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Management and Organizations Department | Undergraduate

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Management and Organizations (MCT Essential) MGMT-UB.0001  Professors: Michael North, Taylor Phillips, Julianna Pillemer, Elizabeth Howard, Molly Kern, Ephrat Livne-Ofer Prerequisite: Highly recommended for ALL sophomores  In this course you will attain an understanding of the key factors that contribute to organizational success and the role that managers play in helping their organizations become more successful. The better that you understand these issues, the more effective you will be in your future careers. More specifically, the course will explore how organizational leaders develop winning strategies, and then design their organization in a way that aligns structures, social relationships, tasks, human resource practices, and people to achieve those strategies. In exploring these issues, you will identify the challenges that organizational leaders and managers face as they try to make good decisions in the face of a constantly evolving industry environment, competing goals and agendas, and an increasingly diverse and global workforce.

Global Strategy MGMT-UB.0004  Professors: Rob Salomon, Sinziana Dorobantu, Steven Altman Prerequisites: MGMT-UB.0001, ECON-UB 0011 This course focuses on the strategic and organizational challenges facing the multinational firm. Types of questions addressed in the course include: (1) What are the sources of competitive advantage in a global context? (2) What differentiates a global from a domestic industry? (3) How does/should a multinational operate in these different environments? Strategic Analysis (MCT Essential) MGMT-UB.0018  Professors: Sonia Marciano, Callen Anthony Prerequisites: Sophomore standing This course emphasizes the need to look outward to the environment and inward to a firm’s resources, capabilities and operating policies. It describes a firm’s strategy as the formulation of “competitive strategy”, “corporate strategy,” and “organizational strategy.” Competitive strategy involves identifying structurally attractive industries and developing the most attractive position within that industry - where attractiveness is driven by absolute conditions combined with the resources and capabilities the firm brings to that position. Businesses create value by operating in positions within industries that, by virtue of the characteristics of industry, the position, and the firm, are defensible from the encroachment of competitors and deterioration of the environment as a whole. Corporate strategy focuses on the management and understanding of multi-product, multi-location, and multi-business firms. Organizational strategy involves developing policies within each functional area of the business unit that are integrative and consistent with the firm’s plan for creating value. Negotiation and Consensus-Building (MCT) MGMT-UB.0030  Professors: Gavin Kilduff, Elizabeth Howard Prerequisites: Sophomore standing Not applicable towards BS/MS Accounting Program. Effective negotiation and consensus-building skills are essential for success in almost any life domain—whether your goal is to be an entrepreneur, film producer, business manager, or political leader. In this course, students study how people reach agreement and develop an analytical approach for reaching more effective agreements in organizational settings. The course draws from research in psychology and economics to provide academic content, while making use of role-playing exercises and experiential learning to emphasize key applied lessons. Managing Change (MCT) MGMT-UB.0025  Professors: Anat Lechner, Batia Wiesenfeld Prerequisite: MGMT-UB.0001. Recommended: junior standing. Managing change is a central concern for today’s managers. Managing change is also the primary focus of the management consulting industry. To effectively manage change you will need a solid understanding of what change is about, what are its critical aspects, and how one can lead change initiatives in a disciplined and successful way. Case analysis and applied projects are the major vehicles for learning in this course. Note: This course is particularly relevant for students who plan to pursue careers as general managers or management consultants. Managing Innovation (MCT) MGMT-UB.0008  Professors: Melissa Schilling, Gino Cattani Prerequisite: MGMT-UB.0001 The success of firms, managers and individual contributors depends on their ability to identify innovative products, processes, or both. Research has shown that managing innovation requires a learning mindset attuned to new experiences, entrepreneurial thinking and pragmatic leadership. Some of the specific questions we will consider are: How is design thinking impacting our understanding of strategy and organization design? What roles do the project, middle and senior management play in the innovation process? How do you decide which ideas are worth pursuing? How do firms choose among multiple attractive innovation projects? What are the best ways to protect a firm’s intellectual property?

Becoming You: Crafting the Authentic Life You Want and Need MGMT-UB 40 1.5 units Prof. Suzy Welch Offered in the undergraduate, full-time MBA, part-time MBA, and Executive MBA programs, "Becoming You" makes extensive use of exercises, activities, psychometric testing, research, and lectures to teach a transformational methodology that guides students through the profound, exhilarating, and sometimes surprising journey of discovery to their authentic purpose, a life and career rich with meaning. In short, "Becoming You" is designed to help students uncover the best, most thoughtful answer to the often elusive question, "What should I do with my life?" Power & Politics  MGMT-UB.0066  Prof. R. Kabaliswaran Prerequisite: MGMT-UB.0001 Politics is not a dirty word! You just need to learn how to play good politics and keep out bad politics. By the same logic, power by itself does not necessarily corrupt though absolute power may corrupt absolutely. In other words, this course is about how to conquer the world, or at least survive the corporate jungle, without losing your soul. Even if you don’t want to play politics, good or bad, you need the skills from this course to ensure that you don’t become a victim of politics. By the end of this course you will (1) be able to have not only a conceptual understanding of what power is within an organizational context but a practical grasp of what the actual sources of power are; and (2) will have gained substantial insight into how best to harness your political skills for effective management of your career path. Patterns of Entrepreneurship MGMT-UB.0085  Prof. Ashish Bhatia, JK Suh Prerequisites: MGMT-UB.0001 and sophomore standing. This course offers a framework for understanding the entrepreneurial process and exposes students to challenges, problems, and issues faced by entrepreneurs who start new businesses. Case studies are the principal teaching method, supplemented by lectures, business cases, and guest speakers. Students learn to identify and evaluate business opportunities, develop a business concept and assess and obtain the required resources, and manage the growth of new ventures. Managerial Skills MGMT-UB.0021  Prof. Valerie Belanger Prerequisite: MGMT-UB.0001 Increasing self-awareness and openness to feedback are important first steps in leading today’s business for tomorrow’s results. Many companies bestow a management title on key talent and expect appropriate behavior to follow, but that is not the most effective way to develop future business leaders. In this course you will focus primarily on the practical aspects of managing. While based on solid research, the course stresses a hands-on approach to improving students’ management skills. Each session focuses on developing (1) personal skills: self-awareness, managing stress, solving problems, and creativity; (2) interpersonal skills: coaching, counseling, supportive communication, gaining power and influence, motivating self and others, and managing conflict; and (3) group skills: empowering, delegating, and building effective teams. Digital Innovation & Crowdsourcing   INFO-UG.0070  Prof. Natalia Levina  Prerequisites: None, but M&O is highly recommended. This course explores new ways in which traditional firms as well as start-ups can become more innovative in today’s global digital economy by tapping into digital platforms for information, ideas, expertise, and skills. We will discuss new practices of digital innovation and crowdsourcing and evaluate risks and benefits of such practices. The course focuses on qualitative analysis of cases, application of strategic theories, hands-on exercises, and meeting of industry leaders. Students will engage in real-time crowdsourcing projects ranging from outsourcing their homework online to designing a social innovation challenge.  Independent Study in Management and Organizations MGMT-UB.0094-0099 Prerequisite: MGMT-UB.0001 and permission of the undergraduate faculty adviser. Independent study provides students of academic quality an opportunity to engage in intensive independent study of management issues or pursue a career-related subject area of managerial significance. It requires completion of an individual report based on the student’s investigation, research, and critical analysis, and must be supervised by regular, full-time faculty and approved by the management department’s undergraduate faculty adviser. Additional Courses that can be taken as Advanced Management Electives: Competitive Analysis ECON-UB 15 - 3 units. Prof. Gregory Kubitz, Yossi Spiegel, Pricila Maziero, Simon Bowmaker Prerequisites: ECON-UB 1 (or ECON-UA 2) and sophomore standing This course offers an economics approach to analyzing the way firms make marketing decisions and interact strategically with each other in the marketplace. The main goal of the course is to develop the basic intuition for pricing and other forms of strategic behavior on the part of firms. Decision Models and Analytics MULT-UB 7 - 3 units. Professors: Ilan Lobel, Lucius Riccio, Jiawei Zhang No prerequisites An introduction to basic principles and techniques of applied mathematical modeling for managerial decision making (models used in fields such as finance, operations, and marketing). Students learn the use of important analytical methods (e.g., spreadsheet modeling, Monte-Carlo simulation) to recognize their assumptions and limitations and to employ them in decision making. Emphasis is placed on model formulation and interpretation of results, not mathematical theory. Aimed at undergraduates with little prior exposure to modeling and quantitative analysis, but appropriate for all students who wish to strengthen their quantitative skills.  Decision Making Under Uncertainty MULT-UB 16 - 3 units. Prof. David Juran This course introduces the basic concepts, principles, and techniques of decision making under uncertainty. You will learn how to model complex business problems that involve risk and uncertainty with the help of spreadsheet models. The course covers analytical models such as Decision Tree, Stochastic Optimization, Simulation & Optimization, and Dynamic Optimization. The course is hands-on. The emphasis will be on model formulation and interpretation of results, not on mathematical theory. Game Theory MULT-UB 20 - 3 units. Prof. Rob Seamans Prerequisites: Sophomore standing This course introduces the basics of game theory. It focuses on fundamentals of game theory, covering basic concepts and techniques through a mix of lectures, exercises, and case discussions. Students also think about how the lessons learned may apply to other contexts, such as politics. The course equips students with game theory techniques for making good business decisions by learning how to recognize and model strategic situations and to predict when and how actions will influence the decisions of others. Case Analysis  MULT-UB 5 2 units  Prof. Chris Mazzei  Case methodology is a critical tool for analysts, managers, and entrepreneurs. This course explores how strategic frameworks are applied to high level business problems. Case interviews and case competitions are used as models for learning. Students study the principles behind creating and delivering effective visual slide-based presentations via mock deliveries. Class time focuses on concept lectures and skill-building through individual and group exercises with self-critique. Assignments focus on creating and editing data-based presentations. This course is highly recommended for students who wish to participate in case competitions. Entrepreneurship for the New Economy MULT-UB 40 - 3 units.  

