education I or II
MPAET-GE.2193 or MPAET-GE.2194, The
alumni of the program work as social
Master of Arts: Educational Theatre,
Social Studies Curriculum: U.S. History
studies teachers and department chairs
All Grades, with Social Studies, 7–12
SOCED-GE.2047, The Social Studies
in middle and high schools in New York
Social studies and theatre have a
Curriculum: World History SOCED-
City and across the United States. Some
powerful alliance when learners are
GE.2048.General Pedagogical Core in
of our graduates work in educational
provided with the chance to explore a
Educational Theatre and Social Studies
agencies and community colleges and
period of history, historical concepts,
(14 units): Drama with Special Education
in the statewide and national school
and historical debates through the
Populations MPAET-GE.2960 or Educat-
reform movements.
use of drama-based frameworks. This
ing Students with Disabilities in Middle
innovative dual certification program
School and Adolescent Settings SPCED-
social studies complete the appropri-
is built on the school’s teacher certifica-
GE.2162, Human Development and
ate coursework and field experience
tion programs in Educational Theatre,
Education in the Arts MPAIA-GE.2010,
necessary for New York State certifica-
All Grades, and Teaching Social Stud-
The Social Responsibilities of Teach-
tion in social studies. Once you have
ies, 7–12. Students are provided with
ers: Drug and Alcohol Education/Child
completed your M.A. work at NYU, you
opportunities to explore key ideas in
Abuse Identification/School Violence
will be qualified to teach social studies
primary source documents or histori-
Prevention TCHL-GE.2999, Literacy
in many other states that have certi-
cal texts through the use of interactive
and Social Studies SOCED-GE.2147,
fication requirements similar to New
dramatic strategies. The dual certifica-
Exploring Social Issues through Drama
York’s. Coursework includes courses
tion program adheres to state learning
MPAET-GE.2976, Understanding Diver-
in history and the social sciences,
standards for both theatre and social
sity: Teaching Pluralism MPAET-GE.2977,
professional education in social studies,
studies, and the curriculum reflects an
Inquiries into Teaching and Learning III
student teaching, and related activities.
integration of coursework offered by the
TCHL-GE.2010.
Students who earn the M.A. in
156
sion will be required to take additional
and History Workshop SOCED-
Certification in secondary social studies
current faculty in the program in Educa-
Specialized Pedagogical Core in
entitles the candidate to teach social
tional Theatre, in collaboration with the
Theatre and Social Studies (14 units):
studies, history, and the humanities at
faculty in the program in Social Studies
Teaching Social Studies in the Middle
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Social Studies
and Secondary School SOCED-GE.2042,
Terminal Experience (0 units): Social
Education, continued
Methods and Materials of Research in
Studies and History Workshop SOCED-
Educational Theatre MPAET-GE.2077,
GE.2140 or culminating research project
Drama Across the Curriculum and
in educational theatre.
Beyond MPAET-GE.2955, Dramatic
Students must successfully complete
Activities in the Elementary School
the New York State Teacher Certification
MPAET-GE.2030, Dramatic Activities in
examinations. Scores must be submit-
the Secondary School MPAET-GE.2031,
ted to the State Education Department
M.A. Seminar in Social Studies SOCED-
before it will consider issuing certificates
GE.2146.
to teach in the public schools of New
Student Teaching in Theatre and Social
York State.
Studies (8 units): Supervised Student
Teaching: Social Studies in the Secondary School SOCED-GE.2051, Supervised
Student Teaching Theatre in the Elementary Classroom MPAET-GE.2134.
Special Education
Program Codirector
The programs in special education
to work collaboratively with families,
Joan Rosenberg
prepare teachers for positions work-
other professionals, and the community
Play is the basis of learning in all spheres
[email protected]
ing with students with and without
organizations that represent the wide
of development, and relationships with
peers and adults are key to children’s
in all aspects of the young child’s life.
disabilities from birth through grade 6.
cultural variations characteristic of
East Building,
As described below, at NYU we offer
urban settings.
Room 200
M.A. programs designed to meet New
212-998-5460
York State requirements for the various
throughout each program, thus allowing
to work collaboratively with families,
teacher certificates:
graduate students to reflect, ques-
other professionals, and the community
tion, and refine their knowledge and
organizations that represent the wide
Early Childhood Education
skills. Observation and fieldwork, plus
cultural variations characteristic of
(Birth–Grade 2)
student teaching placements, enable
urban settings.
Degree
M.A.
Theory and practice are integrated
learning from their experiences. Accordingly, NYU graduates are prepared
Early Childhood Education and Special
participants to practice application of
Alter, Fleisher,
Education: Early Childhood (dual certi-
their skills with children representing the
The Dual-Certification Master’s
Friedlander, Gottlieb,
fication) (ESEE)
full range of abilities and disabilities, in
Program in Early Childhood Education
Special Education: Early Childhood
a range of settings, and within the full
and Special Education: Early Childhood
(SEEC)
age range of the teaching certificate.
(ESEE) (47 units)
Faculty
n Krasnow, Rosenberg,
Schwartz, Vukovic
n Adjunct Faculty
Childhood Education (Grades 1–6)
Duggan, Harris, Heller,
n Koslov, Maitland,
Okuma, Santvoord,
Siegel
The participants in the M.A. Programs
This program is open to participants
in Special Education vary widely in age
who have a bachelor’s degree but who
Childhood Education and Special
and background. Some were educa-
are not yet certified to teach. Upon
Education: Childhood (dual certifica-
tion majors, but many were liberal arts,
successful completion of the program,
tion) (CSEC)
business, or fine arts majors as under-
participants will be eligible for New York
Special Education: Childhood (SECH)
graduates. Some are making a career
State certification in both general and
change. The diversity of the student
special education at the early childhood
n Special education refers to specialized
population contributes to the richness
level (birth–grade 2). Students may
services or environmental modifica-
of the programs. Consequently, program
complete this program on an acceler-
tions, differentiated instruction, adapted
requirements and curricula offerings
ated, full-time basis in a little more than
curricula, or other supports provided to
are designed to be responsive to the
a calendar year, commencing early in
students with disabilities. NYU students
diverse backgrounds of our participants.
the summer, followed by fall and spring
are encouraged to view all children
Although graduate students have the
semesters, and concluding the following
and their families as individuals with
option of beginning the program part-
summer.
varying degrees of skills and untapped
time, they must be available during the
potential for quality lives in school,
school day throughout the program
DEGREE REQUIREMENTS
work, and recreation in their communi-
to participate in observations and
Satisfactory completion of many
ties. Classroom, home, and community
fieldwork. Once the participants begin
Department of Teaching and Learn-
interventions are designed to meet the
student teaching, however, full-time
ing degrees includes field experiences.
characteristics, needs, and visions for a
commitment is required.
General Pedagogical Core (76 units):
valued future of each child, not limited
157
Inquiries in Teaching and Learning
by traditional categories of disability.
M.A. Programs in Special Education
III TCHL-GE.2010 (or other course
Respecting the critical role that families
at the Early Childhood Level
approved by faculty), Language and
play in the lives of children, and the
(Birth–Grade 2)
Literacy in the Early Years LITC-GE.2001.
multidimensional nature of providing
The M.A. programs in early childhood
quality services for complex students,
special education focus on the value of
Specialized Pedagogical Courses—Early
the program’s graduates are prepared
early childhood educational experiences
Childhood (143 units): Issues in Early
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Childhood Education ECED-GE.2024,
degree. Applicants for the M.A. Program
is The Social Responsibilities of Teach-
Curriculum in Early Childhood Educa-
in Early Childhood Special Education
ers: Drug and Alcohol Education/Child
tion: Theory and Methods in Integrated
leading to initial teacher certification
Abuse Identification/School Violence
Curriculum ECED-GE.2037, Curriculum
must have completed college-level work
Prevention TCHL-GE.2999 (0 units).
in Early Childhood Education: Materials
in English, social science, mathemat-
and Practice in Integrated Curriculum
ics, natural or physical science, and a
ECED-GE.2038, The Education of Infants
language other than English, as well as
and Toddlers ECED-GE 2701, Teaching
a 30-unit concentration in one of the
Candidates must hold or be eligible for
Elementary School Math MTHE-GE.2115,
liberal arts or sciences by the time of
provisional or initial certification in early
Integrating Seminar in Early Childhood
M.A. degree completion. Students may
childhood education.
Education I ECED-GE.2002, Integrating
complete liberal arts deficiencies any
Seminar in Early Childhood Education
time before program graduation. For
M.A. Programs in Special Education
II ECED-GE.2003, Science and Social
admission to the accelerated program,
at the Childhood Level (Grades 1–6)
Studies for the Young Child ECED-
candidates must have met the liberal
These programs are designed to engage
GE.2314 OR ECED-GE.2012, Multicultural
arts requirements before entering the
prospective teachers in thoughtful dis-
Perspectives in Social Studies in Early
program.
cussion of and interaction around critical
Childhood, Integrated Arts in the Early
Childhood Curriculum I & II MPAIA-
See general admission section,
page 167.
GE.2050,2051.
contemporary issues in education,
especially in the areas of developmental,
linguistic, cultural, and racial diversity
Specialized Pedagogical Courses—
The M.A. Program in Special Education:
and educational equity. Assuming a
Special Education (15–18 units): The
Early Childhood (SEEC) (30 units)
person-centered approach to service
Young Special Needs Child: Child,
This program is open to participants
delivery, NYU students learn to under-
Family, and Community I SPCED-
who have a bachelor’s degree and who
stand, create, and adapt assessments,
GE.2126; The Young Special Needs
hold certification or are eligible for
curricula, and environments in order
Child: Child, Family, and Community II
certification in early childhood educa-
to address the spectrum of cognitive,
SPCED-GE.2127; Educating Children with
tion. Upon successful completion of the
behavioral, and emotional needs of the
Special Needs in Early Childhood Set-
program, participants will be eligible for
students with whom they will work.
tings, SPCED-GE.21282160; Education
New York State certification in special
of Students with Severe and Multiple
education at the early childhood level
The Dual-Certification Master’s Degree
Disabilities SPCED-GE.2052, SPCED-
(birth–grade 2).
Program in Childhood Education and
Special Education: Childhood (CSEC)
GE.2160; Principles and Practices of
Early Childhood Special Education
DEGREE REQUIREMENTS
(46 units)
SPCED-GE.2128; Strategies for Teaching
Satisfactory completion of many
This program is open to participants
Students With Emotional Behavioral Dis-
Department of Teaching and Learn-
who have a bachelor’s degree but who
abilities SPCED-GE.2108 OR Developing
ing degrees includes field experiences.
are not yet certified to teach. Upon
Strategies to Support Children’s Social
Please see page 139.
successful completion of the program,
Behavior SPCED-GE.2025.
participants will be eligible for New York
Observation, Fieldwork, and Student
Specialized Pedagogical Courses (18
State certification in both general and
Teaching (7 units): Field Observa-
units): The Young Special Needs Child:
special education at the childhood level
tion- Infancy or PreK Observation
Child, Family, and Community I SPCED-
(grades 1–6). Students may complete
TCHL-GE.2000, Field Placements in
GE.2126; The Young Special Needs Child:
this program on an accelerated, full-time
Early Childhood ECED-GE.2255, Ob-
Child, Family, and Community II SPCED-
basis in a little more than a calendar
servations in Early Childhood Special
GE.2127; Educating Children with Special
year, commencing early in the summer,
Education Settings SPCED-GE.2502,
Needs in Early Childhood Settings,
followed by fall and spring semesters,
Student Teaching in Early Childhood
SPCED-GE.2160; Principles and Practices
and concluding the following summer.
I ECED-GE.2360, Student Teaching in
of Early Childhood Special Education
Early Childhood Special Education II
SPCED-GE.2128; Education of Students
DEGREE REQUIREMENTS
SPCED-GE.2520.
with Severe and Multiple Disabilities
Satisfactory completion of many
Culminating Experience (3 units):
SPCED-GE.2052; Integrating Seminar
Department of Teaching and Learning
Integrating Seminar in Early Childhood
in Early Childhood Special Education I
degrees includes field experiences.
Special Education II SPCED-GE.2512.
SPCED-GE.2511.
Please see page 139.
Also required for New York State cer-
158
SPECIFIC ADMISSION
REQUIREMENTS
Observation, Fieldwork, and Student
tification is The Social Responsibilities
Teaching (minimum 4 units): Obser-
General Pedagogical Core (16 units):
of Teachers: Drug and Alcohol Educa-
vations in Early Childhood Special
Inquiries in Teaching and Learning III
tion/Child Abuse Identification/School
Education Settings SPCED-GE.2502,
TCHL-GE.2010, Language and Literacy in
Violence Prevention TCHL-GE.2999 (0
Student Teaching in Early Childhood
the Early Years LITC-GE.2001, Language
units).
Special Education II SPCED-GE.2520.
and Literacy for the Upper Grades LITC-
Electives (9 units): Student Teaching
GE.2002, Foundations of Curriculum
in Early Childhood Special Education
for Diverse Learners SPCED-GE.2051,
I SPCED-GE.2519, others by advise-
Individuals with Disabilities in Schools
ment.Culminating Experience (3 units):
and Communities SPCED-GE.2124.
students seeking their initial certificate
Integrating Seminar in Early Childhood
Specialized Pedagogical Courses—
may need liberal arts units in addition
Special Education II SPCED-GE.2512.Also
Childhood (12 units): Multicultural
to those taken for their undergraduate
required for New York State certification
Perspectives in Social Studying CHDED-
SPECIFIC ADMISSION
REQUIREMENTS
To meet certification requirements,
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Special Education,
GE.2011, Integrative Seminar I: Study
complete liberal arts deficiencies any
continued
Teaching CHDED-GE.2359.
time before program graduation. For
Specialized Pedagogical Courses—
admission to the accelerated program,
Special Education (14 units): Teach-
candidates must have met the liberal
ing Math in the Elementary School,
arts requirements before entering the
MTHED-GE 2115, Science Experiment in
program.
an Elementary School, SCIED-GE 2009,
Integrating Art in Childhood Education,
See general admission section,
page 167.
EHDED-GE 2055, Education of Children
with Special Needs in Childhood Set-
The M.A. Program in Childhood
tings SPCED-GE.2161, Strategies for
Special Education (SECH) (30 units)
Working with Children with Emotional/
This program is open to participants
Behavioral Disabilities SPCED-GE.2108,
who have a bachelor’s degree and who
Assessment and Instructional Design for
hold certification or are eligible for cer-
Students with Mild/Moderate Disabilities
tification in childhood education. Upon
SPCED-GE.2133, Education of Students
successful completion of the program,
with Severe/Multiple Disabilities SPCED-
participants will be eligible for New York
GE.2052.
State certification in special education
Observation, Fieldwork, and Student
at the childhood level (grades 1–6).
Teaching (8 units): Observations in
Learning Disabilities SPCED-GE.2131,
Literacy of the Special Learner
SPCED-GE.2055, Psychological and
Educational Assessment in Special
Education, SPCED-GE.2136, or others by
advisement.
Culminating Experience (3 units):
Integrating Seminar in Childhood
Special Education II SPCED-GE.2508.
Also required for New York
State certification is The Social
Responsibilities of Teachers: Drug
and Alcohol Education/ Child Abuse
Identification/School Violence
Prevention TCHL-GE.2999 (0 units).
SPECIFIC ADMISSION
REQUIREMENTS
Candidates must hold or be eligible
for provisional or initial certification in
Special Education SPCED-GE.2501,
DEGREE REQUIREMENTS
Student Teaching in Childhood
Satisfactory completion of many
Education CHDED-GE.2901, Student
Department of Teaching and Learning
Teaching in Childhood Special Education
degrees includes field experiences.
II SPCED-GE.2902.
Please see page 139.
childhood education.
Culminating Experience (3 units):
Integrating Seminar in Childhood Special
General Pedagogical Core (6 units):
Education II SPCED-GE.2508.Also
Foundations of Curriculum for
required for New York State certification
Diverse Learners SPCED-GE.2051,
is The Social Responsibilities of
Individuals with Disabilities in Schools
Teachers: Drug and Alcohol Education/
and Communities SPCED-GE.2124.
Child Abuse Identification/School
Specialized Pedagogical Courses
Violence Prevention TCHL-GE.2999 (0
(12 units): Education of Children with
units).
Special Needs in Childhood Settings
SPCED-GE.2161, Strategies for Working
159
SPECIFIC ADMISSION
REQUIREMENTS
with Children with Emotional/Behavioral
To meet certification requirements,
and Instructional Design for Students
students seeking their initial certificate
with Mild/Moderate Disabilities SPCED-
may need liberal arts units in addition
GE.2133, Education of Students with
to those taken for their undergraduate
Severe/Multiple Disabilities SPCED-
degree. Applicants for the M.A. Program
GE.2052.
in Early Childhood Special Education
Observation, Fieldwork, and Student
leading to initial teacher certification
Teaching (minimum 4 units):
Disabilities SPCED-GE.2108, Assessment
must have completed college-level work
Observations in Special Education
in English, social science, mathemat-
SPCED-GE.2501, Student Teaching in
ics, natural or physical science, and a
Childhood Special Education II SPCED-
language other than English, as well as
GE.2522.
a 30-unit concentration in one of the
Electives (8 units): Student Teaching in
liberal arts or sciences by the time of
Childhood Special Education I SPCED-
M.A. degree completion. Students may
GE.2521, Psychological Foundations of
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
DEGREE REQUIREMENTS
ACCREDITATION
Sarah Beck
Learning in the Steinhardt School of
Satisfactory completion of many
The Steinhardt School of Culture,
[email protected]
Culture, Education, and Human Develop-
Department of Teaching and Learn-
Education, and Human Development’s
ment at New York University aims to
ing degrees includes field experiences.
teacher education program has been
Lorena Llosa
prepare first-rate scholars and practitio-
Please see page 139.
[email protected]
ners in teaching and teacher education,
Following matriculation, students are
accredited by the Teacher Education Accreditation Council (TEAC) for a period
curriculum design and evaluation,
required to complete between 48 and
of five years. The accreditation certifies
Pless Building,
educational reform, and public policy
60 units of study (depending on prior
that the Steinhardt teacher education
2nd Floor
as it affects teaching and learning.The
experience and coursework). These
program has provided evidence that it
212-998-5460
program offers either the Ph.D. or the
units address three broad requirements:
adheres to TEAC’s quality principles.
steinhardt.nyu.edu/
Ed.D. degree, with applicants expressing
knowledge of content in teaching and
The accreditation affirms the claim
teachlearn/doctoral
a preference at the time of application
learning, skill in applying research meth-
that NYU Steinhardt uses evidence to
and confirming the choice on admission
ods, and intellectual breadth. Units can
develop and improve its programs that
Degrees
to candidacy (generally during the third
be earned in courses, seminars, indepen-
prepare teachers. For more information,
Ed.D., Ph.D.
semester of full-time study). There are
dent learning experiences, mentored
contact TEAC, One Dupont Circle, Suite
differences between the two degrees
experiences, or study abroad.
