Arts & Humanities

Courses

• A&H 4000 - Inquiry in the Museum

  An immersive course focused on inquiry learning across the art museum and the art studio. This course examines how inquiry-driven museum and studio experiences can inform and enrich each other, and how these processes matter in education and across disciplines. The qualities of generative gallery and studio teaching are considered.
• A&H 4003 - Inclusion and Participation in the Arts for Children with Disabilities

  (Pedagogy) The intent of this course is to provide an opportunity for students to develop a greater understanding of the unique developmental issues of children with special needs and how these issues affect learning in arts classrooms including visual arts, music, drama, movement settings. This course includes an introduction to disabilities and basic diagnosis used in school settings as well as adaptations necessary to provide a successful learning environment.
• A&H 4008 - Creative Arts Laboratory

  Experiential sessions in dance, music, story-telling, videography, and visual arts will enable students to design and enact arts experiences that facilitate development of critical and creative thinking skills in core curricula.
• A&H 4025 - Discourse and Diversity in the Classroom

  This course offers an overview of discourse analytic research on diversity in schooling (e.g., issues related to differences in language, culture, race, ethnicity, gender, sexuality, ability, etc.). Aside from introducing classical approaches to analyzing diversity in education, the course examines the nature of classroom interaction and student identity construction, issues and approaches to scaffolding learning among minoritized student populations, and the reinforcement of and resistance to dominant ideologies and social structures in the classroom.
• A&H 4033 - No Title Found in Banner

  Inspired by the philosophy of Maxine Greene, this course is an introduction to the aesthetic education approach pioneered by Lincoln Center. With a focus on both visual and performing arts, participants will engage in deep noticing, analysis, interpretation, contextual work and art making as interpretive tools.
• A&H 4043 - Exploring Teacher/Practitioner Life Stories Through the Arts

  An immersion in the process of “storying” aspects of educational life and practitioner identity through various artistic processes, including studio work, interactive art viewing, and creative writing. A focus on how work across modalities influences the way we make sense of our lives and selves, how our oral, written and visual life stories help us make sense of who we are - and who we want to be - as practitioners, and how multimodal, narrative meaning-making matter in the education of others.
• A&H 4060 - Youth Cultures

  Issues in adolescent/early adult subculture formation. Effects on learning, school, college, employment. Alienation, resistance, creativity. Literary-aesthetic approaches to symbolic styles, fashions, movements, and cults. Multicultural/class/gender differences.
• A&H 4061 - Introduction to Cultural Studies

  Theory, method, and research in the emerging field of cultural studies in education. Mass culture and school culture as learning environments interpreted from arts and humanities perspectives: structuralism/poststructuralism, semiotics, discourse and film analysis, psychoanalysis, ideology-critique, identity politics, feminism, queer theory.
• A&H 4065 - Media and Gender

  The education of boys and girls in the new audio-visual literacies. Critical responses to the new media and the dominance of screen/image in learning. Flexibility of teaching required for male and female learning styles and non-normative genders/sexualities.
• A&H 4088 - Popular Culture

  Examination of popular culture as an informal medium of education: film, TV, comic books, pop art, music, dance, carnival, themed environments, advertising. “Low” vs. “high” vs. "postmodern" culture and hybrid forms. Gender and globalization issues.
• A&H 4089 - Aesthetics of Technology

  Technology as a cultural form regulating the development of the human self. Metaphysical, symbolic, and fantasy components in computing, space travel, medicine, reproduction, new media, and children’s toys. Literary and artistic representations.
• A&H 4130 - Trauma and violence

  Literal and symbolic aggression, abuse, loss, and accidental injury in the lives of boys/girls and men/women. Remediation through education, art, media, and fiction.
• A&H 4199 - No Title Found in Banner

  This course is an entry point to understanding Afrofuturist and Indigenous epistemologies in cinema. We will examine how these worldviews are expressed in audiovisual language through the works of Sun Ra, Jorge Sanjinez, Guillermo Gomez Peña, John Akomfra, Arthur Jafa, among others. In eight weeks, we will watch and thoroughly discuss films, as well as read Robyn Maynard and Leanne Betasamosake Simpson’s Rehearsals for Living to frame discussions of solidarity between Black and Indigenous people through cultural production.
• A&H 5001 - Research Methods in Arts & Humanities

  (Research) An examination of research studies and strategies for conducting research in the arts and humanities.
• A&H 5002 - Assessment Strategies for the Arts

  (Research) An examination of traditional and alternative strategies for assessing art objects and artistic performances, knowledge of the arts, and attitudes toward the arts.
• A&H 5088 - Nurturing Creative Experiences with Young Children

  Creative and artistic experiences in early childhood classrooms will be the core of this course. Drawing on experiences as classroom teachers or as art educators, students will expand their understandings of artistic experiences as a crucial component of core curricula and develop strategies and tools to use in their teaching, their research, and their advocacy for the importance of artistic practices in the classroom. Students will develop understandings of different ways to address creative and artistic experiences in emergent, holistic, and integrated ways in early childhood classrooms, both as classroom teachers and as art educators.
• A&H 5181 - The Arts in Education

  An examination of ideas about the interdisciplinary role of the arts in traditional and nontraditional educational and administrative settings through analysis of programs, projects, policy issues, and political processes that involve the visual arts, dance, music, and theater.
• A&H 5190 - Old and New Histories of Higher Education Institutions

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• A&H 5195 - Experience, Education and Histories

  This seminar takes a historical perspective to explore learning through experience changed with the rise of mass schooling, increasing urbanization and industrialization, and the revolution in technology and communications. Special attention will be given to initiatives aiming to promote learning through experience amidst the ever-expanding built world and the standardization and regimentation of formal education. The seminar examines the history of efforts to foster learning settings that integrate direct experience, spontaneity, creativity, adventure and play more fully into the education of children and young adults.
• A&H 5199 - No Title Found in Banner

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• A&H 5500 - Pro-seminar in Arts and Humanities

  Arts and Humanities Faculty and students present their research projects to illuminate critical issues in the field, current challenges to education, innovative methods of inquiry, and contemporary cultural issues.
• A&H 7500 - Dissertation Seminar

  Permission required. Proposal writing. Required of doctoral students in the semester following successful completion of certification examinations.
• A&H 8900 - Dissertation Advisement

  Dissertation Advisement
• A&HA 4040 - No Title Found in Banner

  With a focus on engaging/re-engaging in creating artwork within the professional life context of the artist-teacher, the course develops students’ understanding of diverse issues and practices in contemporary art. Along with developing students’ personal studio work, the course examines the artwork, public presentations, and published writing of contemporary artists who take up a range of questions, issues, and ideas and who use different materials, technical methods, and conceptual approaches in their art practice.
• A&HA 4041 - No Title Found in Banner

  With a focus on students’ investigations of their creative practice from diverse, critical and theoretical perspectives, this course extends and deepens understanding of contemporary theoretical and cultural frames that may be used to interpret and critique their work. The course also uses theoretical and cultural framing to examine the artwork, public presentations, and published writing of contemporary artists.
• A&HA 4061 - Printmaking Processes

  A basic course in printmaking for the beginning student. Each semester focuses on one topic of the following: Silkscreen, Japanese Woodblock or Lithography. Group and individual instruction to enhance the skills and aesthetic perception of each student. Limited registration.
• A&HA 4062 - Printmaking:Etching I

  A basic course in printmaking for the beginning student. Each semester focuses on one of the following processes: Silkscreen, Japanese Woodblock or Lithography. Group and individual instruction to enhance the skills and aesthetic perception of each student. No prior experience required.
• A&HA 4063 - No Title Found in Banner

  Students explore various approaches to using paint, gaining confidence, skill, and insight as they create images that are personally and culturally relevant. A notion of the art studio as a learning community and insights into artists' processes are central to this inquiry-based studio course. Acrylic painting, collage, and drawing, among other processes, are employed. No prior experience required.
• A&HA 4073 - Video Art

  This class explores video as a medium for artistic expression and social inquiry. Students will learn how to produce video artworks incorporating aesthetic, conceptual and technical issues, designing visually effective and compelling video experiences. Technical components include all aspects of image production: image recording, basic editing and final output. No prior experience required.
• A&HA 4078 - Art for Classroom Teachers: Teaching Art to Children

  This course integrates hands-on materials explorations and discussions of curriculum that support artistic learning, considering its role in the overall development of children. Students will explore a variety of art media and processes, and apply what they learn about the unique properties of materials to lesson plans that make meaningful connections between classroom curricula and the arts for all children. Discussions will include ways to motivate, communicate about, and respond to children’s artwork.
• A&HA 4079 - Equity and Diversity: Implications for Art Education

  This course explores issues related to equity, diversity, inclusion and belonging, examining them in relation to art and art education. Students reflect about curriculum choices, pedagogical approaches, and human relations that contribute to diverse, equitable, and inclusive art learning spaces.
• A&HA 4080 - Artistic Development of Children

  An examination of the role of the senses, emotions, and intellect in artistic development, and of the layered integrations they form over time. Discussion of ways in which developmental insights are basic to the design and implementation of exemplary visual arts lessons. This course offers critical starting points for research, and is recommended for students in elementary education.
• A&HA 4081 - Curriculum Design in Art Education

  Introduction to curriculum theory and design in art education in the context of education, broadly speaking, and schooling. This course examines conceptual models reflected in different art curricula, and engages students in review of curricular issues related to learning processes, contexts, outcomes, standards, and assessment, among others.
• A&HA 4084 - Digital Foundations: Creative Technology

  This studio course introduces students to the foundations of physical computing, electronics, and creative coding. Using tools such as micro-controllers, sensors, and actuators, students will develop a critical and creative eye for interactive forms of artistic expression. Weekly hands-on labs, assignments, and readings will help students gain technical proficiency with digital making.
• A&HA 4085 - Histories of Art Education

  An introduction to major historical events and underlying beliefs, values, and practices that have influenced contemporary art and art education programs at all levels of instruction in the U.S. as well as internationally.
• A&HA 4086 - Current Issues and Practices in Art and Art Education

  An analysis of current philosophies, theories, and practices in art and art education at all levels and across sites of instruction.
• A&HA 4087 - Processes and Structures in the Visual Arts

  The course aims to enrich and extend personal studio practice and, in parallel, provoke insights into the role of materials in supporting, integrating, and challenging the artistic growth of students in a variety of educational settings. Opportunities for in-depth and sustained exploration of the properties, structures, and expressive uses of selected art materials.
• A&HA 4088 - Artistic Development: Adolescence to Adulthood

  An examination of sensory, biological, affective, cognitive, and socio-cultural issues influencing continuing development in the visual arts. Discussion of ways in which developmental insights are basic to designing challenging lessons which enrich growth and learning as well as offering critical starting points for research.
• A&HA 4089 - New Media, New Forms: Technological Trends in Art Education

  This studio course invites students to survey the many creative possibilities of new media in art education. By engaging in a hands-on dialogue with digital materials, students will explore the impact of technology in the art room, the changing role of the art educator, and the new importance of making in the curriculum. The outcome is a playful and transformative inquiry into new media and how we can utilize them to create new forms.
• A&HA 4090 - Teaching in the Art Museum

  An examination of how educators can facilitate meaningful encounters between people and works of art. This course explores a series of issues central to the work of gallery teachers including the layered interpretations of art objects, balancing audience’s responses and “official” information, culturally-responsive teaching with works of art, and the inclusion of non-discursive activities in museum teaching.
• A&HA 4092 - Introduction to Ceramics

  Introduction to the basic techniques of hand building, the potters wheel, and slab construction with emphasis on personal expression. Attention to three-dimensional design and surface decoration. Stoneware and earthenware clay bodies and firing procedures will be addressed. No prior experience required.
• A&HA 4093 - Sculpture

  An exploration of creating three-dimensional art through a range of styles and materials. Studio experimentation with and discussion around a range of sculptural processes such as mold making/casting, woodworking, and metalworking. Contemporary art practices and interdisciplinary endeavors will be addressed. No prior experience required.
• A&HA 4094 - Introduction to Digital Photography

  This course is designed to introduce students to digital photography with an emphasis on creative image making. The class will cover the fundamentals of the digital camera, the use of software for image enhancement, and printing practices. Technical terms will be demystified as we familiarize ourselves with color, composition and thematic approaches. Students will be introduced to contemporary photographers as we apply ourselves to our unique vision. Please bring your camera to first class. No prior experience required.
• A&HA 4096 - Photography for Educators

  Exploration of basic digital photographic techniques and their application to teaching and learning in a variety of educational environments.
• A&HA 4102 - Challenging Thinking: Lesson Planning for K-12 Teachers of the Visual Arts

  This lesson planning seminar aims to provide structure, format and context to the development of art lessons, acknowledging the pedagogical purviews essential to good art teaching. Lectures and discussion topics are linked to other A&HA courses, allowing students to grasp the interrelatedness of their studies.
• A&HA 4173 - Video and Art Education

  Studio-based course that explores video methods as a creative tool for meaning making and learning in the art classroom. Students will learn aspects of image production and post-production, while exploring digital story telling, video animation, video journaling, and video sharing. We will use camcorders, iPads, iPhones, animation cameras and diverse software. Discussions of video art from diverse artists will be included, and media literacy in art education and applications for teaching will be addressed.
• A&HA 4202 - Fieldwork in Art Education

  Permission of instructor required. Professional activities in the field under faculty supervision.
• A&HA 4281 - Field Observations in Art Education

  Required of art teacher certification majors. To be taken concurrently with A&HA 4080, Artistic development of children, and A&HA 4088, Artistic development: Adolescence to adulthood. Involves observations in schools of various types; documentation of diverse teaching styles and curricular approaches; analysis of perceptual, artistic, and societal assumptions implicit within programs observed.
• A&HA 4702 - Supervised Teaching in Art Education: Secondary

  Prerequisites: A&HA 4080, A&HA 4081, A&HA 4085, A&HA 4087, A&HA 4088, and A&HA 4281. M.A. Init candidates should plan to take student teaching full-time in their last full year of the program towards completion of their degree. A variety of supervised teaching experiences (7-12), supplemented by conferences, evaluation, and seminars. The student teacher completes 200 hours in each placement observing, assisting, teaching, and evaluating. Mandatory for those seeking state certification in art in New York State and other states. For Art Education majors only.
• A&HA 4722 - Supervised Teaching in Art Education: Elementary

  Prerequisites: A&HA 4080, A&HA 4081, A&HA 4085, A&HA 4087, A&HA 4088, and A&HA 4281. M.A. candidates should plan to take student teaching full-time in their last full year of the program towards completion of their degrees. A variety of supervised teaching experiences (K-6) supplemented by conferences, evaluation, and seminars. The student teacher completes 200 hours in each placement observing, assisting, teaching, and evaluating. Required of those seeking state certification in New York State and other states. For Art Education majors only.
• A&HA 4860 - Cross-Cultural Conversations in the Arts

  Work conference or institute.
• A&HA 4902 - Research and Independent Study in Art Education

  Permission of instructor required. Research and independent study under faculty supervision.
• A&HA 4985 - Crafts Experience at Haystack Mountain

  Permission of instructor required.
• A&HA 5005 - Visual Arts Research Methods

  This course explores research methods and methodologies grounded in visual arts practice. Students learn the basics of arts-based research, consider how to assess and recognize methodologies, and explore ways of creating and representing knowledge visually. The course is delivered through lectures, studio and writing workshops, and group seminars/presentations.
• A&HA 5045 - Professional Practice for Artists

  A focus on the practical side of building and sustaining a career as a professional artist. Students will learn how to: (1) document their artwork (through photography and/or video-recording, editing images, and sequencing them for viewing), (2) identify suitable production and exhibition opportunities (through reviewing open calls for fellowships, residencies, and visiting artist opportunities and exhibitions), (3) write a strong artist statement and project proposal, and (4) create a CV that highlights professional accomplishments.
• A&HA 5060 - Drawing

