Harnessing Data’s Potential for the World
An NRT-sponsored program in Data Science
Advances in computational speed and data availability, and the development of novel data analysis methods, have birthed a new field: data science. This new field requires a new type of researcher and actor: the rigorously trained, cross-disciplinary, and ethically responsible data scientist. Launched in Fall 2017, the pioneering CDS PhD Data Science program seeks to produce such researchers who are fluent in the emerging field of data science, and to develop a native environment for their education and training. The CDS PhD Data Science program has rapidly received widespread recognition and is considered among the top and most selective data science doctoral programs in the world. It has recently been recognized by the NSF through an NRT training grant.
The CDS PhD program model rigorously trains data scientists of the future who (1) develop methodology and harness statistical tools to find answers to questions that transcend the boundaries of traditional academic disciplines; (2) clearly communicate to extract crisp questions from big, heterogeneous, uncertain data; (3) effectively translate fundamental research insights into data science practice in the sciences, medicine, industry, and government; and (4) are aware of the ethical implications of their work.
Our programmatic mission is to nurture this new generation of data scientists, by designing and building a data science environment where methodological innovations are developed and translated successfully to domain applications, both scientific and social. Our vision is that combining fundamental research on the principles of data science with translational projects involving domain experts creates a virtuous cycle: Advances in data science methodology transform the process of discovery in the sciences, and enable effective data-driven governance in the public sector. At the same time, the demands of real-world translational projects will catalyze the creation of new data science methodologies. An essential ingredient of such methodologies is that they embed ethics and responsibility by design.
These objectives will be achieved by a combination of an innovative core curriculum, a novel data assistantship mechanism that provides training of skills transfer through rotations and internships, and communication and entrepreneurship modules. Students will be exposed to a wider range of fields than in more standard PhD programs while working with our interdisciplinary faculty. In particular, we are proud to offer a medical track for students eager to explore data science as applied to healthcare or to develop novel theoretical models stemming from medical questions.
In short, the CDS PhD Data Science program prepares students to become leaders in data science research and prepares them for outstanding careers in academia or industry. Successful candidates are guaranteed financial support in the form of tuition and a competitive stipend in the fall and spring semesters for up to five years.* We invite you to learn more through our webpage or by contacting [email protected] .
*The Ph.D. program also offers students the opportunity to pursue their study and research with Data Science faculty based at NYU Shanghai. With this opportunity, students generally complete their coursework in New York City before moving full-time to Shanghai for their research. For more information, please visit the NYU Shanghai Ph.D. page .
Ph.d. programs.
Ph.D. Degrees in STEM disciplines are granted by the Graduate Center of the City University of New York or jointly with The City College of New York for students conducting their dissertation research on our campus.
Dr. carnaval's research lab.
Total number of countries that CCNY students represent
Ph.D. faculty mentors
Student stipend in addition to other forms of tuition and financial assistance
The Ph.D. Program in Biology enables students to acquire a fundamental grounding in the current life sciences as well as mastery of the knowledge and investigative approaches in their chosen area of specialization, including Cell and Molecular Biology, Neurobiology, Ecology, Evolutionary Biology and Behavior, or Plant Sciences.
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The Ph.D. Program in Biochemistry draws from fundamental chemical theory and research techniques as the basis for explorations into problems of biology. Students participate in research early in their graduate careers and engage actively in a broadly based seminar and colloquium program.
The Ph.D. program in Chemistry offers specialization in analytical, inorganic, materials and nanotechnology, organic, physical, theoretical or polymer chemistry, and molecular biophysics.
The Ph.D. Program in Earth and Environmental Sciences promotes teaching and research in the study of the Earth. With faculty in atmospheric sciences, environmental sciences, geography and geology, the Earth and Environmental Sciences Program spans a broad array of subjects focusing on the Earth, its environments, human activities, and the linkages among them.
EASGRAD website
The Mathematics program is designed to give students the background they will need to pursue careers as pure or applied mathematicians. Research areas include algebraic geometry, algorithms, combinatorics, complex analysis and Teichmuller theory, dynamics, group theory, Lie theory, logic, number theory, probability, Riemannian geometry and analysis, and topology.
The Ph.D. Program in Physics provides students with opportunities to pursue original research along with a sound background in the fundamentals of physics. Students may choose a research specialization from the principal areas of modern theoretical and experimental physics.
IDEALS was established in 2016 with a $5M grant from the CREST Program of the National Science Foundation, designed to enhance the research capabilities of minority-serving institutions through the establishment of centers that effectively integrate education and research. Its aim is to address the national need for "accelerating the pace of discovery and deployment of advanced material systems" as stated in the Materials Genome Initiative.
Program Website
In this project, a group of 30 faculty members at The City College of New York will build on the success of a prior RISE program to offer coordinated, innovative, and rigorous Ph.D. training in biochemistry, biophysics, bioorganic chemistry, (biomedical and chemical) engineering, and neuroscience.
Program website
The Center’s research and training focus on all aspects of remote sensing including sensor development, satellite remote sensing, ground-based field measurements, data processing and analysis, modeling, and forecasting. The center is an outstanding example of collaboration among institutions to educate and train students in the field of environmental remote sensing by conducting research consistent with NOAA’s Science Goals and Missions. Recruitment and training focus on mentoring undergraduate, master's, and doctoral students into scientific and engineering disciplines in which they can specialize in remote sensing.
Last Updated: 11/14/2023 09:54
Ph.d. program - gabelli school of business.
The Gabelli School of Business Ph.D. program offers highly qualified students a unique opportunity to study alongside leading scholars in the heart of Manhattan.
This full-time, research-intensive program provides the requisite empirical and theoretical skills necessary for students to become significant academic scholars and committed educators. A specialized curriculum and faculty mentorship position students to contribute to business scholarship at the highest level.
The Gabelli School Ph.D. is intended for individuals who envision themselves as researchers or faculty members at universities and other institutions around the world. Ph.D. students complete coursework, pass a series of exams and, of course, propose, write, and defend a dissertation.
Students will specialize in one of the Gabelli School’s traditional academic areas , such as finance or management. Upon admission, students select one of two interdisciplinary curriculum tracks:
The Capital Markets track combines the traditional aspects of economic theory with the quantitative rigor of finance and accounting. The Strategy and Decision-Making track encompasses all aspects of the contemporary study of decision-making with theories of management, marketing, information systems, business ethics, business media, and operations.