320, Washington, DC 20036; 202-466-
Faculty
with respect to course and other re-
Alter, Beck, Cohen,
quirements. In addition, Ph.D. students
must also achieve candidacy (generally
Doucet, Eisenstein-
complete a dissertation, while Ed.D.
in their third semester of full-time study)
Ebsworth, Fraser,
students complete a major project.
as the result of presenting and discuss-
Kirkland, Llosa,
Both degree paths are designed to
In addition to earning units, students
ing a portfolio of their work. They must
McCallister, Noguera,
draw on four sources of learning:
also prepare a dissertation or project
O’Connor, Tang,
(1) The experience of professional prac-
proposal (Ph.D. or Ed.D., respectively),
Tobias, Turk, Vukovic
tice that students bring to their studies,
generally in their fourth or fifth semes-
which provides context and depth of
ter of full-time study and they must
field (For this reason, the program ad-
complete and defend the dissertation
mits only distinguished practitioners and
or project within 10 years of their initial
prefers applicants who have at least five
date of matriculation.
years of teaching experience and a mas-
7236; www.teac.org.
Because the development and com-
ter’s degree.); (2) A rich set of courses,
pletion of a dissertation or major project
seminars, and independent learning ex-
depend on individual interest and work,
periences available to program students
the program emphasizes the individual
within the Department of Teaching and
tailoring of students’ programs from the
Learning, other departments in the
very beginning. It aims to suit students’
Steinhardt School, and other schools
unique interests and experiences—both
at NYU; (3) Mentorship in research,
those they bring to the program initially
teaching, and program development,
and those that develop as they study.
including participation in research and
development projects that focus on
the problems and potential of urban
schools, urban teachers, and urban
youth; (4) An intellectually focused and
interpersonally supportive community of
professors, researchers, and peers.
160
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses
The courses listed
herein are to be
DEPARTMENTAL COURSES/
TCHL-GE
*Registration closed
to special students.
Integrated Arts in Childhood
TCHL-GE.3002* 30 hours: 3 units. Fall,
Education II
spring.
CHDED-GE.2055 30 hours: 2 units. Fall,
Field Consultation
Prerequisites: satisfactory completion
spring.
TCHL-GE.2000 Minimum of 30 hours
of TCHL-GE.3001 and a completed
per unit: 1–3 units per term. May be
application form.
offered in 2013–2015.
notes to co u rses
Dissertation Proposal Seminar II
Hours to be arranged.
Inquiries in Teaching and Learning III
Study of Teaching
CHDED-GE.2250 30 hours: 3 units. Fall.
repeated for total of 6 units. Fall, spring.
Doctoral Seminar in Curriculum and
Instruction
Working with Parents
TCHL-GE.3013 40 hours: 4 units. Spring.
CHDED-GE.2297 30 hours: 3 units.
Summer.
TCHL-GE.2010 60 hours plus hours
arranged: 4 units. Fall, spring.
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 units. Fall,
units. Fall.
CHDED-GE.2010 30 hours: 3 units. 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 units.
Studying
Evaluating Educational Programs
TCHL-GE.2132 30 hours: 3 units. Spring.
CHDED-GE.2011 30 hours: 2 units. Fall,
Student Teaching in Childhood
spring.
Education II
Reading Recovery: Related Theory and
CHDED-GE.2902 10 weeks, full days: 2
Child Development and the Program in
Research I
units. Fall, spring.
Childhood Education
CHDED-GE.2021 30 hours, 20 hours
RDREC-GE.2206 45 hours: 3 units. Fall.
Prerequisite: LITC-GE.2001 or permission
Integrating Seminar in Childhood I:
minimum of field experience: 3 units,
of the instructor.
Study of Teaching
plus 20 hours. Fall, spring.
CHDED-GE.2359 20 hours: 2 units. Fall,
Reading Recovery: Related Theory and
spring.
Foundations of Curriculum in
Childhood Education
Research II
RDREC-GE.2207 45 hours: 3 units.
Independent Study
Spring.
CHDED-GE.2300 45 hours per unit: 1–6
Prerequisite: RDREC-GE.2206 or
units. Fall, spring, summer; hours to be
permission of the instructor.
arranged.
CHDED-GE.2070 45 hours: 3 units.
Student Teaching in Childhood
Education I
CHDED-GE.2901 10 weeks, half days: 2
Research on Urban and Minority
Education
TCHL-GE.2512 30 hours: 3 units. Fall.
units. Fall, spring.
EARLY CHILDHOOD
EDUCATION/ECED-GE
Student Teaching in Early Childhood I
ECED-GE.2903 20 full days minimum: 2
The Social Responsibilities of Teachers:
Multicultural Perspectives in Social
Drug and Alcohol Education/Child
Studying in Early Childhood
Abuse Identification/School Violence
ECED-GE.2012 30 hours: 3 units. Fall,
Student Teaching in Early Childhood II
Prevention
spring.
ECED-GE.2904 20 full days minimum: 3
TCHL-GE.2999 15 hours: 0 units. Fall,
spring.
units. Fall.
units. Spring.
Issues in Early Childhood Education
ECED-GE.2024 30 hours, 15 hours
Dissertation Proposal Seminar I
minimum of field experience: 3 units.
TCHL-GE.3001* 30 hours: 3 units. Fall,
Summer, fall.
spring.
EARLY CHILDHOOD AND
CHILDHOOD EDUCATION/
CHDED-GE
Prerequisites: limited to doctoral
Curriculum in Early Childhood
students in the Steinhardt School
Education: Theory and Methods in
Integrating Seminar in Early Childhood
of Culture, Education, and Human
Integrated Curriculum
Education IECED-GE.2002 10 hours per
Development who have achieved
ECED-GE.2037 30 hours: 2 units. Fall,
unit: 1–3 units. Summer, fall.
candidacy and have completed at least
spring.
Accompanies field or student teaching
one course in research methodology.
placement.
Curriculum in Early Childhood
Education: Materials and Practice
Integrating Seminar in Early Childhood
ECED-GE.2038 30 hours: 3 units. Fall,
Education II
spring.
ECED-GE.2003 30 hours: 2 units. Fall,
spring.
Accompanies field or student teaching
placement.
161
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Field Placement in Early Childhood
Developing Curricula in the English
Doctoral Seminar in Written Discourse
ECED-GE.2255 15 hours: 1–2 units. Fall.
Language Arts
ENGED-GE.3919 Beck. 30 hours: 3 units.
Prerequisite: 55 hours minimum of field
ENGED-GE.2575 30 hours: 3 units.
Fall (even years).
placement.
Pluralistic Approaches to Cultural
Core Experiences in Teaching and
Science and Social Studies in the Early
Literacy
Research
Years
ENGED-GE.2577 Kirkland. 30 hours: 3
ECED-GE.2314 30 hours, 2 units, Fall,
units. Fall.
spring.
Master’s Seminar in English Education
ENGED-GE.2501 30 hours: 3 units. Fall.
Language and Linguistics
The Education of Infants and
Teaching, Research, and
ToddlersECED-GE.2701 30 hours, 3
Language Development and Reading
units, Fall, spring.
Literature
Early Childhood and Elementary
Reflection
ENGED-GE.2397 30 hours: 3 units.
Teaching and Learning English
Spring (alternating years).
Language Arts in the Middle School
Education: Theory and Research
ENGED-GE.2041 30 hours: 3 units.
ECED-GE.3037, 3038 30 hours: 3 units
Foundations of Educational Linguistics
each. Fall, spring.
ENGED-GE.2505 Kirkland. 30 hours: 3
Teaching and Learning English
units. Fall, spring.
Language Arts in the High School
Additional Courses
ENGED-GE.2042 30 hours: 3 units.
Dramatic Activities in the English
Independent Study
Classroom
Mentorship in English Education
ECED-GE.2300 45 hours per unit: 1–6
ENGED-GE.2507 30 hours: 3 units.
ENGED-GE.2402 45 hours per unit: 1–6
units. Fall, spring, summer; hours to be
Spring.
units. Fall, spring.
arranged.
For description, see page 173.
Registration by permission of the
Teaching Reading in the English
sponsoring professor.
Classroom
ENGLISH EDUCATION/
ENGED-GE
ENGED-GE.2509 Beck. 30 hours: 3
Student Teaching in English Education:
units. Fall.
Middle School
ENGED-GE.2911 Minimum of 20 days:
Linguistics, Society, and the Teacher
Curriculum and Instruction
4 units.
ENGED-GE.2515 Kirkland. 30 hours: 3
units. Fall.
Student Teaching in English Education:
High School
Language and Learning Across
the Curriculum
Literature and the Adolescent
ENGED-GE.2922 Minimum of 20 days:
ENGED-GE.2023 30 hours: 3 units.
Experience
4 units.
Summer.
ENGED-GE.2521 30 hours: 3 units.
Spring.
The English Teacher as Reflective
Practitioner
The Teaching of Language and
Literature
Doctoral Seminar in Reading and
ENGED-GE.2540 30 hours: 3 units. Fall,
ENGED-GE.2044 30 hours: 3 units.
Teaching Literature
spring.
Summer.
ENGED-GE.3014 30 hours: 3 units.
Spring (even years).
Independent Study
Teaching English in the Inner City
Doctoral Seminar in Educational
units. Fall, spring, summer; hours to be
ENGED-GE.2049 Kirkland. 30 hours: 3
Linguistics
arranged.
units.
TCHL-GE.3017 30 hours: 3 units. Fall.
Negotiating the Curriculum
Writing and Rhetoric
Social Contexts and Cultural Studies:
ENGED-GE.2300 45 hours per unit: 1–6
ENGED-GE.2120 30 hours: 3 units.
Spring.
Intermediate Expository Writing
ENVIRONMENTAL
CONSERVATION EDUCATION/
ENYC-GE
ENGED-UG.2005 45 hours: 3 units. Fall,
English Curriculum Implications from
spring.
Foundations of Environmental Thought
Contemporary Research
Enrollment limited to 12 students.
ENYC-GE.2019 30 hours: 3 units. Fall.
Practicum: Individualizing Writing
Contemporary Debates in
Instruction
Environmental Ethics
Current Problems in Educational
ENGED-GE.2101 30 hours: 3 units. Fall,
ENYC-GE.2020 30 hours: 3 units.
Linguistics
spring.
Spring.
Practicum: Teaching Expository Writing
Environmental Politics
ENGED-GE.2511 Beck. 30 hours: 3 units.
ENYC-GE.2021 30 hours: 3 units. Spring.
ENGED-GE.2149 30 hours: 3 units.
Summer.
ENGED-GE.2233 30 hours: 3 units.
Spring.
Spring.
162
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Final Seminar in Environmental
Literacy Education II: Writing Practices
The Teaching of Data Collection and
Conservation Education
in Middle Childhood and Adolescence
Analysis, Grades 7–12
ENYC-GE.2025 30 hours: 3 units. Fall,
LITC-GE.2015 30 hours: 3 units. Fall.
MTHED-GE.2032 45 hours: 3 units.
The Teaching of Secondary School
spring.
Reading and Writing: Foundations
Internship in Environmental
LITC-GE.2016 30 hours: 3 units. Fall.
Conservation Education
Mathematics
MTHED-GE.2033 45 hours: 3 units.
Summer, fall.
ENYC-GE.2030 45 hours per unit: 1–12
Text, Tools, and Culture
units. Fall, spring; hours to be arranged.
LITC-GE.2017 30 hours: 3 units. Spring.
Environmental Education: Theory and
Practicum in Literacy Education
Practice
(Grades B–6)
ENYC-GE.2070 30 hours: 3 units.
LITC-GE.2991 48 hours: 2 units
Spring.
(repeatable for 4 units). Spring, summer.
MTHED-GE.2035 45 hours: 3 units.
Prerequisite: LITC-GE.2011.
Spring.
Practicum in Literacy Education
The Teaching of Geometry, Grades 7–12
Educational Technology in Secondary
School Mathematics
LITERACY EDUCATION/LITC-GE
MTHED-GE.2034 45 hours: 3 units.
The Teaching of Algebra, Grades 7–12
(Grades 5–12)
MTHED-GE.2036 45 hours: 3 units.
Language and Literacy in the Early
LITC-GE.2992 48 hours: 2 units
Spring.
YearsLITC-GE.2001 30 hours, 15 hours
(repeatable for 4 units). Spring, summer.
minimum of field experience: 3 units.
Prerequisite: LITC-GE.2011.
The Teaching of Pre-calculus and
Trigonometry in High School
Fall, spring.
Literacy for the Special Learner
MTHED-GE.2037 45 hours: 3 units.
Language and Literacy for Upper
SPCED-GE.2055 30 hours: 3 units.
Grades (3–6)
Spring.
Mathematical Content Courses:
LITC-GE.2002 30 hours: 3 units. Fall,
Prerequisites: LITC-GE.2010, LITC-
3 unit courses: A study of basic concepts
spring, summer.
GE.2013 or LITC-GE.2015, LITC-GE.2016,
of mathematics related to secondary
and LITC-GE.2017 or permission of
school from an advanced viewpoint.
International Literature for Children
instructor.
Selected Topics in Modern Mathematics
LITC-GE.2003 30 hours: 3 units. Spring.
Organization and Supervision of
I: Number Theory
Critical Reading and Response to
Literacy Programs
MTHED-GE.2043 30 hours.
Literature
LITC-GE.2065 30 hours: 3 units. Spring,
LITC-GE.2005 30 hours: 3 units. Fall.
summer.
Selected Topics in Modern Mathematics
Prerequisite: LITC-GE.2011 or permission
II: Discrete Mathematics
of instructor.
MTHED-GE.2044 30 hours.
Language as a Basis for Teaching
Reading and Writing
Mathematical Proof and Proving
LITC-GE.2008 30 hours: 3 units. Spring.
Prerequisites: a course in child
development and in the teaching of
MATHEMATICS EDUCATION/
MTHED-GE
MTHED-GE.2050 45 hours. Fall.
Professionalized Subject Matter in
reading or permission of instructor.
Curriculum and Assessment in
Mathematics I: Geometry
Language and Literacy Development
Secondary Mathematics
MTHED-GE.2101 30 hours.
LITC-GE.2010 30 hours: 3 units. Fall.
MTHED-GE.2007 30 hours: 3 units. Fall.
Literacy Assessment
Research Investigations in Mathematics
Mathematics II: Linear Algebra
LITC-GE.2011 30 hours: 3 units. Spring.
Education
MTHED-GE.2102 30 hours.
Prerequisites: LITC-GE.2013 or LITC-
MTHED-GE.2008 30 hours: 3 units.
Professionalized Subject Matter in
Mathematical Modeling
GE.2015, LITC-GE.2010, LITC-GE.2016,
and LITC-GE.2017.
Explorations in Mathematics–Geometry
MTHED-GE.2103 30 hours.
MTHED-GE.2026 15 hours: 1 unit.
Mathematical Investigations and
Literacy Education I: Reading Practices
in Early Childhood and Childhood
Explorations in Mathematics–Data and
Problem Posing
LITC-GE.2012 30 hours: 3 units. Fall,
Chance
MTHED-GE.2104 45 hours.
spring.
MTHED-GE.2027 15 hours: 1 unit.
Literacy Education II: Writing Practices
Explorations in Mathematics–Fractions,
in Early Childhood and Childhood
Decimal, and Percents
LITC-GE.2013 30 hours: 3 units. Fall.
MTHED-GE.2028 15 hours: 1 unit.
Literacy Education I: Reading Practices
The Teaching of Rational Numbers,
in Middle Childhood and Adolescence
Grades 5–12
LITC-GE.2014 30 hours: 3 units. Fall,
MTHED-GE.2031 45 hours: 3 units. Fall.
History of Mathematics
MTHED-GE.2061 30 hours: 3 units.
Supervision of Mathematics in the
Schools
MTHED-GE.2135 30 hours: 3 units.
spring.
163
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
MULTILINGUAL
MULTICULTURAL STUDIES/
BILED-GE, FLGED-GE,
LANED-GE, TESOL-GE
2-3 units: Fall, spring.
Student Teaching in Mathematics
Multilingual Multicultural
The Teaching of Foreign Languages:
Education: Middle and High Schools II
Studies
Theory and Practice
Student Teaching in Mathematics
Education: Middle and High Schools I
MTHED-GE.2911 A minimum of 20 days:
3 units. Fall, spring.
Student Teaching in Foreign Languages
Education (Grades 10–2)
FLGED-GE.2922 20 days minimum for
FLGED-GE.2069 60 hours: 4 units. Fall.
MTHED-GE.2922 A minimum of 20
days: 3 units. Fall, spring.
Bilingual Education Programs
Teaching Elementary School
Foreign Language Education
Culminating Seminar in Multilingual
Mathematics: Foundations and Concept
Multicultural StudiesLANED-GE.2099
30 hours: 3 units. Fall, spring.
Development
Teachers of English to Speakers
MTHED-GE.2115 30 hours: 3 units.
of Other Languages (TESOL)
Bilingual Exceptional Child
Teaching Elementary School
Bilingual Multicultural Education:
spring, summer.
Mathematics: Problem Solving and
Theory and Practice
Procedures
BILED-GE.2001 30 hours: 3 units. Fall,
MTHED-GE.2116 20 hours: 2 units.
spring, summer.
BILED-GE.2103 30 hours: 3 units. Fall,
Methods of Teaching Language Arts
and Literacy with a Bilingual Approach
BILED-GE.2110 30 hours: 3 units.
Independent Study
Teaching Second Languages: Theory
MTHED-GE.2300 45 hours per unit: 1–6
and PracticeTESOL-GE.2002 30 hours:
units. Fall, spring, summer. Hours to be
3 units. Fall, spring, summer.
Advanced Chinese for Teachers of
Chinese I
arranged.
Linguistic AnalysisLANED-GE.2003 30
Contemporary Issues in Science and
Summer only.
FLGED-GE.2124 30 hours: 3 units. Fall.
hours: 3 units. Fall, spring, summer.
Advanced Chinese for Teachers of
Mathematics Education: Gender and
Chinese II
Ethnicity
Intercultural Perspectives in
SCMTH-GE.2000 30 hours: 3 units.
Multilingual Multicultural Education
FLGED-GE.2125 30 hours: 3 units.
LANED-GE.2005 30 hours: 3 units. Fall,
Spring.
Doctoral Courses
spring, summer.
Qualitative Research in Mathematics
Teaching Foreign Languages to
Education I: Research Design
Elementary School Children
FLGED-GE.2128 30 hours: 3 units.
MTHED-GE.3010 30 hours: 3 units.
FLGED-GE.2018 30 hours: 3 units.
Spring.
Advanced Spanish for Teachers of
Spanish
Summer only.
Spanish Syntax for Teachers of Spanish
Qualitative Research in Mathematics
Education II: Guided Data Analysis
Applied Linguistics in French
FLGED-GE.2427 30 hours: 3 units.
MTHED-GE.3011 30 hours: 3 units.
FLGED-GE.2027 30 hours: 3 units. Fall.
Spring
Learning Theories in Mathematics
Advanced Individual Project
Advanced French for Teachers of
Education Research
in Multilingual Multicultural
French
MTHED-GE.3014 30 hours: 3 units.
StudiesFLGED-GE.2039 45 hours per
FLGED-GE.2129 30 hours: 3 units.
unit: 3–6 units. Fall, spring, summer;
Spring.
Mathematics Curriculum Research and
hours to be arranged.
Student Teaching in Bilingual Education
Evaluation
Teaching Second Languages in a
(Grades K–6)
Technological Society
BILED-GE.2991 20 days minimum: 3
Professional Seminar in Mathematics
LANED-GE.2040 30 hours: 3 units. Fall,
units. Fall, spring.
