Individualized Projects (INDIV-UG)

Private lessons provide students with the opportunity to earn academic credit for their studies at performing or visual arts studios in the New York area. These studies are meant to supplement work begun in regularly scheduled classes at NYU or to provide students with the opportunity to study areas for which comparable courses at the University are unavailable to Gallatin students. Private lessons may be taken in voice, music, dance, acting, and the visual arts, with teachers or studios of their choice—as long as they have met with the approval of the Gallatin faculty. Credit for private lessons is determined by the number of instruction hours per semester. Students taking private lessons are required to submit a journal and final assessment paper to the faculty adviser. Unlike private lessons offered elsewhere in the University, Gallatin's private lessons are arranged and paid for by the student. The student is responsible for full payment to the studio or instructor for the cost of the private lessons, as well as to NYU, for the tuition expenses incurred by the number of private lessons course credits.

<a href="https://gallatin.nyu.edu/academics/undergraduate/internships.html/" target="_blank"> Internships</a> offer Gallatin students an opportunity to learn experientially in New York City’s many non-profit organizations and for-profit companies. Internships are a key element of the Gallatin program. Students gain first-hand work experience and develop skills and knowledge that will help them in pursuing employment after graduation. Internships at Gallatin are pass/fail and students are required to meet with their faculty adviser, submit reflections, and produce a final project. Students may take a maximum of 24 internship units during their studies at the Gallatin School. Please visit the <a href="https://gallatin.nyu.edu/academics/undergraduate/internships.html/"target="_blank"> Gallatin Website</a> for more information regarding policies, procedures and guidelines for internships.

In an <a href="https://gallatin.nyu.edu/academics/undergraduate/independent-study-tutorials/independent.html/" target="_blank"> independent study</a>, students work one-on-one with a faculty member on a particular topic or creative project. Often the idea for an independent study arises in a course; for example, in a seminar on early 20th-century American history, a student may develop an interest in the Harlem Renaissance and ask the professor to supervise an independent study focused exclusively on this topic during the next semester. Students may also develop creative projects in areas such as music composition, filmmaking, or fiction writing. Independent studies are graded courses, the details of which are formulated by the student and his or her instructor; these specifics are described in the Independent Study proposal and submitted to the Dean’s Office for approval. The student and instructor meet regularly throughout the semester to discuss the readings, the research, and the student’s work. Credit is determined by the amount of work entailed in the study and should be comparable to that of a Gallatin classroom course. Generally, independent studies, like other courses, are 2 to 4 credits. Meeting hours correspond to course credits; a 4-credit independent study requires at least seven meetings per term between the teacher and the student. For more details, see our Independent Study <a href=" https://gallatin.nyu.edu/academics/undergraduate/independent-study-tutorials/independent/UGguidelines.html/" target="_blank">guidelines </a>.

Colloquium Preparation

The senior project is a 4-credit independent research or artistic project that a student pursues under the guidance of a faculty mentor generally in the final semester before graduation. In rare cases, a student may choose to do a senior project in his/her penultimate semester and draw that project into the senior colloquium discussion. Senior projects may include, but are not limited to, a paper based on original research, a written assessment of a community-learning initiative, an artistic project such as a film or novel, etc. Successful completion of the senior project is noted in two ways: the student receives a letter grade for the course titled, “Senior Project,” and upon graduation a notation appears on the transcript listing the title of the senior project. Senior projects deemed exceptional by the Gallatin Senior Project Committee will be awarded honors.