Students in each track complete specialized coursework and receive relevant professional skills training. Program graduates can expect to research and teach in multiple fields in the discipline.
Hands-on mentoring from faculty is essential to developing a strong research and teaching practice. Students meet regularly with the Ph.D. program director to design a course of study to ensure satisfactory completion of the program. Students also work closely with faculty members on joint research projects and receive extensive pedagogical training. Dissertation committee members, external advisors, and course professors all provide additional mentorship throughout the program.
Complete and partial funding is available to qualified candidates. A typical complete funding package includes tuition remission, a stipend, and healthcare. Funding decisions are competitive and are made as part of the admissions process.
Gabelli School Ph.D. students receive extensive preparation before entering the academic job market. Regular contact with visiting scholars via coursework and seminars provides them with professional networks long in advance of graduation. Students also receive real experience and supervised support for funded professional activities such as conference attendance, paper presentation, article publication, and teaching techniques.
Studying business in the economic capital of New York City offers unparalleled advantages, and Fordham, as one of the city’s oldest universities in New York, has extensive connections that benefit Ph.D. students.
In addition to longstanding partnerships with other leading New York-area universities, Fordham has a long history of intellectual exchange with New York financial institutions, many of which participate in Fordham Wall Street Council sessions.
Opportunities for Ph.D. students include the availability of data sets, management interviews, natural experiments, and other support from corporate research departments.
Admissions are now closed. To be placed on the notification list for the opening of the application period in Fall 2024, please send an email with the subject line “Business Ph.D. Application–Notification List” to [email protected] .
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PhD students at Cornell Tech in New York City pursue the same degree programs as their peers in Ithaca. They belong to the same PhD programs, are members of the same graduate fields, follow the same application process, and have the same course and research requirements. They graduate with PhD degrees from Cornell University. The location of a student is determined by the location of their advisor; a Cornell PhD student whose advisor is located at Cornell Tech is located in New York City and, in addition to their degree affiliation, is considered a PhD student at Cornell Tech.
The PhD students in NYC are those who do their research with Cornell Tech faculty advisors. Cornell Tech faculty belong to the same departments and fields as their Ithaca counterparts, and their research similarly spans a rich range of topics from theory to applications. Students can spend time on both campuses, joining Ithaca-based classes, faculty, and graduate colleagues through a combination of remote and in-person means.
New York City has long been a global economic and cultural hub; it is now a leading city for tech innovation. Just like other top universities located in tech hubs, such as Silicon Valley, the students at Cornell Tech are in a unique position to engage with the community and explore opportunities for impact outside academia. However, such engagement solely depends on the student’s interest, and is not part of the degree program or requirements, which are identical across campuses. The application requirements remain the same whether the student intends to finalize their research in Ithaca or NYC.
While other fields and departments are represented, the Cornell Tech campus mainly supports PhD students in five Cornell University PhD programs :
PhD students at Cornell Tech are part of the Cornell PhD program, and are admitted through Cornell’s PhD admissions process . A PhD student is affiliated with Cornell Tech when their thesis advisor is a Cornell Tech faculty member.
Doctoral study at the Steinhardt School of Culture, Education, and Human Development spans 10 departments and more than 30 different degree programs.
We take pride in the quality of our doctoral students and the educational and professional experience provided by our faculty. Our PhD programs strive to provide coursework and individual supervision and mentorship to produce scholars and researchers of the highest quality: methodologically-sophisticated, research-savvy, and prepared for a lifetime of scholarly contribution to their field. Our EdD and other professional doctorates ensure that Steinhardt’s graduates will be leaders and innovators in their field of practice. In every case, Steinhardt’s doctoral programs embody the principles of evidence-based research and practice and a commitment to improving the human condition.
Doctoral policies for PhD and EdD students.
Proposal and Dissertation Policies - Policies and Guidelines for PhD and EdD Students
Information on Doctoral Studies orientation, upcoming events, and important filing deadlines.
Full-time NYU Steinhardt PhD students are eligible for a generous multi-year funding package that includes a stipend and full scholarship.
Forms and checklists for NYU Steinhardt Phd and EdD students.
Prepare for the next chapter in your personal and professional journey with graduate study at NYU Steinhardt.
Past winners of the Outstanding Dissertation Award from across NYU Steinhardt.
Explore NYU Steinhardt's online and on-campus doctoral degree options , spanning 10 departments and more than 30 different degree programs.
Nancy Hall, Associate Director Joseph and Violet Pless Hall 82 Washington Square East, 2nd Floor New York, NY 10003 Telephone: 212-998-5044 Fax: 212-995-4353 [email protected]
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General Admission Contact The New School for Social Research Office of Admission 72 Fifth Avenue, 1st floor New York, NY 10011 212.229.5600 or 800.523.5411 [email protected]
Admissions Liaison [email protected]
Department of Psychology The New School for Social Research 80 Fifth Avenue, 7th floor New York, NY 10011 Tel: 212.229.5727 x3119 or x3223 (for Clinical Psychology) Fax: 212.989.0846
Department Co-chairs William Hirst (Cognitive, Social, and Developmental) Wendy D'Andrea (Clinical)
Department Secretary Janiera Warren
Clinical Secretary Nichelle Horlacher
Director of Clinical Training Sam Winer
Assistant Director of Clinical Training Lisa Rubin
Director of Clinical Student Affairs Trisha Toelstedt
Safran Center for Psychological Services Inga Blom , Director Donna Mulcahy , Manager
Student Advisors First-Year MA: Hong Nguyen Continuing MA: Olivia Cadwell Clinical PhD: Lindsay Siegel CSD PhD: Starlett Hartley
Psychology Departmental Handbook
Psychology Labs Handbook
Concentration in Substance Abuse and Mental Health Counseling Handbook
It also recognizes the importance of understanding the roles of culture and context in mediating healthy psychological development, psychopathology, and psychotherapeutic change.
View current tuition and fees View fellowship and funding opportunities
The mission of the Clinical Psychology doctoral program at The New School for Social Research is to train scientist-practitioners who:
While introducing students to full range of evidence-based practice, we provide a foundation in psychodynamic theory and practice, whose core tenets we identify as 1) recognition of the importance of context and development for psychological trajectories; 2) acknowledgment of intrapsychic influences on behavior which may lay outside awareness; 3) appreciation of the fact that individuals attempt to manage difficult emotions through complex means; and 4) respect for the impact of relational factors on the amelioration of distress, including the therapist’s and client’s reactions to each other. It is expected that graduates will implement these skills in a variety of settings.