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Professionally focused classes that provide maximum flexibility and prepare you for the future of work., all of our continuing education courses are available through online or in-person instruction..

Continue your education at NYU! Our courses build upon your current professional insights and knowledge, while differentiating you in the job market. Gain the competitive edge with skills that set you apart and position you for growth in emerging and evolving industries. Forge critical connections with professional peers, well-networked instructors who are top industry experts, and guest lecturers. Courses also are available for personal enrichment, as well as for those who are contemplating a second career or who are rejoining the workforce.

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BUNDLE: Achieving Your Leadership Vision

NYU Stern School of Business 44 West 4th Street New York, NY 10012

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PLEASE NOTE: This program is currently being taught as an In Person  class.

Leadership is the ability to make things happen with, and through, other people. The most effective leaders are able to develop, articulate and execute a compelling vision that energizes and inspires others. The two courses included in this bundle will examine the mindset needed for strong leadership and provide skills and frameworks needed to become a more impactful leader within your organization.

Leadership Training for High Potentials

• Communication Strategies: Developing Leadership Presence

Upon completion of this course, participants will receive a Certificate of Achievement. This program is also eligible for Continuing Professional Education (CPE) credits through NASBA .

Program Takeaways

During this course, participants will:

Perspective

Organization dynamics, skills assessment, actionable feedback, key strategies, who should attend.

Although there are no formal education or background requirements, this course is designed for executives who meet the criteria below. While we strongly encourage global participation, please note that all courses are taught in English. Proficiency in written and spoken English is required.

Years of Experience

Job functions, prerequisites.

The following agenda is a sample and subject to change.

8:30 am - 9:00 am: Breakfast

Session 1: what does it take to be a leader.

• What is leadership and what is success in a leadership context?
• Transitioning from a management to a leadership mindset
• Core principles for leadership effectiveness

12:15 pm - 1:15 pm: Lunch

Session 2: leaders as influencers and change agents.

• Moving from vision to action: power, influence, & persuasion
• Developing social capital and trust
• Leading change within organizations

4:30 pm - 5:00 pm: Leadership Training for High Potentials Day 1 Conclusion and Evaluations

Session 3: leadership in a complex and dynamic world.

• The complex world within which leaders operate
• Leadership as a collective endeavor
• Moving from "command and control" to "connect and collaborate"

Session 4: Adaptive and team leadership

• Building and leading effective teams
• Finding balance between autocratic and participative models
• Making empowerment work

4:30 pm - 5:00 pm:  Leadership Training for High Potentials Program Conclusion and Evaluations

Communication strategies, session 1: communication preferences: a self assessment.

• Discover how preferences in perceptions, words and opportunities effect communication style
• Explore the effect of communication preferences on business opportunities

Session 2: Communication Strategy

• Developing communication strategy using audience, intent, message and task
• Creating credibility and relevance with your communication strategy
• Group exercise: Communication Strategy

Session 3: Structuring Presentations for Maximum Effectiveness

• Structuring presentations that work best for your audience and intent
• Organizing for logical patterns and building transitions
• Using imagery and metaphors to enhance audience retention and engagement, clarify concepts and make difficult data accessible

Session 4: Presentation 2.0: Upgrading Your Presentation Technique

• Task: Two- to three-minute taped presentation on current business challenge or project
• Feedback and debrief

Session 5: Communication Strategy

• Understand your non-verbal cues, vocal strength, body language and personal energy to upgrade your presentation and communication skills
• Techniques for more effective delivery

Session 6: 2nd Taped Presentation: Upgrading Your Presentation Techniques

• Task: One-minute elevator presentation summarizing a longer prepared speech for a large diverse audience

4:30 pm - 5:00 pm: Communication Strategies Day 1 Conclusion and Evaluations

Session 7: audience interaction.

• Increasing your Emotional Intelligence (EQ)
• Developing better listening, questioning and answering habits
• Enhancing facilitation skills
• Interacting with diverse audiences

Session 8: 3rd Taped Presentation: Projecting Credibility and Expertise

• Task: Three-minute presentation expanding on your elevator presentation with preparation for questions
• Self-reflection exercise: Questions to ask yourself after every presentation

Session 9: The Presence of a Leader

• Using feedback from presentations to develop your leadership style
• Using language of feedback with staff/superiors to show support as a leader and build trust

Session 10: Projecting Trust in an Age of Transparency

• When and when not to challenge a listener/audience in your communication
• Identifying situations to enhance your leadership presence
• Monitoring your online profile
• Developing a plan to get constant feedback and improve your communication skills

4:30 pm - 5:00 pm:  Communication Strategies  Program Conclusion and Evaluations

Program faculty.

Our courses are taught by seasoned NYU Stern faculty and renowned subject matter experts. Please note that course faculty are subject to change depending upon availability.

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Speech@NYU / Academics / Course Descriptions

The Speech@NYU curriculum offers a diverse set of courses, ensuring you receive the comprehensive education you need to treat a variety of communicative disorders as a speech-language pathologist.

Foundation Courses

Learn more about foundation courses.

Instrumentation and Research Courses

Learn more about instrumentation and research courses.

Disorder Courses

Learn more about disorder courses.

Clinical Courses

Learn more about clinical courses.

Elective Courses

Learn more about elective courses.

Departmental and Certification Courses

Learn more about departmental and certification courses.

If you have not completed a formal post-baccalaureate program, or an undergraduate degree in communicative sciences and disorders or speech-language pathology (earning a “C” or better) within the last 10 years, you may be required to complete up to 14 credits of additional foundation course work following a faculty review of your relevant syllabi. Any outstanding course work will be integrated into your Plan of Study with Speech@NYU to prepare you for your master’s studies.

Additionally, if you qualify for any or all foundation course waivers but would like to take one or more of these courses as part of the program to support your learning, please let your admissions counselor know so the classes can be incorporated in your Plan of Study.