Education IMTHED-GE.3021 30
spring, summer.
MTHED-GE.3015 30 hours: 3 units.
Student Teaching in Bilingual Education
hours: 3 units.
Language Evaluation and Assessment
(Grades 7–12)
Professional Seminar in Mathematics
LANED-GE.2060 30 hours: 3 units. Fall,
BILED-GE.2992 20 days minimum: 3
Education IIMTHED-GE.3022 30 hours:
spring.
units. Fall, spring.
Student Teaching in Foreign Languages
The Second Language Classroom:
Education (Grades 7–9)
Elementary and Secondary Schools
3 units.
FLGED-GE.2911 100 hours: 2–3 units.
LANED-GE.2201 40 hours: 4 units. Fall,
Fall, spring.
spring.
Closed to nonmatriculated students.
Other restrictions listed in bulletin under
The Second Language Classroom:
“Supervised Student Teaching.”
Colleges and Adults
LANED-GE.2202 40 hours: 4 units. Fall,
spring.
164
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
Linguistics, Literacy, and
Advanced Research Seminar: TESOL/
Culminating Seminar: Teacher as
BilingualismLANED-GE.2203 30 hours:
Foreign Language and Bilingual
Researcher, Reflective Practitioner, and
3 units. Summer.
Education
Curriculum Developer
LANED-GE2800 30 hours: 3 units.
SCIED-GE.2100 10 hours: 1 unit.
Teaching Second Languages Across
Spring.
Content Areas
Research and Practice in Academic
Student Teaching in Science Education:
LANED-GE.2204 30 hours: 3 units. Fall,
English Writing for ELLs
Middle School
spring.
TESOL-GE.2810 30 hours: 3 units. Fall,
SCIED-GE.2911 A minimum of 20 days: 2
spring
units. Fall, repeated spring; hours to be
Structure of American English
arranged.
LANED-GE.2205 30 hours: 3 units. Fall,
Workshop in Foreign Language
spring, summer.
Education
Student Teaching in Science Education:
FLGED-GE.2914 10 hours per unit: 1–6
High School
units. Fall, spring, summer.
SCIED-GE.2922 A minimum of 20 days:
Second Language Acquisition: Theory
and Research
2 units. Fall, repeated spring; hours to be
LANED-GE.2206 30 hours: 3 units. Fall,
Field Experience and Seminar in
spring.
Foreign Language Teaching
Student Teaching in TESOL (Grades
FLGED-GE.2918 30 hours: 3 units. Fall,
Research Internship in Science/
spring.
Mathematics for Educators
K–6)TESOL-GE.2901 20 days minimum:
3 units. Fall, spring.
arranged.
SCMTH-GE.2002 60 hours: 1-6 units.
Doctoral Seminar: Bilingual Education
Summer.
and TESOL
Independent Study
Student Teaching in TESOL (Grades
LANED-GE.3005, 3006, 3007, 3008
7–12)TESOL-GE.2902 20 days
30 hours for each session: 3 units. Fall,
SCIED-GE.2300* 45 hours per unit: 1–6
minimum: 3 units. Fall, spring.
spring.
units. Fall, spring, summer; hours to be
arranged.
Classroom Observation Seminar in
Teaching Second Languages
TESOL-GE.2250 30 hours: 3 units. Fall,
SCIENCE EDUCATION/
SCIED-GE
Residency I: Initial
SCIED-GE 2400 30 hours: 1-3 units.
Summer, Fall.
spring.
Science Experiences in the Elementary
Teaching EFL in International Settings
School I
Residency I: Other Contexts
TESOL-GE.2223 30 hours: 3 units. Fall,
SCIED-GE.2009 30 hours: 2 units. Fall.
SCIED-GE 2401 20 hours: 2 units. Fall.
spring
Science Experiences in the Elementary
Data and Assessment for Educators
Independent Study
School II
SCIED-GE 2405 30 hours: 3 units. Fall.
LANED-GE.2300 45 hours per unit. Fall,
SCIED-GE.2010 30 hours: 2 units.
spring, summer; hours to be arranged.
Spring.
Science Curriculum and
Prerequisite: SCIED-GE.2009.
Teaching Methods
Independent Study
SCIED-GE 2420 30 hours: 0-3 units,
TESOL-GE.2300 45 hours per unit. Fall,
Breakthroughs in ScienceSCIED-
spring, summer; hours to be arranged.
GE.2018 30 hours: 3 units. Fall.
Independent Study
Methods I: Teaching of Science in
SCIED-GE 2410 30 hours: 0-3 units. Fall,
FLGED-GE.2300 45 hours per unit. Fall,
Middle Schools
Spring.
spring, summer; hours to be arranged.
SCIED-GE.2039 45 hours: 3 units. Fall.
Independent Study
Methods II: Teaching of Science in
SCIED-GE 2402 30 hours: 0-3 units.
BILED-GE.2300 45 hours per unit. Fall,
High School
Spring, Summer.
spring, summer; hours to be arranged
SCIED-GE.2040 45 hours: 3 units.
Fall, Spring.
Concepts in Modern Science
Residency II: Advanced
Spring.
Applied Linguistics in Chinese
SCIED-GE 2403 30 hours: 2 units.
FLGED-GE.2417 30 hours: 3 units. Fall.
Using New York City’s Nonformal
Applied Linguistics in Spanish
Science Resources to Teach Science
FLGED-GE.2419 30 hours: 3 units. Fall.
Residency II: Specialized
Spring.
SCIED-GE.2050 30 hours: 3 units.
Spring, summer.
Applied Linguistics in Japanese
SOCIAL STUDIES EDUCATION/
SOCED-GE
FLGED-GE.2421 30 hours: 3 units.
Science Curriculum: Intermediate and
Spring.
Secondary Schools
Teaching Social Studies in the Middle
SCIED-GE.2092 30 hours: 3 units. Fall.
and Secondary SchoolSOCED-GE.2042
30 hours: 3 units. Fall, spring, summer.
165
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Courses, continued
The Social Studies Curriculum: U.S.
Individuals with Disabilities in Schools
Observation in Early Childhood Special
History
and Communities
Education
SOCED-GE.2047 30 hours: 3 units. Fall.
SPCED-GE.2124 30 hours: 3 units.
SPCED-GE.2502 20 hours of field
Summer, fall.
experience: 1 unit. Fall, spring.
History
The Young Special Needs Child: Child,
Integration Seminar in Special
SOCED-GE.2048 30 hours: 3 units.
Family, and Community I
Education I
Spring.
SPCED-GE.2126 30 hours: 3 units.
SPCED-GE.2507 20 hours: 2 units. Fall,
Summer, fall.
spring.
Education: Middle School
The Young Special Needs Child: Child,
Integration Seminar in Special
SOCED-GE.2911 140 hours: 3 units. Fall,
Family, and Community II
Education II
spring.
SPCED-GE.2127 30 hours: 3 units.
SPCED-GE.2508 30 hours: 3 units. Fall,
Spring.
spring.
Prerequisite: SPCED-GE.2126.
Prerequisite: all program coursework
The Social Studies Curriculum: World
Student Teaching in Social Studies
Student Teaching in Social Studies
Education: High School
preceding student teaching.
SOCED-GE.2922 140 hours: 3 units. Fall,
Principles and Practices in Early
spring.
Childhood Special Education
Integrating Seminar in Early Childhood
SPCED-GE.2128 30 hours: 3 units.
Special Education I
Culminating Experience: Social Studies
Summer, spring.
SPCED-GE.2511 30 hours: 1–3 units. Fall,
and History Workshop
Prerequisite: SPCED-GE.2160.
spring.
Psychological Foundations of Learning
Integrating Seminar in Early Childhood
Disabilities
Special Education II
SPCED-GE.2131 30 hours: 3 units.
SPCED-GE.2512 30 hours: 2–3 units.
SOCED-GE.2140 30 hours: 3 units.
Summer.
Humanities and Social Studies
Spring, summer.
SOCED-GE.2145 30 hours: 3 units.
Spring.
Assessment and Instructional Design
for Students with Mild to Moderate
Student Teaching in Special Education
M.A. Seminar in Social Studies
Disabilities
I: Early Childhood (Grades B–2)
SOCED-GE.2146 30 hours: 3 units. Fall,
SPCED-GE.2133 30 hours: 3 units.
SPCED-GE.2903 Minimum 20 days: 3
summer.
Prerequisite: SPCED-GE.2161.
units. Fall, spring.
Psychological and Educational
Student Teaching in Special Education
SOCIAL STUDIES EDUCATION/
SOCED-GE
Assessment in Special Education
II: Early Childhood (Grades B–2)
SPCED-GE.2136 30 hours: 3 units. Fall.
SPCED-GE.2904 Minimum 20 days: 3
Developing Strategies That Support
Educating Students with Special Needs
Children’s Social Behavior
in Early Childhood Settings
Student Teaching in Special Education
SPCED-GE.2025 30 hours: 3 units. Fall,
SPCED-GE.2160 30 hours: 3 units. Fall,
I: Early Childhood (Grades 1–6)
spring.
spring.
units. Fall,spring, summer.
SPCED-GE.2901 Minimum 20 days: 2
units. Fall, spring.
Foundations of Curriculum for Diverse
Educating Students with Special Needs
Learners
in Childhood Settings
Student Teaching in Special Education
SPCED-GE.2051 30 hours: 3 units.
SPCED-GE.2161 30 hours: 3 units. Fall,
II: Early Childhood (Grades 1–6)
Summer, fall.
spring.
SPCED-GE.2902 Minimum 20 days:
Corequisite: SPCED-GE.2124.
Prerequisite: SPCED-GE.2051.
variable 2–3 units. Fall, spring.
Education of Students with Severe and
Educating Students with Special Needs
Multiple Disabilities
in Middle Childhood and Adolescent
SPCED-GE.2052 30 hours: 3 units. Fall,
Settings
spring.
SPCED-GE.2162 30 hours: 3 units. Fall,
spring.
Literacy for the Special Learner
SPCED-GE.2055 30 hours: 3 units.
Transdisciplinary Special Educational
Spring.
Program Development and
Prerequisite: ECED-GE.2012 or at least
Implementation
6 units in literacy and permission of
SPCED-GE.2249 30 hours: 3 units.
instructor.
Observation in Special Education
Strategies for Teaching Students with
SPCED-GE.2501 20 hours of field
Emotional and Behavioral Disabilities
experience: 1 unit. Fall.
SPCED-GE.2108 30 hours: 3 units. Fall,
spring.
Prerequisite: SPCED-GE.2124.
166
Department of teaching and learning the steinhardt school of culture, education, and human development bulletin 2013–2015
Admission
Admission to NYU Steinhardt is offered
2. Special (nondegree) students—those
■
Supplemental materials if required
to applicants who hold the bachelor’s
who have filed a special student
by the desired program. Prospective
degree or equivalent international
application and credentials showing
applicants must check the the online
credentials and who show promise of
that they are qualified to take courses
Graduate Admissions Application
scholarly achievement. An applicant
but are not degree candidates in
Guide for information on supplemental
is judged on the basis of a variety
the Steinhardt School of Culture,
materials. The guide is located at www.
of criteria that include academic
Education, and Human Development.
record, letters of recommendation,
Special students must meet the same
and academic or professional honors.
minimum requirements for admission
applicants and applicants to the
Where relevant, an applicant may also
as matriculants. Students not
following master’s programs:
be judged by test scores and practical
intending to matriculate for a degree
experience.
and who are classified as special
steinhardt.nyu.edu/guide.
■
■
■
average for admission.
follows:
■
enroll for up to 18 units during their
■
study toward a degree or certificate.
student’s first registration. A student
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
Students who hold acceptable
■
degrees from regionally accredited
Steinhardt School of Culture, Education,
institutions may be considered for
and Human Development, New York
M.A. in Education and Jewish
Studies and Hebrew and Judaic
Studies (Dual Degree: Steinhardt/
GSAS) (EJHJ)
■
from the Office of Graduate Admissions,
M.A. in Teaching French as a
Foreign Language (Joint Degree:
Steinhardt/GSAS) (FLTF)
■
M.A. in Teaching Spanish as a
matriculation in the Steinhardt School
University, 82 Washington Square East,
Foreign Language (Joint Degree:
of Culture, Education, and Human
3rd Floor, New York, NY 10003-6680;
Steinhardt/GSAS) (FLTF)
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,
All other master’s and advanced
certificate programs do not require GRE
Doctor of Philosophy, Doctor of
Components of a Degree Application
scores. An unofficial copy of your test
Education, Doctor of Psychology1,
An application is considered complete
scores should accompany your graduate
Doctor of Arts1, Doctor of Physical
and ready for review by the Admissions
application materials, and official
Therapy, Doctor of Professional
Committee when all appropriate
scores must be on file by the deadline
Studies, or for the Advanced
materials have been received. The
before a decision will be rendered.
Certificates. See also admission
following items are necessary before the
NYU Steinhardt’s ETS institution code
information under individual
committee will review an application:
is 2556; a departmental code is not
programs.
■
Students are advised that
enrollment in other than state-
■
registered or otherwise approved
Completed and signed Application for
required. Visit www.gre.org for more
Graduate Admission
information about the exam.
Statement of purpose/personal
statement
■
TOEFL scores: The TOEFL exam is
programs may jeopardize their
■
Résumé/curriculum vitae
required for all applicants whose native
eligibility for certain student aid
■
Official transcripts in a sealed envelope
language is not English and who did
awards. All of the Steinhardt School’s
from each postsecondary school
not receive the equivalent of a four-
programs are registered by the New
attended
year U.S. undergraduate education
York State Education Department.
■
A copy of the State Inventory of
Registered Programs is available for
1
M.A. in Education and Jewish
Studies (EDJS)
APPLICATION INFORMATION
AND DEADLINES
Matriculation begins with the
M.A. in Human Development and
Social Intervention (HDSI)
entire status as a special student.
those who have been accepted for
M.S. Program in Communicative
Sciences and Disorders (CSDM),
Special students are permitted to
1. Matriculated (degree) students—
M.A. in Media, Culture, and
Communication (MDCC)
students must meet the required
Graduate students are classified as
GRE scores: Required for all doctoral
■
A $75.00 nonrefundable
from an institution where English is
application fee
the official language of instruction.
Art/Music Portfolio: Most art and
Applicants holding or completing only
student review in the Office of the
music programs require a portfolio or
a graduate degree from an English-
Students are currently
Associate Dean for Academic Affairs,
a performance audiotape, videotape,
speaking institution are still required
not being admitted
82 Washington Square East, 5th floor.
CD, or DVD for evaluation. Visit the
to submit a TOEFL score unless the
to this doctoral
respective program website for
graduate program was four or more
program.
specific requirements.
years in duration. To clarify: if your
167
admissions the steinhardt school of culture, education, and human development bulletin 2013–2015
graduate education was less than
Doctoral Programs
application. In determining what items
four years in duration at an institution
Ph.D. and Ed.D. programs (fall only)—
to submit, please understand that
where English was the official
language of instruction, the TOEFL
would still be required. All doctoral
December 1
able to review four elements related
(summer only)—December 1
to your prior studies: (1) the courses
applicants whose native language
D.P.S. program OTHS (fall or spring)—
is not English must submit scores
March 15 for fall or November 1 for
grades received for those courses; (3)
from the Test of English as a Foreign
spring
the actual degree/title conferred; and
taken as part of your studies; (2) the
(4) the date the degree was confered/
Language (TOEFL). An official score
■
the Admissions Committee must be
D.P.T. entry-level program PTPS
report must be sent to NYU Steinhardt
Master’s and Advanced Certificate
before the appropriate deadline, using
Programs
institution code 2556. No department
Deadlines vary by program. Specific
requirements, applicants to the M.S.
code is necessary. Visit www.toefl.org
dates are posted in the online
in clinical nutrition (HOND) who have
for more information about the exam.
Application Guide located at www.
non-U.S. credentials must present
Recommendation letters: All doctoral
steinhardt.nyu.edu/guide. Candidates
a course-by-course evaluation of
applicants must submit three letters of
may also contact Graduate Admissions
their international credentials along
recommendation. Most master’s and
at 212-998-5030 or steinhardt.
with their completed application. A
advanced certificate applicants require
[email protected].
number of agencies can provide this
awarded.
Due to accrediting and internship
service. NYU Steinhardt recommends
two letters. Applicants should check
the online Application Guide at www.
Spring Semester Programs
steinhardt.nyu.edu/guide for more
Several master’s and advanced
org). To locate other independent
detailed information relevant to their
certificate programs and the D.P.S.-
foreign degree evaluation agencies
program of interest.
OTHS review applications midyear in
visitwww.eatright.org/students/
the spring semester. To determine if
getstarted/international/agencies.
All programs reserve the right to
a program reviews applications in the
World Education Services (www.wes.
aspx.
request additional information and
spring, please visit the online Graduate
materials if deemed necessary for
Application Guide at www.steinhardt.
Language (TOEFL) is mandatory for
admission or financial aid consideration.
nyu.edu/guide.
all applicants whose native language
admission as matriculants in a particular
Summer Study Abroad
a bachelor’s degree at an English-
program may not take courses as a
For up-to-date information on
speaking college or university.
special student in that program, except
applying for study abroad, prospective
Applicants holding or completing only
where specifically permitted to do so by
candidates should visit steinhardt.nyu.
a graduate degree from an English
the director of enrollment management,
edu/study_abroad/how_to_apply.
speaking institution are still required
3. The Test of English as a Foreign
is not English or who did not receive
Students who have been denied
to submit a TOEFL score unless
Office of Graduate Admissions.
the graduate program was four our
degree should take note that 18 units of
International Students
and Applicants with
International Credentials
coursework toward any master’s degree
NYU Steinhardt encourages applications
as the IELTS can not be submitted
must be completed after matriculation is
from international students. We offer
for the TOEFL. With the exception
established for that degree.
a diversity of programs that attract
of the above-mentioned conditions,
Special students contemplating
eventual matriculation for a master’s
more years in duration. Other English
language proficiency exams such
master’s and doctoral candidates from
the TOEFL cannot be waived, and
and/or nonimmigrant visas should see
all over the world. A few important
conditional admission is not given to
below.
points for international students:
Applicants with foreign credentials
applicants who have not taken the
TOEFL. Include a copy of your TOEFL
Application Deadlines
score report from Educational Testing
mailing time and processing are
Service (ETS) if possible with your
since many programs have very firm
required for international credentials,
application. The official scores must
deadlines. It is the responsibility of the
applicants should have all application
be reported to the Office of Graduate
applicant to ensure that all materials are
materials in the Office of Graduate
Admissions Office by ETS by the
in the Office of Graduate Admissions by
Admissions well before the
appropriate application deadline.
appropriate deadline.
Although we do not have a required
the appropriate deadline. All deadlines
are “in-office” deadlines, not postmark
2. Transcripts and Degree Information.
TOEFL score, successful applicants
deadlines. Applications filed after the
You must have the equivalent of a U.S.
typically score 100 or above on
deadline will be processed as time
bachelor’s degree to be considered
the Internet-based test or 600 or
and space in the program permit. The
for admission. Candidates holding an
above on the paper-based test. Our
Office of Graduate Admissions reserves
artist diploma may be considered for
TOEFL test code the ETS is 2556.
the right to return any application that
the music performance, music theory,
A department code is not required.
arrives after the deadline. Should any
or composition programs. For each
Visit www.toefl.org for registration
deadline fall on an official holiday or
post-secondary school attended, one
weekend, the in-office deadline will be
transcript in the original language
the next business day.