Consistent with The New School for Social Research’s institutional goals, we value progressive social thought, critical analysis, pluralism, diversity, and interdisciplinary dialogue and recognize the importance of pursuing and maintaining integration between scholarship and real-world concerns.
Our overall ethos is a realistic take on the challenges to the scientist-practitioner model: Researchers sometimes fail to take into account the realities of clinical practice, and as surveys indicate, many practitioners are not interested in research findings. An important goal is thus to train students to think critically about the causes of the researcher-practitioner gap and to explore ways of reducing it. We attempt to create an atmosphere in which a critical spirit will flourish. Ongoing questioning and dialogue are encouraged, formally and informally, not only in classes and seminars but also at guest lectures, case conferences, research conferences, and various faculty and student meetings.
The program achieves mission through three primary modes of educational experiences: coursework, clinical placements, and research mentorship.
Coursework: Students in the MA program undertake broad, foundational, and graduate-level study of psychological science, in the areas of affective, biological, cognitive, social, and developmental psychology, as well as research methods and statistics. As they move into the doctoral program, they integrate their acquired basic science learning into clinical skills coursework.
Clinical Placements and Supervision: In clinical placements, doctoral students participate in didactics on up-to-date clinical research, which their supervisors then help them incorporate into their interventions. An important element of the integration of science and practice is the clinical experience in the Safran Center for Psychological Services, in which students employ evidence-based interventions and actively participate in psychotherapy process and outcomes research.
Research Mentorship: Students are guided by mentors in their research labs in generating research that integrates the theoretical and clinical implications of their proposed research and its subsequent findings.
For full details of the program curriculum, as well as all policies and procedures, please see the Psychology student handbook .
Psychodynamic Roots: Many of our basic clinical skills courses have a broad-based psychodynamic emphasis. Others have a cognitive-behavioral emphasis. Students are also exposed to other therapeutic orientations, such as humanistic and existential approaches. They are encouraged to approach clinical practice with an open and inquiring mind and avoid a doctrinaire outlook.
In its clinical training, the program is pluralistic, with an emphasis on psychoanalytically informed practice. The psychoanalytic legacy of our program can be traced back to 1926, when Sándor Ferenczi, one of Freud's closest colleagues, taught a course at The New School. Other psychoanalytic pioneers who have taught at The New School include Alfred Adler, Ernst Kris, Karen Horney, and Erich Fromm. Our psychoanalytic legacy can also be traced to the World War II–era origins of The New School for Social Research, of which a number of founding faculty members were interested in the synthesis of social and political thought, psychoanalysis, and the humanities.
Critical Thinking: Critical inquiry and debate are encouraged, and students seek out training experiences in a range of different orientations during externship placements. Students are exposed to diverse orientations and taught to examine similarities, differences, and points of complementarity between them. They are taught to think critically about the strengths and weaknesses of different approaches and to explore different approaches to integrating both interventions and theories from different perspectives (e.g., technical eclecticism, theoretical integration, common factors approaches, assimilative integration).
Integration of Science and Practice: In accordance with the scientist-practitioner model of training for clinical psychology, we are committed to teaching our students to integrate research and practice in a meaningful way. We teach them to view the activities of conducting research and engaging in clinical practice as mutually enhancing—that is, to understand that clinical practice generates important questions and insights that can have a significant influence on the conceptualization and execution of research and that both research findings and the process of conducting research can have an important impact on clinical practice.
Consistent with the National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology, the emphasis in our training model is on the integration of science and practice in all activities a clinical psychologist undertakes. From this perspective, the hallmark of the scientist-practitioner model is not publishing in scientific journals but rather bringing the integrative perspective of the scientific-practitioner model to all professional activities.
Many of our graduates choose to work in clinical settings, and when they do, we expect them to approach their work with the critical sensibility that is the hallmark of science; to value and seek out up-to-date information, including expertise in both clinical techniques and empirical findings regarding assessment, psychopathology, and therapeutic methods; and to evaluate this information critically. When they do research, we expect them to be attuned to real-world clinical concerns and to use their clinical experience to generate meaningful hypotheses.
We also believe it is important for students to be aware from the outset that the practice of clinical psychology often falls short of the ideals of the scientist-practitioner model, and that there is an increasing recognition in the field of a gap between researchers and clinicians. Researchers sometimes fail to take into account the realities of clinical practice, and, as surveys indicate, many practitioners are not interested in research findings. An important goal is thus to train students to think critically about the causes of the researcher-practitioner gap and to explore ways of reducing it. We attempt to create an atmosphere in which a critical spirit will flourish. Ongoing questioning and dialogue are encouraged, formally and informally, not only in class and seminar rooms but also at guest lectures, case conferences, research conferences, and various faculty and student meetings.
A full account of degree requirements and procedures is contained in the Psychology student handbook .
PhD candidates must earn 60 credits in addition to the 30 credits taken in the General Psychology MA program, for a total of 90 credits.
Once admitted to the Clinical Psychology doctoral program:
Timeline to Completion: It is possible to complete the PhD degree in four years (not including the two-year MA program). The program is structured so that students spend three years completing academic and practicum requirements and one year completing an APA-accredited pre-doctoral internship. It is not unusual for students to take longer than four years, given the many concurrent academic, clinical, and research experiences that the program affords, and given many students' desire to gain additional clinical experience in light of the current internship match imbalance.
Students can use elective courses toward completing one of the university’s graduate minors . These structured pathways of study immerse master's and doctoral students in disciplines outside their primary field and expose them to alternative modes of research and practice. Completed graduate minors are officially recorded on students' transcript.
The dissertation itself consists of two separate but related portions:
See Dissertation Requirements in the Psychology department handbook for complete information.
A limited number of research and teaching assistantships are available in the Psychology department. Teaching assistantships are usually restricted to doctoral candidates.
The following Clinical Psychology faculty members typically serve as the primary research supervisors for Clinical Psychology doctoral students. However, all Cognitive, Social, and Development Psychology faculty members may also serve as primary research supervisors.