The required foundation courses are:

ANATOMY AND PHYSIOLOGY OF THE SPEECH AND SWALLOW MECHANISM – 2 CREDITS

This course is a comprehensive study of the anatomical and physiological bases of speech production and swallowing. Structures and mechanics of respiration, phonation, resonation, articulation, and swallowing are studied.

NEUROLOGICAL BASES OF COGNITION, BEHAVIOR, AND COMMUNICATION – 2 CREDITS

This course is a comprehensive study of the neurological bases of speech and language production, speech and language perception, and swallowing. The neurological bases of language, respiration, phonation, resonation, articulation, speech perception, and swallowing are studied.

INTRODUCTION TO AUDIOLOGY AND AURAL REHABILITATION – 2 CREDITS

This course is a study of the anatomical and physiological bases and mechanics of hearing perception, covering principles and techniques of pure tone and speech audiometry and interpretation of audiograms. Considerations include etiologies and auditory characteristics of major types of hearing impairments and principles and management of the hearing impaired across the life span.

PHONETICS – 2 CREDITS

This course is a study of the production, description, and classification of speech sounds; English sounds, stress, and intonation; phonemes and allophones; ear training; and phonetic and phonemic transcription using IPA.

SCIENCE OF LANGUAGE – 2 CREDITS

This course provides an overview of the scientific study of the human language faculty, focusing on the cognitive and neural processing mechanisms that underlie linguistic knowledge and use. We describe contemporary approaches to delineating levels of language structure and review various scientific methodologies used to study language. Topics include language knowledge and use as well as language change and variation.

LANGUAGE DEVELOPMENT AND DISORDERS IN CHILDREN – 2 CREDITS

This course focuses on typical development of language in children and associated conditions, such as hearing impairment, intellectual handicaps, and autism. Typical and atypical language development will be discussed with special reference to the various communication components: form (structure), content (semantics), and use (pragmatics). Implications for the facilitation of language acquisition in children exhibiting delays or disorders of language development will be reviewed. Basic principles of assessment and intervention and the role of the speech-language pathologist will be covered.

Prerequisites: Neurological Bases of Cognition, Behavior, and Communication and Science of Language.

SPEECH DEVELOPMENT AND DISORDERS – 2 CREDITS

The objective of this course is to develop a broad understanding of the process by which typically developing children acquire speech skills. The course will review theoretical aspects of speech development and focus on the complexities of normal human communication. This content will lay the foundation for discussing etiologies and characteristics of speech sound disorders that arise across the life span. Basic principles of assessment and intervention and the role of the speech-language pathologist will be covered.

Prerequisites: Anatomy and Physiology of the Speech and Swallow Mechanism and Phonetics.

Please note: Students must complete all foundation courses prior to entering the clinical practicum and field placement sequence. Students may take foundation courses concurrently with some of the approved graduate-level courses according to the Department of Communicative Sciences and Disorders curriculum. These courses will be sequenced accordingly on your Plan of Study.

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CRITICAL EVALUATION OF RESEARCH IN SPEECH AND HEARING SCIENCES AND DISORDERS – 2 CREDITS

This course offers a consideration of the formulation and design of research problems and the collection, processing, and interpretation of data. The course also covers evaluation of research in speech and speech pathology and audiology.

Prerequisites: None.

SPEECH SCIENCE: INSTRUMENTATION – 2 CREDITS

This course is an advanced and detailed study of the current instrumentation used to evaluate the acoustic, aerodynamic, and physiological aspects of speech production in clinical settings and in speech research. Students will gain expertise in the instrumental evaluation of normal subjects.

MOTOR SPEECH DISORDERS – 3 CREDITS

This course focuses on the etiology, neuroanatomy, and symptoms of common neurological disorders and associated motor speech problems. Types and differential diagnosis of dysarthria and apraxia are explored. A hypotheses-based context for assessment and treatment is used to form hierarchies and estimate prognosis. We will use a patient-centered and evidence-based practice framework to discuss the impact of multicultural and psychosocial factors on the patient’s participation in rehabilitation.

Prerequisites: All foundation courses. Recommended pre- or corequisites: Adult Language Disorders and Voice Disorders.

ADULT LANGUAGE DISORDERS – 3 CREDITS

This course is an introduction to the historical, linguistic, and psychological rationales for the evaluation and treatment of verbal impairment secondary to brain damage. Clinical tests, contemporary research, and treatment methodology are reviewed.

Prerequisites: Neurological Bases of Cognition, Behavior, and Communication; Phonetics; and Science of Language.

FLUENCY DISORDERS – 3 CREDITS

This course offers a review of the most recent theories of stuttering behavior and the clinical procedures that flow from them. Differential diagnostic techniques, their interpretation, and implications for treatment of programmed and non-programmed nature are discussed.

Pre- or corequisites: Language Disorders in Children and Speech Sound Disorders in Children.

LANGUAGE DEVELOPMENT AND DISORDERS IN SCHOOL-AGED CHILDREN – 3 CREDITS

This course is a study of the developmental reading and writing processes in children with speech and language disorders, the relationships of speech and oral language skills to those processes, reading disabilities, and the role of the speech-language pathologist working with school-aged children.

Prerequisites: All foundation courses and Language Disorders in Children.

VOICE DISORDERS – 3 CREDITS

This course considers the anatomic, physiologic, acoustic, and perceptual aspects of normal voice and selected voice problems across the life span. A hypothesis-driven context and patient-centered framework is used to develop protocols for prevention of voice problems, identification of risk factors, and promotion of efficient phonation. We will discuss the impact of multicultural and psychosocial factors on voice. Participation in labs links motor learning theory to manner of phonation and facilitates development of goals and identification of appropriate procedures.

Prerequisites: All foundation courses. Pre- or corequisite: Speech Science: Instrumentation.

LANGUAGE DISORDERS IN CHILDREN – 3 CREDITS

This course is an examination of assessment and remediating of language disorders associated with varied etiological factors. The course considers cognitive and pragmatic aspects of language and focuses on the determination of goals and intervention procedures for children from the paralinguistic stage through the school years.

Prerequisites: All foundation courses.

DYSPHAGIA IN CHILDREN AND ADULTS – 3 CREDITS

This course offers a description of swallowing disorders in children and adults associated with various structural, neurological, and behavioral disorders. Assessment and remediating approaches will be addressed.

Taken concurrently with Clinical Field Placement III: Treatment. Prerequisites: All foundation courses. Recommended pre- or corequisites: Voice Disorders and Motor Speech Disorders.

PRINCIPLES OF INTERVENTION WITH SPEECH-LANGUAGE DISORDERS – 2 CREDITS

This course offers principles of problem solving and decision making involved in intervention planning across communication-disorder types. Students learn to use diagnostic data in formulating goals and procedures of treatment. Sources of knowledge underlying goal and procedure development, including the nature of language, baseline data, factors maintaining communication disorders, and language learning theories, are addressed.

Taken concurrently with Clinical Practicum II: Diagnostic Assessment and Clinical Immersion. Prerequisites: All foundation courses.

SPEECH SOUND DISORDERS IN CHILDREN – 3 CREDITS

This course emphasizes research in phonological development and the application of theories of development to assessment and intervention procedures with the phonologically impaired. Phonological disorders are analyzed within the framework of a linguistic system, with reference to distinctive features, phonological rules, and simplification processes.

CULTURALLY RESPONSIVE PRACTICES I: HEALTHCARE SETTINGS AND THE GLOBAL CONTEXT – 2 CREDITS

In this course, students are encouraged to reflect and form their initial frameworks about speech and language practices with culturally and linguistically diverse populations in health settings and in global contexts.  The primary objectives of this course are to prepare students to 1) develop a global consciousness, and 2) provide effective services in a globalized world through understanding: a) how communication processes fit into historical, economic, political and sociocultural contexts and b) the implications of these broader contexts for collaborative and family-centered assessment and intervention services.

PROFESSIONAL ISSUES IN COMMUNICATIVE SCIENCES AND DISORDERS – 1 CREDIT

This course is an overview of the regulations and requirements for professional practice in the field of communicative sciences and disorders. Topics include the major contemporary issues related to employment as a clinician in various settings, including professional competencies, ethical issues, conflict resolution, decision making, and interdisciplinary collaboration.