168
1. Apply on time! Because additional
It is always advisable to apply early,
information.
4. American Language Institute (ALI).
and one English translation are
Regardless of the TOEFL score, all
required to be submitted with your
accepted applicants whose native
admissions the steinhardt school of culture, education, and human development bulletin 2013–2015
language is not English may be
I-20 and your student visa requests.
guidance to the school, the University,
instructed by NYU Steinhardt’s
Please apply for these credentials as
and the city. Consult the Office of the
Office of Student Affairs to take an
soon as possible, using overnight and
Associate Dean for Student Affairs, Pless
English proficiency examination,
express mail whenever possible.
Hall, 2nd floor; 212-998-5065; steinhardt.
for an additional fee, at New York
University’s American Language
Once admitted, international can
didates should follow the instructions
further information.
Institute (ALI) on arrival. Depending
at www.steinhardt.nyu.edu/welcome/
on your performance on this
next_steps/ to learn more about the
CAMPUS VISITS
examination, you may be required
visa process and to submit the Ap-
All prospective students are invited to
to take noncredit remedial English
plication for Certificate of Eligibility
visit the New York University campus.
coursework before or while you are
(AFCOE). You may also contact the
Many programs host information
taking regular academic coursework.
NYU Office of Global Services, 561
sessions throughout the academic
Such remedial course work may
LaGuardia Place, New York, NY 10012;
year. Please call the Office of Graduate
lengthen the time and expense of
212-998-4720; www.nyu.edu/oiss
Admissions at 212-998-5030 or visit
graduate study and should therefore
steinhardt.nyu.edu/graduate_admissions
be taken into account by students
The American Language Institute
and their funding sources.
The American Language Institute of the
to learn of the dates.
For more information, go to NYU’s
School of Continuing and Professional
Visitor Information page at www.nyu.
encourages international applicants
Studies of New York University offers
edu/about/visitor-information.html.
to investigate scholarship support
intensive courses in English for students
offered by their home country.
with little or no proficiency in the
Master’s and advanced certificate
language. All international students
5. Financial Aid. NYU Steinhardt
applicants who are not U.S. citizens or
must take the American Language
permanent residents are not eligible
Institute’s English Diagnostic Test.
for federal financial aid and typically
Appointments for the test can be
do not receive consideration for
made by calling 212-998-7040. Results
school-based financial aid. Full-time
are sent to the student and to NYU
doctoral applicants, regardless of
Steinhardt’s Office of Student Affairs.
country of citizenship, will receive
Before being advised by an academic
consideration for fellowships and
adviser, students must be interviewed
assistantships.
by an adviser in the Office of Student
6. Visa Information. All international
Affairs for appropriate English courses
applicants wishing to obtain the
and course load in their programs. These
F1 student visa will list “New York
recommendations are forwarded to the
University” as the “expected visa
student’s faculty adviser.
sponsor” on the graduate admissions
Individuals who wish to obtain
application. When completing your
additional information about the
admissions application, please be
American Language Institute are invited
sure to use your full legal name as it
to contact them: American Language
appears on your passport. The use of
Institute, School of Continuing and
any other names, such as nicknames,
Professional Studies, New York
will cause serious delays in applying
University, 7 East 12th Street, Room 821
for your U.S. visa. All international
New York, NY 10003; telephone: 212-
applicants must have an international
998-7040; fax: 212-995-4135; www.scps.
address as their permanent address.
nyu.edu/ali; email: [email protected].
The U.S. government mandates
169
nyu.edu/orientation/international for
that international candidates have a
New International Student Seminar
permanent, international address to
Participation in the New International
receive their visa. Please be prepared
Student Seminar (SAHS-GE 2003)
to pay additional fees for processing
is required of all new international
your I-20 from NYU and your student
graduate students during their first
visa from the U.S. government.
semester in residence. The seminar
Heightened security measures may
explores professional issues and
result in delays in processing your
provides additional orientation and
admissions the steinhardt school of culture, education, and human development bulletin 2013–2015
Registration and
Advisement
Registration
All special students must meet the
advisers and are urged to take full
academic standards of the school. 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
of Veterans Affairs may not authorize al-
Degree students are required to obtain
Graduate Admissions, Steinhardt School
lowance payments for credits that are in
adviser approval prior to registration.
of Culture, Education, and Human
excess of scholastic requirements, that
The adviser assigned to each student
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
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
170
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
governing veterans’ benefits is subject
choices are possible, (2) the sequence
1
certification of enrollment.
All degree students are assigned
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 of
Registration and advisement the steinhardt school of culture, education, and human development bulletin 2013–2015
the University Registrar, 25 West 4th
Eligibility Categories for Full-Time
candidate must have an approved
Street, prior to the beginning of the
Equivalency
chairperson. In all cases, full-time
1. Required Internship: Students may
if the dissertation committee
equivalency may be granted only
third week of the term in question.
DROP/ADD AND WITHDRAWAL
POLICIES
receive full-time equivalency for 40
chairperson attests that the candidate
hours per week of required internship.
is doing 40 hours per week of work
Courses added without adviser approval
This category may be prorated:
toward the proposal. If a candidate
may be considered as not meeting
e.g., students may receive 3 units of
is doing 20 hours of work per week
degree requirements. Students and
equivalency for 10 hours per week of
toward the proposal, that candidate
faculty are urged to monitor this
required internship.
would be eligible for half-time
procedure carefully. Only an official
Please note: Student teaching does
equivalency.
adviser is authorized to sign a student’s
not fall under the guidelines of an
drop/add form.
Students are permitted to add to
internship and is, therefore, not
eligible for equivalency.
A doctoral candidate who has
completed all required coursework,
their program during the first two weeks
of regular classes. A student may not
6. Supervised Research on Dissertation:
2. Master’s Final Experience/Thesis:
has an approved dissertation
committee, and whose proposal has
add a course beyond the end of the sec-
a. A student working 40 hours per
ond week of the term with the exception
week on a master’s thesis may
been approved may request full-
of courses that begin midsemester.
receive full-time equivalency for
time equivalency if the candidate is
Students may register for midsemester
one semester. (This category may
working 40 hours per week on the
courses prior to the first meeting of the
be prorated for a maximum of two
dissertation and if clear evidence
class through the Albert registration
semesters depending on program
indicates that the student is making
system, or a Change of Program Form
requirements.)
satisfactory progress toward
and must have the approval of the aca-
b. A student working on a master’s
submission of the dissertation.
final project and not registered for
A student may receive half-time
units of credit for this requirement
equivalency if his or her committee
it is reported to the Office of the Uni-
may receive 3 units of equivalency
chairperson attests that he or she
versity Registrar on the forms provided
for one semester only.
is working 20 hours a week on the
demic adviser.
No change in schedule is valid unless
or by using the Albert registration
c. A student working 40 hours per
dissertation.
system. Change of Program forms may
week on a culminating gallery
be obtained from the program adviser.
showing or performance with
Please note: There can be no full-time
Courses officially dropped during the
verification from the department
equivalency for students when they
first three weeks of the term will not
may receive full-time equivalency
have full-time employment unless
appear on the transcript. Those dropped
for one semester. (This category
they are interns fulfilling a degree
from the beginning of the fourth week
may be prorated for a maximum
requirement. Students are not eligible
through the ninth week of the term will
of three semesters depending on
for equivalency if they are not registered
be recorded with a grade of “W.” After
program requirements.)
for any unit-bearing coursework;
therefore, students registered for
the ninth week, no one may withdraw
from a course.
3. Candidacy Examination: A
leave of absence, maintenance of
matriculated student preparing for
matriculation, or zero-unit courses will
FULL-TIME EQUIVALENCY
the doctoral candidacy examination
not be considered for equivalency.
The University defines full-time
may receive 3 units of equivalency for
Certification of full-time study must be
coursework to be a minimum of 12
one term only.
determined at the time of registration.
The only way in which full-time
units each term. It is considered to be
equivalent to 40 hours of study per
4. Supervised Research on Topic for
equivalency can be officially established
week. Full-time equivalency students
Proposal:
is by a fully completed equivalency form
are expected to spend no less than 40
a. A doctoral candidate working on
being filed with the Steinhardt Office of
hours per week on a combination of
the topic for the dissertation may
Advisememt and Registration Services.
coursework and the items that appear
receive 3 units of equivalency
Information relating to both full-time
below.
for one term only if the adviser
and half-time equivalency status may be
certifies that the candidate is doing
obtained from the Steinhardt Office of
fect financial aid. Financial aid is based
at least 10 hours of research per
Advisement and Registration Services,
on billable credit hours (the actual
week.
Pless Hall, 2nd Floor.
Full-time equivalency status may af-
number of credits for which a student
b. A doctoral candidate enrolled in
is enrolled) and not any additional
the Dissertation Proposal Seminar
LEAVE OF ABSENCE
approved equivalency credits that a
is eligible for 3 additional units of
Students who are planning a leave of
student is eligible to receive.
equivalency.
absence are referred by their adviser to
the Office of Counseling and Student
5. Supervised Research on Proposal:
complete an interview as part of the
full-time equivalency for working
official “leave” process.
on the proposal for a maximum of
171
Services, Pless Hall, 2nd Floor, to
A doctoral candidate may receive
A leave of absence may not exceed
two consecutive years (including the
two semesters or one academic year.
respective summer sessions). The
There is no fee for the leave of absence
Registration and advisement the steinhardt school of culture, education, and human development bulletin 2013–2015
as there is no access to University facili-
or she plans to complete all program
student’s signed request form. Contact
ties during the period of the leave.
requirements. If the student does not
the office at 212-998-4280.
Please note: Doctoral students, with the
successfully complete all academic
exception of DPT and DPS students, are
requirements by the end of the
begun, no transcript will be forwarded
not eligible for leaves of absence (see
semester, he or she must reapply for
for any student who is currently enrolled
page 179).
graduation for the following cycle.
in courses until all the student’s final
MAINTENANCE OF
MATRICULATION
OFFICIAL TRANSCRIPTS
Official copies of a student’s University
of the University Registrar immediately
To maintain matriculation in a master’s
transcript can be requested when
of any change of address.
degree or advanced certificate program,
a stamped and sealed copy of the
a candidate is required to complete at
student’s University records is required.
grades at the end of each semester via
least one 3-unit course each academic
Requests for official transcripts require
Albert, NYU’s Web-based registration
year at New York University, under
the signature of the student requesting
and information system. Albert can
the auspices of the Steinhardt School
the transcript. Currently, we are not
be accessed via NYUHome at home.nyu.
of Culture, Education, and Human
accepting requests for a transcript by
edu.
Development. In lieu of such completion,
email.
Once a final examination period has
grades have been received and re-
Students are able to access their
fee of $300 per academic year plus a
by either (1) completing the online
nonreturnable registration and services
request form at www.nyu.edu/registrar/
INFORMATION ON HOW TO
REQUEST ENROLLMENT
VERIFICATION
fee. All course requirements must be
transcript-form.html and mailing or fax-
Students can view and print their own
completed within six years from the
ing the signature page (recommended
enrollment certification directly from
date of matriculation. Continuous
method) or (2) writing a request letter
Albert using integrated National
maintenance of matriculation is
(see below) and mailing or faxing the
Student Clearinghouse student portal.
required. (See Tuition, Fees, and
completed and signed letter. Our fax
This feature can be accessed from the
Expenses, page 165.)
number is 212-995-4154; our mailing
“Enrollment Certification” link on the
Please note: Doctoral students, with
address is New York University, Office
Albert homepage. Eligible students
the exception of DPT and DPS students,
of the University Registrar, Transcripts
are also able to view and print a Good
are not eligible for maintenance of
Department, P.O. Box 910, New York, NY
Student Discount Certificate, which
matriculation (see page 179).
10276-0910.
can be mailed to an auto insurer or any
A transcript may be requested
student’s must pay a maintenance
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
establish full-time status should consult
under which you attend/attended NYU
following information: University ID
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
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
schools is held in May. Students must
or institution to which the transcript is
to the Office of the University Registrar,
apply for graduation via Albert. A
to be sent
Transfer and Certification Department,
There is no limit for the number of
New York University, P.O. Box 910, New
coursework or maintenance of
official transcripts that can be issued to
York, NY 10276-0910. Or students can
matriculation during the academic
a student. The student should indicate in
fax their signed request to 212-995-4154.
year of graduation. In order to
his or her request if he or she would like
Students must allow seven business
graduate in a specific semester, you
the University to forward the transcripts
days from the time the Office of the
must apply for graduation within the
to the student’s home address, but NYU
University Registrar is in receipt of a
application deadline period indicated
still requires the name and address of
request. To confirm receipt of a request,
on the calendar. (Students view the
each institution.
students must contact our office at
student must be enrolled for either
graduation deadlines calendar and
general information about graduation
on the Office of the Registrar’s
172
corded. Students must notify the Office
Unofficial transcripts are available on
Albert.
If the student initiates his or her
webpage at www.nyu.edu/registrar.)
transcript request through the online
It is recommended that the student
request form, the student will receive
apply for graduation no later than the
email confirmation when the Office of
beginning of the semester in which he
the University Registrar has received the
212-998-4280. Currently we are not
accepting requests for certification by
email.
Registration and advisement the steinhardt school of culture, education, and human development bulletin 2013–2015
ARREARS POLICY
DIPLOMA ARREARS POLICY
The University reserves the right to deny
Diplomas of students in arrears will be
registration and withhold all information
held until their financial obligations to
regarding the record of any student who
the University are fulfilled and they have
is in arrears in the payment of tuition,
been cleared by the Office of the Bursar.
fees, loans, or other charge (including
Graduates with a diploma hold may
charges for housing, dining, or other
contact the Office of the Bursar at 212-
activities or services) for as long as any
998-2806 to clear arrears or to discuss
arrears remain.
their financial status at the University.
Advisement
ATTENDANCE
If a student repeats a course in which
exceed six months after the close of the
Regulations governing required or
he or she had received a failing grade,
course. Students with 9 credits or more
voluntary class attendance in the
only the second grade is counted in the
of IP, IF, or N on their transcripts at any
school are determined by individual
average; the lower grade, although it
given semester will be considered as
departments and instructors.
does not count towards the degree, is
not making satisfactory progress in their
not removed from the transcript.
programs of study and will be subject
CHANGE OF PROGRAM AND/
OR DEGREE OBJECTIVE
Note: F grades and all other permanent
to probation. Students who have two
grades may not be changed unless the
consecutive probationary terms will
Students who are changing their
original grade resulted from a clerical
be subject to dismissal. (Any N grade
program and/or degree objective
error.
course that has been repeated with a
must complete the appropriate forms
Note: There are no A+, D-, or F+ grades.
passing grade will not be counted in
these totals, nor will courses in which
available from the Office of Graduate
Admissions, Pless Hall, 3rd Floor.
W = Official withdrawal. Courses
program or concentration to another
three weeks of the term will not
within the same department or from
appear on the transcript. Those
one department to another department
dropped from the beginning of
within the Steinhardt School of Culture,
the fourth week through the ninth
for the master’s degree, and a general
Education, and Human Development
week of the term will be recorded
average of 3.0 is required for the sixth-
must submit an Internal Transfer Form
with a grade of “W.” After the
year Certificate of Advanced Study and
and submit all appropriate documents
ninth week, no one may withdraw
doctoral degrees.
for the desired program. Students
from a course.
Note: Students taking “-GG,” “-GH,”
R = Registered paid auditor, not
graded.
submit a new Application for Graduate
The lowest passing graduate grade
is D.
A general average of 2.5 is required
and “-GC” courses in other graduate
divisions of NYU are urged to check
with the appropriate school for details
Admission and the appropriate
P
documents for the desired degree.
N = Not counted (see IP).
of their grading policies because they
Students who are transferring from
IP = Incomplete but passing—term
may differ from those of the Steinhardt
= Pass, not counted in average.
NYU Steinhardt to another school at
paper or other work or final
School of Culture, Education, and
New York University (GSAS, Stern, etc.)
examination lacking (grade
Human Development.
must file an application and appropriate
given only with the permission
documents with the admissions office of
of the instructor); may be made
INDEPENDENT STUDY 1
the appropriate graduate division.
up within time limits (see note
It should be noted that independent
below). If not made up, grade
study requires a minimum of 45 hours
GRADES
lapses to N.
The scale of grades is based on a 4-unit
scale as follows:
173
Dissertation Proposal Seminar.)
officially dropped during the first
desiring a change of degree must
1
Not available to special
students.
“I” grades are normally given, e.g.,
Students who are changing from one
IF = Incomplete but not passing; may
of work per unit. Independent study
cannot be applied to the established
be made up within time limits.
professional education sequence in
If not made up, grade lapses to
teaching curricula.
A = 4.0 units
C = 2.0 units
F and will be computed in the
A- = 3.7 units
C- = 1.7 units
student’s grade unit average.
established its own maximum credit
B+ = 3.3 units
D+ = 1.3 units
B = 3.0 units
D = 1.0 units
Note: “-GE” courses: A grade of “I” must
information may be obtained from a
B- = 2.7 units
F = 0 units
be removed within the time limit set
student’s departmental adviser.
C+ = 2.3 units
Each departmental program has
allowance for independent study. This
by the instructor; which limit may not
Prior to registering for independent
Registration and advisement the steinhardt school of culture, education, and human development bulletin 2013–2015
will the letter grade be recorded. The
Independent Study Approval Form from
lowest passing graduate grade is D. An
Permission to study in an institution
the adviser; this form will provide a title
F grade is counted in the average. Pass/
outside of New York University must be
to the independent study (it is not a
fail grades are not considered “weighted
obtained for graduate students from
registration form). When completed, this
grades.” Pass/fail option forms may be
their Academic Advisor. Transfer credit
form must be submitted to the Office
obtained from the Office of Advise-
may be accepted only from accredited
of the University Registrar, 25 West 4th
ment and Registration Services, Pless
colleges and universities. Coursework
Street.
Hall, 2nd Floor, and must be filed in the
must have been completed within the
Office of the University Registrar prior
last 10 years with a grade of B or better
PASS/FAIL OPTION 1
to the end of the fifth week of the term
and may not have been counted toward
Matriculated students have the option
for fall and spring term courses. The fifth
another degree. Forms for approval
to take courses on a pass/fail basis. The
meeting of the class is the final date for
of transfer credit are available in the
maximum of such courses is determined
filing pass/fail option forms for courses
Office of Advisement and Registration
by the program but may not exceed 25
taken during the summer sessions.
Services. All transfer credit must be
approved by the academic adviser.
percent of the student’s total program.
The student is responsible for adherence
STUDY ABROAD
to these regulations.
Students may fulfill a limited number
graduate study/general requirements
of their course requirements through
beginning on page 175.
Courses that are departmentally designated as pass/fail shall not be included
in the 25 percent pass/fail option open
Not available to special
students.
1
TRANSFER OF CREDIT
study, each student should obtain an
For additional information, see
various study abroad programs.
Such programs are offered through
to students. This pass/fail option can be
the Office of Academic Initiatives and
applied only to“-GA”, “-GE” and “-GG”
Global Programs (for further information,
courses. Once this option is utilized,
visit www.steinhardt.nyu.edu/studyabroad
such a decision cannot be changed nor
or call the office at 212-992-9380).