<a href="https://gallatin.nyu.edu/academics/undergraduate/independent-study-tutorials/tutorials.html/" target="_blank">Tutorials </a> are small groups of two to five students working closely with a faculty member on a common topic, project, or skill. Tutorials are usually student-generated projects and like independent studies, ideas for tutorials typically follow from questions raised in a particular course. Students may collaborate on creative projects as well, and some titles of recent tutorials include “Creating a Magazine,” “Dante’s Literary and Historical Background,” and “Environmental Design.” Tutorials are graded courses, and students work together with the instructor to formulate the structure of the tutorial, the details of which are described in the tutorial proposal and submitted to the Gallatin School for approval. The tutorial group meets regularly throughout the semester, and students follow a common syllabus: all participants complete the same readings, write papers on similar topics, etc. Students in the same tutorial must register for the same number of credits. Credit is determined by the amount of work (readings and other types of assignments) and should be comparable to that of a Gallatin classroom course. Tutorials range from 2 to 4 credits. Meeting hours correspond to course credits: a 4-credit tutorial requires at least fourteen contact hours per term between the teacher and students. For more details, see our Tutorial <a href="https://gallatin.nyu.edu/academics/undergraduate/independent-study-tutorials/tutorials/tutorial-proposal-guidelines.html/" target="_blank">guidelines </a>.

Tutorials are small groups students working closely with a faculty member on a common topic, project, or skill. Tutorials are usually student-generated projects and like independent studies, ideas for tutorials typically follow from questions raised in a particular course. Students may collaborate on creative projects as well, and some titles of recent tutorials include “Creating a Magazine,” “Dante’s Literary and Historical Background,” and “Environmental Design.” Tutorials are graded courses. The tutorial group meets regularly throughout the semester, and students follow a common syllabus: all participants complete the same readings, write papers on similar topics, etc. Students in the same tutorial must register for the same number of credits. Credit is determined by the amount of work (readings and other types of assignments) and should be comparable to that of a Gallatin classroom course. For more details, contact the instructor leading the tutorial section.  

This course is designed to prepare and support students undertaking an internship at an NGO in Ghana. This weekly seminar will introduce students to key concepts and debates in the field of development studies, as well as provide a space to raise questions and reactions to the internship experience. We will survey foundational and current texts that elaborate theories and functions of development, with a focus on the recent history of social and economic development approaches in Africa. Charting the transition from public to private development institutions, the readings will provide critical insights into rights-based approaches, gender equity and empowerment, sustainability, accountability, and the role of government. In addition to exploring theoretical frameworks, we will devote significant class time to discussing student experiences at their internships. Students will identify and critically appraise different aspects of their organization: their mission, methodology, programs, relationship with various stakeholders, and philosophy of change. By bringing both academic and practical perspectives to bear on the role civil society plays in capacity-building and improvement of livelihoods, this course offers an integrated, multi-disciplinary approach to the questions ‘What is development?’, ‘Who is the subject of development?’ and ‘Does it work?’ These questions cannot be answered by looking at theory or practices in isolation. By reflecting on how theory and practice shape each other, we will explore the rich history of debate and innovation in the field to deepen our understanding of the development context in Ghana. This course will be the academic component of your internship experience. You will use the seminar to reflect critically and analytically on your internship as a way to further your academic goals. You will be asked to evaluate various aspects of your internship site, including but not limited to its mission, approach, policies, and the local, regional and international contexts in which it operates. You will also be asked to reflect critically on the state of the contemporary workplace and on ourselves as workers. You will be graded on the academic work produced in this course.

This course consists of an agency-based internship and a campus-based seminar at the academic center that allows students to integrate theory and practice skills gained from academic course work with authentic fieldwork experiences. The goal is to finish the semester with an in-depth understanding of the company or organization, including its approach, its policies, and the context in which it operates. We will also discuss more generally the state of the contemporary workplace and ourselves as workers.Finally, you will use the seminar to reflect critically and analytically on the internship experience and as a way to refine your own personal and professional goals.

This course consists of an agency-based internship and a campus-based seminar at the academic center that allows students to integrate theory and practice skills gained from academic course work with authentic fieldwork experiences. The goal is to finish the semester with an in-depth understanding of the company or organization, including its approach, its policies, and the context in which it operates. We will also discuss more generally the state of the contemporary workplace and ourselves as workers. Finally, you will use the seminar to reflect critically and analytically on the internship experience and as a way to refine your own personal and professional goals.