  Drawing mostly from life, students reframe their knowledge and habits in order to see the raw, sensory details needed to draw. Students also tap on imagination and memory, envisioning ways to create compositions and meanings through mark making. We explore strategies to generate lines; to vary marks; and to see and draw shapes, negative space, light, and shadow. New observation, concentration, creativity, and idea generation skills will be developed. No prior experience necessary.
• A&HA 5063 - No Title Found in Banner

  Artists capable of independent endeavor share their ideas and work in critiques and discussions and undertake advanced artistic problems suggested by the instructor or of their own devising. This course requires an average of 30 hours per week of out-of-classroom work.
• A&HA 5064 - Experiments in Content

  An examination of new concepts, attitudes, processes, technologies, and materials, both in their current forms as well as future applications. The topic focuses for the course will be drawn from art and design/studio/research/ psychology/teaching.
• A&HA 5065 - Intermediate Painting

  Students with prior painting experience are supported as they continue exploring the diverse possibilities of painting media. When pertinent, students integrate painting processes with other art forms and digital media. Exploration and construction of painting languages, conceptual frameworks, and personal expressions.
• A&HA 5070 - Figure Drawing

  This class addresses the intimidation figure drawing can awaken in some, and equips students with a number of approaches and strategies for drawing the human figure. Open to students at all levels; no prior experience required.
• A&HA 5081 - Advanced Curriculum Design in Art Education

  This course will enable students to design, implement, and evaluate curricula in higher art education. It will address how the teaching, learning, and making of art have changed, and how these changes affect curriculum design in theory and practice. Students will practice the intricacies of curriculum design by creating unique syllabi and study programs for real-world institutions, preparing them to teach in colleges and universities.
• A&HA 5082 - Philosophies of Art in Education

  The course will provide participants with an introduction to historical and contemporary philosophical debates that frame art education and contemporary art practices. It will examine philosophical perspectives on art, the place of philosophical thinking in studio teaching, and models of reflective practices in art pedagogy. The goal is to introduce students of art and art education to seminal discussions in the field, to facilitate learning through critical thinking, and to help students develop their own philosophies of art in education.
• A&HA 5085 - The Museum Education Department: Function, Scope, Possibilities

  An introduction to the function and roles of education departments in art museums. This course offers an overview of the scope of programs and initiatives that education departments oversee within and beyond museums’ walls, with consideration of what it takes to launch and sustain them in the real world. Attention is given to the realities of actual institutions and the communities they serve, and to what might be possible.
• A&HA 5086 - Art in Visual Culture

  An examination of the role of visual culture in contemporary life. Includes reflection on how visual texts function across cultural spaces, with emphasis on artworks and their exhibition contexts: museums, galleries, public, and alternative spaces.
• A&HA 5090 - Museum Education: Social and Cultural Issues

  An introduction to the art museum as an educational institution. With an emphasis on education, and attention to museum spaces, histories, and missions, this course examines social and cultural issues central to the museum’s evolving purpose. Students are sensitized to the necessity of making change in the 21st century museum, and are encouraged to develop a critically reflective and empathetic practice.
• A&HA 5092 - Advanced Ceramics

  Further studies of advanced ceramic techniques with an emphasis on content, craft, and individual development. This class is designed for students who have taken an Introductory level course and have an understanding of the fundamentals of working with clay. The class may explore advanced techniques in ceramics such as mold making and slip casting, advanced throwing, alternating clay, glaze development, kilns and firing, among other topics.
• A&HA 5093 - Advanced Sculpture: Mixed Media

  Further studies of sculptural process with an emphasis on content, craft, and individual development. This course supports those who have taken an introductory sculpture course to develop a more independent practice.
• A&HA 5094 - Advanced Photography

  This class is designed for students who already have a basic knowledge of the digital camera. The class will support and challenge students as they develop personal photographic projects. Students' projects can focus on documentary, portrait, landscape, or conceptual photography, among other approaches.
• A&HA 5120 - Creative Technologies Seminar

  What are some of the powerful new ideas surrounding technology-infused art and design education? This seminar-style course will look at the impact of emerging technologies (such as AI, VR, gaming, blockchain, bioart, data visualization, e-textiles, and interactivity), their ethical implications, and their place in art and design studios and classrooms. Through short lectures and workshops, students will gain both a general overview of the field and a unique opportunity to develop their own inquiries into civic-minded, cutting-edge art and design education. A colloquium series will accompany the seminar and provide interactions with leaders in the field.
• A&HA 5125 - Inquiry-Based Art and Design

  Teachers who search for their own questions inspire students to do the same. They transform their curiosity into knowledge, empowering others to learn and grow with them. This course provides educators with ways to integrate technology into various learning environments. Students will utilize project-based learning, design-thinking and maker-centered learning to develop maker-projects and curricula for a diverse set of communities. The course will enable students to look at contemporary and historic examples of art, design, and technology, as well as the social context in which these works were produced.
• A&HA 5128 - Studio in Creative Technologies

  This studio course enables students to work on technology-infused art and design projects. Students will learn multiple aspects of digital fabrication, 2D and 3D design. With a rich support structure and the opportunity for peer learning, students gain the expertise needed to pursue their projects with knowledge and skill. Interested students will have the opportunity to participate in a gallery exhibition.
• A&HA 5181 - The Arts in Education

  An examination of ideas about the interdisciplinary role of the arts in traditional and nontraditional educational and administrative settings through analysis of programs, projects, policy issues, and political processes that involve the visual arts, dance, music, and theater.
• A&HA 5202 - Fieldwork in Art Education

  Permission of instructor required. Professional activities in the field under faculty supervision.
• A&HA 5504 - Proseminar in Art Education

  An introduction to doctoral study and scholarly inquiry in Art and Art Education. Involves an exploration of issues that are central to the field, and nurtures habits required of doctoral students/scholars.
• A&HA 5601 - Creative Technologies Colloquium

  The Creative Technologies Colloquium is a critical supplement to A&HA 5120 Creative Technologies Research Seminar. Students in A&HA 5120 are required to enroll in this course, which meets six times over the course of the semester. At each Colloquium, students will have an opportunity to present their research and receive feedback from peers. The colloquium will incorporate outside presenters, who will offer models for students developing their own practice-based research, as well as networking opportunities within the Creative Technologies field.
• A&HA 5804 - Museum Experiences Across Disciplines

  Focus on interdisciplinary learning in the museum. This course prepares museum educators and classroom teachers to engage learners of various ages across a spectrum of disciplines and learning modalities within museum settings. Emphasis on how traditional curricular boundaries might be upended to create cross and interdisciplinary learning centered on art objects and museum spaces.
• A&HA 5902 - Research and Independent Study in Art Education

  Permission of instructor required. Research and independent study under faculty supervision.
• A&HA 5922 - Master's Seminar in Art Education

  Required for all M.A. and Ed.M. students. Guided independent work in research, culminating in the development of a master's Special Project (thesis) proposal. This course includes an additional 36 weekly hours to develop the Special Project research proposal.
• A&HA 6002 - Teaching and Administration of Art Education in College

  A practical and theoretical ground for the discussion, development, and implementation of pedagogical philosophies, strategies, and practices by which art and design specialists come to teaching in art and design programs in higher education. The course attends to pedagogical discourses and practices; the administration and leadership of art as a discipline; and studio practice and art teaching as professional development.
• A&HA 6003 - Critical Perspectives and Practices in the Arts

  Students investigate their creative practice from several critical perspectives and produce personal profiles and arts projects within educational and cultural contexts.
• A&HA 6010 - Writing for Journal Publication in the Arts

  In this course students learn how to transform completed research papers into publishable articles. Through drafting, editing, and revising their work, and through instructor feedback and peer review, students will, over the course of the semester, produce an article manuscript ready for submission to a scholarly journal.
• A&HA 6021 - Supervision and Administration: Arts in Education

  Substantial teaching and/or arts administration experience. This course explores the function and dynamics of effective supervision and administration in schools and school systems; community settings; museums; and other learning sites.
• A&HA 6202 - Advanced Fieldwork in Art Education

  Permission of instructor required. Professional activities in the field under faculty supervision.
• A&HA 6422 - Internship in the Supervision and Administration of Art Education

  Permission of instructor required. Qualified students work as interns with supervisors or administrators in selected sites. Provision is made for assessment of field-based competencies in fulfillment of program requirements.
• A&HA 6482 - No Title Found in Banner

  Permission of instructor required. Guided experiences in the teaching of the arts in colleges and museums. Sections: (1) Teaching in art programs: college, (2) Teaching in art programs: museum.
• A&HA 6502 - Doctoral Seminar: Arts in Education

  For doctoral students who are completing qualifying papers, developing literature reviews, or exploring and applying research methods. The seminar includes faculty/student presentations, group discussions, and critiques. Requires an additional 36-40 hours per week of work outside the classroom.
• A&HA 6510 - Advanced Seminar in Arts Education Research

  Research Seminar for master's students who are completing their theses or doctoral students who are completing qualifying papers, developing literature reviews, or exploring and applying research methods. This course includes an additional 36 weekly hours to conduct research for and write the Special Project or qualifying paper.
• A&HA 6520 - Seminar in Clinical Supervision in the Arts: K-12

  Permission of instructor required. Seminar in classroom supervision and its application to student teaching and inservice training. On-site field experience, analysis of observation and assessment, readings and discussion. Participants must have a minimum of 5 years of teaching experience.
• A&HA 6580 - Problems in Art and Education

  Specific problems of art and art education are examined. Different topics each semester.
• A&HA 6902 - Independent Studio Work: Sculpture

  Permission of instructor required. Enrollment limited. For advanced independent study.
• A&HA 6903 - Independent Studio Work: Drawing/Painting

  Permission of instructor required. Enrollment limited. For advanced independent study.
• A&HA 6904 - Independent Studio Work: Painting

  Permission of instructor required. Enrollment limited. For advanced independent study.
• A&HA 6905 - Independent Studio Work: Printmaking

  Permission of instructor required. Enrollment limited. For advanced independent study.
• A&HA 6906 - Independent Studio Work: Ceramics

  Permission of instructor required. Enrollment limited. For advanced independent study.
• A&HA 6907 - Independent Studio Work: Digital Media

  Permission of instructor required. Enrollment limited. Prerequisites: extensive experience in digital media and/or related technologies. For advanced independent study. Noncredit for majors only.
• A&HA 6972 - Research and Independent Study in Art Education

  Permission of instructor required. Research and independent study under the direction of a faculty member.
• A&HA 6999 - Exhibition/Presentation Rating

  Rating of certification for Ed.D. exhibitions and public presentations offered in fulfillment of degree requirements. To be taken during the semester in which work is presented.
• A&HA 7502 - Dissertation Seminar in Art Education

  Required of all doctoral students in the program in the semester following successful completion of written qualifying papers. Involves preparation and presentation of dissertation proposal for approval. The teaching format is flexible and includes faculty/student presentations, group discussions, and critiques.
• A&HA 8900 - Dissertation Advisement

  Individual advisement on doctoral dissertations. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.
• A&HB 4020 - Foundations of Bilingual Special Education

  This course is a solid introduction to the field of special education with an added emphasis on its intersection with bilingual education. It engages students in the study of the nature, psycho-social, and educational needs of individuals across the educational lifespan with disabilities. Within this course we consider issues in special education from the historical philosophical, legal, cultural, linguistic, and ethical viewpoints, and the responsibilities of teachers and other professionals toward students with disabilities and their families. Additionally, the course offers an opportunity to analyze the research in bilingual education in relation to the complexity of the over- and under-representation of bilingual students in special education, issues in relation to differentiating cultural and linguistic-related learning variations from special education issues, and instructional implications (including assistive technology). This course involves working in groups with other classmates to conduct a case study with one bilingual child with a disability. Access to educational contexts and being bilingual is preferable but not required to take this course.
• A&HB 4021 - Foundations of Bilingual/Bicultural Education

  Review of the linguistic, socio-cultural, philosophical, political, and historical foundations that have shaped bilingual education policies, program models, and teaching and assessment practices. This course addresses both elementary and middle school/secondary education content. Analysis of how diverse bilingual education elementary and middle school program models throughout the world respond to different linguistic, social, and educational goals.
• A&HB 4024 - Linguistic Foundations of Bilingual/Bicultural Education

  Introduction to the study of bilingualism. Study of sociolinguistics and psycholinguistics as applied to the design and implementation of bilingual/bicultural educational models and materials.
• A&HB 4028 - Teaching Literacy in Bilingual Settings

  Approaches to developing literacy in a second and native language in elementary and middle schools. Techniques for developing listening, speaking, reading, and writing skills; developing language and literacy through the content areas; using children's literature; and assessing students' literacy development in the second and native language. Strategies to develop biliteracy in dual language programs.
• A&HB 4029 - Latino Children's Literature and Literacies

  Participants will become familiar with literature for children and adolescents portraying Latino/a characters and themes, with various Latino/a authors, poets and illustrators, and with resources available for educators. The course provides criteria for the selection of such literature, specifically criteria to identify cultural authenticity. The experiences provided in the course will build a foundation for developing research and practice using Latino literature to support all readers in mainstream and bilingual classrooms.
• A&HB 4075 - Cross-cultural Communication and Classroom Ecology

  Examination of the influence of culture in the design and implementation of school instruction. Identification of salient theoretical issues related to culture and social organization as they relate to the education of ethnolinguistic and minoritized children. Exploration of the learning/teaching processes within the context of multicultural and bilingual classroom settings from a cultural perspective. Reflection upon the role of the teacher in creating cultural learning environments. Survey of research approaches which serve as tools to examine classroom interaction. Use of technology for exploring the knowledge of minoritized learners.
• A&HB 4121 - Bilingual/Bicultural Curriculum Design in Elementary and Middle Schools: Social Studies

  Prerequisites: Proficiency in the English language and one additional language. The course focuses on three aspects addressing both elementary and middle school contexts: (a) linguistic, cognitive, developmental, and socio-cultural considerations in the design of bi/multilingual curricula; (b) exploration of bi/multilingual instructional methods and materials for use in language arts and content areas; (c) critique of current commercially prepared products.
• A&HB 4133 - Curriculum and Methods for Bilingual Teachers: Science

  Intensive review of curriculum and methods appropriate to the teaching of the subject areas in bilingual elementary and middle school instructional settings. Offered for those wishing to obtain elementary, bilingual extension, and/or middle school certifications.
• A&HB 4134 - Curriculum and Methods for Bilingual Teachers: Mathematics

  Intensive review of curriculum and methods appropriate to the teaching of the subject areas in bilingual instructional settings. Offered as needed for those wishing to obtain bilingual teacher certification.
• A&HB 4140 - Latina Narratives

  The Latina Narratives class is a class in which we explore language not just in what people say about themselves or about how others characterize them, but also in relation to the historical concept of erasure, defined as the social organization of forgetting, an always-almost forgotten denial of form, life, and validity of place, and where only ghostly traces and residual mass remain. Students will read Latina narratives, read about narrative methodologies, and will do a narrative of a Latina woman.
• A&HB 4150 - Teacher/Educational Inquiry: Bilingual/Bicultural Education

  Open only to students registered in any of the M.A. Programs in Bilingual/Bicultural Education. Reflective inquiry focused on bilingualism or biculturalism in relation to instruction in the native language, native language development, second language learning, and the relationship between the theory and practice of learning and/or teaching in bi/multilingual/multicultural settings. Course supports students in development and presentation of their Integrative Project.
• A&HB 4199 - Topics in Bilingualism and Bilingual/Bicultural EducationTopics in Bilingualism and Bilingual/Bicultural Education

  This course offers new topics in Bilingualism and Bicultural Education.
• A&HB 4323 - No Title Found in Banner

  Permission required. This course is for current teachers or students with prior teaching experience. Practical application of bilingual and bicultural classroom practices in all content areas, the teaching of an additional language (ESL or LOTE), and the development of bilingualism. Classroom observations and supervision will be provided for full-time teachers and student teachers. Weekly seminars focus on teaching strategies for a variety of bilingual settings, including teaching content and developing language. Requires an additional 40 hours per week of work outside the classroom.
• A&HB 4325 - Practicum/Internship in Bilingual/Bicultural Institutions