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; 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
Students in the process of learning
acquire ideas from others and exchange
ideas and opinions with classmates,
established practices of the University
and the Steinhardt School of Culture,
professors, and others. This exchange
else’s work as though it were your
Education, and Human Development. If,
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, and
schedule for refunds.
to someone whose work has helped
reported by someone else, orally and/or
one’s own is courteous and honest.
in writing.
Plagiarism, on the other hand, is a form
174
—Plagiarism is presenting someone
occurs in reading, writing, and discusStudents are expected—and often
1
Adapted from Expository
Writing Program,
“Statement on Plagiarism,”
New York University,
undated, mimeographed.
man Development:
—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 2013–2015
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 14 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
Judicial Affairs and Compliance, Office
personnel who are performing official
of the Vice President for Student Affairs
federal, state, or local business and
(601 Kimmel Center: 212-998-4403),
instances in which the bearer of the
or Jay Zwicker, Crime Prevention
weapon is licensed by an appropriate
Manager, Department of Public Safety (7
licensing authority and has received
Washington Place: 212-998-1451), or by
written permission from the executive
visiting the following website: www.nyu.
vice president of the University.
edu/public.safety/policies.
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
175
Registration and advisement the steinhardt school of culture, education, and human development bulletin 2013–2015
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
This section
provides information
fees.
The act of registering generates
for the spring and
summer terms)..................................... 835
Summer term (only
for students who did
been paid. The University cannot be
Comprehensive Health Insurance
responsible for the inclusion in the
Benefit Plan (international students
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
NYU’s College of Dentistry):
Tuition per unit, per term..................$1,260
Initial Enrollment.....................................$225
Spouse/Partner.......................................... 225
of 12 percent per annum from the first
day of class until payment is received.
Holders of New York State Tuition
Assistance Program Awards will be
allowed credit toward their tuition fees
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 2013
Dependent...................................................... 80
Nonreturnable registration.................... 412
Renewal.......................................................... 185
and services fee, first unit
Late tuition payment fee
Nonreturnable registration ................... 60
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 2014
1
bill the Award Certificate for the
Nonreturnable registration................ $425
2
applicable term.
Students who receive awards after
and services fee, first unit
Nonreturnable registration..................... 60
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
176
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2013–2015
Application fee for admission:
COURSE-RELATED FEES
Graduate degree (nonreturnable,
Music and Performing Arts Professions Private instruction fee:
see page 176)........................................ $75
to be paid when registering for
Graduate special student status
(nonreturnable), payable one
SUBJECT AREA
time only (see page 176)......................75
GEARSAMFA
$350 Art studio
Deposit upon graduate acceptance,
COST SECTIONS
TYPE GEARSMMA
$350 Photo Lab
depending on the program,
GEARSTDA
$350 Art studio
(nonreturnable).................. $200 to 750
GEARSTMA
$350 Art studio
Late registration
MPABR-GE
$105 ALLPrivate Lesson
Additional fee payable by any student
MPAJZ-GE
$235 ALLTickets
permitted to register
MPAJZ-GE
$105 ALLPrivate Lesson
commencing with the
MPAME-GE
$100 ALLRecital
MPAPE-GE
$100 ALLRecital
MPAPE-GE
$105 ALLPrivate Lesson
MPAPS-GE
$105 ALLPrivate Lesson
MPASS-GE
$105 ALLPrivate Lesson
second week of classes.................... $25
commencing with the
fifth week of classes............................. 50
Maintenance of matriculation
(per academic year)....................... $300
MPASS-GE
$105 ALLPrivate Lesson
MPASS-GE
$100 ALLRecital
Plus
MPATC-GE
$100 ALLRecital
Registration and services fee
MPATC-GE
$250 ALLMaster Class
Fall 2013............................................... $344
MPATC-GE
$105 ALLPrivate Lesson
Spring 2014............................................ 357
MPATC-GE
$100 ALLRecital
(master’s and sixth-year students
MPAVP-GE
$105 ALLPrivate Lesson
only; doctoral students should con-
MPAVP-GE
$105 ALLPrivate Lesson
sult page 190.)
MPAVP-GE
$100 ALLRecital
MPAWW-GE
$105 ALLPrivate Lesson
Duplicate rating sheet ..............................$2
Makeup examination................................$20
OT-GE
$50 ALLLab
PT-GE
$65 ALLLab Fee
GEPTPSDPTVariable DPT Flat Rate
DOCTORAL ADVISEMENT FEE
Doctoral students should consult page
190.
ary for the Spring semester). TuitionPay
is a budget plan that enables a family to
A separate deferred payment plan
spread payments over the course of the
application and agreement is required
academic year. By enrolling in this plan,
DEFERRED PAYMENT PLAN
for each semester this plan is used. The
you spread your fall semester tuition
The Deferred Payment Plan allows you
Deferred Payment Plan application will
payments over a four-month period
to pay 50 percent of your net balance
be available at www.nyu.edu/bursar/
(June through September) and your
due for the current term on the payment
forms in July for the fall semester and in
spring semester tuition payment over
due date and defer the remaining 50
December for the spring semester.
another four-month period (November
through February).
percent until later in the semester. This
For additional information, please
plan is available to students who meet
visit the Office of the Bursar website
the following eligibility requirements:
at www.nyu.edu/bursar/payment.info/
of your tuition and/or housing, after
plans.html or call 212-998-2806.
deducting any financial aid you will be
■
■
■
With this plan, you budget the cost
receiving and/or any payments you have
Matriculated and registered for 6 or
more units
TUITIONPAY PLAN
Without a previously unsatisfactory
TuitionPay (formerly called AMS)
University credit record
is a payment plan administered by
$50 is required when applying for the
Not in arrears (past due) for any
SallieMae. The plan is open to all NYU
fall and spring TuitionPay plan. You must
University charge or loan
students with the exception of the SCPS
enroll in both the fall and spring plans.
noncredit division. This interest-free plan
Monthly statements will be mailed by
allows for all or a portion of a student’s
TuitionPay, and all payments should
The plan includes a nonrefundable
made directly to NYU.
A nonrefundable enrollment fee of
application fee of $50, which is to be
educational expenses (including tuition,
be made directly to them. For addi-
included with the initial payment on the
fees, room, and board) to be paid in
tional information, contact TuitionPay at
payment due date.
monthly installments.
800-635-0120 or visit the NYU Bursar
Interest at a rate of 1 percent per
177
A late payment fee will be assessed
on any late payments.
The traditional University billing cycle
month on the unpaid balance will be
consists of one large lump sum payment
assessed if payment is not made in full
due at the beginning of each semester
by the final installment due date.
(August for the Fall semester and Janu-
website at www.nyu.edu/bursar/payment.info/plans.html.
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2013–2015
WITHDRAWAL AND REFUND
OF TUITION
low) is defined as the first four calendar
withdraw from a class the last three
A student who for any reason finds it
weeks of the term for which application
weeks of the fall or spring term or the
impossible to complete a course for
for withdrawal is filed. The processing of
last three days of each summer session.
which he or she has registered should
refunds takes approximately two weeks.
The refund period (see schedule be-
Please note: A student may not
Exceptions to the published refund
schedules may be appealed in writing
consult with an academic adviser and
file a completed Change of Program
Refund Period Schedule (Fall and
to the refund committee of the school
form with the Office of the Bursar.
Spring Terms Only)
and should be supported by appropriate
(Note: An official withdrawal must be
This schedule is based on the total
documentation regarding the circum-
filed if a course has been canceled,
applicable charge for tuition excluding
stances that warrant consideration of an
and, in this case, the student is entitled
nonreturnable fees and deposits.
exception. Exceptions are rarely granted.
Withdrawal does not necessarily entitle
Withdrawal on or before the official
the “Refunds” page on the Office of the
the student to a refund of tuition
opening date of the term and for the
Bursar’s website: www.nyu.edu/bursar.
paid or a cancellation of tuition still
first two weeks of the semester....... 100%
due. A refund of tuition will be made
(100% of tuition and fees)
Students who withdraw should review
to a refund of tuition and fees paid.)
Federal regulations require adjustments reducing financial aid if a student
withdraws even after the NYU refund
provided such withdrawal is filed within
the scheduled refund period for the
Withdrawal of all courses on the second
period. Financial aid amounts will be
term (see schedule below as well as
day after the official opening date of
adjusted for students who withdraw
the separate schedule for Intensive
the term through the end of the first
through the ninth week of the semester
Weekend Graduate Study).
calendar week1. ....................................... 100%
and have received any federal grants or
(100% of tuition only)
loans. This adjustment may result in the
not constitute official withdrawal, nor
The first calendar week consists of the
student’s bill not being fully paid. NYU
does notification to the instructor. A
first seven (7) calendar days beginning
will bill the student for this difference.
stop payment of a check presented for
with the official opening date of the
The student will be responsible for pay-
tuition does not constitute withdrawal,
term (Note: not the first day of the class
ment of this bill before returning to NYU
nor does it reduce the indebtedness to
meeting).
and will remain responsible for payment
the University. The nonreturnable reg-
Withdrawal within the second calendar
even if he or she does not return to
istration and services fee and a penalty
week from the opening date of the term NYU.
of $20 for a stopped payment must be
.................................................70% tuition only
Merely ceasing to attend a class does
For any semester a student receives
any aid, that semester will be counted
charged in addition to any tuition not
Withdrawal within the third calendar
in the satisfactory academic progress
The date on which the Change of
week from the opening date of the term standard. This may require the student
Program form is filed, not the last date
................................................. 55% tuition only
to make up credits before receiving any
canceled.
further aid.
of attendance in class, is considered the
official date of withdrawal. It is this date
Withdrawal within the fourth calendar
that serves as the basis for computing
week from the opening date of the term any refund granted the student.
................................................. 25% tuition only
It should be noted that the registration
1
Withdrawal after completion of the
and services fee is not returnable
fourth calendar week of the term
beginning with the second day after the
..................................................................... NONE
official opening date of the term.
Financial Aid
New York University believes that
previous year, and satisfactory progress
eral Work-Study employment. To ensure
students should be able to choose the
toward completion of degree require-
that maximum sources of available sup-
college that offers them the best range
ments. In addition, students must meet
port will be investigated, students must
of educational opportunities. In order
the published filing deadlines. Detailed
apply for financial aid by the appropri-
to make that choice possible, New York
information on financial aid is available
ate deadline.
University attempts to aid students who
with the admission application and is
are in need of financial assistance.
also available on the Office of Financial
cial aid award must inform the NYU
Aid website, www.nyu.edu/financial.aid.
Office of Financial Aid or the Office of
Financial aid is awarded in an effort
to help students meet the difference
178
Many awards are granted purely on
A student who has received a finan-
Graduate Admissions if he or she sub-
between their own resources and the
the basis of scholastic merit. Others are
sequently decides to decline all or part
cost of education. All awards are subject
based on financial need. However, it is
of that award. To neglect to do so may
to availability of funds and the student’s
frequently possible to receive a combi-
prevent use of the award by another
demonstrated need. Renewal of as-
nation of awards based on both. Thus,
student. If a student has not claimed his
sistance depends on annual reevaluation
University scholarships or fellowships
or her award (has not enrolled) by the
of a student’s need, the availability of
may be granted by themselves or in
close of regular (not late) registration
funds, the successful completion of the
conjunction with student loans or Fed-
and has not obtained written permission
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2013–2015
a resource for summer employment.
from the Office of Financial Aid and the
if they meet the criteria listed on NYU’s
Office of Graduate Admissions for an
Financial Aid website at www.nyu.edu/
Extensive listings of both on-campus
extension, the award will be canceled,
financial.aid.
and off-campus jobs are available. The
Wasserman Center for Career Develop-
and the student may become ineligible
to receive scholarship or fellowship aid
Renewal Eligibility
ment is located at 133 East 13th Street,
in future years.
Financial aid awards are not auto-
2nd Floor; 212-998-4730.
matically renewed each year. Continuing
New York City. As one of the largest
also based on the number of credits
students must submit a FAFSA each
urban areas in the world, New York City
for which the student indicates he or
year by the NYU deadline, continue
offers a wide variety of opportunities
she intends to register. A change in
to demonstrate financial need,
for part-time work. Many students work
registration therefore may necessitate
make satisfactory progress toward
in order to gain experience in a field
an adjustment in financial aid.
degree requirements, and be in good
that they wish to enter after graduation
academic standing.
and to help meet educational expenses.
Determination of financial need is
HOW TO APPLY
Many employers list positions with
Students must submit the Free
Withdrawal
NYU’s Wasserman Center for Career
Application for Federal Student Aid
Students should follow the official
Development.
(FAFSA), and later, New York State
academic withdrawal policy described
residents must also complete the New
in this bulletin. Those receiving federal
York State Tuition Assistance Program
aid who withdraw completely may be
NYU STEINHARDT SCHOOLSPONSORED PROGRAMS
(TAP) application. (The TAP application
billed for remaining balances resulting
Application deadlines, criteria, award
is available on the Internet when using
from the mandatory return of funds to
amounts, and other detailed information
FAFSA on the Web. See www.nyu.edu/
the U.S. government. The amount of
for school-based scholarships and
financial.aid/tap.html.)
federal aid “earned” up to that unit is
fellowships may be found on the
determined by the withdrawal date and
Graduate Admissions website at
fafsa.ed.gov) is the basic form for all
a calculation based on the federally
steinhardt.nyu.edu/financial_aid.
student aid programs; be sure to com-
prescribed formula. Generally, federal
plete all sections. Students should give
assistance is earned on a pro rata basis.
SCHOLARSHIPS
available to both master’s and doctoral
University (NYU’s federal code number
UNIVERSITY-SPONSORED AND
ADMINISTERED PROGRAMS
is 002785).
Through the generosity of its alumni
study. Scholarships typically provide
and other concerned citizens, as well
partial tuition support, and decisions are
The FAFSA (available online at www.
permission on the FAFSA for application
data to be sent directly to New York
Students requiring summer
There are a number of scholarships
students and for full-time and part-time
financial aid must submit a summer aid
as from funds supplied by the federal
based on merit and need. School-based
application in addition to the FAFSA
government, the University is able
scholarships include the following:
and TAP application. The application
to provide an extensive financial aid
becomes available in February and can
program for its students. Awards are
Full-Time Study
be obtained from the NYU Financial Aid
competitive and based on academic
21st Century Scholarships
website at www.nyu.edu/financial.aid.
achievement, test scores, and, in most
Steinhardt Graduate Study Scholarships
cases, financial need.
NYU Opportunity Scholarships
ELIGIBILITY
Deans Opportunity Scholarships
To be considered for financial aid,
Scholarships and Grants
Next Step Scholarships
students must be officially admitted
Scholarships and grants awarded by the
Peace Corps Returnee Scholarships
to NYU or matriculated in a degree
school generally range from $500 to full
Historically Black Colleges and
program and making satisfactory
tuition.
requirements. Students in certain
Universities (HBCU) Scholarships
Health Professions Opportunity
academic progress toward degree
Part-Time Employment
Scholarships
certificate or diploma programs may
also be eligible for consideration.
Wasserman Center for Career
Part-Time Study
Generally, University-administered aid is
Development. Most financial aid award
Centennial Scholarships
awarded to full-time students. Half-time
packages include work-study. This
Jonathan Levin Urban Education
students (fewer than 12 but at least
means that students are eligible to
6 units per semester) may be eligible
participate in the Federal Work-Study
for a federal Stafford Student Loan or
Program and may earn up to the
a federal PLUS Loan, but they must
amount recommended in their award
also maintain satisfactory academic
package. Work-study wages are paid
Administration. The Program in Higher
progress.
directly to the student on a biweekly
and Postsecondary Education offers
basis and are normally used for books,
paid internships in a variety of student
transportation, and personal expenses.
personnel positions at NYU and at area
It is not necessary to be awarded
colleges. Interns enroll in three courses
from NYU and from federal and state
work-study earnings in order to use the
per term and work 20 hours per week
government sources, students must
services of the Wasserman Center. All
for compensation, which includes
be classified either as U.S. citizens or
students may use the center as soon
various contributions of stipend,
as eligible noncitizens. Students are
as they have paid their tuition deposit
tuition, and room and board. Internship
considered to be eligible for financial aid
and may also wish to use the center as
candidates must be applicants to or
Citizenship
In order to be eligible for aid both
179
Scholarships
Mayor’s Graduate Scholarship Program
Internship in Student Personnel
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2013–2015
current students in the M.A. Program in
literacy and/or math skills. Tutors need
OTHER SOURCES OF AID
Higher and Postsecondary Education.
not be enrolled in a teacher preparation
State Grants and Fellowships
For information, contact the Program in
program or have prior tutoring
New York State and other states offer
Higher and Postsecondary Education,
experience, but they must be able to
a variety of grants (see the Higher
Steinhardt School of Culture, Education,
make a minimum weekly commitment
Education Services Corporation website:
and Human Development, New York
of six hours in blocks of no less than
www.hesc.com). Although application
University, Pless Hall 82 Washington
two hours during the school day (8:30
is made directly to the state and grants
Square East, 6th Floor, NY 10003-6674;
a.m.–3:00 p.m.). Tutors must have a
are awarded by the state, the amount
212-998-5656.
Federal Work-Study Program allotment
each student is expected to receive is
determined on the basis of the FAFSA.
estimated and taken into account by
The Juventud Española de Brooklyn
For more information, please visit
the University when drawing up the
Scholarship. This scholarship was
steinhardt.nyu.edu/americareads.
enable them to teach Hispanic culture
STEINHARDT doctoral
FELLOWS PROGRAM AND
RESEARCH ASSISTANTSHIPS
and/or language. Individuals interested
The Steinhardt School offers all full-time
in applying for this scholarship should
Ph.D. students a complete funding and
New York State Tuition Assistance
forward a letter of interest, an official
mentoring program. The Steinhardt
Program. Legal residents of the state of
transcript of previous college work, and
Fellows program is designed to help
New York who are enrolled in a full-time
two letters of recommendation to the
Ph.D. students undertake full-time
degree program of at least 12 units a
Office of the Associate Dean for Student
study and research, to participate
term, or the equivalent, may be eligible
Affairs, Steinhardt School of Culture,
in superior academic and scholarly
for awards under this program. The
Education, and Human Development,
experiences, and to complete their
award varies depending on income and
New York University, Pless Hall, 2nd
studies in a timely manner. Depending
tuition cost.
Floor, 82 Washington Square East, New
on the student’s program of study and
York, NY 10003-6680. The letter of
degree requirements, financial support
so via a FAFSA application. For more
interest should show evidence of the
includes two or three years of full tuition
information about TAP, visit www.nyu.
seriousness of purpose the applicant has
and fees and a generous living stipend
edu/bursar/loans.awards/tap.html.
to teach Hispanic culture and language.
of $24,000 through the completion
States Other Than New York. Some
of the student’s required coursework,
students from outside New York State
and one to three years with a $15,000
may qualify for funds from their own
scholarship to support the development
state scholarship programs that can be
assistance to matriculated students
who intend to earn a degree that will
UNIVERSITY FELLOWSHIPS
AND ASSISTANTSHIPS
should be filed at least two months
before bills are due or by the deadline
the state specifies, whichever is earlier.