Global mental health, traumatic stress, resilience, memory, and self-identity | ||
Trauma, dissociation, psychiatric diagnosis, biological adaptations to stress, psychophysiology, affects, experimental psychopathology, intervention | ||
Youth suicide risk, childhood adversities, trauma-related experiences, minority mental health, mental health disparities, developmental psychopathology | ||
Multicultural issues, psychoanalitical and psychodynamic theories, and the impact of early relationships across lifespan, immigration, psychology training and supervision | ||
Feminist psychology, gender and sexuality in health psychology, reproductive justice; body image and objectification; psycho-oncology; assisted reproductive technology; qualitative research in psychology | ||
Attachment theory, loss, trauma, preventive interventions re child maltreatment | ||
Child clinical psychology, attachment, body representations, maltreatment prevention | ||
Psychoses, substance use disorders, boredom | ||
Cognitive biases and psychopathology, reward devaluation in depression, recent changes in anhedonia, predictors of psychological crisis and suicide, research methodology and statistical theory, network analysis |
The most recent American Psychological Association site visit, in December 2013, resulted in the PhD program's accreditation for a full seven years. The program continues to be accredited, with its next site visit scheduled to take place in 2021.
Site visitors commented on the excellence of the program's training in scholarship, research, and practice, and on our success in integrating the three realms.
To quote the site visit report:
“The focus of the program is not only on present knowledge available but on understanding the value of developing a stance of lifelong scholarly inquiry and the basic value of science as an important part of clinical practice. There is an emphasis on the constant change in knowledge and ideas that occur in the field and on the importance of both being aware of these changes and of being involved in them. The advanced students appear to have developed a very strong attitude of lifelong learning and also assist in the development of this attitude by being models and passing on the attitude to the new students.
"The program excels in the area of clinical training. The New School Psychotherapy Research Program provides a strong beginning to the students' clinical experience. A wide range of agencies are used for advanced practica and all are required to provide adequate supervision and appropriate professional supervisors. The clinical training experience is integrated with all appropriate courses. The practica from the very first year New School Psychotherapy Research Program placement on throughout the program are designed to fit with and be part of developing competencies and to meet both immediate and long term training during each year of the program. Since practicum training is part of the training during each year in the program, the amount, intensity and breadth of experience is well beyond what is expected by most internship sites.
"The program tracks placements of its graduates and is justly proud of the excellent jobs its students regularly obtain. In our interviews with supervisors in sites that support student placements and internships we learned that most of them consider New School graduate students to be the best graduate students they see."
Questions related to the program's accredited status should be directed to:
Office of Program Consultation and Accreditation 750 First Street NE Washington, DC 20002-4242
202.336.5979 [email protected] apa.org/ed/accreditation
Detailed policies and procedures for admissions can be found in the Psychology student handbook .
Students begin their studies toward the PhD by obtaining an MA in General Psychology, which includes courses in cognition, social psychology, developmental psychology, neuroscience, psychopathology, and research methods and statistics, as well as three electives. For these electives, students may take the three-course module in Substance Abuse Counseling and Mental Health. In the middle of the second year of the MA, students with a GPA of 3.50 or higher, who are also pursuing research with faculty guidance, may apply for admission to the Clinical Psychology doctoral program. The Clinical program admits approximately 15 students per year. Successful completion of the MA in General Psychology does not guarantee admission to the PhD program.
Students with MA degrees in psychology from other universities may be eligible for "Advanced Standing" status in the New School for Social Research MA program. Accepted students are informed of whether or not they will be admitted with Advanced Standing status prior to beginning the MA program. Once accepted, eligible students may apply to enter the Clinical Psychology PhD after at least one semester of study here at the MA level, depending on how many of their credits transfer and assuming they have successfully completed requisite courses to meet eligibility for doctoral application. Students in this situation should consult the "Advanced Standing" section in the department handbook for additional information.
Admission Data
2022- 2023 | 2021-2022 | 2020-2021 | 2019-2020 | 2018-2019 | 2017-2018 | 2016-2017 | 2015-2016 | 2014-2015 | 2013-2014 | |
29 | 35 | 32 | 32 | 31 | 22 | 26 | 31 | 21 | 31 | |
15 | 15 | 15 | 15 | 15 | 18 | 16 | 16 | 15 | 15 | |
15 | 15 | 15 | 15 | 15 | 12 | 15 | 16 | 14 | 11 |
Time to Completion for All Students Entering the Program
2013-2014 | 2014-2015 | 2015-2016 | 2016-2017 | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | Total | ||||||||||||
23 | 19 | 16 | 12 | 15 | 10 | 15 | 13 | 19 | 16 | 158 | ||||||||||||
5.76 | 5.9 | 5.2 | 4.9 | 4.8 | 6.07 | 5.06 | 5.8 | 5.05 | 5 | 5.35 | ||||||||||||
5 | 5 | 5 | 5 | 5 | 5.5 | 5 | 5 | 5 | 5 | 5 | ||||||||||||
7 | 30 | 5 | 26 | 3 | 19 | 1 | 8 | 6 | 40 | 0 | 0 | 6 | 40 | 0 | 0 | 5 | 26 | 3 | 19 | 36 | 23 | |
10 | 43 | 7 | 37 | 9 | 56 | 10 | 83 | 7 | 47 | 5 | 50 | 7 | 47 | 7 | 54 | 9 | 47 | 6 | 38 | 77 | 49 | |
0 | 0 | 4 | 21 | 3 | 19 | 1 | 8 | 2 | 13 | 3 | 30 | 1 | 7 | 4 | 31 | 5 | 26 | 1 | 6 | 26 | 16 | |
1 | 4 | 1 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 25 | 6 | 4 | |
5 | 22 | 2 | 11 | 1 | 6 | 0 | 0 | 0 | 0 | 2 | 20 | 1 | 7 | 2 | 15 | 0 | 0 | 2 | 13 | 13 | 8 |
Also, please describe or provide a link to program admissions policies that allow students to enter with credit for prior graduate work, and the expected implications for time to completion. Please indicate NA if not applicable: N/A
Program Costs
Tuition for full-time students (in-state) | $42,102 for first year ($2,339 per credit—9 credits per term is considered a full courseload for students/18 credits for the year) |
Tuition for full-time students (out-of-state) | $42,102 for first year ($2,339 per credit—9 credits per term is considered a full courseload for students/18 credits for the year) |
Tuition per credit hour for part-time students | $42,102 for first year ($2,339 per credit—9 credits per term is considered a full courseload for students/18 credits for the year) |
University/institution fees or costs | University/institution fees or costs $1,316 for first year (includes $650 University Services fee and $8 Student Senate fee—both charged per semester) |
Additional estimated fees or costs to students (e.g. books, travel, etc.) | Estimated at $7,223, including $650 for books and supplies, $500 for transportation, $775 for personal expenses, $4,482 for Health Insurance and Health Services fees, and $1,316 for University Services fee and Student Senate fee for the year ($658/per term). |