  Offered every fall. Develop practical skills in teaching an additional language other than English and developing cross cultural understandings through working weekly with a small group of students in a non-formal school setting. Seminars focus on methods and strategies for integration of language and cultural awareness taught in hands-on ways. Fluency in a language other than English required.
• A&HB 4720 - No Title Found in Banner

  Permission required. Student teaching in bilingual elementary classroom. Practical application of bilingual and bicultural classroom practices in all content areas, the teaching of an additional language (ESL or LOTE), and the development of bilingualism. Classroom observations and supervision will be provided for student teachers. Weekly seminars focus on teaching strategies for a variety of bilingual settings, including teaching content and developing language. Emphasis on the use of technology (such as video recording) for informing one’s teaching. Requires an additional 40 hours per week of work outside the classroom.
• A&HB 4721 - Student Teaching in English with Students With and Without Disabilities

  Permission required. Student teaching in the English elementary classroom teaching students with and without disabilities. Practical application of bilingual and bicultural classroom practices in all content areas while teaching in English and attending to the development of bilingualism. Classroom observations and supervision will be provided for full-time teachers and student teachers. Weekly seminars focus on teaching strategies for a variety of settings teaching in English, including teaching content and developing English as a second language. Emphasis on the use of technology (such as video recording) for informing one’s teaching. Requires an additional 40 hours per week of work outside the classroom.
• A&HB 5020 - Curriculum & Instruction: Inclusive Bilingual Education and Issue of (Dis) Abilities

  Integrating frameworks for designing curriculum from the fields of Bilingual/Bicultural Education (i.e., Culturally Sustaining Pedagogy) and Inclusive Education (i.e. Universal Design for Learning) this course is an advanced exploration of curriculum design and development work for the inclusive bilingual education context (with children with and without disabilities). The course will assist participants in becoming acquainted with frameworks for designing curriculum and instructional invitations that center on Latin American and other indigenous identities and knowledges, student funds of knowledge, including language and experiences, and a range of ways of learning as well as facilitating successful and challenging learning experiences for all. Teachers will be asked to critically reflect on their curricular choices and focus on the learning needs and assets of their particular students. The course will engage students in an exploration of existing curricular materials for the bilingual inclusive classroom, and research exploring novel constructs for teaching and learning with bilingual childhood students with and without disabilities.
• A&HB 5021 - No Title Found in Banner

  This course requires a minimum of 27 hours per week of out of classroom work.
• A&HB 5022 - Administration of Bilingual Programs

  Focus on managerial, legal, and financial issues in bilingual education, with particular emphasis on urban and suburban settings at elementary and secondary school levels.
• A&HB 5024 - Bilingual/Multilingual Education: International Perspectives

  A survey of bilingual/multilingual educational policies and practices throughout the world. While such models and designs are analyzed from a comparative educational perspective, much attention is given to the ethnolinguistic, social, economic, and political contexts.
• A&HB 5123 - School counseling of bilingual/bicultural children, adolescents and their families

  Guidance and counseling theory, research and practice regarding bilingual and racially/culturally diverse children, adolescents and their families. The course examines paradigms used to understand the behavior of bilingual/bicultural children, the impact of various factors on their functioning, models for assessing their functioning, and preventive and rehabilitative interventions to effect change.
• A&HB 5513 - Staff Development in Multilingual/multicultural Settings

  Permission required. Critical study of theory and practice of staff development in multilingual/multicultural settings.
• A&HB 6202 - Advanced Fieldwork

  Permission required.
• A&HB 6402 - Internship in Bilingual/Bicultural Education

  Permission required. Occasional opportunities in areas represented by the department. Students must inquire to see if opportunities are available during any given semester. Requires an additional 40 hours per week of work outside the classroom.
• A&HB 6521 - Seminar in Bilingualism/Bilingual Education

  A review of research in bilingual/bicultural education from an interdisciplinary perspective. The focus is on the analysis of research, evaluation methodologies and findings, and their potential application to current theory and practice.
• A&HC 4750 - Supvsd Teach English/TESOL I

  This course will be the first in a two part series aligning with Phase I & Phase II of the student teaching experience for students who are working toward a dual New York State teaching certificate in TESOL (PK-12) and English Ed (7-12). Course content will focus on language demands and understanding of pedagogical theories as they relate to ESL classroom practices in the context of secondary English instruction. Specifically, this course is a supervised student teaching practicum designed to support students as they enter the field. students will draw on their experiences as developing English Ed and TESOL professionals and work together toward become reflective teachers while engaged in student teaching experiences in New York City secondary schools. In addition, students will solidify lesson, unit, and course planning skills introduced in prior methods courses as they navigate the nuanced complexities of simultaneous English and TESOL instruction. This course requires a minimum of 28 out of classroom hours per week. Prerequisites: A&HL 4000, A&HL 4085, A&HE 4151, A&HE 5518, A&HL 4076, A&HL 4087, A&HE 4150, A&HE 4058. Co-requisites: A&HL 4185, A&HE 5590, A&HL 4088.
• A&HC 4751 - Supervised Teaching of English & TESOL II

  This course will be the second in a two part series aligning with Phase I and Phase II of the student teaching experience for students who are working toward a dual New York State teaching certificate in TESOL (PK-12) and English Ed (7-12). Building on the Phase I seminar, this course is intended to be a platform in which students discuss and address real teaching situations encountered during the student teaching experience and sharpen understandings of pedagogical theories as they relate to ESL and English classroom practices. Students will create a teaching portfolio in which they include a philosophy of teaching statement articulating their emerging conception of the relationship between the teaching of English and TESOL. Course content will also guide students as they work to become members of the professional community, supporting the completion of certification requirements and job application processes. This course requires a minimum of 27 hours per week of out of classroom work.
• A&HD 4903 - Research-Independent Study: Dance Education

  With permission of the major advisor.
• A&HD 5040 - Dance and Human Development

  This course will examine theories of human development and the implications of such for the learning, teaching and leadership of dance education.
• A&HD 5044 - Embodied Learning in Dance Education

  Interdisciplinary theoretical perspectives from motor learning, neuroscience and somaesthetics will be introduced to examine embodied learning and to actively refine pedagogical approaches within dance education.
• A&HD 5046 - Historical Foundations and Contemporary Issues in Dance Education

  This course engages students in tracing the historical quest to establish dance as arts education in the U.S. and the relevance of this to contemporary issues, beliefs and practices in dance education.
• A&HD 5903 - Research-Independent Study: Dance Education

  With permission of the major advisor
• A&HD 6000 - Advanced Curriculum Design in Dance Education

  This course focuses on the development of knowledge and decision-making skills for developing and evaluating personally meaningful dance program curricula that address contemporary issues in the field.
• A&HD 6001 - Teaching and Leadership of Dance Education in Colleges, Cultural Institutions and PK-12 Contexts

  This course will examine cross-contextual leadership issues within dance education and the preparation of artist-educators in colleges, cultural institutions and PK-12 contexts.
• A&HD 6049 - Introduction to Doctoral Inquiry in Dance Education

  Required for first-year Dance Education doctoral students, this course examines issues that are central to doctoral studies and the development of effective scholarly practices. Topics include an orientation to the program, introduction to doctoral study and the dissertation research process, an overview of research practices, priorities for dance education research, developing a dissertation research interest, and the application of information literacy skills to support research processes.
• A&HD 6482 - Praxis Project: Teaching & Leadership in Dance Education

  The Praxis Project seminar is designed to support individualized opportunities for doctoral dance education students to practice leadership, supervision, and teaching of adults within college, cultural institutions, and PK-12 field contexts.
• A&HD 6501 - Dance Education Doctoral Seminar 1

  Dance Education Doctoral Seminar 1 will facilitate the development of students' dissertation research ideas with a primary focus of developing a preliminary research proposal that may serve as the basis for subsequent dissertation research.
• A&HD 6502 - Dance Education Doctoral Seminar 2

  Dance Education Doctoral Seminar 2 is designed to facilitate the development of students’ Doctoral Qualifying Papers: (1) Pilot/Field Study and (2) Review of Related Literature.
• A&HD 6510 - Advanced Seminar in Dance Education

  No Description Found in Banner

• A&HD 6903 - Research-Independent Study: Dance Education

  With permission of the major advisor.
• A&HD 6999 - No Title Found in Banner

  The studio seminar will support doctoral dance education students in conceptualizing, creating, and self-producing arts-based research projects related to their doctoral research inquiry as required for Ed.D. candidacy.
• A&HD 7501 - Dance Education Dissertation Seminar 1

  Dance Education Dissertation Seminar 1 is designed to facilitate the development of students’ Advanced Dissertation Proposal, based on the Qualifying Papers completed in A&HD 6502 Dance Education Doctoral Seminar 2.
• A&HD 7502 - Dance Education Dissertation Seminar 2

  Dance Education Dissertation Seminar 2 is designed to facilitate the development of students’ dissertation writing, based on the Advanced Dissertation Proposal completed in A&HD 7501 Dance Education Dissertation Seminar 1.
• A&HD 8900 - Dissertation Advisement in Dance Education

  Registration for A&HD 8900 Doctoral Dissertation Advisement is required for all doctoral students who have either been recommended for doctoral certification (advanced to candidacy) or have an approved dissertation proposal on file. Registration is required each Autumn and Spring term unless a student is registered for a 3-point TC course. There is no course syllabus as students are completing individualized dissertation research.
• A&HE 4050 - Literature and Teaching

  An inquiry into the nature and value of literary experience and the role of instruction in helping readers productively access that experience. Focus on reading short older and contemporary texts and experimenting with promising practices.
• A&HE 4051 - Critical Approaches to Literature

  An examination of traditional and current approaches to reading, interpreting, and criticizing a diverse selection of literary works, with an emphasis on the relationship between critical theories and pedagogical principles and practices.
• A&HE 4052 - Adolescent Literature

  This course focuses on issues in young adult literature, including those related to adolescent identities informed by diversity, urban experience, race, and gender, and highlights pedagogical principles and practices in teaching adolescents and literature.
• A&HE 4053 - Cultural Perspectives and Literature

  An examination of contemporary literary selections through particular socio-cultural and cross-cultural perspectives and contexts including geographic, racial, ethical, and political, with consideration of the pedagogical implications.
• A&HE 4056 - Feminist Perspectives and Literature

  An examination of literary texts through feminist perspectives with emphasis on recognizing female writers’ contributions to literary values, conventions, and production of literature, identifying the operations of patriarchy within representations of gender, and determining the pedagogical implications of the role of gender politics in the study of literature.
• A&HE 4057 - English Methods

  Examines purposes, issues, and practices related to the design and implementation of curriculum, assessment, and effective teaching strategies, evaluation and instructional strategies that integrate the language arts and address the broader purposes of educating an informed, imaginative, and action-inclined citizenry.
• A&HE 4058 - Teaching of Reading

  The course focuses on helping teachers examine theoretical and pedagogical principles relevant to teaching literary and non-literary texts with emphasis on helping struggling adolescent and young adult readers.
• A&HE 4100 - Teaching Drama and Theater

  This course serves as an introduction to the ways in which we might approach the teaching of secondary English language arts through drama and theater. Students will experiment with and critique dramatic tools for the teaching of fiction and nonfiction texts (with a specific focus on the teaching of plays) and consider issues of diversity, equity, and inclusion through the classroom integration of drama and theater. drama.
• A&HE 4151 - Teaching of Writing

  The course integrates theory and practice for teachers. Topics include the textual character of genres, critical perspectives on writing instruction, research on writing, evaluation and assessment of writing, and classroom methods for teaching writing.
• A&HE 4152 - Literacies and Technologies in the Secondary English Classroom

  This course focuses on how new technologies have impacted and enabled emerging practices in the learning and teaching of English.
• A&HE 4156 - Writing: Nonfiction

  A non-fiction writing workshop. This course is taught as part of 6 credit block with A&HE 4151: Teaching of writing.
• A&HE 4550 - Teaching of Poetry

  Experience in reading and writing poetry, designing curriculum, and determining effective teaching practices.
• A&HE 4551 - Teaching of Shakespeare

  An examination of diverse theoretical perspectives and pedagogical principles for teaching Shakespeare.
• A&HE 4556 - Research Seminar for InSTEP

  This seminar is designed to support practicing teachers as they compose and expand their teaching lives. The seminar will provide teachers with a community of colleagues with whom they can explore instructional strategies, pedagogy, and the challenges of contemporary teaching. This course is ordinarily offered online for students in the INSTEP MA program only.
• A&HE 4557 - Seminar in the Teaching of English

  This course will offer experienced teachers an opportunity to revisit, reimagine and re-articulate those principles and methods at the core of what they do in the classroom. Each semester, the course will concentrate on one of the following: the Teaching of Writing (critical perspectives on writing instruction, research on writing, evaluation and assessment of writing, and classroom methods for teaching writing), the Teaching of Reading (critical issues in the teaching of literary and non-literary texts) or English Methods (approaches to unit and course design, the integration of language arts). Students are encouraged to experience each concentration.
• A&HE 4561 - Teaching Narrative and Story

  An examination of narrative theories, narrative design, and philosophies of composition.
• A&HE 4750 - Supervised Teaching of English

  Majors only. Students may satisfy state certification requirements by participating in the supervised teaching program in the Fall and Spring semesters. Students should plan to reserve part of each day Monday through Friday for classroom experience.
• A&HE 4751 - Fieldwork and Observation in Secondary English

  Majors only. A series of guided observations of schools, teachers, and students, which are supplemented by opportunities to report and systematically reflect on observations.
• A&HE 4904 - Independent Study in Teaching English

  Permission of instructor required. Research and independent study under the direction of a faculty member. Students work individually or with others.
• A&HE 5149 - Research Writing: Genres, Techniques, and Connections

  Investigates multiple ways to craft and present research processes and findings, explores theoretical, practical, and ethical considerations for the choices made, and examines how research writing makes intelligible, through structure and craft, unique representations and interpretations that maintain or challenge traditions of text, genre, and expectations in research writing. This course is a co-requisite with A&HE 5504 as part of a 6-credit block.
• A&HE 5150 - Research in Practice

  Examines the role of practitioner qualitative research in knowledge production, teaching, and learning.
• A&HE 5151 - Perspectives on "Popular" Texts in English Classrooms

  This course examines "popular" texts and popular culture through modern and post-modern theoretical lenses.
• A&HE 5154 - Rhetoric and Teaching

  The course examines the applicability of rhetorical theories and composition research.
• A&HE 5160 - No Title Found in Banner

  This course explores theoretical frameworks and qualitative methodologies as applied to English and literacy studies and teacher education. Students will explore a range of theoretical lenses such as sociocultural, practice, and assemblage theories, and experiment with some data collection and analysis methods. We will consider alignments and tensions between such theoretical frames and a range of qualitative methodologies, including phenomenological, post-structural, participatory, and collaborative approaches, in order to analyze and design vision-driven inquiry and praxis.
• A&HE 5204 - Fieldwork in Teaching English

  Provides opportunities for students to participate in workshops conducted by master practitioners and to develop projects for implementation in schools and other field settings. 45 hours for mentoring sessions could do an addition 45 hours for project design, research, and implementation
• A&HE 5504 - Research Paper: Teaching of English

  A writing seminar/workshop intended to facilitate the design, implementation, and write up of a research project with focus on research processes, options for writing to targeted audiences, and an exploration of the ethical and representational dilemmas posed in various research traditions. This course is a co-requisite with A&HE 5149 Research Writing as part of a 6-credit block.
• A&HE 5510 - Foundational Texts I

  A required introductory course for doctoral students focused on the texts that have shaped and defined the field of English education as an intellectual discipline and discrete arena for research and teaching. Course also prepares current and prospective doctoral students for the required first certification examination.
• A&HE 5514 - Literature and Literary Study: Milton