Prerequisites: None, although this course is taken once the practicum sequence is initiated.

CLINICAL PRACTICUM I: PRE-CLINIC AND CLINICAL IMMERSION – 2 CREDITS

This course introduces students to the basic concepts of the clinical experiences, including diagnostic principles and procedures in speech-language pathology and audiology. Building on working knowledge of information related to a variety of communication disorders, this course focuses on standardized tests and testing procedures, clinical writing, professionalism/interpersonal skills, and clinical materials and equipment. The clinical experience is introduced through a series of weekly seminars, videos, on-site client observations, and clinical practicum. The clinical practicum is supervised by ASHA-certified and New York State-licensed professionals.

Introductory clinical skills include case reviews, evaluation methods, mock diagnostic evaluation, interpersonal skills, professional client-clinician interaction, and clinical report writing.

Prerequisites: All foundation courses. Pre- or corequisites: Adult Language Disorders, Language Disorders in Children, and Speech Sound Disorders in Children.

CLINICAL PRACTICUM II: DIAGNOSTIC ASSESSMENT AND CLINICAL IMMERSION – 2 CREDITS

Building on the knowledge and skills learned in Clinical Practicum I, learning is expanded to informal and dynamic assessment procedures, intervention planning, treatment development, and advanced clinical/professional writing. Clinical management skills for goal derivation, treatment planning, decision-making skills and opportunities for self-reflection are promoted. Students provide intervention to individuals with diverse communication disorders across the life span and perform independent diagnostic evaluations. Clinical immersions are supervised by ASHA-certified and New York State-licensed speech-language pathologists and audiologists. Skills include hands-on clinical assessment; diagnostic evaluations, clinical report writing.

Prerequisite: Clinical Practicum I: Pre-Clinic and Clinical Immersion.

CLINICAL FIELD PLACEMENT III: TREATMENT – 2 CREDITS

Students assume full case management responsibility for clients with diverse communication disorders and needs, refining diagnostic and goal writing skills, treatment management, and clinical decision making following ASHA guidelines. Student clinicians gain experience in off-campus community clinical settings and participate in an interactive weekly class meeting. Development of the supervisor and supervisee relationship is mentored in individual and/or small group supervisory conferences. Preparation for additional placements is fostered through interview readiness, on-the-job problem-solving skills, preparation for interdisciplinary team communication, and care-for-the-caregiver skills. Skills include hands-on clinical assessment and treatment, clinical report writing, caseload management, and community-based treatment.

Prerequisite: Clinical Practicum II: Diagnostic Assessment and Clinical Immersion.

CLINICAL FIELD PLACEMENT IV: PEDIATRICS – 1 CREDIT

This course allows students to apply learned knowledge and skills to real-life situations in a variety of pediatric settings. The interactive clinical seminar includes individual student case presentations, preparation for employment, and a clinical lecture series for shared experiences and knowledge. The placement is under the supervision of ASHA-certified and state-licensed speech-language pathologists in pediatric settings.

Prerequisite: Clinical Field Placement III: Treatment.

CLINICAL FIELD PLACEMENT V: ADULTS – 1 CREDIT

This course allows students to apply learned knowledge and skills to real-life situations in a variety of adult settings, including hospitals, skilled nursing facilities, rehabilitation centers, and/or private practices. The interactive clinical seminar includes individual student case presentations, preparation for employment, and a clinical lecture series for shared experiences and knowledge. The placement is under the supervision of ASHA-certified and state-licensed speech-language pathologists in adult settings.

CLINICAL FIELD PLACEMENT VI – 1 CREDIT

This course remains as a supplemental clinical field placement if additional clinical hours are needed to achieve the 375 contact hours. Content is consistent with the prior placements.

Prerequisites: Clinical Field Placement IV: Pediatrics and Clinical Field Placement V: Adults.

Learn more about clinical practicums and field placements .

AUGMENTATIVE AND ALTERNATIVE COMMUNICATION – 1 CREDIT

This course provides a comprehensive overview of communicative approaches for individuals who are nonverbal or who have severe communications disorders. Special techniques and equipment are employed to allow these individuals to communicate effectively. A thorough examination of assessment and therapeutic process is presented, with emphasis on communication disorders secondary to congenital/acquired cognitive and motor impairments.

THERAPEUTIC PROCEDURES IN SPEECH PATHOLOGY: APHASIA – 2 CREDITS

This course emphasizes the theoretical basis of therapy with the adult aphasic and practical application of those bases through the development of specific therapies for specific problems of aphasia. Information about credentials, ethical practices, and multicultural issues is addressed.

Prerequisites: All foundation courses and Adult Language Disorders.

LANGUAGE AND COMMUNICATION IN CHILDREN WITH AUTISM SPECTRUM DISORDERS (ASD) – 2 CREDITS

This course offers an overview of current knowledge of ASD in the field of communication disorders and related areas. Students learn about current theories of underlying causal factors as well as different educational approaches and settings. Special emphasis is placed on language and communication skills as well as speech language pathology assessment and intervention. As part of the course requirements, students analyze individual case studies.

NEUROGENIC SPEECH DISORDERS IN CHILDREN – 2 CREDITS

This course offers analysis of etiological conceptions of cerebral palsy and related linguistics, articulatory, and phonatory disorders. Clinical tests and procedures for general and specific therapy are explored.

COMPUTERIZED ANALYSIS OF LANGUAGE TRANSCRIPTS – 1 CREDIT

This course is a detailed overview of technology-based methods for transcription and analysis of language samples in the assessment of communication disorders. The analysis of language samples collected during spontaneous speech production plays an important part in the assessment of such disorders and provides a key feature of research involving this population. Students will video-record an interaction between two speakers, learn to use digitalized image and sound for transcription of language samples, and use a computerized method (the SALT program) for analyzing language samples collected during spontaneous speech.

CULTURALLY RESPONSIVE PRACTICES II: THE EDUCATIONAL CONTEXT – 2 CREDITS 

In this course, students co-create frameworks that center equity and justice in SLP in schools. The course situates SLP practice within its historical and ideological roots; analyzes the socio-political context underlying service delivery to minoritized children labeled as disabled in the US; interrogates how socially-constructed positionalities intersect within systems of oppression, and how this intersectionality affects instructional practices for all learners; integrates culturally responsive, sustaining, and decolonial pedagogies into the repertoire of speech-language practices; and develops new asset-focused and liberatory assessments and interventions.

Prerequisites: All foundation courses and Culturally Responsive Practices I: Healthcare Settings and the Global Context.

MASTER OF SCIENCE SEMINAR – 0 CREDITS

This course will serve as a forum to further meet the academic, professional, and personal needs of master of science students by providing the following: a thorough overview of university, departmental/program, and national/state accreditation requirements; advisement related to academic/professional pursuits; and resources related to the community in which they live and serve. As a result, this course will promote opportunities for student-student and student-faculty interactions to further enhance interpersonal and professional skills development and improve student satisfaction.

DRUG AND ALCOHOL EDUCATION, AND CHILD ABUSE AND SCHOOL VIOLENCE PROTECTION – 0 CREDITS

This course is an introduction to the role and responsibilities of teachers, school administrators, speech pathologists, and pupil personnel staff in the coordinated school health program. Course content examines strategies to prepare prospective educators for addressing mandated health subjects (e.g., recognition and prevention of substance abuse, HIV/AIDS, and child abduction; child abuse recognition; safety education; and violence prevention, including fire and arson prevention). The course meets NYS Education Department certification requirements for instruction in school violence prevention (two hours) and identification and reporting of child abuse (two hours). It fulfills the harassment, bullying, and discrimination prevention and intervention training required for certification/licensure under the Dignity for All Students Act (The Dignity Act). Three of the required six instructional hours are delivered through face-to-face instruction.

This course is taken concurrently with Clinical Practicum I: Pre-Clinic and Immersion or Clinical Practicum II: Diagnostic Assessment and Clinical Immersion.

Offered through the Department of Teaching and Learning.