Internship Placement Table 1
20 | 91 | 14 | 100 | 13 | 100 | 13 | 93 | 15 | 94 | 5 | 71 | 14 | 93 | 15 | 83 | 9 | 100 | 16 | 94 | |
) | 2 | 9 | 0 | 0 | 0 | 0 | 1 | 7 | 1 | 6 | 2 | 29 | 1 | 7 | 3 | 17 | 0 | 0 | 0 | 0 |
) | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
) | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
) | 4 | 29 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
Students who obtained any internship | 22 | 100 | 14 | 100 | 13 | 100 | 14 | 100 | 16 | 100 | 7 | 100 | 15 | 100 | 18 | 100 | 9 | 100 | 16 | 94 |
22 | - | 14 | - | 13 | - | 14 | - | 16 | - | 7 | - | 15 | - | 18 | - | 9 | - | 17 | - |
Internship Placement Table 2
22 | - | 14 | - | 13 | - | 14 | - | 16 | 0 | 7 | - | 15 | - | 18 | - | 9 | - | 17 | - | |
Students who obtained paid internships | 20 | 91 | 14 | 100 | 13 | 100 | 13 | 93 | 16 | 100 | 7 | 100 | 15 | 100 | 18 | 100 | 9 | 100 | 16 | 94 |
) | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 29 | 0 | 0 | 1 | 6 | 0 | 0 | 0 | 0 |
14 | - | 15 | - | 11 | - | 16 | - | 14 | - | 12 | - | 15 | - | 15 | - | 15 | - | 15 | - | |
0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
13 | 93 | 14 | 93 | 10 | 91 | 16 | 100 | 14 | 100 | 12 | 100 | 15 | 100 | 15 | 100 | 14 | 93 | 15 | 100 | |
1 | 7 | 1 | 7 | 1 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 7 | 0 | 0 |
Licensure
Number of program graduates (doctoral degrees conferred on transcript) between 2 and 10 years ago | 142 |
Number of these graduates (between 2 and 10 years ago) who became licensed psychologists in the past 10 years | 139 |
Licensure percentage | 98% |
This program has been designed to meet educational requirements for professional licensure or certification in New York State. As such, a determination has not been made regarding whether this program will meet educational requirements for licensure or certification in other states or U.S. territories. Students who are considering enrolling in this program and who intend to pursue professional licensure or certification in a state other than New York should contact the appropriate agency to seek guidance and information confirming licensing or certification requirements before beginning the program. Students should be aware that licensure and certification requirements are subject to change periodically and may include educational or degree requirements, professional examinations, background checks, character and fitness qualifications, work experience, fingerprinting, and other requirements.
Disclaimer: The links below lead to websites created and maintained by other organizations. These links are provided for the user’s convenience. The New School does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Furthermore, the inclusion of these links is not intended to reflect their importance or to endorse the organizations sponsoring the websites nor to endorse the views expressed or the products or services offered on the websites. Please note that privacy policies on these websites may differ from those of The New School. Psychology Licensure Information by Profession
New School for Social Research Psychology faculty members regularly discuss their research in the media and receive honors for their work. Examples include:
Undergraduates.
To apply to any of our undergraduate programs (except the Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs) complete and submit the Common App online.
To apply to any of our Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs, complete and submit the New School Online Application.
To apply to any of our Master's, Doctoral, Professional Studies Diploma, and Graduate Certificate programs, complete and submit the New School Online Application.
The DrPH program trains innovative leaders who will develop, implement, and disseminate evidence-based programs and policies to advance public health and health equity. GPH is committed to an interdisciplinary approach in its DrPH curriculum, with an emphasis on leadership development, health policy and management and implementation science and training in the areas of mixed-methods data collection and analysis; ethics organizational management and governance; education and workforce development and policy advocacy.
The DrPH is the highest professional degree in public health. The goal of our DrPH program is to develop transformative leaders in public health practice who can collaborate with diverse partners across settings and sectors, synthesize knowledge, and generate practice-based evidence to address global public health issues, with a commitment to health equity. Students work with an interdisciplinary faculty whose expertise in research and practice address critical global health challenges. Students benefit from NYU’s location in New York City with its world-class Department of Health and Mental Hygiene, highly diverse communities and expansive network of UN agencies, donor organizations, non-profit and business organizations.
A total of 42 credit hours is required for the DrPH, including 12 credits of electives. Students are expected to complete the degree within four to seven years, depending on previous academic coursework in public health, and whether the student is registered on a full-time or part-time basis. GPH strongly believes in the importance of faculty mentoring. Early in the first semester, each DrPH student will be assigned a faculty mentor, based on areas of common interest. The faculty mentor will support the DrPH student throughout their academic and professional development journey. This includes helping the student with course selection, developing a plan for their advanced applied practice experience, qualifying portfolio preparation, and their dissertation. Faculty mentors will also help students network with other NYU faculty and with health professionals working in the field locally, nationally and globally.
In addition to faculty mentors, the program will provide students with educational opportunities to work with experts in communication skills, negotiation and conflict management and networking with leaders in public health to explore their professional journeys and leadership styles.
Applicants are expected to have earned an MPH or another relevant graduate degree and must have at least 3 years of full-time public health or other relevant work experience. Learn more about application requirements and deadlines.
GRADUATE STUDENTS 2024–2025 NEW YORK CAMPUSES ONLY (DOES NOT INCLUDE STUDY ABROAD) FULL TIME ENROLLMENT IS 9 OR MORE CREDITS, PART TIME ENROLLMENT IS LESS THAN 9 CREDITS.
Per credit | $1,620 |
Auditing a graduate course, per credit | $1,620 |
Per 3-credit, Education UFT or off-site graduate course | $2,000 |
Per 6-credit, Education UFT or off-site graduate course | $4,000 |
Counseling Programs (School Counseling and Mental Health Counseling), per credit | $1,215 |
Doctorate in Physical Therapy, per credit | $1,620 |
M.S. Clinical Nutrition, per credit | $810 |
Masters in Simulation Program (per credit) | $1,620 |
M.S. Academic Medicine (per credit) | $810 |
M.S. Biomedical Sciences (per credit) | $1,215 |
Global Health (per credit) | $550 |
M.P.H. in Public Health (per credit) | $810 |
M.P.H. in Public Health (per credit) | $650 |
Per credit, Undergraduate course for Undergraduate credit | $1,490 |
Senior citizens (65 or older), reduced per-credit tuition for graduate courses, plus fees | $1,215 |
Police (must show proof of active employment and be enrolled in minimum of six credits), reduced per-credit tuition for graduate courses | $1,215 |
ONLINE CAMPUS (TUITION RATES ONLY DOES NOT INCLUDE MANDATORY FEES)* DOES NOT INCLUDE MANDATORY AND OR SPECIAL FEES. PLEASE SEE ADDITIONAL TABS FOR MORE INFORMATION.