  This course is an advanced seminar in literature and in critical theory as it relates to the reading, writing, and teaching of literature. May include an intensive study of a particular literary text, author, genre, or period.
• A&HE 5518 - Teaching English in Diverse Social/Cultural Contexts

  This course examines how gender, class, race, ethnicity, and sexual orientation issues may impact learning and teaching in classrooms. This course also emphasizes and models culturally responsive teaching.
• A&HE 5590 - Master's Seminar

  This course allows students to reflect systematically on their teaching practice, particularly as it relates to taking leadership stances among their colleagues, in their schools, and within their districts. Students will design and implement practice-based research that will document ways they engage and dialogue as literacy leaders. As such, this course serves as a capstone to the Ed M program.
• A&HE 6011 - Politics of Teaching English: Racial Literacy in Teaching & Teacher Education--Implications for Research, Policy and Practice

  An examination of politically-sensitive issues in curriculum, instruction, and assessment with an introduction to political theories that interrogate policy and practice in the English language arts.
• A&HE 6015 - College Teaching of English

  An examination of problems and issues in the teaching of English to diverse populations of students in contemporary college classrooms.
• A&HE 6151 - Narrative Research in English Education

  Explores diverse ways that narrative research theorizes and narratizes human experience, examines a variety of narrative research genre, emphasizes narrative methods as humanizing and decolonizing research traditions, grapples with methodological, representational, and ethical issues involved in data collection, interpretation, and writing, and emphasizes self-reflexivity to account for a researcher’s presence, power, and ethical responsibility.
• A&HE 6152 - Advanced Narrative Research in English Education

  Permission of instructor required. This course builds on prior knowledge of various genre of narrative research (biography, autobiography, autoethnography, testimonial, oral history, or life history) to focus on crafting techniques and forms utilized to evoke, and provoke various narrative explorations, excavations and cartographies—each offering differences in effect and affect intended to capture ‘experience’ as nuanced, subjective, multiple, and located on the ever shifting grounds of (re)membering and (re)rendering.
• A&HE 6204 - Advanced Fieldwork in Teaching English

  Permission of instructor required. Provides opportunities for instructional experimentation and research in classrooms and other field settings.
• A&HE 6404 - Internship in College Teaching of English

  Permission of instructor required. Provides opportunities to function in an apprenticeship role in teaching or research in the context of a college English classroom or other field setting.
• A&HE 6450 - Internship in Teaching English

  Permission of instructor required. Provides opportunities to function in an apprenticeship role in teaching or research in the context of a secondary English classroom or other field setting.
• A&HE 6504 - Doctoral Seminar: Posthuman Pedagogies and Transversal Assemblages

  Summer B Special Dates: July 15, 17, 22, 24, and 29 from 3:00 to 8:20. 3 credits $35 course fee.
• A&HE 6514 - Postmodern Textual Theories

  An exploration of a range of postmodern textual practices from literature, nonfiction, film, research reports, and public pedagogies that serve as potential sites to illustrate divergent postmodern inquiry practices and textualities that dis-semble logics of critique and interpretation and pose new ways of recognizing, naming and un-naming particular social and cultural practices as these influence theories and practice.
• A&HE 6904 - Research and Independent Study

  Permission of instructor required. Advanced research and independent study under the direction of a faculty member. Students work individually or with others. 45 hours for mentoring sessions could do an addition 45 hours for project design, research, and implementation
• A&HE 7504 - Dissertation Seminar: Teaching of English

  Permission of instructor required. Designed to help students complete an acceptable dissertation proposal.
• A&HE 8904 - Dissertation Advisement in Teaching English

  Permission of instructor required. All Ed.D. and Ph.D. students, upon successful defense of dissertation proposal must register continuously for Dissertation Advisement or an alternative course approved by their sponsor until the final defense of the dissertation.
• A&HF 4090 - Philosophies of Education

  An introduction to primary texts, central questions, and rival traditions in philosophy of education. An invitation to develop one's own philosophy of education.
• A&HF 4091 - The Call to Teach

  Reading and discussion of philosophical and other works that illuminate what it means to be a teacher, whether of children, youth, or adults. Consideration of motives, rewards, and challenges in teaching.
• A&HF 4092 - Education and the Aesthetic Experience

  An invitation to engage with works of art which challenge conventional ways of thinking and perceiving; consideration of the relation of art, imagination, and education.
• A&HF 4094 - School and Society

  An examination of historical and contemporary conceptions of the relation between schools and society. Consideration of issues in social and political philosophy that bear on the question of why have schools at all.
• A&HF 4190 - Philosophies of Education: North America

  Major American thinkers and outlooks and their impact on education: Thoreau, Emerson, Fuller, and transcendentalism; Pierce, James, Dewey, and pragmatism; Douglass, Du Bois, and African-American education; Anthony, Stanton, Addams, and feminism.
• A&HF 4192 - Ethics and Education

  An introduction to influential philosophical perspectives on professional ethics. Attention to the roles, relations, and responsibilities of educators in the context of such ethical considerations as the good human life, practical wisdom, and virtue ethics.
• A&HF 4193 - Africana Philosophies of Education

  A study of philosophies of education that derive from the experience of African-Americans, Africans, and people of African descent around the world. Reading of classics by figures such as W. E.B. Du Bois, Aimé Césaire, Anna Julia Cooper, Frantz Fanon, and Alain Locke, as well as contemporary thinkers.
• A&HF 4194 - Dialogue and Difference in the Multicultural Classroom

  Philosophical exploration of the pedagogical, psychological, social, and political issues surrounding the recognition and misrecognition of difference. Consideration of theories of dialogue from Plato to Freire.
• A&HF 4196 - Identity and Ideals: Visions of Human Flourishing

  An introduction to influential philosophical perspectives on what it means to be a successful, whole, and flourishing human being. Attention to issues of personal identity and personal ideals and how these can evolve over time.
• A&HF 4198 - Philosophies of Education in the Americas: Latin America

  An introduction to significant lines of philosophical inquiry about education across Latin America, from pre-conquest civilizations through the present time. Consideration of writings by Bartolomé de las Casas, Sor Juana Inés de la Cruz, Aimé Césaire, José Enrique Rodó, Gabriela Mistral, José Carlos Mariátegui, and others.
• A&HF 4900 - Independent Study: Philosophy and Education

  Permission of instructor required.
• A&HF 5090 - The Philosophy of John Dewey

  An analysis of the principal educational works of John Dewey.
• A&HF 5092 - Philosophy Goes to School

  An introduction to pre-college philosophy education. Analysis of children's philosophical thinking and of the philosophical dimensions of children's literature. Class participants will create a ‘community of inquiry’ by studying cognitive, social and philosophical aspects of classroom discussion.
• A&HF 5093 - Ways of Knowing

  Readings in epistemology in the context of teaching, learning, and educational research, from classical and enlightenment sources to feminist, hermeneutic, psychoanalytic, and postmodern critiques. Topics include objectivity and subjectivity and problems of interpretation in the arts, humanities, and natural and social sciences.
• A&HF 5190 - Critical Perspectives in Philosophy and Education

  Close reading and discussion of classic and contemporary critical theories. Examination of class, gender, race, and sexuality issues in canon, classroom, and society.
• A&HF 5590 - Voices in Philosophy and Education

  A master's thesis writing workshop for graduating students in the program of Philosophy and Education.
• A&HF 5591 - Educational Debates in Philosophical Perspective

  Topics vary. Convened to promote philosophical discussion of a contemporary educational issue (e.g., patriotism, privatization, standards, technology) or ongoing debate (e.g., liberal education, moral education, standardization).
• A&HF 5596 - Topics in Educational Ethics and Moral Philosophy

  Topics vary but may include any of the following: the moral sources of educational aims, the nature of ideals, the ethics of teaching, moral education, and meta-ethics.
• A&HF 5600 - Colloquium in Philosophy and Education

  A series of formal presentations and discussions with scholars in the field of Philosophy and Education.
• A&HF 6000 - Doctoral Pro-seminar: Ancient Philosophy and Education

  Permission of instructor required. For first- and second-year doctoral students in Philosophy and Education. Close reading and discussion of primary texts in ancient philosophy that have shaped the field of philosophy of education. Complements A&HF 6100.
• A&HF 6100 - Doctoral Pro-seminar: Modern Philosophy and Education

  Permission of instructor required. For first- and second-year doctoral students in Philosophy and Education. Close reading and discussion of primary texts in modern philosophy that have shaped the field of philosophy of education. Complements A&HF 6000.
• A&HF 6500 - Dissertation Proposal Workshop in Philosophy and Education

  Permission of instructor required. Prerequisites: A&HF 6000 and A&HF 6100. An ongoing writing workshop required of all doctoral students after completion of the Proseminar sequence. Students develop research interests, hone philosophical skills, and draft dissertation proposals. Offered every Fall and Spring semester.
• A&HF 6590 - Advanced Seminar in Philosophy & Education

  For doctoral students in Philosophy and Education or by permission of instructor. Topics vary and may range from close reading of a single text to exploration of a key concept or problematic. Past topics include contemporary theories of democratic education, cosmopolitanism and education, and conceptions of teacher education.
• A&HF 6900 - Advanced Research in Philosophy and Education

  Permission of instructor required. For doctoral students in Philosophy and Education only.
• A&HF 7500 - Dissertation Seminar in Philosophy and Education

  Permission of instructor required. Required of doctoral students in the semester following successful completion of the doctoral certification process or in the semester in which the student defends the dissertation proposal, whichever comes first.
• A&HF 8900 - Dissertation Advisement in Philosophy and Education

  Permission of instructor required. Individual advisement on doctoral dissertations. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees. Fee to equal 3 points at current tuition rate for each term.
• A&HG 4013 - Cultural Policy

  A seminar covering historical and contemporary issues in arts policy focused on moments of economic, political, and social conflict and consensus.
• A&HG 4100 - Master's Essay: Arts Administration

  Permission from program coordinator required. Students who have registered for the 60 required points of coursework but have not completed the master's essay may register for this course if they wish in order to continue to access College services. Students pay the College fee only.
• A&HG 4170 - Principles and Practice in Arts Administration

  Permission from professor required for non-AADM majors. Overview of the history of arts administration and current professional practices. In-depth discussion of current debates in performing and visual arts organizations.
• A&HG 4171 - History and Theory of Arts Administration I

  AADM majors only. Overview of the history of the arts and arts organizations in America; major theories of art's production and consumption; and the development of arts administration as a field. HTAA I covers basic concepts in organizational analysis, overview of the structure of arts organizations, an introduction to the principles of good management in the arts, and strategic planning.
• A&HG 4172 - History and Theory of Arts Administration II

  AADM majors only. Overview of the history of the arts and arts organizations in America; major theories of art's production and consumption; and the development of arts administration as a field. HTAA II focuses on major systems of funding in comparative perspective, capitalist market dynamics and their impact on the arts, marketing and fundraising, external communications, audience assessment and engagement, community partnerships, and collections and collectors in art markets.
• A&HG 4173 - History and Theory of Arts Administration III

  AADM majors only. Overview of the history of the arts and arts organizations in America; major theories of art's production and consumption; and the development of arts administration as a field. HTAA III is a basic introduction to legal issues in the arts (including employment rights and unions, deaccessioning, and intellectual property),public policy and arts advocacy, technology and digital issues in the arts, and the relationship of art to the public good.
• A&HG 4174 - Law and the Arts

  Permission required for non-AADM majors. Principal artistic applications of U.S. law in areas drawn from copyright law, unfair competition and trademark law, misappropriation, First Amendment questions, miscellaneous torts including rights of privacy and publicity, defamation, interference with contract, and other problems relating to authenticity of art works.
• A&HG 4175 - Law and the Arts II

  Permission from professor required for non-AADM majors. Lectures and seminars on not-for-profit corporations, alternative forms of organization and tax exemption; the role and problems of trustees, directors, and officers; and commercial and political activity, administrative regulations concerning arts organizations, and arts-specific contracts.
• A&HG 4176 - Fundraising

  Permission from professor required for non-AADM majors. An overview of current thinking in the field on finding support and generating funds for cultural initiatives including traditional and non-traditional approaches, funding trend analysis and research, and social entrepreneurship and revenue generation.
• A&HG 4178 - Marketing for the Arts, Entertainment & Culture

  This course encompasses a focus on both for and not for profit organizations. It covers the diverse fields of commercial entertainment and visual arts, nonprofit performing and visual arts, as well as service and trade-related organizations in the cultural arts realm.
• A&HG 4182 - Cultural Data and Analysis I

  AADM majors only. From the enduring mandate to track attendance; to formal evaluations of exhibitions, programs, and performances; to independent research that can be presented at professional conferences and published in professional journals, arts administrators work with data throughout their careers. This course serves as an introduction to the collection, cleaning, and analysis of such data, and why they matter. CDA I focuses on paradigms of inquiry, positive and reflexive science, causality and interpretation, case and case selection, and ethics. This course equally serves as a prerequisite to the Capstone Seminar, providing students with sufficient technical training to initiate their own data collection and analysis.
• A&HG 4183 - Cultural Data and Analysis II

  AADM majors only. From the enduring mandate to track attendance; to formal evaluations of exhibitions, programs, and performances; to independent research that can be presented at professional conferences and published in professional journals, arts administrators work with data throughout their careers. This course serves as an introduction to the collection, cleaning, and analysis of such data, and why they matter. This course equally serves as a prerequisite to the Capstone Seminar, providing students with sufficient technical training to initiate their own data collection and analysis. Focus on participatory action research, visual applications of qualitative research, data analysis, and creating a proposal for an integrative thesis project.
• A&HG 4184 - Cultural Data and Analysis III

  AADM majors only. From the enduring mandate to track attendance; to formal evaluations of exhibitions, programs, and performances; to independent research that can be presented at professional conferences and published in professional journals, arts administrators work with data throughout their careers. This course serves as an introduction to the collection, cleaning, and analysis of such data, and why they matter. This course equally serves as a prerequisite to the Capstone Seminar, providing students with sufficient technical training to initiate their own data collection and analysis. Focus on methods of inquiry, including surveys, participant observation, in-depth interviews, text and historical analysis, and digital tools of inquiry.
• A&HG 4199 - No Title Found in Banner

  No Description Found in Banner

• A&HG 4370 - Practicum in Arts Administration

  Permission required. This is a required course that offers professional development sessions and in which students read and critique research and reports on the state of the field, and practices within it. This course must be completed prior to the required internship.
• A&HG 4470 - Internship in Arts Administration

  Permission required. Internship arranged with host institutions on an individual basis, taking into account the student’s needs, interests, and capacities and the host’s abilities to integrate those with its operation in an educationally useful manner. Minimum 75 hours. Pre-requisite: Practicum in Arts Administration.
• A&HG 4575 - IP Proposal

  AADM majors only. In this mandatory course, first-year ARAD students will develop a formal proposal for the integrative project for approval, secure an appropriate IP Sponsor, and complete an oral defense of their IP proposal.
• A&HG 4576 - Master's Seminar in Arts Administration B: Research Apprenticeship

  Interview required. Supervised individual apprenticeship to ongoing projects in arts management, arts law, arts and cultural policy.
• A&HG 4970 - Supervised Individual Research in Arts Administration

  Permission from the Program Director required. Independent research in arts administration.
• A&HG 5021 - Instrument InstructionChildren

  No Description Found in Banner

• A&HG 5172 - Contemporary Issues in Arts Administration

  Contemporary issues within arts administration. Topics evolve with the field but can include debates over deaccessioning art, the importance of new markets like China, etc.
• A&HG 5173 - Principles and Practice in Arts Administration: Performing Arts

  Permission from professor required for non-AADM majors. Prerequisite: A&HG 4170. A continuation of A&HG 4170 with special reference to administration and practice within performing arts organizations, including music, dance, and theater.
• A&HG 5174 - Principles and Practice in Arts Administration: Visual Arts

  Permission from professor required for non-AADM majors. Prerequisite: A&HG 4170. A continuation of A&HG 4170 with special reference to the application of management principles and skills to the visual arts, including museums, commercial and cooperative galleries, artists’ spaces, public art, and corporate and individual collectors and artists.
• A&HG 5175 - Entrepreneurship in the Arts

  Permission from professor required for non-AADM majors. Designed to integrate arts administration course-work from business, law, and the arts. Moves from the financial, cultural, political environment to strategic planning tools to specific arts situations in the creation and implementation of planning objectives.
• A&HG 5179 - Making Sense of Censorship

  Uses a multi-disciplinary approach to examine the twin phenomena of censorship and freedom of expression, historically and at present. Censorship will be investigated as a social process, intricately linked with power, knowledge production, group struggles, and social change. Students will explore its causes and consequences and strategies of intervention.
• A&HH 4060 - History of Education in New York City

  An examination of the city’s educational institutions from the perspective of the different school populations who attended them over the course of the 19th and 20th centuries.
• A&HH 4070 - History of Education in the US

  Considers the development of American education in the context of American social and intellectual history.
• A&HH 4074 - Historical Visions of Teachers and Teaching

  A critical examination of popular representations of teachers during the 20th century.
• A&HH 4076 - History of Urban Education

  Understanding the development of schooling in US cities, with an emphasis on social, economic, and spatial changes in the metropolitan environment and their interactions with schools.
• A&HH 4901 - Research and Independent Study

  Permission of instructor required.
• A&HH 5010 - History of School Segregation in the U.S.