Additional ASHA and NYU Course Requirements

In addition to the courses listed above, the American Speech-Language-Hearing Association (ASHA) requires you to have transcript credit (which could include course work, advanced placement, CLEP, or examination of equivalency) for each of the following areas: human/animal biological science, physical science, social/behavioral science, and statistics. Please note that a grade of “C” or better must be earned in each of these courses to be considered by NYU.

These courses can be completed within one year of beginning the program and do not count toward graduate credit for the master’s degree. In addition to transcript credit, you may be required to provide further evidence of meeting this requirement.

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Prelaw Overview

• Is Law For Me?
• Using a Legal Education in Non-Legal Fields
• The Law School Experience
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Introduction

Thinking about law school? The NYU Preprofessional Advising Center can help you to make the most of your prelaw experience and help you decide when and where to apply to law school. The Preprofessional Advising Center is your best resource as you prepare for law school, but the ultimate responsibility for your post-graduate planning rests on you. Prelaw advisors can help you determine whether law school is the right fit for you, assist you in the application process, and help assess you chances of admission into your desired programs.

Unlike the prehealth track, there is no “prelaw major” or specific educational requirements for entrance into law school. The Preprofessional Advising Center advises prelaw students to pursue majors and/or minors in areas of their interest, as a strong academic performance during a student’s undergraduate is the best way to ensure acceptance into law programs. Law schools seek students with intellectual ability, well-developed thinking and writing skills, a strong work ethic, and leadership potential.  While at NYU, instead of focusing on specific law-related courses, we suggest that students focus on gaining a set of critical skills that will be helpful to them when they are preparing for the LSAT, going through law school, and working as a practicing attorney.

These skills include, but are not limited to:

• Writing Skills: courses that emphasize essay exams, research papers that require revising in response to constructive criticism, and oral presentations
• Presentation and Communication Skills: classes that require in-depth classroom discussion can help students learn to articulate their ideas and think on their feet
• Analytical Skills: courses that require critical and analytical thinking and problem solving will help students on the LSAT and in law school
• Critical Reading Skills: classes that engage students in carefully reading, understanding and critically analyzing complex written material of substantial length

Law schools admissions decisions are based on a variety of factors. Most importantly, the Law School Admissions Test (LSAT) score and the undergraduate GPA will place you within the "ball park" of a particular law school's admission criteria. Beyond metrics, admissions officers also take a holistic look at every application and try to create a diverse student body composed of interesting and accomplished individuals. Prelaw students are encouraged to gain professional experiences (whether they be paid positions, internships, or volunteer work) during their time as an undergraduate. These experiences do not necessarily need to be within the field of law, however work experience in the field of law, communications, or government are generally looked favorably upon by law programs. Applicants can also distinguish themselves by getting involved with in on-campus extracurricular and community service activities.

When you are ready to begin the application process, usually in the spring semester of your junior year, our office can provide guidance as you register for the LSAT and make your final choice of law schools. Of course, you must assume ultimate responsibility for learning about the testing and admissions process and researching individual law schools. The most prepared prelaw students utilize all possible resources, including preprofessional advisors, individual law school websites, and the  Law School Admission Council (LSAC) Homepage .

You are encouraged to review the NYU prelaw website, plan your coursework with your assigned academic advisor, and consult with a prelaw advisor as you begin the law school application process. Please note that NYU alumni are also welcome to utilize the services provided by the Preprofessional Advising Center.  

Are you considering law school or a legal career? Would you like to talk about your plans with a preprofessional advisor? Once offered as live, in-person sessions, the Preprofessional Advising Center is excited to offer our Prelaw Overview webinar. This brief presentation will touch on:

• Academic preparation for law school
• Ways to develop your preprofessional portfolio and expand your extracurricular involvement
• The law school application process

Viewing the overview webinar will be your first touchpoint with our office beyond new student orientation. With these basics under your belt, we hope that your future meetings with our staff will be more personalized and substantial. All students are encouraged to have watched the overview webinar (or previously attended a live overview session) prior to scheduling a one-on-one prelaw advising appointment.

View the Prelaw Overview Webinar.

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English for Academic Purposes

Our English for Academic Purposes (EAP) courses offer students a literacy education which acculturates them into the liberal arts academy. These small seminars, with content ranging from business ethics to visual culture, allow you to practice crucial scholarly practices and to grow in your confidence as a member of NYU Shanghai’s academic community.   

In EAP, you will learn how to participate more effectively in academic culture through active speaking and listening. You will work to  improve your discussion and presentation skills. You will practice collecting information in aural form, for example by conducting research interviews, and then you will use this information to achieve various academic purposes. In order to succeed, you will have to learn how to learn better--a process that requires reflection. In each EAP seminar, you will carry out an experiential learning project for which it will be essential to communicate beyond the walls of the university. It is our hope that these experiences will develop your confidence in communication and help you foster the growth of a sense of responsibility for your future learning and language development. These seminars, which range over subjects from business ethics to Shanghai’s urban environment, are meant to provide you opportunities to explore your academic interests, test your academic skills, and begin to develop your intellectual self.

EAP courses are a part of the core curriculum here at NYU Shanghai. Chinese speakers who did not attend an English medium high school are required to take 8 credits of EAP in their first two years, following a two-semester sequence from EAP 100 to EAP 101. EAP 100 must be completed in the first year; most students will complete a 4-credit EAP 100 seminar in the fall term and an EAP 101 seminar in the spring term. A small number of students taking course sequences in the sciences will be eligible to take two 2-credit EAP 100 seminar in the first year and complete EAP 101 the following year. Advisors will alert students if they are eligible for the 2-credit seminar. Students must successfully complete EAP 101 before the end of their second year and before they study away. Students who demonstrate exceptionally strong competence on all learning outcomes as they complete EAP 100 may be recommended by faculty for exemption from EAP 101. Exemptions are rare and most students should expect to complete 8 credits. 

EAP-SHU 100 | 4 Credits| Instructor: Steve Iams

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments and an experiential learning project outside the walls of the university. The courses are designed to help you acquire skills that can also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Specifically, this course will explore contemporary issues in global public health through a central theme of ‘the greater good’, a concern for the collective, in issues such as climate change, food security, and population control. It is easy for such challenges to remain abstract, and to imagine teams of experts in far-away places working to address them, and this distance tends to blur the role of the individual. We will examine the tension between individual choice and collective good, between local action and global impact, which runs through a number of global public health topics and manifests across the world in different ways. Additionally, the course will ask you to view these topics with a critical eye through an interdisciplinary lens, applying insights from environmental science, public policy, business, and health. Overall, learners will consider questions such as who stands to benefit from global health policies and initiatives, what is at stake in specific global health issues, and how such issues are being explored globally and locally, just beyond the walls of the classroom in Shanghai.

EAP-SHU 100 | 4 Credits| Instructor: Marcel Daniels

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments and an experiential learning project outside the walls of the university. The courses are designed to help you acquire skills that can be also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. The pervasiveness of our ever-changing media and communication landscapes offer both innovation and complication for the content and interpretation of our messages. Using the framework of the “public sphere”, virtual realms of social life where society’s problems are open for discussion, we will consider how various digital platforms (news feeds, blogs, chat groups, social media platforms, etc.) control our worldview and influence our evolving selves. Additionally, we will examine how distinctive identities (gender, social class, race, nationality, sexuality) are formed, developed, and expressed via networks (online and in person). Across the semester, you will conduct an investigation of how the concepts of identity (personal) and community (collective) are integrated into the digitally mediated culture. After being introduced to rhetorical theories and concepts, you will be asked to apply them to the analysis and exploration of a variety of online platforms, technologies, and communities. Overall, through this course, learners will gain a better understanding of the power of mass digital communication and how to use it while navigating through various networks.