Per credit, Graduate | $1,620 |
Per 3-credit, Education OLCE or Instructional Technology OLIT course | $2,200 |
Per 6-credit, Education OLCE or Instructional Technology OLIT course | $4,400 |
Per credit, Computer Science, M.S. online-only program | $1,215 |
Per credit, Data Science, M.S. online-only program | $1,215 |
MANDATORY GRADUATE FEE 2024–2025 FULL TIME (ENROLLED IN 9 OR MORE CREDITS) / PART TIME (ENROLLED IN LESS THAN 9 CREDITS)
Graduate fee, full-time, per semester | $400 |
Graduate fee, part-time, per semester | $275 |
Graduate fee, M.S. Clinical Nutrition, full-time, per semester | $400 |
Graduate fee, M.S. Clinical Nutrition, part-time, per semester | $275 |
Graduate fee, M.S. Computer Science, per cycle | $140 |
Graduate fee, M.S. Data Science, per cycle | $140 |
Newly Admitted Student fee (charged first term enrolled) | $150 |
MANDATORY HEALTH INSURANCE
Mandatory health insurance premium* for all residence hall students, student athletes, all full-time undergraduate students, all full time graduate students and students enrolled in the School of Health Professions, per semester | $1,035 |
Mandatory health insurance premium* for all international students holding an F-1/J-1 Visa, per semester | $1,100 |
SPECIAL FEES (NON-REFUNDABLE) 2024–2025
Late payment fee for tuition due on August 1; payment made after August 1 | $400 |
Late payment fee for tuition due on January 1; payment made after January 1 | $400 |
Late registration fee (all programs) | $400** |
Rematriculation fee | $55 |
Challenge examination fee, per course | $175 |
Comprehensive examination fee (CLEP, DANTES), per course | $175 |
Transcript (certified check, credit card, bank check, money order only; no personal checks) | $15 |
Lost Student ID Fee | $20 |
Duplicate Diploma | $90 |
Diploma Mailing Fee | $40 |
Student evaluation (Occupational Education only) | $50 |
Application fee | $50 |
Tuition Insurance, A.W.G. Dewar, Inc. | |
Comprehensive oral exam (M.B.A. course) | $250 |
Maintaining matriculation, per semester (graduate students) | $100 |
Prior learning evaluation fee (per credit) | $300 |
Service charge for unpaid check or credit card returns | $150 |
Credit transfer fee for approved courses taken at other colleges while matriculated at New York Tech, per credit | $250 |
SUMMER 2024 GRADUATE RATES NEW YORK CAMPUSES ONLY (DOES NOT INCLUDE STUDY ABROAD) FULL TIME ENROLLMENT IS 9 OR MORE CREDITS, PART TIME ENROLLMENT IS LESS THAN 9 CREDITS.
Per credit | $1,540 |
Auditing a graduate course, per credit | $1,540 |
Per 3-credit, Education UFT or off-site graduate course | $1,800 |
Per 6-credit, Education UFT or off-site graduate course | $3,600 |
Counseling Programs (School Counseling and Mental Health Counseling), per credit | $1,155 |
Doctorate in Physical Therapy, per credit | $1,540 |
M.S. Clinical Nutrition, per credit | $770 |
Masters in Simulation Program (Per credit) | $1,540 |
M.S. Academic Medicine (per credit) | $770 |
M.S. Biomedical Sciences, per credit | $1,155 |
Global Health (per credit) | $525 |
M.P.H. in Public Health, per credit | $770 |
M.P.H. in Public Health, per credit | $620 |
Per credit, Undergraduate course for Undergraduate credit | $850 |
Senior citizen discount (65 or older) graduate courses | $1,155 (per credit, plus fees) |
Police discount for graduate courses | $1,155 (per credit, plus fees)* |
ONLINE CAMPUS (TUITION RATES ONLY DOES NOT INCLUDE MANDATORY FEES)* FULL-TIME ENROLLMENT IS 9 OR MORE CREDITS; PART-TIME ENROLLMENT IS LESS THAN 9 CREDITS
Per credit, graduate | $1,540 |
Per 3-credit, Education OLCE or Instructional Technology OLIT course | $2,100 |
Per 6-credit, Education OLCE or Instructional Technology OLIT course | $4,200 |
Per credit, Computer Science, MS. online-only program | $1,155 |
Per credit, Data Science, M.S. online-only program | $1,155 |
MANDATORY GRADUATE FEE
Graduate fee, full-time, per semester | $325 |
Graduate fee, part-time, per semester | $250 |
Graduate fee, M.S. Clinical Nutrition, full-time, per semester | $325 |
Graduate fee, M.S. Clinical Nutrition, part-time, per semester | $250 |
Mandatory health insurance premium* for residence hall students, new summer students | $377 |
Mandatory health insurance premium* all international students, new summer students | $401 |
NEW YORK INSTITUTE OF TECHNOLOGY EXPRESSLY RESERVES THE RIGHT, WHENEVER IT DEEMS IT ADVISABLE IN ITS SOLE DISCRETION, TO (1) CHANGE OR MODIFY ITS SCHEDULE OF TUITION AND FEES, AND (2) WITHDRAW, CANCEL, RESCHEDULE, MODIFY, OR ALTER THE METHOD OF DELIVERY OF, ANY COURSE, PROGRAM OF STUDY OR DEGREE, OR ANY REQUIREMENT IN CONNECTION WITH ANY OF THE FOREGOING. FOR MORE INFORMATION, PLEASE CONTACT THE OFFICE OF THE BURSAR AT 516.686.7510.
NEW YORK TECH WILL NOT BE RESPONSIBLE FOR ANY COSTS OR DAMAGES—INCLUDING TUITION OR FEE REFUNDS—FOR ANY FAILURE OR DELAY OF PERFORMANCE RESULTING FROM A FORCE MAJEURE/ACT OF GOD OR ANY OTHER CONDITION BEYOND ITS REASONABLE CONTROL. FORCE MAJEURE EVENTS INCLUDE BUT ARE NOT LIMITED TO FIRE, FLOOD, NATURAL DISASTERS, EPIDEMICS, AND GOVERNMENT ACTION.