  Examines the social, economic, and political factors that once supported segregated schools, led to the victory of Brown v. Board of Education (1954), and created the conditions for resegregated schools in contemporary times.
• A&HH 5050 - Harlem Stories: Archives and Digital Tools

  Part of a two-course sequence; students may take one or both. Combines a topical focus on the history of education in Harlem with practice in digital approaches to researching and sharing historical knowledge, including connections to secondary classrooms. Emphasizes working with and developing archival collections, spatial mapping and creating digital historical exhibits.
• A&HH 5051 - Harlem Stories: Oral History and Digital Tools

  Part of a two-course sequence; students may take one or both. Combines a topical focus on the history of education in Harlem with practice in digital approaches to researching and sharing historical knowledge, including connections to secondary classrooms. Emphasizes conducting and archiving oral histories and creating digital historical exhibits.
• A&HH 5063 - U.S. Education Policy in Historical Perspective

  Examines the historical development of education policy in the U.S., with a particular focus on the increasing federal presence in U.S. education over the course of the 20th century. Traces how U.S. citizens have debated who should govern schools at what scale and how federal actors have defined social problems and sought to address them through education.
• A&HH 5070 - History and Theory of Higher Education

  What is the purpose of higher education, and how has its purpose changed over time? In this course, we will investigate this fundamental question by contextualizing how religious, cultural, political, and international dynamics have contoured American higher education since the origins of the first colonial colleges to its present-day policies and issues.
• A&HH 5076 - History of African-American Education

  An exploration of informal and formal education from slavery to the present.
• A&HH 5190 - Old and New Histories of Higher Education Institutions

  This research seminar, open to students from any program, supports research on the history of Teachers College as an academic institution. The last history of TC was published in 1954. New histories are vitally needed now. Fresh evidence, more recently published scholarship, and alternative perspectives make this endeavor an excellent opportunity for students to engage in historical research.
• A&HH 5195 - Experience, Education & Histories

  Learning through experience is the oldest and perhaps the deepest way to education human beings. Even now, it is the earliest kind of learning for young children. The interplay of learning through experience and what comes later, formal formal education, is a complex and ever-changing dynamic. This seminar takes a historical perspective to explore how that dynamic changed with the rise of mass schooling, increasing urbanization and industrialization, and the revolution in technology and communications. Special attention will be given to initiatives aiming to promote learning through experience amidst the ever-expanding built world and the standardization and regimentation of formal education. The seminar examines the history of efforts to foster learning settings that integrate direct experience, spontaneity, creativity, adventure and play more fully into the education of children and young adults.
• A&HH 5670 - No Title Found in Banner

  Discussion of research and teaching topics in history and education.
• A&HH 6041 - Historical Method

  Methods, principles, and problems of historical research and interpretation. Designed for students throughout the College undertaking systematic inquiries on historical topics.
• A&HH 6901 - Research and Independent Study in History and Education

  Faculty. Permission of instructor required.
• A&HH 6970 - Advanced Doctoral Seminar

  Presentation of dissertation proposals and drafts and explorations of the employment prospects of specialists in history and education.
• A&HH 7501 - Dissertation Seminar in History and Education

  Faculty. Permission of instructor required. Required of doctoral students in the semester following successful completion of certification examinations.
• A&HH 8901 - Dissertation Advisement in History and Education

  Faculty. Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees
• A&HL 4000 - Educational Linguistics

  Survey of cognitive and social approaches to the study of language, language acquisition, language systems, 20th and 21st century movements in linguistics, language varieties and attitudes, forms and functions of language in the classroom.
• A&HL 4001 - Sociolinguistics and Education

  This course looks at language variation based on social class, race, ethnicity, age, and gender; cross-cultural pragmatics, interactional sociolinguistics, code-switching, language planning, and World Englishes. Pedagogical implications.
• A&HL 4003 - Schools of Linguistic Analysis

  This course offers a comparative examination of major approaches to linguistic analysis, specifically systematic and transformational, with particular reference to pedagogical applications.
• A&HL 4005 - Semantic Systems and the Lexicon

  A comparative examination of lexical semantic systems of English and other languages, with particular reference to the teaching and learning of vocabulary.
• A&HL 4030 - Second Language Literacy Development

  Provides an introduction to the theory, research, and instructional practices relevant to reading and writing development for second-language learners.
• A&HL 4067 - Understanding Second Language Learners

  This course is about understanding the second language learner and the types of pedagogical conditions that would be conducive to their learning in the classroom. Issues explored in this course include the initial state of the second language learner, the process of second language development, the nature and characteristics of the linguistic system the learner creates, how that system is put to use, what triggers its restructuring, and how the individual learners differ in terms of their linguistic background, needs, ability, propensity, and learner action, and how those differences impinge on learning.
• A&HL 4076 - TESOL Methodologies for PK-6

  Teaching ESL to elementary students focusing on early literacy development and content instruction. This course also includes fieldwork.
• A&HL 4077 - TESOL Classroom Practices

  Introduction to the major language teaching methods and approaches that have been influential in the 20th and 21st century.
• A&HL 4078 - TESOL Materials

  Practice in designing, developing, and evaluating ESL or EFL materials used for students in different settings.
• A&HL 4080 - Teaching in Linguistically Diverse Classrooms

  Supports teachers in mainstream classrooms grades PK-12 in building a knowledge base and repertoire of instructional strategies for teaching English language learners in content area classrooms.
• A&HL 4085 - Pedagogical English grammar

  A systematic, in-depth examination of English grammar with particular reference to the teaching and learning of grammar.
• A&HL 4086 - Language Classroom Observation

  Introduction to the systematic observation of teaching in diverse contexts.
• A&HL 4087 - Introduction to Second Language Acquisition

  An introduction to the field of second language acquisition with a focus on the mechanisms driving, and factors influencing, second language learning.
• A&HL 4088 - Second Language Assessment

  Prerequisite: A&HL 4087 or permission of instructor. Priority given to M.A. Applied Linguistics/TESOL students in their last semester. Introduction to language assessment theories and practices including test design, construction, scoring, analysis and reporting; introduction to measurement concepts and basic statistics; and use of SPSS.
• A&HL 4089 - Teaching writing to ESL students

  An introduction to the theory and practice of teaching second language writing to multilingual, multicultural writers in a wide range of educational contexts.
• A&HL 4090 - Introduction to Corpus Linguistics

  Introduction to Corpus Linguistics introduces students to language corpora as a resource for linguistic analysis. The course presents a survey of the available English-language corpora including learner corpora (texts produced by language learners) and teaches the use of web-based interfaces and computer tools. Students learn fundamental concepts and methods of corpus linguistics through investigation into the lexis and grammar of English and applications of corpora for language teaching.
• A&HL 4101 - Phonetics and Phonology

  An examination of the sound and orthographic systems of English, with reference to other languages and problems of learning and teaching English.
• A&HL 4104 - Discourse Analysis

  Introduction to discourse analysis organized around four themes: discourse and structure, discourse and social action, discourse and identity, and discourse and ideology.
• A&HL 4105 - Conversation Analysis

  This course offers a general introduction to conversation analysis (CA) by considering CA's methodological principles and analytical concepts along with its wealth of classic findings on spoken interaction. Through an in-depth look into exemplary studies as well as a series of data sessions, the course also provides basic training in conducting CA analysis.
• A&HL 4106 - Text and Textuality

  Permission of instructor required or Prerequisite: A&HL 4085. Explores various viewpoints on the production and comprehension of connected discourse, both written and oral, with reference to cohesive devices, rhetorical structures, and the general pragmatics of communication, with attention to pedagogical applications.
• A&HL 4160 - TESOL Methodologies: The Silent Way

  Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
• A&HL 4162 - Specialized TESOL Methodology: Cooperative Learning ESL Classroom

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4163 - Specialized TESOL Methodology: Role Playing

  Faculty.
• A&HL 4164 - TESOL Methodologies: Language for Specific Purposes

  This workshop is designed to introduce techniques for teaching English to students with limited literacy and/or formal schooling in their first language. Special attention will be given to activity and materials development, and to teaching grammar without relying on reading and writing. We will discuss potential academic strengths and weaknesses of students with limited formal schooling, as well as the importance of teacher talk/teacher input for this population. Additionally, we will look at techniques for integrating students with limited literacy into classrooms where most students can read and write.
• A&HL 4165 - TESOL Methodologies: English for Academic Purposes

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4166 - TESOL Methodologies: Computer-assisted Language Learning

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4167 - TESOL Methodologies: Media-assisted Language Learning

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4168 - TESOL Methodologies: Culture and Second Language Teaching

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4169 - TESOL Methodologies: Literature in the ESOL Class

  This workshop explores the value of incorporating published literary works into ESL/EFL curricula.
• A&HL 4170 - Specialized TESOL Methodology: Communicative Approach

  Faculty.
• A&HL 4171 - TESOL Methodologies for 7-12

  Teaching ESL to secondary students, focusing on content area ESL and second language literacy. This course also includes fieldwork.
• A&HL 4172 - TESOL Methodologies: Teaching EFL to Children

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4173 - TESOL methodologies: Task-based language learning

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4174 - TESOL Methodologies: Teaching Second Language Grammar

  This workshop explores methods of communicative grammar teaching in the adult ESL classroom. It focuses on concrete strategies for integrating grammar instruction into a multi-skills curriculum.
• A&HL 4175 - TESOL Methodologies: Facilitating Autonomy in Language Learning

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4176 - TESOL Methodologies: Teaching Listening

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4177 - TESOL Methodologies: Teaching Speaking

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4178 - TESOL Methodologies: Teaching Reading

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4179 - TESOL Methodologies: Teaching Writing

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4180 - TESOL Methodologies: Trends in TESOL Methodologies

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4181 - Specialized TESOL Methodology: Integrated Skills

  Not all workshops are offered each term or year. Workshops usually meet over 1 or 2 weekends.
• A&HL 4185 - Pedagogical Approaches in the Content Areas for Teachers of PK-12 ESL

  This course examines subject matter education for ESL students in PK-12 setting. Students investigate best practices within the mainstream setting with a view to helping ESL students gain access to core subject matter knowledge.
• A&HL 4301 - Specialized TESOL Practicum: Novice Practicum

  Faculty.
• A&HL 4375 - Guided Teaching for Inexperienced ESOL Teachers

  Faculty.
• A&HL 4500 - Advanced English Language Study

  This is a course for international students, as well as domestic students, who wish to develop more powerful and precise academic language skills. The course has two separate sections: Section 1 (4500.01), which focuses on academic writing and Section 2 (4500.02), which focuses on academic speaking. In the writing section, students will develop their own voice as an academic writer while becoming familiar with the conventions and styles common in academic writing. The course will focus on a variety of genres of academic writing, such as writing abstracts, critiques, and literature reviews. We will also discuss the writing process, including paraphrasing, summarizing, developing construct definitions, and APA citation. In the speaking section, we will develop the oral presentation skills necessary to participate in a variety of academic speaking contexts, including group work and meetings with professors. Students will also receive coaching in individualized pronunciation and suprasegmental issues, such as intonation, strategic pausing, and word stress. Limit 1 point for TESOL and Applied Linguistics students, and point does not count toward degree; out of program students may take it for 2 points.
• A&HL 4776 - Supervised Student Teaching in TESOL: PK-6

  Permission of instructor required. A supervised teaching experience for M.A. students who work toward a New York State teaching certificate in TESOL PK-12 (Preschool to 12th grade). Requires an additional 20-30 hours per week of work outside the class.
• A&HL 4777 - Supervised Student Teaching in TESOL: 7-12

  Permission of instructor required. A supervised teaching experience for M.A. students who work toward a New York State teaching certificate in TESOL PK-12 (Preschool to 12th grade). Requires an additional 20-30 hours per week of work outside the class.
• A&HL 4818 - Experiences in Learning Another Language: Counseling-learning

  A series of workshops designed to provide language teachers with an opportunity to learn a foreign language through a brief immersion experience so that they can reflect upon the experience from a learner's perspective. Methods vary from term to term. These workshops may be taken more than once pending advisor's approval.
• A&HL 4819 - Experiences in Learning Another Language: Trends

  A series of workshops designed to provide language teachers with an opportunity to learn a foreign language through a brief immersion experience so that they can reflect upon the experience from a learner's perspective. Methods vary from term to term. These workshops may be taken more than once pending advisor's approval.
• A&HL 4861 - Specialized TESOL Materials: Community Language Learning

  Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
• A&HL 4862 - Specialized TESOL Materials: Cooperative Learning

  Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends.
• A&HL 4866 - Specialized TESOL Materials: Computers

  Workshops usually meet over 1 or 2 weekends.
• A&HL 4868 - Specialized TESOL Materials: Textbook Design

  Workshops usually meet over 1 or 2 weekends. Special fee: $15
• A&HL 4869 - Specialized TESOL Materials: Literature

  Workshops usually meet over 1 or 2 weekends.
• A&HL 4871 - Specialized TESOL Materials: Language through Content

  Workshops usually meet over 1 or 2 weekends.
• A&HL 4872 - Specialized TESOL Materials: Teaching EFL in Context

  Workshops usually meet over 1 or 2 weekends.
• A&HL 4873 - Specialized TESOL Materials: Functional Approaches

  Workshops usually meet over 1 or 2 weekends.
• A&HL 4874 - Specialized TESOL Materials: Grammatical System

  Workshops usually meet over 1 or 2 weekends.
• A&HL 4876 - Specialized TESOL Materials: Listening

  Workshops usually meet over 1 or 2 weekends.
• A&HL 4880 - Specialized TESOL Materials: New Trends in ESOL

  Workshops usually meet over 1 or 2 weekends.
• A&HL 4890 - Professional Concerns of ESOL

  Faculty.
• A&HL 4907 - Research and Independent Study: Applied Linguistics

  Permission of instructor required. Research under the direction of a faculty member. Students work individually or with others. Course may be taken more than once.
• A&HL 4997 - TESOL/AL MA Project Writing

  The purpose of the course is to support Applied Linguistics and TESOL students in the process of developing their MA project. This course will provide structured support for students who would like to know more about academic writing in the context of their MA projects.
• A&HL 5008 - Learner Language Analysis

  This course introduces second language empirical research with a particular focus on analyzing learner language, a cornerstone of SLA research. Classic conceptions and analytic practices are discussed, but the bulk of attention is on current conceptions and methods. Participants are given opportunities to both conduct guided research and to explore analytical methods on their own.
• A&HL 5011 - Technology-based Language Teaching and Material Design