This tutorial connects NYU students with students at Lenguas Vivas, a vibrant public high school in Buenos Aires' Retiro neighborhood. NYU students will mentor high school seniors as they read, discuss and write about a well-known literary text. Conducted in English.

This course consists of an agency-based internship and a campus-based seminar at the academic center that allows students to integrate theory and practice skills gained from academic course work with authentic fieldwork experiences. The goal is to finish the semester with an in-depth understanding of the company or organization, including its approach, its policies, and the context in which it operates. We will also discuss more generally the state of the contemporary workplace and ourselves as workers. Finally, you will use the seminar to reflect critically and analytically on the internship experience and as a way to refine your own personal and professional goals.

THIS COURSE TAKES PLACE AT NYU-MADRID. Enrollment by permission only. Application required. For more information visit the NYU Madrid Internships page: https://www.nyu.edu/madrid/academics/beyond-the-classroom.html THIS COURSE TAKES PLACE AT NYU-MADRID. Enrollment by permission only. Application required. For more information visit the NYU Madrid Internships page: https://www.nyu.edu/madrid/academics/beyond-the-classroom.html This 4 credit course includes a weekly seminar and a minimum of 16 hours of fieldwork per week (two full days). Internship placements are made by EUSA, an internship placement organization partnering with NYU. The seminar portion of the course explores many different aspects of your internship site. The goal is to finish the semester with an in-depth understanding of the company or organization, including its approach, its policies, and the context in which it operates. We will also discuss more generally the state of the contemporary workplace and ourselves as workers. Finally, you will use the seminar to reflect critically and analytically on the internship experience and as a way to refine your own personal and professional goals.

This course consists of an agency-based internship and a campus-based seminar at the academic center that allows students to integrate theory and practice skills gained from academic course work with authentic fieldwork experiences. The goal is to finish the semester with an in-depth understanding of the company or organization, including its approach, its policies, and the context in which it operates. We will also discuss more generally the state of the contemporary workplace and ourselves as workers. Finally, you will use the seminar to reflect critically and analytically on the internship experience and as a way to refine your own personal and professional goals.

THIS COURSE TAKES PLACE AT NYU PRAGUE. The seminar portion of the course explores many different aspects of your internship site. The goal is to finish the semester with an in-depth understanding of the company or organization, including its approach, its policies, and the context in which it operates. We will also discuss more generally the state of the contemporary workplace and ourselves as workers. Finally, you will use the seminar to reflect critically and analytically on the internship experience and as a way to refine your own personal and professional goals.

This course will be the academic component of your internship experience. You will use the seminar to reflect critically and analytically on your internship as a way to further your academic goals. You will be asked to evaluate various aspects of your internship site, including but not limited to its mission, approach, policies, and the local, regional and international contexts in which it operates. You will also be asked to reflect critically on the state of the contemporary workplace (in the U.S. and abroad) and on ourselves as workers. You will be graded on the academic work produced in this course.

This course consists of an agency-based internship and a campus-based seminar at the academic center that allows students to integrate theory and practice skills gained from academic course work with authentic fieldwork experiences. The goal is to finish the semester with an in-depth understanding of the company or organization, including its approach, its policies, and the context in which it operates. We will also discuss more generally the state of the contemporary workplace and ourselves as workers. Finally, you will use the seminar to reflect critically and analytically on the internship experience and as a way to refine your own personal and professional goals.

This course consists of an agency-based internship and a campus-based seminar at the academic center that allows students to integrate theory and practice skills gained from academic course work with authentic fieldwork experiences. The goal is to finish the semester with an in-depth understanding of the company or organization, including its approach, its policies, and the context in which it operates. We will also discuss more generally the state of the contemporary workplace and ourselves as workers. Finally, you will use the seminar to reflect critically and analytically on the internship experience and as a way to refine your own personal and professional goals.