Students applying for TAP must do
and completion of their dissertation.
used at New York University. Contact
Resident Assistantships. Resident
In addition, each of the school’s
your state financial aid agency (call
assistants are student paraprofessional
academic departments has developed
800-433-3243 to get its telephone
staff members living on individual floors
a set of benchmarks and milestones,
number and address) to ask about
and assigned areas in each resident
such as conference presentations,
program requirements and application
hall. Resident assistants are the first
exhibitions, authored manuscripts, grant
procedures. When you receive an
resource for residents concerning
submissions, and sample syllabi, that
eligibility notice from your state
roommate relations, programming
faculty mentors help their students
program, you should submit it to the
information, referrals to other offices
achieve in order to prepare them
New York University Office of Financial
or staff, or general information
academically and professionally for
Aid in advance of registration.
about the University, the city, or the
postdoctoral work.
neighborhood. Resident assistants are
Selected doctoral students may
Scholarships and Grants from Other
carefully selected and trained to provide
alternatively be appointed to a Research
Organizations
support and assistance. The application
Assistantship. Research Assistants are
In addition to the sources of gift aid
and selection process for this highly
funded by external grants and work
described above, students may also
selective leadership position begins late
with a principal investigator on a funded
be eligible for a private scholarships
in the fall term. Students interested in
research project. Unlike Steinhardt Fel-
or grants from an outside agencies or
becoming resident assistants should
lows, RAs agree to work 20 hours per
organizations. Some sources to explore
contact the Office of Residential
week on an ongoing research project,
are employers, unions, professional
Life and Housing Services, New York
typically with a team of faculty and
organizations, and community and
University, 726 Broadway, 7th Floor, New
other students. Steinhardt Fellows may
special interest groups.
York, NY 10003 212-998-4600; www.
become Research Assistants when
nyu.edu/residential.education/staff/rali.
Steinhardt faculty win funding for proj-
Veterans Benefits
ects that require research assistance.
Various programs provide educational
NYU’s America Reads/Counts. NYU’s
180
student’s financial aid package. All
applications for state scholarship aid
established to provide financial
All admitted full-time Ph.D. students
benefits for spouses, sons, and
program is the largest in the nation. This
are awarded a full funding package and
daughters of deceased or permanently
is an excellent opportunity for graduate
are assigned to a faculty mentor. There
disabled veterans as well as for veterans
students to earn money while working in
is no special application for this funding
and in-service personnel who served on
a rewarding job. Under the supervision
program.
active duty in the United States Armed
of classroom teachers, NYU students
Forces after January 1, 1955. In these
work to help school children acquire
programs the amount of benefits varies.
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2013–2015
and are the amount that NYU will certify
Private (non-federal) alternative loan
may be obtained from the student’s
for you. If you wish to utilize these loans,
programs.
regional office of the Department of
you must accept them on the Albert
A private (nonfederal) loan may be a fi-
Veterans Affairs or by visiting www.
Student Center and follow the instruc-
nancing option for students and families
va.gov. Additional guidance may be
tions given. If you wish to borrow an
who are not eligible for federal aid or
obtained from the Office of the Univer-
amount lower than suggested, you may
who need additional funding beyond the
sity Registrar, 25 West Fourth Street,
indicate the specific amount when you
maximum amounts offered by federal
1st Floor.
are accepting the loan on your Albert
loans. For more information on private
Student Center.
alternative loan visit our website: www.
Applications and further information
Loans
A variety of additional, private
nyu.edu/financial.aid/private-loans.php
If you have applied for financial aid, and
(non-federal) alternative loans are
are eligible, you will be able to access
also available from individual lending
Federal Work Study
your award package via the Financial
institutions. Please think carefully about
Most financial aid award packages
Aid section on your Albert Student
your obligations as a borrower before
include Federal Work-Study. This means
Center—here you will have the option to
pursuing any educational loan. Consider
that students may earn up to the
accept or decline the award.
your educational investment at NYU as
amount recommended in their financial
well as your long-term financial commit-
aid award package. Work-Study is not
ments when borrowing.
deducted from your Bursar bill. Work-
A financial aid package at NYU may
suggest several types of loans for which
study wages are paid directly to the
a student is eligible, based on certain
criteria (such as anticipated units/cred-
Federal Direct Subsidized/ Unsubsi-
student on a biweekly basis and are
its, housing status, financial need, etc.)
dized Loan program.
normally used for books, transporta-
and, for campus-administered loans, the
Undergraduate students may qualify
tion, and personal expenses. Students
availability of funds. Some Federal Loan
for both subsidized and unsubsidized
may look for employment through the
Programs, such as the Perkins Loan,
Stafford loans (please note Graduate
Wasserman Center for Career Develop-
Health Professions Student loan, and
student will be eligible only for unsubsi-
ment. The Wasserman Center for Career
Nursing Loan, allocate limited funds to
dized loans). The interest on the Federal
development is located at 133 East 13th
New York University for campus-based
Direct Subsidized Loan is paid by the
Street, 2nd floor, and the phone number
disbursement and administration. NYU
U.S. Government while the student is
is 212-998-4730.
will require you to complete a promis-
in school and remains enrolled at least
It is not necessary to be awarded
sory note to ensure appropriate loan
half-time. The Federal Direct Unsubsi-
work-study earnings in order to use the
disbursement and corresponding credit
dized Loan terms and conditions are
services of the Wasserman Center. All
on your bursar bill. Promissory notes
the same as the subsidized loan, with
students may use the center as soon as
are posted to the Albert Student Center
the exception, that the federal govern-
they have paid their tuition deposit and
for eligible students in July/August,
ment does not pay the interest while
may also wish to use the center as a
and must be printed, completed, and
the student is in school; instead, the
resource for summer employment.
returned to the Office of Financial Aid.
interest is accrued and added to the
Extensive listings of both on-campus
Applicants for the spring semester will
principal of the loan upon payment. For
and off-campus jobs are available.
receive notice on the Albert Student
details about Federal Direct Subsidized/
Center in January/ February. If, once
Unsubsidized Loans see www.nyu.edu/
Employee Education Plans
the semester begins and you were
admissions/financial-aid-and-schol-
Many companies pay all or part of
awarded one of these loans, and you did
arships/types-of-financial-aid.html or
the tuition of their employees under
not receive credit on your tuition bill,
www.nyu.edu/admissions/financial-aid-
tuition refund plans. Employed students
you should contact or visit the Office
and-scholarships/federal-direct-loans.
attending the University should ask
of Financial Aid to review your file to
html.
their personnel officers or training
directors about the existence of a
determine if all the necessary docu-
company tuition plan. Students who
ments are on file. In addition, please
Federal Direct PLUS Loan program.
be sure to keep your mailing address
The Federal Direct PLUS Loan is
receive tuition reimbursement and NYU
current on your Albert Student Center,
available to parents of dependent un-
employees who receive tuition remission
via NYUhome.)
dergraduate students and to qualifying
from NYU must notify the Office of
graduate and professional students. Di-
Financial Aid if they receive this benefit.
Other federal loans are secured and
disbursed to the student in cooperation
rect PLUS loans help pay for education
with the U.S. Department of Educa-
expenses up to the cost of attendance
tion. Your award package may include
minus all other financial aid received.
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-
the type and amount of loan(s) speci-
tory to determine if they are eligible to
fied, based upon the information we
utilize this loan. Interest is accruing and
have about you at the time the award is
charged annually for this loan. If the
offered. It does not mean you will auto-
borrower’s has adverse credit history,
matically receive the loan(s), but rather
they may be denied this loan. Borrowers
informs you of your current eligibility
may contact the Department of Educa-
and how to apply. The suggested loan
tion at 1-800-848-0979 for additional
amounts on your Albert Student Center
information.
are the maximum you are eligible for
181
Tuition, Expenses, and Financial Aid the steinhardt school of culture, education, and human development bulletin 2013–2015
Student Activities/
School and
University Services
The Office of the Associate Dean for
process. Our goal is to enrich the
and Special Student Advisement. The
Student Affairs (Pless Hall, 2nd floor,
educational experience and embody
staff works closely with the academic
212-998-5025, steinhardt.nyu.edu/
the school’s concern for all phases of
units of the school in facilitating the
blogs/studentaffairs) is integral to the
student development and the diversity
advisement process and other policies
school’s educational mission of human
of student needs.
and procedures that derive from faculty
development, collaborating with faculty,
The Office of Student Affairs includes
and school actions such as student
other school and University offices, and
the Office of Counseling and Student
academic progress, student discipline,
students to provide programs, services,
Services, the Office of Advisement and
student awards and honors, and the
and opportunities that are responsive to
Registration Services, the Office of
New Student Seminars.
the dynamic nature of the educational
Graduate Studies, Teacher Certification,
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
To help promote healthy personal,
and services to help meet the cultural,
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
orientation programs for new students,
community.
preadvisement, cocurricular workshops,
school receptions, and student colloquia.
182
GRADUATE STUDENT
ORGANIZATION
For all matters pertaining specifically
Additional information may be
obtained by contacting the GSO
Office in Pless Hall, 3rd floor; 212-9985351; [email protected].
to student visas, international students
Student Activities/School and University Services the steinhardt school of culture, education, and human development bulletin 2013–2015
SPECIAL AWARDS FOR
EXCELLENCE AND SERVICE TO
THE SCHOOL
THE DEAN’S GRANTS FOR
STUDENT RESEARCH
Outstanding undergraduate and
PREDOCTORAL SUMMER
RESEARCH GRANT
COMPETITION
The Office of Student Affairs administers
graduate students in the Steinhardt
Doctoral students with approved
special awards for scholarship and
School of Culture, Education, and
doctoral proposals are invited to apply
service to the school. Nominations
Human Development are invited to
for a Predoctoral Summer Research
for these awards are solicited from
apply for the Dean’s Grants for Student
Grant to support travel, data collection,
all members of the NYU Steinhardt
Research Competition. Graduate
and/or writing associated with their
community. The John W. Withers
students may be awarded up to
dissertation research. Grants are up to
Memorial Award and the E. George
$1,000 to explore a faculty-sponsored
$1,000 and are faculty sponsored. For
Payne Memorial Award are awarded
independent research project or
details and to download an application,
to graduating seniors and graduate
a specific component of thesis or
visit steinhardt.nyu.edu/research/student.
students who have shown evidence
dissertation work, e.g., instrument
of exemplary scholarship and service
development and/or validation or a
to the school. The Ida Bodman Award
pilot study. Proposed research must be
DOCTORAL STUDENT TRAVEL
GRANTS
and the Samuel Eshborn Service Award
conducted within the time specified and
The Doctoral Student Travel Fund assists
are given on the basis of the quality
must adhere to guidelines established
students with expenses associated
of service that a student has given to
by the University Committee on
with presenting papers at scholarly and
the school. The Arch Award is given to
Activities Involving Human Subjects.
professional conferences. The fund will
undergraduate and graduate students
Grant recipients are expected to
offer reimbursement for a maximum
based on the unique and beneficial
submit a written report once research
of $500. Reimbursement is limited to
quality of their cumulative record of
is completed, including the question
expenses for travel, food, lodging, and
service to their fellow students, faculty,
under investigation, research methods,
conference fees. Doctoral students are
and administration of the school.
results, conclusions, and how the
encouraged to apply by completing
Information regarding applications
monies from the Dean’s Grant were
the Doctoral Student Travel Fund
and a complete listing of awards and
used. Grant recipients are also expected
form, which is available in the Office of
deadlines for awards can be found at
to present their findings at the Dean’s
Research, 82 Washington Square East,
steinhardt.nyu.edu/graduation/awards.
Grants to Support Student Research
5th Floor. Requests will be considered,
Colloquium. For details and to download
as funds are available. For details
an application, visit steinhardt.nyu.edu/
and to download an application, visit
research/student.
steinhardt.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
Computer Store
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
Email: student.resource.center@
Telephone: 212-998-4700
242 Greene Street
Program Board
Jerome S. Coles Sports and
Kimmel Center for University Life
Recreation Center
Professional Bookstore
60 Washington Square South, Suite 707
181 Mercer Street
530 La Guardia Place
Telephone: 212-998-4984
Telephone: 212-998-2020
Telephone: 212-998-4680
Email: [email protected]
Email: [email protected]
Email: [email protected]
Website: www.nyu.edu/athletics
Website: www.bookstores.nyu.edu
Fraternity and Sorority Life
(Serves the Leonard N. Stern School of
Kimmel Center for University Life
Business [Graduate Division], the School
60 Washington Square South, Suite 704
of Law, and the Robert F. Wagner
Telephone: 212-998-4710
Graduate School of Public Service)
Email: [email protected]
183
Student Activities/School and University Services the steinhardt school of culture, education, and human development bulletin 2013–2015
CAREER SERVICES
443-9999 or the NYU Department of
Wasserman Center for Career
Public Safety at 212-998-2222 to be con-
MULTICULTURAL EDUCATION
AND PROGRAMS
Development
nected to a crisis response coordinator.
Center for Multicultural Education and
Telephone: 212-998-4730
Immunizations
Kimmel Center for University Life
Fax: 212-995-3827
Telephone: 212-443-1199
60 Washington Square South, Suite 806
133 East 13th Street, 2nd Floor
Programs (CMEP)
Website: www.nyu.edu/
careerdevelopment
Telephone: 212-998-4343
Insurance
Website: www.cmep.nyu.edu
Telephone: 212-443-1020
COMPUTER SERVICES AND
INTERNET RESOURCES
Email: [email protected]
Information Technology Services (ITS)
insurance.html
Website: www.nyu.edu/shc/about/
10 Astor Place, 4th Floor (Client
RELIGIOUS AND SPIRITUAL
RESOURCES
Catholic Center
371 Sixth Avenue/Avenue of the
Services Center)
Pharmacy Services
Americas
Telephone Help Line: 212-998-3333
Telephone: 212-443-1050
Telephone: 212-9981065
Website: www.nyu.edu/its
Website: www.nyu.edu/shc/
Website: washingtonsquarecatholic.org
medservices/pharmacy.html
COUNSELING SERVICES
Edgar M. Bronfman Center for Jewish
Counseling and Behavioral Health
HOUSING
Student Life–Hillel at NYU
Services (CBH)
Office of Residential Life and
7 East 10th Street
726 Broadway, Suite 471
Housing Services
Telephone: 212-998-4114
Telephone: 212-998-4780
726 Broadway, 7th Floor
Website: www.nyu.edu/bronfman
Email: [email protected]
Telephone: 212-998-4600
Website: www.nyu.edu/counseling
Fax: 212-995-4099
Protestant Campus Ministries
Email: [email protected]
Kimmel Center for University Life
Website: www.nyu.edu/Life/living-at-nyu
60 Washington Square South,
DINING
Room 207
NYU Campus Dining Services
Telephone: 212-995-3030
Office of Off-Campus Housing
Telephone: 212-998-4711
Website: www.nyudining.com
4 Washington Square Village
Website: www.protestantministrynyu.
(corrner of Mercer and Bleecker)
com
DISABILITIES, SERVICES FOR
STUDENTS WITH
Website: www.nyu.edu/Life/living-at-
Hindu Students Council
Henry and Lucy Moses Center for
nyu/off-campus-living
Website: www.nyu.edu/clubs/hsc
Telephone: 212-998-4620
Students with Disabilities
726 Broadway, 2nd Floor
Summer Housing
The Islamic Center
Telephone: 212-998-4980
Telephone: 212-998-4621
Kimmel Center for University Life
(voice and TTY)
Website: www.nyu.edu/summer
60 Washington Square South,
Room 207
Website: www.nyu.edu/csd
HEALTH
INTERNATIONAL STUDENTS
AND SCHOLARS
Wellness Exchange
Office for International Students and
726 Broadway, Suite 402
Scholars (OISS)
Spiritual Diversity Network
Telephone: 212-443-9999
561 La Guardia Place
Telephone: 212-998-4956
Website: www.nyu.edu/999
Telephone: 212-998-4720
Email: [email protected]
Telephone: 212-998-4712
Website: www.icnyu.org
Email: [email protected]
Student Health Center (SHC)
Website: www.nyu.edu/oiss
Telephone: 212-443-1000
Website: www.nyu.edu/health
For a complete list of student religious
and spiritual clubs and organizations at
726 Broadway, 3rd and 4th Floors
LESBIAN, GAY, BISEXUAL, AND
TRANSGENDER STUDENTS
NYU, visit www.osa.nyu.edu/clubdocs/
website.php.
Office of Lesbian, Gay, Bisexual, and
SAFETY ON CAMPUS
Counseling (see Counseling and
Transgender Student Services
Behavioral Health Services, above)
Kimmel Center for University Life
Department of Public Safety
60 Washington Square South, Suite 602
14 Washington Place
Emergencies and After-Hours Crisis
Telephone: 212-998-4424
Telephone: 212-998-2222; 212-998-2220
Response
Email: [email protected]
(TTY)
For a life- or limb-threatening
Website: www.nyu.edu/lgbt
Email: [email protected]
emergency, call 911.
Website: www.nyu.edu/public.safety
For a non-life-threatening
emergency, call Urgent Care Services
at SHC, 212-443-1111. When the SHC is
closed, call the NYU Department of
Public Safety, 212-998-2222.
For mental health emergencies, call
the Wellness Exchange hotline at 212-
184
Student Activities/School and University Services the steinhardt school of culture, education, and human development bulletin 2013–2015
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 1,000 tutors each
year in 90 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.
185
community Service the steinhardt school of culture, education, and human development bulletin 2013–2015
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.............................. 186
term in residence. The seminar explores
general information about graduation on
Master’s Degree.......................................... 186
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...................................... 188
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).................................. 189
the Associate Dean for Student Affairs,
of the semester in which they plan to
Doctoral Programs:
Pless Hall, 2nd Floor.
complete all program requirements. If
graduate degree or certificate program
General Requirements.............................. 189
for graduation within the application
students do not successfully complete
Doctor of Philosophy/
GRADUATION
all academic requirements by the end
Doctor of Education................................... 191
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,
all of which must be in courses on the
graduate courses (see Note 1, below). At
more courses than minimally required.
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
186
The residence requirement for a
The student’s program of study is
of 18 units of graduate coursework
determined through consultation with
after establishment of matriculation
the program adviser.
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 2013–2015
GRADE AVERAGE
employment concurrent with student
subjects. This requirement is met
A scholastic average of 2.5 for both
teaching is prohibited. No more than 16
by successful completion of TCHL-
the total record and for courses in the
units should be taken during the term in
GE.2999, The Social Responsibilities
student’s specialization is required
which the student registers for 6 units of
of Teachers: Drug and Alcohol
for graduation. Individual academic
student teaching. Registration in fewer
Education/Child Abuse Identification/
programs may have higher average
than 6 units of student teaching allows
grade requirements.
consideration of an absolute maximum
School Violence Prevention.
2. The Education Department also
of 18 units. Students must receive a
requires employees in New York
MAINTENANCE OF
MATRICULATION
recommendation from their advisers in
State school districts, BOCES, or
order to take more than 16 units in any
charter schools to be fingerprinted.
To maintain matriculation, a candidate
student teaching semester.