EAP-SHU 100 | 4 Credits| Instructor: John Jordan

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments and an experiential learning project outside the walls of the university. The courses are designed to help you acquire skills that can be also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Specifically, this course will investigate the world of money and the ideas and practices of the global financial system. Using a daily financial column, as well as other videos, talks, lectures, podcasts, and readings, we will examine what money is and explore current issues in the financial world. Specifically, this course will investigate the historical uses and roles of money in a macro sense; the roles technology has played and will play in the financial world; and what the roles and purposes of the financial sector are, and how we evaluate and regulate what it does and how it affects our world. Concurrent with our study of the hows and whys of finance, we will also critically address moral and ethical issues around global finance, and how it affects the people and societies of the world. Overall, through this course, learners will broaden their understanding of finance and develop the tools and skills to critically think about and evaluate money stuff in the world.

EAP-SHU 100 | 4 Credits| Instructor: Paul Meloccaro

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments, and an experiential learning project outside the walls of the university. This course is designed to help you acquire skills that can be also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Specifically, this course will explore the techniques of the positive psychology movement. When asked what they want most in life, a majority of people answer, “To be happy.” But what, exactly, is happiness: a mood, a predisposition, a judgement? Is contentment a condition we can actively bring about through specific habits and practices? Yes, claim the advocates of positive psychology, with ample research to support their conclusions. In this class, we will try out some of their recommended strategies and document the results. We will also examine the growing body of criticism that questions the presuppositions of this relatively young discipline. Is a sense of well-being really something that can or should be deliberately engineered? Are there more meaningful and fulfilling long-term goals than feeling cheerful and satisfied? What are some of the unintended consequences of treating happiness as an end-state, character virtue, or public policy objective, and whose interests are being served when we blame our distress and alienation on our own private personality flaws? Let’s take a close look at the “science behind the smile” and see what we can learn from its successes and shortcomings.

EAP-SHU 100 | 4 Credits| Instructor: Sarah Warfield

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments, and an experiential learning project outside the walls of the university. This course is designed to help you acquire skills that can be also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Specifically, this course will explore the relationship between humans and non-human species from a sociological viewpoint. Topics include: the history of animal-human relations; the moral status of animals; how gender, class, and race-ethnicity impact our dealings with animals; zoos and shelters; the relationship between violence toward animals and toward people; animal rights movements; animal therapy; and the question of whether animals are part of society. In order to contextualize these ideas, students will engage in a research project that involves interviewing an expert on one of these topics. Through this experience outside the walls of the university, you will consider further these questions surrounding animals and humans.

EAP-SHU 100 | 4 Credits| Instructor: Meng Zhang

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments, and an experimental learning project outside the walls of the university. This course is designed to help you acquire skills that can be also transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Specifically, this EAP 100 course will take you on a cruise through the universe. It will introduce you to a brief history of astronomy through basic knowledge about the universe and the galaxies as well as help you to navigate theories, technologies, and issues related to space exploration. In addition to the scientific perspectives, this course invites you to explore a range of literature, poetry, movies, and philosophical texts in which the great minds of space and time unfold. Through the study and in-depth discussion of multimedia academic English resources, you will engage in reflective and critical thinking on the exploration of space for sustainable development of human resources. You will be asked to work on a rich array of academic tasks created around the topics pertinent to the field of astronomical research. The aim throughout is to present a comprehensive but also accessible and provocative analysis on the aspects covered. Moreover, you will be offered an opportunity to find and communicate with astronomical professionals, fans, and communities outside NYU Shanghai. Collectively, this course helps you cultivate an interest in space as well as skills of inquiry into the issues that are multi-dimensional and interdisciplinary.

EAP-SHU 100 | 4 Credits| Instructor: Catherine Journeaux

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high- level language, communication, and critical thinking skills you need to be successful in an English- speaking university. Specifically, this course will investigate food; its production, consumption and the challenges of feeding a growing global population. The course will be divided into 5 content modules addressing key concepts of food sustainability, food security, food loss and waste, food politics and the implications for a sustainable food future. During the semester, you will also complete an Experiential Learning Project (ELP). This project will require you to research and interview local groups whose mission focuses on food sustainability. Although not directly assessed, information gathered during the ELP will be used to increase your understanding of course content and support your final course presentation.

EAP-SHU 100 | 4 Credits| Instructor: Kelly Donovan

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments, and an experiential learning project outside the walls of the university. This course is designed to help you acquire skills that can be also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Specifically, through game-play and observation assignments, we will consider how games can operate as tools of propaganda or social-critique and how these social issues affect the players. Contrary to public opinion, it is not just “all fun and games.” Whether table-top, deck-building, MMORPG, mobile or on the playground in the school-yard, most games tell a narrative story. That narrative is a product of a real-world society. The beliefs, values, stereotypes, politics, and histories of each play out in the “Magic Circle” and are often used to drive the narrative of the story. You will be asked to think critically about the narratives created in some of your favorite games and others you’ve never played before. Designed with novice players in mind and structured as a game, you must complete each level of the course project to beat the final boss. Are you ready to play?

EAP-SHU 100 | 4 Credits| Instructor: Julie Horne

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments, and an experiential learning project outside the walls of the university. This course is designed to help you acquire skills that can be also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Specifically, this course will explore the ways in which human creativity and innovation affect science, organizations, and society at large. The reasons humans create and innovate will be at the center of the course, as well as the consequences and impacts of creation and innovation. For many organizations, a key challenge is bringing in ”the new” and managing the process of improvement. They need to know whether ideas change incrementally or whether they are prone to more radical improvements, as well as whether or not the generation of new ideas is the result of internal and external influences. Overall, students will consider questions such as the nature and importance of innovation, the processes by which this takes place in the scientific world, and how individuals and organizations cope with change and new demands.

EAP-SHU 100 | 4 Credits| Instructor: Katherine Tosi

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments and an experiential learning project outside the walls of the university. The courses are designed to help you acquire skills that can be also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. We will inquire into the multidimensional aspects of sustainable development, focusing on the tools, metrics and practical pathways the world is currently exploring. In addition, we will investigate various success indicators for sustainable development. (Un)Sustainability views sustainable development solutions in the context of a range of subfields in addition to sustainability itself, including climate change and political action, and will afford learners the opportunity to carry out a team-based project in relation to the issues posed by this rich interdisciplinary terrain. This course encourages you to consider your role as a responsible 21st century global citizen and promotes analytical and reflective thinking on this role as it relates to global sustainability, including the United Nations¿ Sustainable Development Goals (SDGs) set in 2015. The SDG¿s are a collection of 17 global goals covering social and economic development issues including poverty, hunger, health, education, climate change, gender, equality, water, sanitation, energy, urbanization, environment and social justice. Through active participation in educational programs and experiential learning, students will increase their knowledge and understanding of the societal issues that EAP 100 strives to address. Therefore, this course includes a 4-5 hour integrated volunteering experience within the local non-profit community and 2-hours of attendance at an NYUSH student club community engagement event. EAP 100 works closely with the Shanghai Service Corp and NYUSH student clubs to provide a variety of charities and community groups to join. The Service Corps provides needed support to nonprofit agencies serving the environment, at-risk youth, and underserved communities for youth and the elderly. Student clubs and organizations are driven by student leaders pursuing personal and professional passions, polishing transferable skills, and promoting learning, diversity, and community.

EAP-SHU 100S | 2 Credits| Instructor: Meng Zhang

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments, and an experiential learning project outside the walls of the university. This course is designed to help you acquire skills that can be also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education.

EAP-SHU 101 | 4 Credits| Instructor: Marcel Daniels

This 101-level English for Academic Purposes (EAP) course is designed to help you continue to develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. At the 101 level students are encouraged to gain control over facilitation of group discussions as well as the other academic communicative skills introduced at the 100-level. These academic skills can also be transferred to future professional and personal endeavors. As in the 100-level course, the thematic, content-based EAP seminar, aims to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. What is a crime? This course will analyze the qualities of and relationship between criminality, discipline, and forgiveness through an assortment of cultural lenses. A wide range of human behavior across history has crossed the line between acceptable and intolerable and back as related to a variety of factors. By recognizing that the concept of illegal behavior shifts, expands, and retracts with time and across societies, students will explore how individuals, communities, and institutions perceive and react to various offenses and offenders. In this seminar-centered course, students will select relevant case studies to extend the discourse by examining reactions to crime and criminal behavior across select historical and social timelines for contrast, comparison, and critique. Across the semester, students will conduct investigations of how we, as a society, judge, punish, and forgive select categories of crimes and criminals. This course also includes analyses of contemporary issues regarding criminal justice reform, recidivism, and crime-related public policy. The ethics and implementation of punishment, forgiveness, restitution and reconciliation will be reviewed and contextualized to offer students a complete picture of the function and flaws of observed justice.