  Focuses on how social media and Internet-mediated communication are used in language teaching. Main emphasis is placed on fostering intercultural learning and multiliteracies in hybrid or blended instruction formats.
• A&HL 5020 - Interactional Sociolinguistics

  This course offers a general introduction to Interactional Sociolinguistics (IS) as an approach to discourse analysis. Aside from introducing classical concepts as well as their applications, major analytical themes such as conversation style, cross-cultural communications, gender and discourse, and discourse and identity will be explored through critical reading analyses of a series of relevant empirical studies.
• A&HL 5085 - Advanced Syntax

  This course is an intensive survey of generative grammar, the influential cognition-oriented theory of human language competence that has been developed over decades by Noam Chomsky and colleagues. The theory is explored with reference to English and other natural languages. Permission of instructor required or Prerequisite: A&HL 4085. Survey of generative syntax.
• A&HL 5086 - No Title Found in Banner

  This course investigates the more complex structures of English grammar and the relationship between those structures and their discourse functions. The course is of particular interest to those planning to teach second-language writing.
• A&HL 5087 - SLA in the Classroom (Instructed SLA)

  Prerequisite: A&HL 4087. This course introduces research on instructed second language acquisition (ISLA), a thriving subfield of SLA, that investigates the effects of different types of instruction on second language development. Participants will be exposed to key and current topics and issues, develop an understanding (not just an awareness) of the essence of pedagogical intervention, including its potentials and limitations, and learn strategies that have proven effective in cultivating functional competence in learners.
• A&HL 5090 - Computational Linguistics for Applied Linguists

  The course covers fundamental concepts in natural language processing (NLP) and Python for research and applications in language assessment and applied linguistics. Students will explore methods for text processing, parsing, part-of-speech tagging, noun phrase and entity extraction, and sentiment analysis for basic NLP tasks. The course will also include an introduction to machine learning for text classification and automated essay scoring.
• A&HL 5097 - Task-Based Language Learning

  Prerequisite: A&HL 4087. This course introduces task-based language teaching (TBLT). Students learn about its theoretical basis, major variables associated with the design, sequence, and evaluation of tasks, ways of implementing TBLT in the second or foreign language classroom, and ways of assessing task-based learning. Opportunities are also available for students to learn to create TBLT materials, conduct TBLT in the classroom, and investigate its efficacy.
• A&HL 5105 - Classroom Discourse

  This course offers a general introduction to the study of classroom discourse. Through critical reading analyses of a body of classic and current work, students will become familiar with how systematic analyses of classroom interaction are conducted in a variety of classroom contexts. The goal is to cultivate an appreciation for the major findings in the study of classroom discourse and to develop an ability to perform disciplined analyses of such interaction.
• A&HL 5106 - Language Socialization

  An introduction to the field of language socialization. Through critical reading analyses of a body of classic and current work, students will become familiar with the theoretical background of language socialization as well as how systematic analyses of both first and second language socialization are conducted both in and outside homes. The goal is to cultivate an appreciation for the major findings in the study of language socialization and to develop an ability to perform disciplined analyses of social interaction from the language socialization perspective.
• A&HL 5190 - Computational Linguistics for Applied Linguistics

  No Description Found in Banner

• A&HL 5207 - Fieldwork in TESOL

  Required field observation for students in the PK-12 certification track. Course may be taken more than once.
• A&HL 5301 - Practicum I: Integrated Skills

  Prerequisite: A&HL 4077 and A&HL 4085. Helps student teachers refine their understanding of, and skills in, implementing and reflecting on their English language teaching. The course consists of two components: weekly seminars and student teaching in the Community Language Program (CLP).
• A&HL 5360 - Specialized Practica for ESL Teachers

  Permission of instructor required. These practica offer a teaching experience in TC's Community Language Program (CLP).
• A&HL 5361 - Specialized Practicum for ESOL Teachers: Counseling-learning

  Faculty.
• A&HL 5362 - Specialized Practicum for ESOL Teachers: Group Activities

  Faculty.
• A&HL 5363 - Specialized Practicum for ESOL Teachers: Role Play

  Faculty.
• A&HL 5366 - Specialized Practicum for ESOL Teachers: Language Learning with Computers

  Permission of instructor required. These practica offer a teaching experience in TC's Community Language Program (CLP).
• A&HL 5367 - Specialized Practicum for ESOL Teachers: Media

  Permission of instructor required. These practica offer a teaching experience in TC's Community Language Program (CLP).
• A&HL 5368 - Culture and Second Language Teaching

  Permission of instructor required. These practica offer a teaching experience in TC's Community Language Program (CLP).
• A&HL 5369 - Specialized Practicum for ESOL Teachers: Literature in ESOL Classes

  Permission of instructor required. These practica offer a teaching experience in TC's Community Language Program (CLP).
• A&HL 5370 - Specialized Practicum for ESOL Teachers: Drill & Practice

  Faculty.
• A&HL 5371 - Specialized Practicum for ESOL Teachers: Language through Content

  Permission of instructor required. These practica offer a teaching experience in TC's Community Language Program (CLP).
• A&HL 5372 - Specialized Practicum for ESOL Teachers: Teaching in the EFL Context

  Faculty.
• A&HL 5373 - Specialized Practicum for ESOL Teachers: Functional Approach

  Faculty.
• A&HL 5374 - Specialized Practicum for ESOL Teachers: Grammar

  Permission of instructor required. These practica offer a teaching experience in TC's Community Language Program (CLP).
• A&HL 5375 - Specialized Practicum for ESOL Teachers: Facilitating Autonomy

  Permission of instructor required. These practica offer a teaching experience in TC's Community Language Program (CLP).
• A&HL 5380 - Specialized Practicum for ESOL Teachers: In-service I

  Permission of instructor required. These practica offer a teaching experience in TC's Community Language Program (CLP).
• A&HL 5383 - Specialized Practicum for ESOL Teachers: In-service II

  Permission of instructor required. These practica offer a teaching experience in TC's Community Language Program (CLP).
• A&HL 5507 - Research Paper: TESOL/Applied Linguistics

  Research paper in TESOL/Applied linguistics. Requires an additional 36 hours per week of work outside the classroom.
• A&HL 5512 - Historical Perspectives of Language Testing Research

  Permission of instructor required. This course examines the major issues and debates in language testing research since the 1960s. It explores controversies related to the nature of language ability, test authenticity, test score generalizability, performance assessment, and test validation. It also involves discussion of problems and future directions of language testing.
• A&HL 5515 - Advanced topics in Applied Linguistics: Teaching EFL to Young Learners

  As the world continues to see English as a critical means of upward social mobility and economic advancement, teaching English to young learners has emerged as a strategic imperative for many nations. This course, comprising two parts, focuses on teaching EFL to young learners. The first part addresses young learners of English as both a unique and a universal population of second language learners. Learner characteristics and learning capacity are discussed, as are the process, mechanism, and the general outcome. In the second part, instruction is broached as a system where there is an interplay between the environment, the learner, and the time, and instructional strategies are explored that may promote and enhance learning in an otherwise input-poor environment.
• A&HL 5519 - No Title Found in Banner

  Permission of instructor required. Examines how teaching, learning and assessment of grammar have been conceptualized, researched and explained in recent decades. Explores differing conceptualizations of language ability as a basis for teaching grammar under different conditions and as a basis for measuring and explaining grammatical acquisition.
• A&HL 5575 - Research Literacy in Applied Linguistics and TESOL

  Prerequisite: A&HL 4087. Introduction to quantitative and qualitative research methods with discussion of major research paradigms (experimental, ethnographic, introspective, questionnaire, etc.) and critical review of professional literature in applied linguistics and TESOL.
• A&HL 5577 - Language Teacher Education: Supervision

  Introduces models of language teacher supervision with required field hours.
• A&HL 6000 - Second Language Test Validation

  This course addresses the notion of validity and the process of validation in second language (L2) assessment. More specifically, it focuses on conceptual issues related to the establishment of internal and external validity in L2 assessments and other measuring instruments (e.g., questionnaires). The course aims not only to introduce students to the range of multivariate analytical methods (i.e., factor analysis and structural equation modeling) for answering complex questions but also to introduce students to how these analyses would be carried out so that claims of validity can be established and justified empirically. Finally, this course introduces students to data analysis using SPSS and EQS.
• A&HL 6031 - Advanced Conversation Analysis

  Prerequisite; A&HL 4105. This course is designed to help students pursue further interests in and appreciations for conversation analysis (CA) as a methodology as well as its vast body of findings on language and social interaction. Aside from addressing the critical issue of CA and context, , three main themes will be explored: (1) membership categorization analysis (MCA); (2) tacit practices in interaction (i.e., person reference, nonverbal conduct, prosody, and discourse markers; cf. contextualization cues; (3) complex issues related to foundational practices in interaction (i.e., turn-taking, repair, and sequencing beyond the basics). The class will be conducted in a format that combines lectures, critical readings analyses, and data analysis exercises.
• A&HL 6040 - Classroom-based Language Assessment

  This course explores the major issues and debates that have ensued both in the field of second and foreign language classroom-based assessment and in mainstream classroom assessment. Focus will be placed on classroom-based language assessment research and practice in the context of processing.
• A&HL 6060 - Generalizability Theory for Second Language Assessment Research

  This course introduces students to an overview of generalizability (G) theory and its application in the context of second language (L2) assessment. The goals of this course are to provide the theoretical basis for G-theory in order for students to become well-informed consumers of research in this area and to provide students with the tools necessary to design empirical studies using G-theory analyses in L2 assessment contexts.
• A&HL 6077 - Second Language Reading and Vocabulary Acquisition

  This course explores second language reading and vocabulary acquisition. Attention is given to both theoretical and empirical research. The course provides an opportunity for participants to conduct guided research.
• A&HL 6087 - Advanced Second Language Acquisition

  Prerequisite: A&HL 4087. This course inspects the theoretical landscape of Second Language Acquisition and examines its etiology and impact on the field of study.
• A&HL 6089 - Second Language Performance Assessment

  This course focuses on the application of Many-Facet Rasch Measurement (MFRM) to the examination of questions in applied linguistics related to second language (L2) performance assessment. In addition to examining how performance assessments have been conceptualized and investigated in applied linguistics research, students will have multiple opportunities to perform analyses of L2 performance data using MFRM. Students will learn to use Winsteps and Facets for these analyses.
• A&HL 6207 - Advanced Fieldwork in Applied Linguistics and TESOL

  Permission of instructor required. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once.
• A&HL 6301 - Practicum II: Listening

  Helps students develop and practice their skills in teaching listening within an integrated, communicative English language curriculum. The course consists of two components: weekly seminars and student teaching in the Community Language Program (CLP).
• A&HL 6302 - Practicum II: Speaking

  Prerequisite: A&HL 5301. Helps students develop and practice their skills in teaching speaking within an integrated, communicative English language curriculum. The course consists of two components: weekly seminars and student teaching in the Community Language Program (CLP). Requires an additional 36 hours per week of work outside the classroom.
• A&HL 6303 - Practicum II: Reading

  Helps students develop and practice their skills in teaching reading within an integrated, communicative English language curriculum. The course consists of two components: weekly seminars and student teaching in the Community Language Program (CLP). Requires an additional 36 hours per week of work outside the classroom.
• A&HL 6304 - Practicum II: Writing

  Helps students develop and practice their skills in teaching writing within an integrated, communicative English language curriculum. The course consists of two components: weekly seminars and student teaching in the Community Language Program (CLP). Requires an additional 36 hours per week of work outside the classroom.
• A&HL 6407 - Internship in Applied Linguistics and TESOL

  No Description Found in Banner

• A&HL 6507 - Doctoral Seminar in Applied Linguistics and TESOL

  Doctoral preparation.
• A&HL 6586 - Seminar in Observation

  No Description Found in Banner

• A&HL 6587 - Seminar in Second Language Acquisition: Acquisitional and Cross-cultural Pragmatics

  Prerequisite: A&HL 4104 or permission of instructor. Research on acquisitional and cross-cultural pragmatics.
• A&HL 7507 - Dissertation Seminar in Applied Linguistics and TESOL

  Dissertation proposal.
• A&HL 8907 - Dissertation Advisement in Applied Linguistics and TESOL

  This course supports doctoral students in Applied Linguistics or TESOL who are in the process of writing their dissertation.
• A&HM 4021 - Designing Musical Experiences for Children

  (Pedagogy) Overview of appropriate interactive practices, environmental design, and curriculum planning for young children from birth through age 7. Includes observations of exemplary teaching as well as practicum experience.
• A&HM 4022 - The Artistic Lives of Young Children

  (Pedagogy) For pre-service and in-service teachers of young children interested in integrative pedagogy focused on children's engagement with music, art, movement, and dramatic play. Creative expression is explored within cultural, expressive, developmental, and curricular contexts through personal reflection, observation, and instructional design.
• A&HM 4023 - Choral Pedagogy

  (Pedagogy) Everyone is welcome to explore their own singing as we study choral music and group singing in various ensemble settings. We will address healthy singing with an emphasis on the developing voice and the process of singing with vocal goals, creative repertoire choice and developmental musical goals, and a student-centered approach for rehearsals and planning with engagement goals.
• A&HM 4029 - Introduction to New Technologies in Music Education

  (Pedagogy) Understanding the principles and practices of creating and teaching digitally with synthesizers, MIDI and computers, and emphasizing the application to music education, studios and K-12 classrooms.
• A&HM 4033 - Approaches to Teaching Musical Instruments

  (Pedagogy) This course will examine teaching and learning in the context of instrumental music. It will serve as an overview of theoretical and philosophical constructs of instrumental music pedagogy. The resulting practices inform our knowledge of teaching through the process of learning instruments in a small group setting. Focus will be on the years students typically begin the learning of wind, brass, and percussion instruments in schools, around the age of 10, through intermediate and advanced levels in middle and high school. Fundamental to our approach will be the development of lesson planning that puts the student at the center of her learning experiences. Not content with the traditional master/apprentice model, we will seek opportunities to improvise and create, allowing students even in the early stages to assume some degree of control over how they make music and what they choose to play. Questioning techniques in the instrumental lesson setting will encourage reflection on action that results in a broadening, not just of skills, but of the kind of reflective thought that is at the heart of educative experiences. Activities and projects in class will center around developing appropriately sequenced lesson plans, understanding the unique characteristics of instruments of various families, and put all class members in the dual role of teacher and student.
• A&HM 4050 - Conducting and Rehearsal Strategies

  (Pedagogy) Focus on conducting strategies, rehearsal techniques, and performance programming for instrumental and choral groups encountered in K-12 schooling. Emphasis on preparation for musical teaching through score study, development of non-verbal communicative skills, and attention to group engagement. Final projects may focus either on band, orchestra, choral, or K-6 repertoire.
• A&HM 4056 - Chamber Music: Creating Music in the Production Studio

  No Description Found in Banner

• A&HM 4059 - Jazz Improvisation

  A sequentially developed performance experience focusing on the basic skills and concepts of jazz performance and improvisation for keyboard, instrumental and vocal musicians. Students will learn how to improvise from the beginning, performing and listening to standard jazz and blues repertoire.
• A&HM 4150 - Violin Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4151 - High Brass Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4152 - Harp Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4153 - Cello Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4154 - Viola Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4155 - String Bass Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4156 - Percussion Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4159 - Low Brass Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4160 - Oboe Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4161 - Saxophone Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4162 - Flute Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4164 - Bassoon Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4165 - Conducting Inst: Beginner/Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4166 - Guitar Inst: Beginner/Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4167 - Digital Electronic Instruments: Beginner / Advanced Beg

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4168 - Composition Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4169 - Woodwinds Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4171 - Period/World Instruments: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4201 - Fieldwork in Music Education

  For Music majors only. Professional activities in the field under the supervision of a member of the Music Education Program faculty.
• A&HM 4343 - Organ Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4350 - Piano Instruction: Beginner/Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4352 - Voice Instruction: Beginner / Advanced Beginner