The legislation does not require a
student teacher or a person in a
must complete at least 3 units at New
field placement to be fingerprinted
Education, and Human Development
GENERAL REQUIREMENTS
FOR ALL APPLICANTS FOR
STUDENT TEACHING
each academic year (fall and spring)
1. All applicants must be matriculated
and therefore considered to be an
York University, under the auspices
of the Steinhardt School of Culture,
unless such an individual is being
compensated for their service
or, in lieu of such completion, must pay
for a degree at New York University
employee. For students in early
a maintenance fee of $300 per year,
during the term in which they are
childhood education, assignments in
registered for student teaching.
a pre–school-age setting may require
plus the nonreturnable registration and
service fees each term. A candidate
for a master’s degree must complete
all requirements within six years of the
2. All applicants must have an overall
grade average of 2.5.
3. Graduate transfer students from other
date of matriculation. If continuous
institutions must have completed
fingerprinting under the auspices of
the New York City Health Department
prior to entering the field.
3. All prospective teachers must pass
matriculation has not been maintained, a
a minimum of 8 units of credit at
the required New York State Teacher
reevaluation of credentials is necessary,
New York University, selected in
Certification Examinations. Scores are
and only those courses completed
consultation with their curriculum
automatically reported to the New
within the last 10-year period will be
advisers, prior to the term in which
York State Education Department.
student teaching is undertaken.
Please consult your departmental
credited.
4. All applicants must submit to
certification liaison for details.
SUPERVISED STUDENT
TEACHING
completed Student Teaching Health
childhood and childhood education
Courses in supervised student teaching
Assessment Form prior to the first
must have the following, on either the
and field experiences are open only
student teaching placement. This
undergraduate or graduate level:
to matriculated students who have
form requires proof of up-to-date
a. College-level work in English,
satisfactorily completed courses in
immunization records.
the content area of the subject(s)
the Office of Clinical Studies a
5. All applicants must be interviewed
they plan to teach, in the necessary
by the appropriate department
pre–student teaching fieldwork, and in
faculty and recommended for student
professional study, which would lead to
teaching.
state certification. The program of these
6. Students need approval of their
4. All prospective teachers in early
mathematics, science, social studies, and a language other than
English (American Sign Language
is acceptable)
b. A concentration in one of the
liberal arts or sciences
courses includes work in selected early
advisers to register for field
childhood, elementary, and secondary
experience courses. For each
Notice: New york State and Title II 0f
private and public schools (teaching
semester, an online Request for
the 1999 National Higher Education Act
centers) and in other appropriate
Placement Form must be completed
specify that the institutional pass rates
educational institutions.
following attendance of a Student
on State Teacher Exams be published
Teaching Convocation event.
for schools offering teacher education
Students in pre–student teaching
programs.Statistics on the New York
fieldwork are assigned to a variety of
educational settings to complete a
TEACHER CERTIFICATION
State Teacher Certification Examinations
minimum 100 hours of observation and
On satisfactory completion of teaching
for the Steinhardt School of Culture,
participation prior to student teaching.
programs (including student teaching)
Education, and Human Development at
The Office of Clinical Studies in conjunc-
and degree conferral, students will have
New York University are as follows for
tion with the course instructors will
completed academic requirements for
2011-2012: 388 students completed the
arrange placements.
teacher certification in New York State.
Assessment of Teaching Skills Written
(ATS-W). Of those, 381 passed, and this
Students should consult their
curriculum advisers well in advance
Notes
yielded a pass rate of 98 percent. A total
regarding prerequisites for clearance
1. The New York State Education
of 416 students completed the Liberal
Arts and Sciences Test (LAST). Of those,
to student teaching as well as require-
Department requires that all
ments for successful completion of the
prospective teachers receive
396 passed and this yielded a pass rate
student teaching course(s). Full-time
instruction relating to the nature and
of 95 percent.
effects of alcoholic drinks, narcotics,
habit-forming drugs, school violence
187
NOTE 1: A thesis may be substituted for
prevention and intervention, and signs
4 units of residence courses on the first
of child abuse, 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 2013–2015
NEW YORK STATE TEACHER
CERTIFICATION
to teach in the public schools of New
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
Office of Research and Doctoral Studies
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
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
York State Teacher Certification exams.
Candidates receiving an Initial
the program. The number of courses
Graduation Requirements: Master’s Programs
M.A. CHECKLIST
b. Transfer credit allowances:
i. Upon admission, students are
1. Apply for graduation.
Apply for graduation four to six
c. The Steinhardt School of Culture,
Education, and Human Development
allowed to transfer credits up to
graduate credit requirements: A
(but not exceeding) 30 percent of
minimum of 24 credits must be taken.
d. The Steinhardt School of Culture,
months prior to your anticipated
the total required by the program.
graduation date. Exact deadline
The number of courses accepted
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
Education, and Human Development
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
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
number of credits taken in 2000-level
with this information at the time of
transfer credit may be accepted
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.
188
Graduate Study/General Requirements the steinhardt school of culture, education, and human development bulletin 2013–2015
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 pay
of studies leading to the award of
1-level) courses may not be counted
a maintenance fee of $300 per year,
a Certificate of Advanced Study in
as credit toward the Certificate of
plus the nonreturnable registration and
education with specialization in a
Advanced Study.
services fees each term. A candidate
While professional work experience
has a six-year period following the date
year program should be ascertained
is not required prior to matriculation,
of matriculation for the completion
by consulting the department of
the certificate will be granted only
of all requirements. If continuous
specialization sought.
after the student has had three years
matriculation has not been maintained, a
of satisfactory, related professional
reevaluation of credentials is necessary,
CERTIFICATE REQUIREMENTS
experience, obtained either before or
and only those courses completed
The sixth-year program requires a
during the pursuit of the sixth-year
within the last 10-year period will be
minimum of 30 units and is open only to
program.
credited.
particular area. Availability of the sixth-
■
■
students holding a master’s degree from
a recognized institution.
■
Of these 30 units, a minimum of 15
GRADE AVERAGE
TRANSFER CREDIT
A scholastic average of 3.0 in required
On recommendation of the adviser,
courses is necessary for graduation.
credit for graduate coursework
completed at an accredited graduate
units must be completed under the
institution, not applied to another
of Culture, Education, and Human
MAINTENANCE OF
MATRICULATION
Development after the term in which
To maintain matriculation, a candidate
may be granted to a maximum of 6 units
matriculation is approved.
must complete at least 3 units at New
if a grade of B or better was earned for
Of these 30 units, a minimum of 24
York University, under the auspices
any such coursework.
units must be completed in residence.
of the Steinhardt School of Culture,
auspices of the Steinhardt School
■
degree, and not more than 10 years old,
Doctoral Programs: General Requirements
Advisement and Registration.
The purposes of the doctoral programs
and analytical sections; and payment
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 general, the degree requirements applying to
Applicants should arrange to take
the GRE through the Educational Testing Service, Princeton, NJ 08541. Scores,
to be official, must be reported through
for a maximum of 18 units prior to the
establishment of official matriculation.
In all matters relating to the program
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
Culture, Education, and Human
Applications for doctoral study are
specialization, etc.).
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,
189
Graduate Study/General Requirements the steinhardt school of culture, education, and human development bulletin 2013–2015
1. The applicant’s grade unit average
from previous degree programs
2. The applicant’s verbal and
quantitative scores on the Graduate
Research and Doctoral Studies,
Development doctoral students:
Pless Hall, 82 Washington Square East,
1. Any semester in which a student is
5th Floor.
If doctoral candidacy is not ac-
not registered for at least one 3-unit
course, the student must register
Record Examination (GRE) (All
cepted, matriculation will be suspended.
for DCADV-GE.3400, Doctoral
GRE scores must be official as
If candidacy is subsequently accepted,
Advisement, or departmentally
determined by the Office of Graduate
the original date of matriculation will be
approved 1-unit substitution.
Admissions.)
restored.
Registration for this course will entitle
students to use the libraries and other
3. All supplemental materials required
FINAL ORAL EXAMINATION
research facilities, consult members
4. Personal interview, where appropriate
The final oral examination for doctoral
of the faculty, participate in University
5. The applicant’s work and academic
degrees will be conducted by a
activities, and use the student health
by the program
background
Doctoral students are required to
commission of five faculty members. If
service and the Coles Sports and
a two-member dissertation committee
Recreation Center. (Additional fees for
complete the degree within 8 years of
is appointed, the final oral examination
the date of matriculation.
commission shall be composed of four
Coles may apply).
2. Doctoral Advisement will be a 1-unit
members. A candidate is eligible for this
fee course. These credits will not
matriculated for more than one degree
examination only after the approved
count toward the student’s total unit
at a time.
dissertation, abstract, and necessary
A student is not permitted to be
requirement.
forms (which may be obtained from
3. Students who register for Doctoral
TRANSFER CREDIT
the Office of Research and Doctoral
Advisement may be given full-time
There is no provision for advanced
Studies) have been transmitted for
equivalency if they are eligible
standing at the doctoral level. Graduate
examination purposes and all other
according to the Steinhardt School
study completed at an accredited
scholastic requirements have been
of Culture, Education, and Human
institution; not applied to another
met. (Consult steinhardt.nyu.edu/
Development regulations.
graduate degree; completed with a
policies_doctoral/forms for dates for
grade of A, B, or Pass; and not more
filing dissertations.) Consult steinhardt.
Advisement each semester exclusive
than 10 years old may be presented for
nyu.edu/policies_doctoral/ forms for the
of summers. Students who are away
consideration of exemption from certain
final oral examination calendar. Final oral
from the area must consult with
coursework, if appropriate, without
exams may not be scheduled outside of
advisers by telephone or e-mail and
reference to transfer of units.
the final oral examination period posted
may register via ALBERT for Doctoral
on the website. The examination need
Advisement during the official
ADMISSION TO CANDIDACY
not be restricted to a defense of the
Successful completion of the
dissertation.
Departmental Candidacy Examination,
Note: If a candidate fails the oral ex-
4. Students must register for Doctoral
registration periods.
5. If a student who is still within his or
her eight-year time period for degree
a comprehensive examination in
amination, he or she may appeal to the
completion (or 10-year period for
the program of specialization,
associate dean for research and doctoral
those students matriculated prior
provides the basis of acceptance into
studies, who may grant the privilege
to fall 2008) does not register each
doctoral candidacy following formal
of a second oral examination by the
semester for either one 3-unit course
matriculation. Below are the two
same examining commission, provided
or for Doctoral Advisement, his or
schoolwide prerequisites to the taking
that the examination shall not be given
her matriculation will lapse after
of the candidacy examination as well as
before six months have elapsed and pro-
one year. With the approval of the
regulations concerning the examination
vided further that no more than two oral
student’s adviser, matriculation may
itself.
examinations shall be permitted any one
be reinstated, at which time the
1. Matriculation. Only doctoral students
candidate. Such an appeal should be
student will be required to pay all
filed in the Office of Graduate Studies.
missed tuition and fees. Students who
Examination. Matriculation is
TERMINATION OF CANDIDACY
must also pay missed tuition and
established during the first semester
A member of the major faculty or
fees for Doctoral Advisement upon
of registration in the doctoral program.
dissertation committee may at any
reregistration.
who are fully matriculated are eligible
do not register for any given semester
for the Departmental Candidacy
2. Good Academic Standing. All
time recommend to the associate dean
doctoral students are required to
for student affairs the termination
have a cumulative, doctoral grade
of a student’s candidacy for a
unit average of 3.0 to qualify for the
doctoral degree, provided that such
Departmental Candidacy Examination.
recommendation is accompanied by
At an early stage of doctoral study,
substantiating evidence.
doctoral students should confer with
sary as preparation for the candidacy
DOCTORAL ADVISEMENT FEE
SYSTEM (MAINTENANCE OF
MATRICULATION)
examination. Doctoral students may not
Effective since fall 1991, the following
sit for the candidacy examination more
Doctoral Advisement fee system is
their departmental advisers in order
to plan the remaining courses neces-
190
than twice. Candidacy examination ap-
in effect for all Steinhardt School
plications are available at the Office of
of Culture, Education, and Human
Graduate Study/General Requirements the steinhardt school of culture, education, and human development bulletin 2013–2015
Doctor of Philosophy/Doctor of Education
APPOINTMENT OF
DISSERTATION COMMITTEE
clearly and concisely what is proposed,
designed to broaden students’ access
where information is to be obtained,
to knowledge outside of the areas of
When a student has matriculated and
and how the research is to be carried
specialization. To this end, courses are
candidacy has been approved, the
out. Guidelines for submission of the
considered foundational when they
associate dean will, on the written
proposal are available in the Office of
(1) provide broad basic content, are
request of the candidate, apunit a
Research and Doctoral Studies, Pless
not limited to a single profession, are
dissertation committee of two or three
Hall, 5th Floor.
outside the student’s specialization,
and do not require prerequisites; (2)
faculty members, at least one of whom,
the chairperson, shall be from the
DISSERTATION
are based on current scholarship in
candidate’s area of specialization (as
Candidates for the Ph.D. degree must
the arts, humanities, sciences, and/
defined by the two-digit number that
show ability for independent research
or social sciences; and (3) have
designates the academic program in
and scholarly technique by means of a
wide applicability to common issues
which the candidate is matriculated).
dissertation, the preparation of which
of the student’s specialization and
Three-member committees may be
will usually represent a substantial
reduced subsequently to two-member
amount of research activity. Candidates
2. All candidates are required to
committees at the discretion of the
for the Ed.D. must present a successfully
complete a 3-unit course in
associate dean and under certain special
completed dissertation involving applied
circumstances.
research in the field of education.
Further, in order to ensure a diversity
Alternate projects to the dissertation
specialized methods of research.
3. Six units of cognate study (study
related to but not in the field of
specialization)
of perspectives being available to the
for the Ed.D. are provided, subject to
student during the proposal and disser-
approval of faculty. No dissertation or
tation development process, at least one
final document will be read regardless
member of the committee must hold
of any other consideration unless the
professorial appointment in a program/
English is technically accurate and
department different from the candi-
the style and appearance satisfactory.
date’s program or area of specialization.
(Consult steinhardt.nyu.edu/policies
specifically addressed to preparing
_doctoral/deadlines for dates for filing
the student to design and conduct his
It is the candidate’s responsibility to
nominate the chairperson of this com-
the dissertation.)
be indicated on the application form,
obtainable in and returnable to the Of-
4. A 3-unit course in dissertation
proposal seminar
5. A departmental or program seminar
(3 units)
6. Fifteen units of research electives
or her research
7. Specialization courses as specified
mittee, whose consent to serve must
MINIMUM RESIDENCE
REQUIREMENT
on the Statement of Requirements
in addition to the requirements (1–6)
above
fice of Research and Doctoral Studies,
Consult department of specialization for
Pless Hall, 82 Washington Square East,
further information. Some departments
5th Floor. The membership of the com-
require a one-year residency with full-
both the total record and courses
mittee will be reviewed and approved by
time student status.
in specialization is required for
the associate dean.
Students may elect to request the
All candidates for the Doctor of
Philosophy or Doctor of Education
8. A scholastic average of 3.0 for
graduation.
9. Doctoral students are expected to
appointment of a dissertation commit-
degree must complete a minimum of 36
be able to explain and defend all
tee chairperson without requesting the
units in residence beyond the master’s
aspects of the data analysis and
appointment of the other one or two
degree on the second (2) level or above.
interpretations appropriate to the
remaining committee members. Should
Those candidates matriculating for the
design of their dissertation research.
the student elect to request the advance
doctorate directly from the baccalaure-
appointment of a chairperson in this
ate are required to complete a minimum
manner, the student must request ap-
54 units in residence on the second (2)
pointment of the remaining member(s)
level or above. Undergraduate (0-level
within one year of the date on which the
or 1-level) courses may not be counted
committee chairperson was apunited.
as credit toward a doctoral degree.
DISSERTATION PROPOSAL
dissertation committee, the candidate
GENERAL DEGREE
REQUIREMENTS (PH.D.
AND ED.D.)
will prepare an original research
1. All candidates are required to take
Following appointment of the
proposal for approval by the committee
6 units of foundations work. The
and for review by the appropriate
foundations courses must be taken
proposal review panel. All proposals
during the first 24 units of doctoral
must also be submitted to the Office
study.
of Research and Doctoral Studies. The
191
profession.
Graduate courses qualify for
proposal must be approved before
the foundations requirement when
data collection and the dissertation
they are upper-division courses
writing are begun. In the proposal,
(Steinhardt 2000-level courses or
the candidate is expected to indicate
their equivalent in other schools) and
Graduate Study/General Requirements the steinhardt school of culture, education, and human development bulletin 2013–2015
Degree and Certificate Programs as
Registered by the New York State
Education Department
(See pages 194-95 for teacher certification programs.)
HEGIS1
HEGIS1
Programs/ConcentrationsDegrees ConferredNumber
Programs/ConcentrationsDegrees ConferredNumber
Art and Art Professions
Early Childhood and Elementary Education
Art TherapyM.A.4
1099
Positions of Leadership:
Studio ArtM.F.A. 1002
Early Childhood and
Studio ArtM.A.
1002
Elementary EducationAdv. Cert., Ph.D.
Visual Culture: Costume StudiesM.A.
1099
Education and Jewish Studies
Visual Culture: Costume Studies/
Library & Information Science
(dual degree)M.A./MSLIS
0802
1099/1601
Education and Jewish StudiesM.A., 0899
Ph.D.
1510
Visual Culture: TheoryM.A.
1099
Visual Culture and EducationPh.D.
0831
Education and Jewish
Art EducationPh.D.
0831
Studies and Hebrew and
Art Education &
Community PracticeM.A.
1002
Visual CulturePh.D.
0831
Judaic StudiesM.A.
1111
Education and Social PolicyM.A.
2199
Educational Administration
Arts Administration
Performing Arts AdministrationM.A.
1099
Educational Leadership:
Visual Arts AdministrationM.A.
1099
School Building LeaderM.A.
0828
Educational Leadership:
Bilingual EducationPh.D.
0899
School District LeaderAdv. Cert.
0827
Educational AdministrationEd.D., Ph.D. 0827
Business Education
Workplace LearningAdv. Cert.
0838
Educational Communications
and TechnologyPh.D.
0605
Communicative Sciences and Disorders
Educational Leadership,
Communicative Sciences
NOTES
and DisordersM.S., Adv. Cert. PhD
1220
Politics, and AdvocacyM.A.
0899
HEGIS: Higher Education
1
General Information
Survey, New York
State Education
Department, Office of
Educational Theatre
Community Public Health
Community HealthM.P.H.
0837
Teachers of Educational Theatre
International Community HealthM.P.H.
0837
Public Health NutritionM.P.H.
0837
Educational Theatre in Colleges
in High SchoolsAdv. Cert., Ed.D., Ph.D.
and CommunitiesM.A., Ed.D., Ph.D.
Higher Education, State
Counselor Education
Education Building, 89
Counseling and Guidance
Washington Avenue, 2nd
School Counseling K–12M.A.2
Floor, West Mezzanine,
Bilingual School
Albany, NY 12234; www.
Counseling K–12M.A.2
0826.01
English Education
highered.nysed.gov.
Counseling and GuidanceAdv. Cert., Ph.D.
0826.01
Leads to New York State
Counseling for Mental
2
certification.
Not currently accepting
3
applications.
Professional license
4
qualifying.
Teachers of English Language and
Literature in CollegeM.A., Adv. Cert.
(Secondary and College)Ph.D.