The Official Careers Website of the City of New York
Public Health Adviser I - Data Entry Unit (Part-Time), Bureau of School Health
Public Health Adviser I - Data Entry Unit (Part-Time) Division/Program Summary Description: The Division of Family and Child Health (DFCH) of the New York City Department of Health and Mental Health is charged with the creation and oversight of programs, policies, services, and environments that support physical and socio-emotional health, and promote primary and reproductive health services, health equity, social justice, safety and well-being for New York City families and children. The Division is comprised of the Bureau of Maternal Infant and Reproductive Health, the Bureau of Early Intervention, the Office of School Health, and the Bureau of Administration. The vision of the DFCH is that every child, woman, and family recognize their power and is given the opportunity to reach their full health and development potential. We encourage qualified applicants with demonstrated commitment to social justice, particularly racial, gender, and LGBTQI+ equity to apply. Position Summary: Under the direction of the Follow Up and Data Entry Unit Leads Job Duties and Responsibilities: - Identify appropriate methods for reaching parents and encouraging them to follow-up on child's failed screening - Obtain updated contact information from schools for students who fail vision screenings - Conduct necessary outreach to parents for students referred to ensure connection to community care - Conduct necessary outreach to community providers to confirm prescriptions and diagnosis and/or obtain return visits for amblyopic children Complete referral forms in a legible manner and ensures letters to the parents are attached to the forms - Enter priority E12S forms and returns any E12S forms needing information back to supervisor - Send copies of E12s forms to school nurses - Enter non-priority forms from assigned borough in correct order, after priority forms are completed - Enter data accurately and in a timely manner into Automated Student Health Record (ASHR) - Prepare paperwork for filing - Verify prescriptions for accuracy and ensure eyeglasses received match student records and Lensometer - Coordinate and support eyeglass delivery to schools
1. A baccalaureate degree from an accredited college or university, including or supplemented by twelve semester credits in health education or in health, social or biological sciences; or 2. A baccalaureate degree from an accredited college or university, and six months of full-time satisfactory experience in a health promotion or disease intervention/prevention program, performing one or more of the following: interviewing, conducting field investigations, assessing health risks, making referrals, or collecting and analyzing epidemiological data; or 3. A four-year high school diploma or its educational equivalent approved by a State's Department of Education or a recognized accrediting organization and four years of full-time satisfactory experience as described in “2” above; or 4. Education and/or experience equivalent to “1,” “2” or “3” above. Undergraduate college credit can be substituted for experience on the basis of 30 semester credits from an accredited college for one year of full-time experience. However, all candidates must have a four-year high school diploma or its educational equivalent, and either twelve semester credits as described in “1” above or six months of experience as described in “2” above. Additional Requirements A. To be assigned to Assignment Level II, candidates must have, in addition to meeting the minimum qualification requirements listed above, at least one year of experience as a Public Health Adviser (School Health), Assignment Level I, or at least one additional year of experience as described in Qualification Requirement 2 above.
The City of New York is an inclusive equal opportunity employer committed to recruiting and retaining a diverse workforce and providing a work environment that is free from discrimination and harassment based upon any legally protected status or protected characteristic, including but not limited to an individual's sex, race, color, ethnicity, national origin, age, religion, disability, sexual orientation, veteran status, gender identity, or pregnancy.
Civil service title
PUBLIC HEALTH ADVISER (SCHOOL
Title classification
Competitive-1
Business title
Posted until
Number of positions
Work location
30-30 47TH AVE
Yankton, South Dakota
Pittsburgh, Pennsylvania
Framingham, Massachusetts
San Marcos, Texas
Holland, Michigan
Carmichael, California
Brooklyn , New York
Parker, Colorado
San Antonio, Texas
Cambridge, MA
SAN JOSE, CA
Arlington, MA
Gastonia, North Carolina
CHELMSFORD, MA
Santa Fe, New Mexico
Durham, North Carolina
Orlando, Florida
Spokane, Washington, Washington
Saint Louis, Missouri
Gainesville, VA
Deland, Florida
Auburn, Washington
Longview, Texas
Posted: 16-Aug-24
Location: Yankton, South Dakota
Type: Full Time
Salary: Up to $90,000 depend edu & exp
Categories:
Preferred Education:
Internal Number: 1028-1
MENTAL HEALTH PROFESSIONAL/QMHP
Lewis & Clark Behavioral Health Services (LCBHS) is recruiting for a licensed or licensed eligible mental health professional. The position will be responsible for providing mental health support for individuals receiving inpatient substance use treatment. The successful candidate will conduct mental health assessments and provide short term individual and group therapy for individuals on the inpatient unit. This professional will also serve as a mental health consultant in support of the inpatient treatment team. The individual will serve as the mental health lead on the inpatient treatment team.
This is a full-time, benefit position working 8 to 5 pm Monday through Friday with no required on-call. Three weeks paid vacation per year, 10 paid holidays, paid sick leave, paid individual employee health insurance, life insurance, available vision and dental insurance, dependent care savings, health care savings, 401K with up to 6 percent employer match - 100% vested upon enrollment, potential student loan repayment and more! Income potential up to $90,000 annually depending on education and experience.
Requirements: License or license eligible as LPC-MH, MSW, Psychologist, or CNP required; Valid driver’s license.
IMAGES
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Explore over thirty doctoral programs in the arts, humanities, social sciences, and natural sciences at the CUNY Graduate Center. Learn about the benefits, financial aid, and application process for full-time and part-time students.
Ph.D. Programs. A doctorate is the pinnacle of an arts and science education. Founded in 1886, the Graduate School of Arts and Science at NYU is among the oldest schools offering doctoral programs in the United States. Today NYU's doctoral programs span the humanities, sciences, and social sciences, and students pursue cutting-edge research ...
Designed exclusively for busy professionals, part-time study options at the NYU Tandon School of Engineering offer an outstanding education. You'll learn from respected leaders in your field, including many responsible for game-changing inventions and innovations. Our preparation produces graduate students who are sought-after by the most ...
Explore part time PhD programs. Compare schools and see why you should consider earning your doctorate part time. ... New York. Nearly 32,000 students are enrolled in what is considered to be the largest public university in New York. UB offers bachelor's, master's, and doctoral degrees across 13 academic schools and colleges. ...