  (Performance) For Beginner / Advanced Beginner students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 4357 - Ensemble Performance: Music - Instrumental

  (Performance) For music majors only. For instrumental and vocal majors, a course designed for performance by chamber ensembles. Repertoire determined by registration. Public concert performances each semester.
• A&HM 4358 - No Title Found in Banner

  (Performance) Open to all interested in singing. Public concert performances each semester. Repertoire determined by registration.
• A&HM 4701 - Supervised Teaching in Music Education: Elementary

  M.A. candidates who are student teaching must complete a minimum of 30 points. A variety of supervised teaching experiences (preK-6), supplemented by conferences, evaluation, and seminars. The student completes 200 hours in schools observing, assisting, teaching, and evaluating. Required of those seeking state certification in music in New York State and other states.
• A&HM 4711 - Supervised Teaching in Music Education: Secondary

  M.A. candidates who are student teaching must complete a minimum of 30 points. A variety of supervised teaching experiences (secondary), supplemented by conferences, evaluation, and seminars. The student completes 200 hours in schools observing, assisting, teaching, and evaluating. Required of those seeking state certification in music in New York State and other states.
• A&HM 4901 - Research and Independent Study in Music Education

  (Research) For Music Ed majors only. Research and independent study under the direction of a member of the Music and Music Education Program faculty.
• A&HM 5020 - Foundations of Music Education

  (Pedagogy) An examination of the historical, philosophical, psychological, and sociological bases of music education, emphasizing the implications for the development of curriculum, policy, and administrative leadership.
• A&HM 5021 - Instrumental Experiences with Children

  (Pedagogy) Prerequisite: A&HM 5022. For private and group music teachers. Developmentally appropriate strategies and materials for instrumental instruction, integrating improvisation, composition, movement, singing, and ensemble playing.
• A&HM 5022 - Children's Musical Development

  (Research) Prerequisite for: A&HM 4021. Overview of significant issues and current research regarding the development of musical skills and understandings in children through early adolescence. Includes observations of children's spontaneous music-making.
• A&HM 5023 - Voice Pedagogy

  (Research) This course offers a complete study of the singing voice including investigation and application of recent research in voice production and pedagogy. We will examine research and address practical skills and special interests such as choral singing, the young voice, CCM styles of singing, and vocal health. A diagnosis of vocal condition will be followed by the design of a process for effective change. Those who are interested in the research aspect of this topic must enroll for 3 points. Those who are interested in the more practical applications of the course can enroll for either 2 or 3 points.
• A&HM 5025 - Creativity and Problem Solving in Music Education

  (Pedagogy) This course investigates the concept of student-centered learning, with emphasis on composition and improvisation. Students will design open-ended lesson plans and practice creative teaching. Portfolio assessment allows students to design projects that are personally meaningful and justify individual growth. Diversity is encountered through readings, blogs, discussion, and a broad range of musical texts. Collaborative and creative learning processes are explored as means to enlarge content knowledge and to reflect increasingly multicultural and anti-racist music classrooms.
• A&HM 5026 - Composing Collaboratively Across Diverse Styles

  (Music Literacies) This course investigates a diverse range of musical styles across multiple histories and traditions. Musical analysis emphasizes both traditional and multimodal interpretations. Students compose collaboratively to demonstrate knowledge and explore new meanings. Song writing assignments are woven together to produce one-act operas. Course emphasizes the acquisition and application of diverse musical skills. Collaborative and creative learning processes are explored as means to enlarge content knowledge and curricular possibilities to reflect increasingly pluralistic and multicultural music classrooms.
• A&HM 5027 - Philosophical Perspectives on Music Education

  (Pedagogy) This course is an exploration of the influential philosophical texts that inform music teaching and learning. Topics and activities involve the examination of educational and aesthetic philosophies and practice theories from critical and multicultural perspectives.
• A&HM 5029 - Intermediate and Advanced Applications of New Technologies in Music Education

  (Pedagogy) Specific demonstrations with new music technology emphasizing the development of creative strategies for music education at various levels.
• A&HM 5031 - Synthesizing Research in Music Education

  (Research) Prerequisite A&H 5001. Required for Ed.M. and Ed.D. students. This course develops students' ability to analyze research journals and to summarize research in music education. Students write a synthesis of research in an area of music education.
• A&HM 5032 - Comprehensive Musicianship I

  (Musicianship) An exploration of musical diversity through cross-cultural readings, musical analysis, critical listening, composition, improvisation, and performance, with a focus on culturally-specific concepts and transmission.
• A&HM 5033 - No Title Found in Banner

  (Music Literacies) An examination of 19th-century theoretical constructs through analysis, composition, critical listening, improvisation, and performance.
• A&HM 5043 - Music Entrepreneurship

  (Music literacies / musicianship) An examination of current practices in the music industry and music education, as well as the historical, psychological, and sociological bases of entrepreneurship, emphasizing the implications on the careers of K-12 music educators, performing artists, music artist managers, and music education advocates. Professional tools for developing teaching studios, business planning, and self-promotion will be used to create digital footprints tied individually toward career goals.
• A&HM 5052 - Vocal Literature and Interpretation

  (Music Literacies) For students of singing, accompanying, and coaching. Offers performing and teaching command of representative literature, techniques of interpretation and presentation; German, Italian, and French diction for singers.
• A&HM 5058 - Music Performance I

  For Music majors only. Co-requisite: simultaneous registration for applied music instruction or special permission. The student will create and perform a recital. Along with selection of repertoire chosen with advisor, the student will secure a date, design programs and flyers, and arrange for any advertising, personnel, and rehearsals. Group (chamber) works are accepted, as well as children's programs, or solo programs reflecting the individuality of performers. Suggested time-frame is 30-60 minutes.
• A&HM 5150 - Violin Instruction: Intermediate / Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5151 - High Brass Instruction: Intermediate / Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5152 - Harp Instruction: Intermediate / Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5153 - Cello Instruction: Intermediate / Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5154 - Viola Instruction: Intermediate / Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5155 - String Bass Instruction: Intermediate / Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5156 - Percussion Instruction: Intermediate/Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5159 - Low Brass Instruction: Intermediate / Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5160 - Oboe Instruction: Intermediate/Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5161 - Saxophone Instruction: Intermediate/Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5162 - Flute Instruction: Intermediate/Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5164 - Bassoon Instruction: Intermediate/Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5165 - Conducting Instruction: Intermediate / Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5166 - Guitar Instruction: Intermediate/Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5167 - Digital/Electronic Music Instruction: Intermediate/Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5168 - Composition Instruction: Intermediate / Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5169 - Woodwinds Instruction: Intermediate/Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5171 - Period/World Instruments: Intermediate / Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5201 - Fieldwork in Music Education

  For Music majors only. Professional activities in the field under the supervision of a member of the Music Education Program faculty.
• A&HM 5252 - Reflective Practice Music Teaching

  This fieldwork experience is designed to help you answer some of the questions and theories that you have formulated through your coursework by applying them to your classroom. Through active inquiry, you, as the teacher, will continue to develop a strong foundation for understanding your own practice and students.
• A&HM 5350 - Piano Instruction: Intermediate/Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5352 - Voice Instruction: Intermediate/Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5353 - Organ Instruction: Intermediate/Advanced

  (Performance) For Intermediate / Advanced students at TC and Columbia schools. Permission required. Ten total hours of one-on-one instruction arranged at a mutually agreeable time. Visit the Music Education website for a registration form or email musiced@tc.edu for more information.
• A&HM 5901 - Research and Independent Study in Music Education

  (Research) For Music Ed majors only. Research and independent study under the direction of a member of the Music and Music Education Program faculty.
• A&HM 6001 - Teaching and Administration of Music in College

  (Pedagogy) Major issues relating to the curriculum, instruction, and administration of programs of Music and Music Education in colleges and universities.
• A&HM 6023 - Teaching of Applied Studio Music (Pedagogy)

  (Pedagogy) We will examine studio teaching (applied music) over the semester. We will review recent research in the field and address practical pedagogical skills including learning goals and outcomes, curriculum and repertoire issues, and rapport and communication. We will look to define effective teaching in a student-centered environment, observing the tension that arises between the traditional master-apprentice model and a student-centered environment. As such, you will be reviewing your own teaching and your peers via a video platform.
• A&HM 6041 - Interview Data and Analysis

  (Research) Meant to prepare and support doctoral research, the course involves reviewing and critiquing sample interview studies, designing and implementing data collection using various interview techniques, and coding and analyzing data.
• A&HM 6058 - Music Performance II

  The student will create and perform a recital. Along with selection of repertoire chosen with advisor, the student will secure a date, designing programs and flyers, and arrange for any advertising, personnel, and rehearsals. Group (chamber) works are accepted, as are children's programs or solo programs reflecting the individuality of performers. Suggested time-frame is 30-60 minutes.
• A&HM 6201 - Advanced Fieldwork in Music Education

  For Music majors only. Professional activities in the field under the supervision of a member of the Music Education Program faculty.
• A&HM 6481 - Internship in the Teaching of College Music

  This course is designed to allow students who are either interested in teaching at the college level or those already doing so an opportunity to observe and reflect upon this practice. All students enrolled will be observing a teacher/mentor in the context of a weekly classroom OR examining your own teaching. Originally designed for new college teachers with limited classroom experience, this course may also accommodate the experienced teacher who wishes to further his/her insight into classroom teaching.
• A&HM 6501 - Doctoral Seminar in Music Education

  Permission required from advisor and sign-up in the Music Education Program (520A Horace Mann) is also required. For Music majors only. Music doctoral candidates will identify their area of research interest and narrow their dissertation topic. An additional 40-50 hours of out-of-classroom work is required. Weekly approximation of 40 hours that is spent on: 20 hours of literature review including current literature searches of dissertations, and books, library investigations into articles of interest. Additionally, records must be kept of all resources and summaries of articles/books/dissertations. 10 hours of developing research questions, a problem statement, and methodologies. 10 hours of writing the document including background, introduction, and synthesis of all the above-mentioned details.
• A&HM 6510 - Advanced Seminar in Music Education

  This advanced seminar is for students at the dissertation level. Emphasis is on areas of research concentration for the purpose of critiquing work while considering the implications for music education.
• A&HM 6901 - Advanced Study in Music Education

  For Music majors only. Permission required from advisor and sign-up in the Music Education Program (520A Horace Mann) is also required. Research and independent study under the direction of a member of the Music Education faculty. Different sections will be offered for specific subject areas. Each section will require subject's specific prerequisites.
• A&HM 6971 - Research and Independent Study in Music Education

  Permission required from advisor, and sign-up in the Music Education Program (520A Horace Mann) is also required. Research and independent study under the direction of a faculty member in Music Education.
• A&HM 7501 - Dissertation Seminar in Music Education

  Permission required from advisor, and sign-up in the Music Education Program (520A Horace Mann) is also required. For Music majors only. A required group tutorial for music doctoral students to help develop or refine topics of inquiry for research. The teaching format is flexible and may include faculty/student presentations, group discussions, and critiques. Preparation and presentation of dissertation proposal for approval. Students may register for a maximum of two terms.
• A&HM 8900 - Dissertation Advisement in Music Education

  Permission required from advisor, and sign-up in the Music Education Program (520A Horace Mann) is also required. Individual advisement on doctoral dissertations for music majors only. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.
• A&HW 4005 - Sustainability and the Social Studies

  This course examines the ways in which such scientific issues can be incorporated into school curricula as issues of civic education. Particular attention will be paid to mitigation and adaptation efforts that are currently underway in classrooms across the U.S. as well as the interdisciplinary nature of sustainability education.
• A&HW 4010 - Social Inquiry

  Engaging students in inquiry is the gold standard for content-based learning, yet one rarely achieved or regularly practiced. One reason for its relative absence in classrooms is the lack of experience teachers themselves have either doing or generating inquiries. This course invites all current Masters and Doctoral students to engage in a series of inquiries about Teachers College, exploring the question—What does Teachers College teach?—as a physical place, as an historical place, aesthetic space, as a narrative space, and finally, as an educational and pedagogical space.
• A&HW 4032 - World History and Geography: Hidden Histories and Diverse Perspectives

  Critical examination of traditional Eurocentric models of World History curriculum. Particular attention to the problems of conceptualization and interpretation involved in organizing and teaching world history and geography. Satisfies the New York State requirement for world history and geography.
• A&HW 4033 - History and Geography of Europe Since 1914: Selected Topics

  Main themes in teaching recent European history within the geographic context of changing political boundaries. Selected topics may include the balance of power among nation states, imperialism, demographic and social change, fascism, Communism, European integration, and globalization. Satisfies the New York State requirement for U.S. history and geography.
• A&HW 4035 - New York City as a Learning Lab

  New York City's cultural, social, governmental, business and financial institutions, neighborhoods, community associations and ethnic groups, as studied within the context of New York State history and geography through field experiences. Emphasis on analyzing conditions affecting economic and civic decision-making. Satisfies the New York State requirement for New York State history and geography.
• A&HW 4036 - Teaching Methods in the Social Studies

  Basic classroom methods for teaching social studies in secondary schools. Focus on equity in curriculum design, teaching resources and texts, assessment, and student-centered classrooms.
• A&HW 4037 - East Asia: Geographic Perspectives

  An overview of central themes in the modern history, geography, and culture of China, Japan, and Korea. Satisfies the New York State requirement for world history and geography.
• A&HW 4038 - American History and Geography: Confronting Master Narratives

  Critical examination of dominant themes and narratives in American history and geography for middle and high school. Particular attention to imagining an anti-colonial and anti-racist approach to teaching US history and geography. Satisfies the New York State requirement for US history and geography.
• A&HW 4039 - The United States Constitution: Civic Decision Making

  Major philosophical foundations, problems preceding and during the convention, the struggle for ratification, detailed examination of the document, important court cases, non-written constitutional traditions, and unresolved constitutional issues. Emphasis on past and present struggles to enact democracy in a pluralistic society. Satisfies the New York State requirement for government.
• A&HW 4040 - Women of the World: Issues in Teaching

  Women's lives viewed through history, geography, literature, human rights, demography, and economics provide the subject matter. Reconceptualizing the school curriculum is a dominant theme. Satisfies the New York State requirement for world history and geography.
• A&HW 4041 - Teaching Economics As if People Mattered

  Critical examination of equity and access through the economic decisions of individuals, groups, governments, and societies. Considers economic structures and decisions that center racial and class equity. Examines key economic concepts across the social studies. Satisfies the New York State requirement for economics.
• A&HW 4043 - Controversial Issues and the Secondary Classroom

  This course is about the inclusion of discussions of controversial public issues in secondary school classrooms. Satisfies the New York State requirement for government.
• A&HW 4150 - Collaborative Practice Groups

  This course is designed as a capstone project to enable students to apply key learning and insights which they have developed through course and fieldwork experience. In an online space students are matched in an interdisciplinary cohort and are encouraged to pursue interests developed during their Global Competency Certification studies. Participants design an instructional and assessment framework project which will be critiqued and collaboratively developed throughout the course by each cohort group. The project will have a direct application to participants' workplaces which will complement their ability to teach towards global competency in the classroom. All projects and resources will be collected in an open source library to grow the collective body of work dedicated to global competency and internationalization.
• A&HW 4151 - A&HW 4151: An Introduction to Global Competency

  A globally competent citizenry is critical for the 21st century, and educators must be prepared to teach for global competence. But what is meant by this oft-quoted phrase? The focus of this course will be to examine conceptions of global competency and help teachers build a framework for developing this pedagogical outlook. Central to teaching for global competence requires a robust understanding of how globalization has transformed the world. We will investigate factors that have created a more interconnected and interdependent world while considering the sources of this complexity. The course will employ Appadurai’s five dimensions of global cultural flow, namely: ethnoscapes, mediascapes, technoscapes, financescapes and ideoscapes, as a pedagogical tool for analyzing and interpreting global phenomena. Two core learning opportunities in this course will include (1) the public lecture series with globalization/global education thought leaders and a ‘backstage’ discussion/interaction space to further consider and (2) an ongoing analysis of a contemporary event/phenomenon that is exemplary of global connectivity while pointing towards opportunities for civic engagement for students and teachers, employing Appadurai’s framework and other suitable analytic tools. The contemporary, illustrative example will serve as a means for inquiring about the world, one that will help stimulate learning processes that can be developed in multiple contexts to support the development of globally competent students.
• A&HW 4152 - Dialoguing in Global Education