1501
1501
Literature, Reading,
Health and Wellness M.A.4
0826.01
Media Education,
Counseling PsychologyPh.D.4
2004
Composition Education,
Dance and Dance Education
Teaching Dance in the ProfessionsM.A.
1008
ABT PedagogyM.A.
1008
Students will no longer
Curriculum Development Ph.D.
1501
Applied LinguisticsPh.D.
1501
English as a Second Language/Teaching
English to Speakers of Other Languages (TESOL)
be admitted into this
Digital media design
program beginning fall
for learningM.A.
0605
Drama TherapyM.A.4
1099
Post-baccalaureate Study in TESOLAdv. Cert.
leads to certification.
1508
Post-Master’s Study in TESOL
in CollegeAdv. Cert.
1508
Teachers of English to Speakers
of Other LanguagesM.A.
1 9 2 Degree and Certificate Programs as Registered by the New York State Education Department the steinhardt school of culture, education, and human development bulletin 2013–2015
1508
Teachers of English to Speakers of
Other Languages/CollegePh.D.
2005.
Dual degree. Only M.A.
1007
English Education
0826.01
5
6
1007
1508
HEGIS1
HEGIS1
Programs/ConcentrationsDegrees ConferredNumber
Programs/ConcentrationsDegrees ConferredNumber
Environmental Conservation
Nutrition and Dietetics
EducationM.A.
0899
Clinical NutritionM.S., Ph.D.
1306
Foods and Nutrition M.S., Ph.D.
1306
Food Studies
Occupational Therapy
Food Management Studies and
Food SystemsM.A.
1306
Occupational TherapyM.S.‡
1208
Food StudiesM.A.
1306
Occupational TherapyD.P.S.
1208
Food Studies and Food
ManagementPh.D.
Advanced Occupational
1306
Therapy: GenericM.A.
1208
Research in Occupational TherapyPh.D.
1208
Foreign Language Education (noncertification)
Foreign Language EducationM.A.
1101
Teachers of Foreign Languages
in CollegesM.A., Adv. Cert.
1101
Post-Master’s Study for Teachers
of Foreign Language in CollegeAdv. Cert
1101
1212
Physical TherapyPh.D.
1212
Physical TherapyD.P.T.‡
1212
Physical Therapy for Practicing
Higher and Postsecondary
EducationPh.D.
0827
Higher Education AdministrationEd.D.
0827
Physical TherapistsD.P.T.
1212
Orthopedic Physical TherapyAdv. Cert.
1212
Psychology
Higher Education and
History of EducationM.A., Ph.D.
1212
PathokinesiologyM.A.
Research in
Higher and Postsecondary Education
Student AffairsM.A.
Physical Therapy
Physical TherapistsM.A.
0826
0821
Educational PsychologyM.A.
0822
0822
Psychological Measurement
International Education
International EducationPh.D.
General Educational PsychologyM.A.
and EvaluationM.A.
0822
Psychological DevelopmentPh.D.
0822
0899
Psychology and Social InterventionM.A., PhD
1009
School Psychology
Cross-Cultural Exchange
and TrainingPh.D.
0899
Global EducationPh.D.
0899
International Development
School PsychologyPh.D.
2099
School PsychologistAdv. Cert.4, MA
0826.02
EducationPh.D.
0899
Professional Child/School
International EducationM.A., Adv. Cert.
0801
PsychologyPsy.D.4,5
Sociology of Education
Media, Culture, and
CommunicationPh.D., M.A.
2099
Sociology of EducationPh.D.
2208
Media, Culture & Communication/
Education PolicyM.A.
2208
Library & Information Science
Social and Cultural StudiesM.A.
2208
(dual degree)M.A./MSLIS
0601
1099/1601
Special Education
Special Education Learning
Music and Music Professions
Music BusinessM.A.
ConsultantAdv. Cert.
0808
1099
Statistics
Music Performance and Composition
CompositionM.A., Ph.D.
1004
Applied Statistics for
PerformanceM.A., Ph.D.
1004
Social Science ResearchM.S.
1702
Music Theory and Composition M.M.
1004.10
Scoring for Film and MediaM.M.
1004.10
Teaching and LearningEd.D., Ph.D.
0829
Music Education
College and University FacultyM.A., Ed.D., Ph.D.
0832
Music Teacher K–12Adv. Cert., Ed.D., Ph.D.
0832
Music TherapistsM.A.
0832
Music Technology M.M., Ph.D.
1099
Piano Performance
Solo PianoM.M.
1004
Collaborative PianoM.M.
1004
Instrumental Performance
Jazz Performance M.M.
1004
Vocal Performance
Classical VoiceM.M.
1004
Music Theatre Performance M.M.
1004
Vocal PedagogyAdv. Cert.
1004
Vocal Performance/
Vocal PedagogyM.M., Adv. Cert.
1004
1 9 3 Degree and Certificate Programs as Registered by the New York State Education Department the steinhardt school of culture, education, and human development bulletin 2013–2015
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
1 9 4 Degree and Certificate Programs as Registered by the New York State Education Department the steinhardt school of culture, education, and human development bulletin 2013–2015
Calendar
2013
All dates inclusive
Freshman Orientation Begins
August 25
Sunday
Labor Day Holiday
September 2
Monday
Fall Classes Begin
September 3
Tuesday
Fall Break (No Classes)
October 14-15
Monday, Tuesday
Midterm Grades Deadline
November 8
Friday
Registration for the
Spring 2014 Semester begins
November 18
Monday
Thanksgiving Recess
November 28-December 1
Thursday-Sunday
Legislative Day
(classes meet on a Monday Schedule)
December 11
Wednesday,
Last Day of Classes
December 13
Friday
Reading Days
December 14-15
Saturday, Sunday
Fall Semester Exams
December 16-20
Monday-Friday
Final Grades Deadline
Grades are due 72 hours after the
scheduled final exam date
Winter Recess
December 21-January 5
1 9 5 calendar
the steinhardt school of culture, education, and human development bulletin 2013–2015
Saturday-Sunday
2014
January Term Classes Begin
January 6
Monday
Martin Luther King Day Holiday (No Classes)
January 20
Monday
Last Day of January Term Classes
January 24
Friday
Spring Classes Begin
January 27
Monday
Presidents Day Holiday (No Classes)
February 17
Monday
Spring Recess
March 17-March 23
Monday-Sunday
Midterm Grades Deadline
April 11
Friday
Last Day of Classes
May 12
Monday
Reading Day
May 13
Tuesday
Spring Semester Exams
May 14-20
Wednesday-Tuesday
Commencement
May 21 (tentative)
Wednesday
Final Grades Deadline
Grades are due 72 hours after the
scheduled final exam date
Memorial Day Holiday
May 26
Monday
Twelve Week Summer Session
May 27-June 14
Tuesday-Saturday
(4 Three Week Sessions)
June 16-July 5
July 7-July 26
July 28-August 16
Monday-Saturday
Monday-Saturday
Monday-Saturday
Final Grades Deadline
Grades are due 72 hours after the
scheduled final exam date
Independence Day Holiday
July 4
1 9 6 calendar
the steinhardt school of culture, education, and human development bulletin 2013–2015
Friday
2014
Freshman Orientation Begins
August 24
Sunday
Labor Day Holiday
September 1
Monday
Fall Classes Begin
September 2
Tuesday
Fall Break (No Classes)
October 13-14
Monday, Tuesday
Midterm Grades Deadline
November 14
Friday
Registration for the
Spring 2014 Semester begins
November 17
Monday
Thanksgiving Recess
November 27-30
Thursday-Sunday
Legislative Day
(classes meet on a Monday Schedule)
December 10
Wednesday,
Last Day of Classes
December 12
Friday
Reading Days
December 13-14
Saturday, Sunday
Fall Semester Exams
December 15-19
Monday-Friday
Final Grades Deadline
Grades are due 72 hours after the
scheduled final exam date
Winter Recess
December 20-January 4
1 9 7 calendar
the steinhardt school of culture, education, and human development bulletin 2013–2015
Saturday-Sunday
2015
January Term Classes Begin
January 5
Monday
Martin Luther King Day Holiday (No Classes)
January 19
Monday
Last Day of January Term Classes
January 23
Friday
Spring Classes Begin
January 26
Monday
Presidents Day Holiday (No Classes)
February 16
Monday
Spring Recess
March 16-March 22
Monday-Sunday
Midterm Grades Deadline
April 10
Friday
Last Day of Classes
May 11
Monday
Reading Day
May 12
Tuesday
Spring Semester Exams
May 13-19
Wednesday-Tuesday
Commencement
May 20 (tentative)
Wednesday
Final Grades Deadline
Grades are due 72 hours after the
scheduled final exam date
Memorial Day Holiday
May 25
Monday
Twelve Week Summer Session
May 26-June 13
Tuesday-Saturday
(4 Three Week Sessions)
June 15-July 2
July 6-July 25
July 27-August 15
Monday-Saturday
Monday-Saturday
Monday-Saturday
Final Grades Deadline
Grades are due 72 hours after the
scheduled final exam date
Independence Day Holiday
July 3-4
1 9 8 calendar
the steinhardt school of culture, education, and human development bulletin 2013–2015
Friday-Saturday
Map & Legend
1 9 9 MAP
and legend the steinhardt school of culture, education, and human development bulletin 2013–2015
2 0 0 MAP
and legend the steinhardt school of culture, education, and human development bulletin 2013–2015
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 toWashington 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
on Waverly Place toWashington Square.
toWashington 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
*See Washington Square Campus map and key
for specific addresses.
Washington Square Station. Walk east
on Broadway to Waverly Place, and
on West Fourth Street or Waverly Place
west to Washington Square. Buses
to Washington Square.
numbered 2, 3, and 5 to Eighth Street
and University Place. Walk south to
Washington Square.
2 0 1 travel
Directions the steinhardt school of culture, education, and human development bulletin 2013–2015
Index
A
B
Academic programs
10-15
D
Bilingual Education 124, 150-52
Bookstores, NYU Accreditation
39, 42, 72, 76, 80, 83, 102, 110, 139, 180
183
Business, Music 81
Admission 20-31
156-58
Application
deadlines credentials 17, 167
168-69
See also individual programs
Advisement Alumni activities 173-74
183
See also individual programs
Degree and Certificate Programs
termination of Certification,
teacher 173, 176
Art and Art Professions,
189
16-17, 187-188
Childhood Education Codes, program and concentration 123
142-144
10-15
32-46
Center 183
Disorders, Department of Art Education 38-39
Community service Art Therapy 42-43
Computer services
Arts Administration
88-89
Computer Science,
Visual 39-41
Arts Management Programs,
47-52
185
184
Athletics, Intramurals, and Recreation,
Called Numbers 207
Dining services 184
Disabilities, students with 184
Discipline 174
Dissertation 191
(Maintenance of Matriculation) 191
116
Drama Therapy 132
89-90
171
E
183
Early Childhood and Childhood
183
Costume Studies Attendance 173
Counseling and Guidance and
Education and Jewish Studies Counseling for Mental Health
Education and Social Policy 191
Doctor of Physical Therapy Drop/add policy Studio Art
Computer Store 170-171
177
Doctor of Philosophy Department of Auditing 36-37
see Educational Communication and
Technology, Music Technology,
41, 81, 88
192-93
100-102
Directory: Frequently
Doctor of Psychology and Internet resources Performing Digital art Doctor of Education Communicative Sciences and
5
registered by the New York State
Education Department
Doctoral Advisement Fee System
Coles Sports and Recreation
Art Collection/Grey Art Gallery
Council on 179, 181, 185
Child and Family Policy Center 121-36
Dietetics, Nutrition and Wasserman Center for 185
and Study Center 190
Career Development,
169
171, 190
Certificate of Advanced Study Applied Psychology,
188
189
175
Candidacy, doctoral 189-90
Sixth-Year Program 169
American Language Institute Department of 197-200
Campus visits America Counts Arrears policy, diploma 183
Master’s Campus safety America Reads and
Department of Student Research Doctoral C
Calendar Applicants with international
75-76
Dean’s Grants for
Degree/certificate requirements
Administration, Leadership, and
Technology, Department of Dance Education and Wellness Counseling Psychology 41-42
124-124
126
Counseling services
Education and Technology 22
University 184
Educational Theatre Courses, classification of Employment, student 18-19
24
126-127
Educational Psychology 36
56
Educational Leadership 184
Craft Media 55-56
Educational Communication
School See also Rehabilitation Counseling
142-144
77-80
179
English as a second language, see
Teachers of English to Speakers
of Other Languages English
English Education 145-146
Enrollment verification,
how to request 172
Environmental Conservation
Education 2 0 2 INDEX
the steinhardt school of culture, education, and human development bulletin 2013–2015
147
Doctoral candidacy Measurement and
Human Development and Social
Examinations
171, 190
GRE Oral, final TOEFL
Change, Institute for 167
Humanities and Social Sciences in
190
the Professions, Department of 124
65-71
Disabilities, The Henry and Lucy Interdepartmental Research Studies Faculty index International Education See individual departments
International students
176-78
Financial aid 178-81
Admission 173-74
58
58-59
102-3
Center for 184
Multilingual Multicultural
Studies 168-169
150-53
Administration
Office for, and Scholars 184
Music and Performing Arts
Services
182
Professions, Department of 175
Food Studies 184
Museum, see Visual Arts
Firearms, simulated,
NYU policy on 65-71
Multicultural Education and Programs,
Independent study Fellowships, see Financial aid
Department of Moses Center for Students with
I
Fees and expenses 128
Media, Culture, and Communication,
167-68
F
Evaluation, Psychological 72-98
Music Business 81
Music Education 82
Music Performance and
Foreign credentials 168
J
Foreign Language Education 133
Jewish Studies, Education and Fraternities 183
Music Theatre 85
Full-time equivalency 171
Music Therapy 90-90
K
Kinesiology, see Physical therapy
G
Gay, lesbian, bisexual,
55-56
and transgender courses 135-36
86-88
N
L
Department degree and
Learning disabled students,
Transgender Student
184
84-85
Music Technology New York State Education
Gay, Lesbian, Bisexual, and
Services, Office of Music Composition support program for Leave of absence 184
171-172
certificate program registration
192-193
New York University,
Administration Global Programs, Graduate Lesbian, Gay, Bisexual, and
Introduction to See individual departments
Transgender Student
Board of Trustees 6-7
4
7-8
Grade average 187
Services, Office of 184
Deans and directors Grades 173
Literacy Education 148
Map 199
174
Libraries Travel directions 201
Graduate Commission Graduate Record Examination 189-90
Graduate Student Organization 186-91
Graduation 172, 186, 188
Grants, see Financial aid
172, 176
Guidance, see Counseling
183
H
M
Map, Washington Square campus 36
O
Occupational Therapy,
Master of Public Health 104
Department of Mathematics Education 144-50
Doctorates Health insurance 176
187
Sixth-Year Program 189
See also Fees and expenses
History of Education 26-27
57
History, see Social Studies
Housing 184
2 0 3 INDEX
the steinhardt school of culture, education, and human development bulletin 2013–2015
Oral examination, final,
172, 177
Master’s Higher and Postsecondary
Education 89-91
86
Matriculation, maintenance of
123
88-95
Nutrition and Dietetics Master of Music Prevention Studies (CHIBPS),
182, 184, 207
201
Public Health, Department of Master of Fine Arts Health, Identity, Behavior, and
Health Center, Student Nutrition, Food Studies, and
Loans, see Financial aid
182
Graduate study Center for 5
9
see Examinations
108-13
P
Painting and Drawing 36
S
Ticket Central Box Office Scholarships, see Financial aid
TOEFL (Test of English as a
Palladium Athletic Facility 183
School Psychology 130-32
Foreign Language),
Pass/fail option 174
Science Education 153-54
Patents, University policy on 175
Sculpture 36
Transcripts, official Pathokinesiology 116
Sculpture: Craft Media 36
Transfer credit Payment plans, tuition 176-78
Services, School and University Performing Arts Administration 88-89
Sixth-Year Certificate Program Performing Arts Therapies 89-91
Social Studies Education 155-57
59-60
Permitted course load 172
Sociology of Education Philosophy of Education courses 62
Sororities
Photography 37
Special Education
Physical Therapy,
Department of 114-20
37
Probation, see Grades
Program, change of Program Board Psychological Development 168, 170
Weapons, NYU policy on 173
Education, and Human
Withdrawal from
183
Development
129-30
Introduction to 9
Student activities/school and
University services 183-84
Psychology and Social Intervention 132-33
Student Resource Center 185
104
Student Services, Office of
184
Student Teaching,
R
Supervised Refund of tuition 176-78
Studio Art Registration and advisement 170-75
Study abroad, see individual
182
176
22, 38-37
departments
Research on Culture, Development,
and Education, Center for 123
Research and Evaluation of
Advanced Technologies in
Education, Consortium for Research in Physical Therapy T
Teacher Certification,
24
106
Residence requirement
New York State
Programs 16-17, 188
Teacher Certification
Doctoral 191
Examination pass rate Master’s 188
Teaching and Learning,
187
Department of 137-66
Doctoral Programs in 141-42
Teachers of English to Speakers of
Other Languages (TESOL) 138-41
See also Foreign Language
Education
Temmer Tonmeister Studies Terminal experience, master’s 86
188
Testing, required, see Examinations
Theatre, Educational Therapy, Art,
Drama, Music, Occupational,
Physical, Communicative
Sciences and Disorders
see individual listings
Thesis, Master of Arts,
see terminal experience
2 0 4 INDEX
the steinhardt school of culture, education, and human development bulletin 2013–2015
courses 77-82
175
170, 173-74, 178
Work-Study Program,
Federal 121-36
Counseling and 89-90
W
and Recreation Center
Department of Religious and spiritual resources Visual Arts Administration 170, 180
24-25, 37, 86,
51
Sports, see Coles Sports
203
176-78
V
Steinhardt School of Culture,
Psychology, Applied,
Public Health Washington Square campus
Tuition
Video Speech-Language-Hearing Clinic 174
Veterans benefits and Therapy
Special students Printmaking 183
157-59
173
188-89, 190
Travel directions to the
Plagiarism, policies concerning 178
see Foreign credentials
See also Applied Psychology
Placement, see Career Development,
Wasserman Center for
171-73
183
178, 179, 181
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,
212-998-9475
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 Green Street, 7th 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
Students with Disabilities Adviser
35 West 4th Street, 7th floor
Safety, Campus
Education Building
212-998-2222
35 West 4th Street, 10th floor
14 Washington Place
Occupational Therapy
212-998-4980 (voice and TTY)
212-998-5825
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
212-443-1000
Technology
726 Broadway
212-998-5520
Teaching and Learning
East Building
212-998-5470
239 Green Street, 3rd floor
East Building
Financial Aid
212-998-4444
Education Building
35 West 4th Street, 11th floor
Physical Therapy
212-998-9400
Higher Education Opportunity
Program
380 Second avenue, 4th floor
239 Green Street, 2nd floor
212-998-5690
Applied Psychology
East Building, 239 Green Street,
212-998-5555
room 800
Kimball Hall
246 Green Street, 8th floor
Housing (University)
212-998-4600
Art and Art Professions
383 Lafayette Street, 1st floor
212-998-5700
Barney Building
34 Stuyvesant Street, 3rd floor
2 0 5 Frequently
called numbers the steinhardt school of culture, education, and human development bulletin 2013–2015