EAP-SHU 101 | 4 Credits| Instructor: Kelly Donovan

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. This course will be a discussion-based seminar. As such, you will be required to read and prepare for class in advance—with the intention to actively listen and participate in group and class discussions. You should be prepared to think critically about the topics by applying, critiquing, analyzing, and synthesizing information. In addition, you will be conducting a project outside of class that is designed to foster engagement with the larger Shanghai community. The course is designed to help you acquire skills that can be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Specifically, in this course, we shall examine a relatively new area of scientific inquiry: friendship. Neglected in favor of studies of familial relationships and sexual relationships, scientists are now looking to better define and explore the science of friendship. During the recent global pandemic and social distancing efforts, the psychological and physical effects of loneliness—perhaps the opposite of friendship—have been felt worldwide further highlighting the importance of understanding the connection between friendship and our overall well-being. Technology such as WeChat, Zoom, and FaceTime has allowed us to stay connected, but has also altered the definition and structure of friendship. This course will be truly interdisciplinary in nature examining friendship through the lenses of biology, sociology, and psychology, as well as looking at the impact of technology on how we define and perform friendship. You will be asked to take the role of a scientist examining your personal connections and the environment around you to collect data, explore the elements that determine who you are friends with and why, and, hopefully, to create stronger, more rewarding social bonds.

EAP-SHU 101 | 4 Credits| Instructor: Steve Iams

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments and an experiential learning project outside the walls of the university. The courses are designed to help you acquire skills that can also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Students in this course will examine the categories and boundaries humans create to define, understand, identify with, and separate one another. Specifically, the course invites student inquiries into different types of borders and boundaries, what purpose each serves, and how these borders are crossed. The exploration of physical and geographical borders will include topics such as migration, displacement, and refugee resettlement. From a metaphorical perspective, seminar discussions of linguistic, social, and cultural ‘borderlands’, and how these categories intersect, will offer students a chance to critically engage with contemporary issues and questions. An overarching aim is to interrogate the use of borders and similar metaphors in understanding human relationships. Through independent research and an interview project, students will explore a topic related to the course theme, coming to understand how borders function within and beyond the walls of NYU-Shanghai.

EAP-SHU 101 | 4 Credits| Instructor: John Jordan

This 101-level English for Academic Purposes (EAP) course is designed to help you continue to develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. At the 101 level students are encouraged to gain control over facilitation of group discussions as well as the other academic communicative skills introduced at the 100-level. These academic skills can also be transferred to future professional and personal endeavors. As in the 100-level course, the thematic, content-based EAP seminar, aims to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Specifically, this course is designed to give students an appreciation of the rise of online video and its implications (both positive and negative) on society at large. Through a mixture of prepared academic lectures and readings, plus a healthy dose of online video media students will watch and analyze, the course will examine the characteristics and features of this media that make it different from other video and also explain its ability to speak to so many people in different ways. Furthermore, the course will use design theories and practical advice from actual online videographers to help students gain an elementary understanding of the successful production techniques necessary for this media. Students will hopefully walk away from the course with the necessary skills to be successful at NYU and both a critical eye of online video and ideas and some practices on how to best communicate in this media.

EAP-SHU 101 | 4 Credits| Instructor: Catherine Journeaux

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments and an experiential learning project outside the walls of the university. The courses are designed to help you acquire skills that can be also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Specifically, this course will investigate Artificial Intelligence (AI); its origins, types and applications together with its current and future impact on humanity. The course will be divided into 5 modules addressing education, work, health, the media and the future implications of a digitized planet. Students will also conduct research into the specific ways in which AI is changing the nature of society and the associated ethical implications.

EAP-SHU 101 | 4 Credits| Instructor: Julie Horne

This 101-level English for Academic Purposes (EAP) course is designed to help you continue to develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. At the 101 level students are encouraged to gain control over facilitation of group discussions as well as the other academic communicative skills introduced at the 100-level. These academic skills can also be transferred to future professional and personal endeavors. Specifically, this course is designed to help students develop the high-level language, communication, and critical thinking skills needed to be successful in university and beyond. The skills acquired can be transferred to students’ academic, personal and professional lives. EAP seminars are thematic in nature and content-based, enabling learners to cultivate knowledge and interest in areas that cross disciplines, an important aspect of a well-rounded, liberal arts education. Pair and small group discussions occur throughout and the course culminates in a self- directed project linked to the central theme. The overarching theme of this EAP seminar is ‘Identity.’ Our sense of who we are permeates every aspect of our lives: as sons or daughters, students, friends, partners and young adults. This course explores how we develop and transform personal, social and cultural identities depending on contextual and situational factors; how we cultivate self-knowledge, curate self-presentation, and cope with the impacts of social media on identity construction. We engage with a variety of written and spoken academic texts as well as a range of multimedia sources to gain insight, formulate informed opinions, and increase our understanding of our dynamic, multiple selves.

EAP-SHU 101 | 4 Credits| Instructor: Paul Meloccaro

This 101-level English for Academic Purposes (EAP) course is designed to help you continue to develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. At the 101 level students are encouraged to gain control over facilitation of group discussions as well as the other academic communicative skills introduced at the 100-level. These academic skills can also be transferred to future professional and personal endeavors. As in the 100-level course, the thematic, content-based EAP seminar, aims to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Specifically, this course will investigate topics such as what makes a particular incident funny, why we laugh at some remarks but not others, what is happening in the brain when we laugh, and whether or not there a way to predict what people will find comical. Attempts to answer these surprisingly complex questions have given rise to the rapidly expanding interdisciplinary field of humor studies. We will test various theories of humor to see how well they hold up; take a close look at different genres of humor such as jokes, puns, teasing, irony, parody, dark humor, visual humor, and the absurd; explore the cognitive and social processes involved in the perception and production of humor; try to understand when and why humor does or does not translate well across cultures; study some applications of humor in advertising, education, medicine, business management, and other fields; and consider which factors can render humor ineffective, unintentional, or unethical. Overall, through this course, students will examine the major findings of humor research to date and investigate some of the many mysteries that remain.

EAP-SHU 101 | 4 Credits| Instructor: Terra Nicoll

This 101-level English for Academic Purposes (EAP) course is designed to help you continue to develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. At the 101 level students are encouraged to gain control over facilitation of group discussions as well as the other academic communicative skills introduced at the 100-level. These academic skills can also be transferred to future professional and personal endeavors. As in the 100-level course, the thematic, content-based EAP seminar, aims to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. The notion of disability goes beyond the physical and cognitive differences among individuals. Exploring (Dis)ability investigates a range of topics that intersect with disability, including history, psychology, media, technology, design, and medicine. In addition to EAP language skills, the main goals of this course are to question the way we think about ability and society in order to build empathy, awareness, and an understanding of ableism, inclusion, and accessibility. Students will utilize lectures, readings, and other media to participate in group discussions, reflective activities, field trips, and a multimedia project. In addition to the course themes, students self-select topics based on their interests to conduct in depth research to inform their course project. At the end of the course, students will be confident participating in informal and academic discussions on the implications of disability and their connections to varied academic disciplines and aspects of life.