  Culture, language, relationships, and interactions: These are essential in an interdisciplinary and interconnected world. The smaller the world grows, the more important living with/in different perspectives and among others becomes. Guiding questions included in this course include the following: What is culture? How is the term ‘culture’ problematic given its malleability, deployment and potentially hegemonic use? How does subjectivity become instantiated in/as culture? What do we need to understand about the lives of others to make ourselves open to listening and learning about and from others while making the world mutually intelligible? How does interpretation and meaning challenge all to maintain openness about otherness? This course uses a combination of queries from students and literature on identity, both individual and social, to explore these questions and offer students a framework to use in their fieldwork experience.
• A&HW 4153 - Global Systems

  We are citizens of a new era distinguished by unprecedented global interconnectedness. And yet these interconnections do not manifest themselves equally across the globe as nations and territories struggle to find level playing field. This course explores cultural, racial, monetary, exchange, and political world systems. Students will study critical analyses of these systems. Students will come to understand that the world-systems approach is complicated by a false local-global distinction. We will consider how local endeavors have global consequence and how these global relationships shape or are resisted in local entities.
• A&HW 4154 - Sustainability and Environment

  One global issue that demands immediate attention is how to balance societal and environmental health. This course explores a contemporary ‘state of the planet’ across ecological concerns, including global climate change, desertification, species extinction, food crises, water quality and shortages, infectious diseases, and storm mitigation. Educators will then weigh environmental costs against the demands of societal development. Students will analyze current IGO, NGO, governmental and community-based organizations’ work to address global environmental concerns on a local, regional, national, and global scale coupled. Students will also conduct a gap analysis of what needs to be addressed in the near (5-10 year) and longer-term (10-50 year) future.
• A&HW 4155 - Human Rights and Global Competence

  Human rights are vulnerable. Protecting them globally will be important work for this and future generations, and thus is a central concern for global educators. This course will briefly trace the rise of human rights discourse in the 20th and 21st Centuries. Students will consider various typologies of rights (children’s, positive/negative, first, second and third generation); efforts towards consolidated action to promote human rights (ICCJ/Rome Protocol, UN Conventions, enforcement mechanisms, ECHR); and forces that contravene (authoritarian regimes, as well as US, China, Israel, and other states’ non-participation).
• A&HW 4156 - Poverty

  Mitigating poverty is an important factor in world economics. Identifying a nation or person as impoverished is a discursive and political act and shapes how we are taught to respond to it. Growing and pervasive economic inequality in the world is at the root of many of our most pressing global issues. Morality, pragmatism, and enlightened self-interest motivate a variety of players – economists, bilateral donors, international institutions, non-governmental organizations, philanthropists, and social entrepreneurs – to address this inequality in a variety of ways. Students will explore the causes and experience of global poverty, analyze successes and failures in mitigating it, and review sources and modalities for teaching about it.
• A&HW 4157 - Urbanization and Place

  The purpose of this course is twofold. The course offers a theoretical overview of critical geography through the study of representational spaces and spaces of representation. In other words, how do global systems shape built environments, and how people act in relationship to these spaces? The course applies the theoretical framework through inquiry into local and global urbanization. We will select case examples to look at how the urban landscape is built: how resources and people are distributed; where the spaces of interaction occur; how public and private spaces interact; and which groups are advantaged and disadvantaged in the cityscape. In the selected case examples, we will examine how cities are interdependent with other urban contexts.
• A&HW 4158 - Economic Globalization

  It is difficult to talk about global systems and interactions without an examination of the economic processes central to globalization. This course explores macroeconomic concepts implicated in global economic policy, economic health, and distribution of resources, capital, and people. Microeconomic policy is included to the extent that small businesses (particularly those run by women) and communities are part of the global network. The course develops a shared understanding of economic concepts regularly encountered in global education and development literature to help students synthesize these materials.
• A&HW 4159 - Aesthetic Experience and Global Competence

  Globalization and global education can have an alienating effect if the experiences and emotional content of everyday life are left unexamined. This course will invite students to focus on the experiential dimensions of globalization, with special attention to how art can open us up to–and help us work through–difference, enticing us to imagine a better world. Engagements with literature, visual art, documentaries, films, and web-based works will help bring relevant issues, and the subjectivities that surround them, to life. Participants’ own embodied/affective/intellectual responses to globalization will evolve and manifest through digital arts and creative writing projects. Integral to this course is consideration of how aesthetic lenses and processes might enrich participants’ pedagogical practices.
• A&HW 4160 - Community Engagement for Global Competence

  In an interconnected, interdependent, and increasingly complex world, global challenges transcend many borders. Individuals, nations and regions are often compelled to cooperate and work collaboratively to solve problems. Conflict, climate change, and health epidemics are just a few issues that require a coordinated global response, demanding the leverage of community. In this course students will use the community as a classroom, examining the basic tenets of community mapping, and effective principles for facilitating student and classroom interaction with community-based organizations and individuals. The development of authentic and mutually reinforcing relationships with community partners, and in solidarity with community stakeholders, will be modeled throughout the course. Students will explore how to design inquiry-based instruction which acknowledges the fluidity and subjectivity of defining community while simultaneously leveraging diversity in the community as an asset.
• A&HW 4161 - Digital Pedagogy and Global Competence

  Digital media and technologies are increasingly available in classrooms around the world. These technologies have the means to engage learners but also to fundamentally change the manners in which students access and produce knowledge. Too often, new technologies appear but merely replicate existing ways of learning. This course examines the pedagogies of digital technology. The course expands the repertoire of teachers while considering how the changes in pedagogy shape knowledge around global education. The world and technology are moving, shifting, and complex in ways that can be supported by digital pedagogies.
• A&HW 4162 - Inquiry-based Learning for Global Competency

  Global learning requires a disposition of ongoing and sustained inquiry because of the vast knowledge bases it draws upon. Inquiry-based learning is a learning approach that is rooted in the investigation of questions and case studies, as well as problem solving. Participants will consider various approaches to inquiry, both for their own global competency but also for guiding students in the development of their global awareness. This course will engage students in professional learning groups to explore issues that are germane to their teaching situations and of interest or need in terms of their professional learning. Critical to this course is social and critical reflection on the meta-issues that arise when engaged in inquiry, including limitations of what can be known, perspectives, and awareness of the presence of the author's (or authors') viewpoint orienting any given text.
• A&HW 4163 - Public Pedagogy for Global Competence

  The world is a classroom. How do we help young people learn in a real-world environment? This course considers a variety of learning spaces and explores the pedagogical practices suitable for non-traditional learning environments. Some of these learning spaces are commonly recognized, for instance, museums. Social media is increasingly being used as a learning space. Others are less common, such space in the city. The course compares the pedagogical practices and how they shape learning. It will also contemplate what it means to be a life-long learner in the world.
• A&HW 4164 - Discussion Leadership for Global Competence

  Global classrooms are inherently discursive as they require teachers and students to engage across difference, both in the material learned and in interpersonal relationships. Facilitating discussion can be challenging given their dynamic nature and situational quality. This course will provide participants with various types of discussion environments (e.g., Socratic, deliberative, interpretive, simulative) along with the tools to structure and facilitate those interactions. Special attention will be given to the intersections of discussion leadership and global learning; participants will gain an understanding of which approaches are most congruent given the larger curricular aims of a course.
• A&HW 4165 - Innovative Pedagogy for Global Competence

  Preparing students to thrive in an interconnected world requires new skills and dispositions not traditionally taught in schools. Global educators must continually seek out and experiment with innovative approaches to create learning opportunities that respond to the current and future demands for more creative, collaborative, and entrepreneurial global citizens. This course introduces emerging theories and practices, such as constructionism, game-based learning, and interest-driven learning, and invites participants to uncover how these new pedagogies can be used to foster global competency.
• A&HW 4166 - Curriculum, Instruction, and Assessment for Global Competence

  Global competence is critical to prepare students for current and future lives as global citizens to make a positive impact in the world. But what does it mean to design curriculum, instruction, and assessment for global competency? This course explores how foundational domains related to global competence, including space, time, self, and social issues can be inducted into a variety of curriculum areas to support the development of students. Curriculum in this vein supports student learning about interdependence, systems thinking, consciousness of self, awareness of others, and the limits of knowing in the world. This course will focus on curriculum development, instructional practices, and assessment activities that embed these values and support teachers in developing their global competence as well as the ability to engage students in similar journeys.
• A&HW 4250 - Global Fieldwork for Global Competence

  Domestic or international fieldwork experience lasting 2-3 weeks in which participants are placed in schools and community organizations to integrate and implement learning in the classroom. The fieldwork component of the Global Competency Certification Program provides a critical and immersive element to the online coursework leading up to the experience.
• A&HW 4530 - Seminar for Student Teachers in Social Studies

  Addendum: Restricted to majors. Discussion of contextual issues related to student teaching in New York City and support for developing teachers.
• A&HW 4729 - Observation in the Social Studies

  Restricted to majors. Preliminary experience in middle and high school social studies classrooms.
• A&HW 4730 - Supervised Student Teaching in Social Studies

  Addendum: Restricted to majors. Student teaching placement in middle and high school social studies classrooms.
• A&HW 4903 - Research and Independent Study in Social Studies

  Permission of instructor required. For qualified masters students. Student-proposed course to supplement student’s program plan. Taken under the direction of a faculty member. Students work individually or with others.
• A&HW 5011 - Contemporary Literature in Social Studies Research and Education I

  This course is designed to introduce students to contemporary research and scholarship in social studies education. This the first part of a year-long course in which students will read, synthesize, and contextualize literature that directs the field and is evaluated on your certification exam. We will read across the field with a critical eye toward the conceptual deliberations, explorations of what constitutes a site of social education and accompanying research, the questions scholars ask and how these are reflected in their methods, and finally, how these scholar position themselves and address subjectivity in their research and writing.
• A&HW 5021 - Contemporary Literature in Social Studies Research and Education II

  This course introduces students to contemporary research and scholarship in social studies education. The course emphasizes theories used by social studies educational researchers in synthesizing meaning and making claims.
• A&HW 5022 - Spatial Theories & Methodologies

  This course examines theories of spatiality in critical discourse, drawing largely from feminist and postcolonial scholars. It explores the methods and practices we can use in researching and writing about the spatiality of curriculum, teaching, and/or social interaction.
• A&HW 5030 - Social Inequities and Schools: Rethinking Social Studies

  Examination of social, political, spatial, historical and economic inequities in the context of U.S. urban schools and schooling. Explores the integration of equity-driven curricular and pedagogical orientations to classrooms to redress social inequities.
• A&HW 5031 - Teacher Education in Social Studies

  Permission of instructor required. Introduction to research in teacher education in the social studies; examination of issues related to social studies teacher education.
• A&HW 5035 - History of the Social Studies since 1880

  A historical investigation of the development of the secondary school history/social studies curriculum, including questions related to objectives, content, and methods of instruction.
• A&HW 5037 - Advanced Teaching Methods in the Social Studies

  Examination of alternatives to conventional curricular arrangements in social studies, including attention to authentic assessment, interdisciplinary strategies, social justice education, and pedagogy in public.
• A&HW 5040 - Global Citizenship Education

  Explores the emergence of global citizenship discourse, particularly in the late 20th Century, and considers the philosophical underpinnings of this necessarily obtuse idea. The course considers institutions that enact global citizenship principles while examining how the problems that give rise to global citizenship manifest in the US and beyond during the early 21st Century. Satisfies the New York State requirement for government.
• A&HW 5043 - Critical Geography Education: Africa

  This course explores social theory from geography to develop questions and practices for the teaching of geography in the social studies. The unit of inquiry is Africa, a geographic concept we interrogate during the course. Satisfies the New York State requirement for geography.
• A&HW 5093 - Education in a Polarized and Unequal Society

  This course offers an introduction to the deep current of American social, political, and economic culture that many argue has produced the challenges that our nation faces today: personal and political gain marred by intolerance, derived from wealth, and rooted in the history of segregation, sexism, and exploitation. Instead of seeing these challenges as separate entities, the course acknowledges the intersectional nature of power and politics.
• A&HW 5203 - Fieldwork in Social Studies

  Permission of instructor required. Opportunity for qualified masters students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings.
• A&HW 5232 - Fieldwork in Social Studies

  Supervised fieldwork, individual conferences and group seminar related to social studies research.
• A&HW 5430 - Internship in the Teaching of History and Social Sciences

  Permission of instructor required. Ordinarily in secondary schools, community colleges, teacher training programs or publishing work.
• A&HW 5503 - Research Paper in Social Studies

  Required for master’s students submitting a final portfolio or thesis; required for doctoral students submitting their literature review.
• A&HW 5504 - No Title Found in Banner

  Independent research and writing on doctoral papers prior to candidacy. This course requires a minimum of 27 hours per week of out of classroom work.
• A&HW 5530 - History of American Social Thought

  History of American social thought as it has influenced and been influenced by theories of education and patterns of educational practice.
• A&HW 5931 - Guided Investigations in the Teaching of Social Studies

  Seminar designed to support the preparation and writing a thesis for INSTEP students. Course is taken each summer to develop research plan, carry out research, analyze data and write the thesis.
• A&HW 6011 - The Citizen & Society

  Using scholarship from history, philosophy, and sociology, the course will consider the utility of the word “citizen” and “citizenship” in our teaching and research and offers a variety of ways of rethinking these concepts and ideas
• A&HW 6030 - Research in Social Studies Education

  Permission of instructor required. Supports advanced students working on a research project. Course explores epistemological frameworks, use of theory, research methods, and/or analysis of data. Emphasis determined by needs of students.
• A&HW 6203 - Advanced Fieldwork in Social Studies

  Permission of instructor required. Opportunity for qualified doctoral students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings.
• A&HW 6403 - Internship in College Teaching in Social Studies

  Permission of instructor required. Occasional opportunities in college programs in areas represented by the program.
• A&HW 6500 - Seminar in the History of the Social Studies

  This course is for doctoral students taking the History of Social Studies since 1880 (A&HW 5035) and runs concurrently with A&HW 5035. Course requirements are designed specifically for doctoral students.
• A&HW 6503 - Doctoral Seminar in Social Studies

  Doctoral seminar focused on research paradigms, theory, scholarly identity, writing, and navigating life in academia. Beginning doctoral students take the seminar for four consecutive semesters.
• A&HW 6521 - History Of Inequality and Social Justice

  This course will provide students with a historical and sociological overview of the root causes of inequality as well as the various solutions to address it.
• A&HW 6530 - Curriculum Development, Research, and Supervision

  Aspects of curriculum; teaching and learning processes; attention to problems and techniques of supervision.
• A&HW 6903 - Research and Independent Study

  Permission of instructor required. For qualified doctoral students. Student-proposed course to supplement student’s program plan. Taken under the direction of a faculty member. Students work individually or with others.
• A&HW 6935 - Studies in History and in the Teaching of History and Social Studies

  Permission of instructor required. Individual research and advanced historical method ordinarily related to a doctoral dissertation.
• A&HW 7503 - Dissertation Seminar in Social Studies

  The purpose of the dissertation seminar is to develop and refine specific topics for dissertation research. Students should enroll in the dissertation seminar beginning only in the semester in which they intend to present their dissertation proposal for committee review.
• A&HW 8903 - Dissertation Advisement in Social Studies

  Individual advisement on doctoral dissertation. Fee to equal 3 points at current tuition rate for each term. See catalog section on continuous registration for Ed.D./Ph.D. degrees.