Full-time or Part-time. Credits 48-60. Students entering without an MA may be required to take up to 72 credits. ... NYU faculty share information about the PhD programs in the department of Teaching & Learning, including the PhD in Teaching & Learning, PhD in English Education, PhD in Bilingual Education, and PhD in Teaching English to ...
The total cost for full-time study (12 credits) for most on-campus PhD and doctoral programs is $7,194 per semester for New York residents and $13,089 for out-of-state residents. The total semester cost for full-time online students is $6,600 for New York residents and $7,730 for out-of-state residents. Different rates apply to some doctorates ...
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Stern's Ph.D. program in management prepares students to understand how organizations need to compete in challenging and volatile business environments and how managers must manage in complex and changing workplaces. The training is broad based and interdisciplinary, drawing on the fields of economics, psychology, and sociology.
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Study full-time or part-time on our campus in New York City, with many classes available in the evening. Funding and Scholarships. ... The Public and Urban Policy PhD program prepares students for careers in the academy and professional practice. Our graduates pursue academic careers in teaching and research, as well as research and senior ...
2) First Exam: For students (both full-time and part-time) who started the Ph.D. program with prior MS degree in electrical engineering or a related area, the first oral exam should be taken no later than one year after starting in the Ph.D. program. For students (both full-time and part-time) who started the Ph.D. program without a prior MS ...
Our Programs. Your experience at Stern will provide you with an opportunity to engage in rigorous collaborative and interdisciplinary research. The Stern Pre-Doctoral program seeks to promote a diverse, scholarly environment and encourage promising individuals from under-represented or non-typical backgrounds (personal, academic, or employment ...
2) First Exam: For students (both full-time and part-time) who started the Ph.D. program with prior M.S. degree in electrical engineering or a related area, the first oral exam should be taken no later than one year after starting in the Ph.D. program. For students (both full-time and part-time) who started the Ph.D. program without a prior M.S ...
Curriculum. To receive a Ph.D. in Computer Science at the NYU Tandon School of Engineering, a student must: satisfy all School of Engineering requirements for the Ph.D. degree, as described in the NYU Tandon School of Engineering bulletin, including graduate study duration, credit points, GPA, and time-to-degree requirements.
The departments and programs listed below offer courses of study leading to the Doctor of Philosophy (PhD) degree. To learn about PhD programs offered by Columbia's professional schools, please visit this page. A doctoral program in the Arts and Sciences is an immersive, full-time enterprise, in which students participate fully in the academic and intellectual life on campus, taking courses ...
An NRT-sponsored program in Data Science Overview Overview Advances in computational speed and data availability, and the development of novel data analysis methods, have birthed a new field: data science. This new field requires a new type of researcher and actor: the rigorously trained, cross-disciplinary, and ethically responsible data scientist. Launched in Fall 2017, the …
In this project, a group of 30 faculty members at The City College of New York will build on the success of a prior RISE program to offer coordinated, innovative, and rigorous Ph.D. training in biochemistry, biophysics, bioorganic chemistry, (biomedical and chemical) engineering, and neuroscience. The Center's research and training focus on ...
The Gabelli School of Business Ph.D. program offers highly qualified students a unique opportunity to study alongside leading scholars in the heart of Manhattan. This full-time, research-intensive program provides the requisite empirical and theoretical skills necessary for students to become significant academic scholars and committed educators.
[email protected]. +1 212-817-8670 Room 5202. The essential function of the Political Science program at the Graduate Center is to educate professional political scientists, capable of independent research and qualified for careers in academic institutions, government agencies, non-profit organizations, and the private sector.
PhD students at Cornell Tech are part of the Cornell PhD program, and are admitted through Cornell's PhD admissions process. A PhD student is affiliated with Cornell Tech when their thesis advisor is a Cornell Tech faculty member. New York City has long been a global economic and cultural hub; Cornell Tech PhD students are in a unique ...
Nancy Hall, Associate Director. Joseph and Violet Pless Hall. 82 Washington Square East, 2nd Floor. New York, NY 10003. Telephone: 212-998-5044. Fax: 212-995-4353. [email protected]. Doctoral study at the Steinhardt School of Culture, Education, and Human Development spans 10 departments and more than 30 different degree programs.
New York, NY 10011 212.229.5600 or 800.523.5411 [email protected] Admissions Liaison [email protected] Department of Psychology The New School for Social Research 80 Fifth Avenue, 7th floor New York, NY 10011 Tel: 212.229.5727 x3119 or x3223 (for Clinical Psychology) Fax: 212.989.0846. Department Co-chairs William Hirst (Cognitive, Social, and ...
A total of 42 credit hours is required for the DrPH, including 12 credits of electives. Students are expected to complete the degree within four to seven years, depending on previous academic coursework in public health, and whether the student is registered on a full-time or part-time basis. GPH strongly believes in the importance of faculty ...
Graduate fee, part-time, per semester: $275: Graduate fee, M.S. Clinical Nutrition, full-time, per semester ... SUMMER 2024 GRADUATE RATES NEW YORK CAMPUSES ONLY (DOES NOT INCLUDE STUDY ABROAD) ... Per 6-credit, Education UFT or off-site graduate course: $3,600: Counseling Programs (School Counseling and Mental Health Counseling), per credit ...
Public Health Adviser I - Data Entry Unit (Part-Time) Division/Program Summary Description: The Division of Family and Child Health (DFCH) of the New York City Department of Health and Mental Health is charged with the creation and oversight of programs, policies, services, and environments that support physical and socio-emotional health, and promote primary and reproductive health services ...
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JERICHO, Vt. - New York Army National Guard Sgt. Peter Fillion, a part-time architect and graduate student, is one of two Best Warriors in the 325,000-Soldier Army National Guard.Fillion, an infantryman in the 2nd Squadron, 101st Cavalry Regiment, who was,
In order to allow young drivers time to gain experience, New York State requires young people under the age of 18 to progress through the phases of the State's Graduated Driver License Law (GDL). ... Junior permit holders who plan to drive a lot in New York City should delay their road test until their 18th birthday to allow for more practice ...
Type: Full-time. Salary: 47,828-58,456. Categories: Coaching. Coaching - Softball. Sector: Jr. Collegiate Sports. Required Education: ... Conduct other duties with equal diligence and effort as given to the athletic program. Monitor financial aid packages for all recruits to assure that educational costs, as well as room/board costs, are ...