EAP-SHU 101 | 4 Credits| Instructor: Katherine Tosi

This 101-level English for Academic Purposes (EAP) course is designed to help you continue to develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. At the 101 level students are encouraged to gain control over facilitation of group discussions as well as the other academic communicative skills introduced at the 100-level. These academic skills can also be transferred to future professional and personal endeavors. As in the 100-level course, the thematic, content-based EAP seminar, aims to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Complex systems are at the root of our world’s most pressing problems and largest opportunities. This course focuses on concepts and practices used to define and analyze systems. Students will have the opportunity to develop and refine their critical thinking skills through the practice of systems thinking. This approach empowers them to analyze, assess, comprehend, and effectively navigate complex situations at various scales, from local to global. By taking this course, students will gain a profound understanding of the importance of using systems-thinking when making decisions and solving problems. With a combination of activities like exercises, lectures, discussions, readings, role-playing, and projects, you will gain the tools to tackle everyday issues with confidence. By the end of this course, students will gain a thorough understanding of the systems thinking framework and its practical applications in various contexts.

EAP-SHU 101 | 4 Credits| Instructor: Sarah Warfield

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. You will engage with content individually and in groups, complete a variety of communicative tasks, reflective writing assignments, and an experiential learning project outside the walls of the university. This course is designed to help you acquire skills that can also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Art and artists have always had a presence in Shanghai. We can find examples of art and artistic expression throughout its streets and buildings, people and experiences. This course will help you discover the ways that art and the city interact with one another. Using Shanghai as our starting point, we will consider how various forms of art (visual art, architecture, folk art, music, fashion) influence a city and its residents. Additionally, we will examine the influence of art across disciplines such as finance and engineering. During the semester, you will conduct an investigation of how different relationships with art can affect a city. After being introduced to art theories and concepts, you will be asked to apply them to the analysis and exploration of a city and its art or artists. Overall, through this course, learners will gain a better understanding of the influence of art in a city, and how art impacts our daily lives.

EAP-SHU 101 | 4 Credits| Instructor: Meng Zhang

The freshman English for Academic Purposes (EAP) course is designed to help you develop the high-level language, communication, and critical thinking skills you need to be successful in an English-speaking university. While the primary emphasis is on speaking and listening, you will also practice reading and writing. In this course, you will engage with content relevant to fashion and fashion industry individually and in groups, completing a variety of communicative tasks and an experimental learning project outside the walls of the university. This course is designed to help you acquire skills that can be also be transferred to your future professional and personal lives, and to help you cultivate an interest in issues that cross disciplines, an important part of a well-rounded, liberal arts education. Specifically, this course will investigate the complex world of fashion. Fashion is everywhere. It is one of the main ways in which we present ourselves to others, signaling what we want to communicate about our cultural and subcultural allegiances, our mood and thinking, professionalism, and even wealth, sexuality, and political allegiances. It is also a global industry with huge economic, cultural, and political impact on the lives of all of us who make, sell, wear or even just watch fashion. The aim throughout is to present a comprehensive but also accessible and provocative analysis on many different aspects of fashion. These include, for example, the major events in the history of fashion, how arts and popular culture influence fashion and how fashion shapes global culture and arts, how clothes mean different things in different parts of the world, the links between media promotion and mainstream fashion retail, the power of cosmetics, the rise of celebrity branding, the cult of thinness, and age, gender and national factors in fashion consumptions. Through studying authentic lectures, participating in the discussions, and conducting the project around these topics, you will acquire academic skills that can be transferred to your future professional and personal lives and develop interest in issues that cross disciplines.

EAP-SHU 101S | 2 Credits| Instructor: Meng Zhang

EAP-SHU 201 | 4 Credits| Instructor: John Jordan

This course is designed to take your public speaking skills to the next level. The course aims to deliver students a tool kit for engaging and effective presentations, design principles for visual aids, and space to critically assess and reflect on public speaking and other’s presentations. Close-readings of exemplar model talks and a peer-feedback workshop approach will help students develop top-notch public talks. The course will prepare students to give both common academic presentations, like case-studies and research-based presentations, as well as other speech types, like a pitch and a TED talk. Students will work on speaking events both long and short, and prepared and extemporaneous. The course will culminate with a public presentation of polished and revised talks from the course. Prerequisite: Sophomore standing or exemption from EAP 101

EAP-SHU 202 | 4 Credits| Instructor: Sarah Warfield

This is a comprehensive course designed to equip students with the skills and knowledge needed to effectively navigate the digital world and evaluate information with a critical eye. Through a combination of lectures, discussions, and hands-on activities, students will learn how to identify credible sources, recognize fake news, and effectively communicate information in the age of social media. By the end of the course, students will be well-versed in media information literacy and able to use these skills in their personal and professional lives. Prerequisite: Sophomore standing or exemption from EAP 101

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HSE Moscow, Sociological Faculty Master Program - PowerPoint PPT Presentation

HSE Moscow, Sociological Faculty Master Program

To enable you to work with a master thesis on a theme from environmental sociology ... main authors and contributions catton, dunlap, buttel, mol, beck, giddens ... – powerpoint ppt presentation.

• Teacher Karl Bruckmeier
• Language English
• Time January March 2014
• I invite you to learn environmental sociology
• in a course of 2 months (6 weeks teaching and training to work in English language 2 weeks for writing a sociological essay as exam essay)
• English is the language for working in the course, but you are not supposed to speak English perfectly for the beginning it is sufficient to read English texts. How to present and discuss texts orally (in small wor-king groups), how to formulate a research question and problem, how to write a short sociological essay in English - this is trained in the course 2
• 1. Learning to answer the principal questions of environmental sociology from the scientific literature we read and discuss, but connecting this knowledge with your own thoughts and ideas
• 2. To enable you to work with a master thesis on a theme from environmental sociology or other sociological fields (environmental sociology touches many other sociological sub-disciplines and themes e.g. political and economic sociology, socio-logy of social movements, sociology of risk, a series of sociological theories, and more interdisciplinary themes studied in sociology and other disciplines lifestyles and consumption, urbanization, technology
• each part with 6 sessions (lectures, discussions and workshops/seminars)
• Part 1 introduction
• Environmental sociology history and development
• (origins, approaches, methods, authors, neighbour disciplines)
• Part 2 deepening
• Environmental sociology - themes and problems
• (pollution, resource scarcity, energy systems, global environmental change climate change sustainable development - a solution?) 4
• 1. History and development of environmental sociology since the 1970s (USA, Western Europe, Russia)
• 2. Scientific context approaches, methods, theories
• 3. Main authors and contributions Catton, Dunlap, Buttel, Mol, Beck, Giddens, Schnaiberg, Foster, Rice, Yanitsky
• 4. Neighbour disciplines human/cultural/social ecology, environmental economics, environmental history
• 1. Basic themes
• awareness/attitudes, value changes new social and environmental movements environmental policy ecological modernization of economy
• 2. Interdisciplinary themes
• natural resource use and its effects poverty, population growth, development Malthusian questions
• 3. Environmental problems and risks
• environmental problems in history and in modern societies - agricultural and industrial pollution, deforestation, desertification
• 4. Global environmental problems in 21st century and potential solutions
• changes in climate, land use, biodiversity ecological distribution conflicts North/South renewable energy sources, sustainable development - our common future
• Basic training of scientific work in English language
• 1. Reading and analysing scientific texts
• 2. Oral presentation and discussion of scientific
• literature (in working groups)
• 3. Basic academic writing sociological essays
• How to work with the main questions of environmental sociology and finding answers to them
• 1. Why should environmental themes and problems be studied in sociology?
• 2. What can sociology say about the interaction between man/individual, nature and society?
• 3. What does it mean that nature and environmental problems are socially constructed?
• 4. How did modern societies change nature, especially in 20th century?
• 5. What can sociology say about climate change, energy and resource use problems and their solution?
• 6. What is specific with environmental problems in Russia?
• 1. Lectures all with power point slides which you receive after the lecture, guided discussions of course literature
• 2. Individual reading and analyzing of scientific texts (all course literature - 3 books and about 30 articles - is handed out to you in electronic copies, you do not need to buy course literature)
• 3. Small working groups to discuss the course literature and to present selected texts from the course literature in the workshops
• 5. The examination includes (a) active participation in all lectures and sessions, (b) short oral presentation (by working groups) of texts in the workshops, (c) short individual essay
• A detailed course plan with all information about sessions, course literature, working methods, criteria for examination and grading will be available for all participants at the beginning of the course

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