Courses
Spring 2019 Course Offerings
Many courses in the department are limited to students enrolled
in one of our degree programs. The following are open to all
students. (Some may require instructor permission).
Jump to courses limited to students enrolled in a degree program.
ED-0001-01 School and Society
Tuesday/Thursday 10:30-11:45AM
Role and purpose of schooling in the United States. Focus on the
desegregation and re-segregation of schools in the last fifty years; proposals
for school reform.
Cohen
ED 0010-01 Teaching and Learning in History and Social Studies
Tuesday/Thursday 1:30-2:45PM
This course is intended for undergraduate students who have an interest
in exploring issues around teaching and learning in history and social studies
in K-12 schooling. What are the disciplines - history and social studies - and
how have they become what they are now? How is it decided what should be taught,
why and how? And what are the epistemological and curricular frameworks that
shape possible responses to these why/what/how questions? What does it mean to
K-12 students to do history? Considering that history and social studies
education are often at the center of crucial debates about national identity and
civic engagement, what is the purpose of schooling, anyway?
Redmond
ED 0013-01 The Global Educator
Monday 9:00-11:30AM
Essential educational issues from a global perspective. History,
economics, and cultures of developing African nations. How the current (or
developing) educational system is influenced by these issues. Case study
illustrating aspects of working to build and sustain a school in Rwanda.
Connections between education and citizenship from a global perspective.
Fulfills a course for the undergraduate major and minor.
Beardsley
ED 0015-01 Social-Emotional
Development & Ethical Civic Learning in Schools
Tuesday/Thursday 1:30-2:45PM
Explore how fostering social-emotional development and ethical civic
learning in K-12 schools helps to advance the civic mission of public education.
Study intersecting fields of civic education, moral education, and
social-emotional learning (SEL). Consider research on and cases involving
culturally responsive social-emotional learning. Interactive seminar. School
site visit required. Culminating projects guided by students' questions and
interests. Donahue-Keegan
ED 141-01 Seminar in Early and Elementary Education
Wednesday 1:20-4:20PM
Current topics in early and elementary education, corresponding to
contemporary theories of child development and educational practice. Examination
and analysis of the research basis for current practices in early education.
Contemporary issues and controversies in the fields of early childhood and
elementary education. Observations of classrooms in various
early childhood education settings. Individual and small team projects;
developing a personal philosophy statement. (Cross-listed with CSHD 170).
McWayne
ED 142-01 Education of the Exceptional Child
Monday 4:30-7:15PM
Starting with a history of special education, this course introduces students to
effective responses to the diverse needs of exceptional learners in an inclusive
classroom. Building on a strengths perspective, topics include brain and
biological development and supporting students with reading disabilities,
executive functioning disorders, autism spectrum disorders, and mood and
behavioral disorders in schools. Emphasizing the need for collaboration among
school professionals, students participate in a case study and consultation
project. Beardsley
ED 161-01 Anthropology and Sociology of School
Monday 4:30-7:15PM
Explores educational institutions and the various external and internal
societal forces that shape them. Attention to critical, ethnographic studies of
schooling. Emphasis on dynamics of gender, race, class, and sexuality as
organizing forces of schooling and society.
Sanchez-Ares
ED 163-01 Philosophies
Tuesday 1:20-4:20PM
Explores philosophical frameworks and traditions that have informed
both U.S. schooling and educational research. Special attention to questions of
nation, social and cultural reproduction, publics, and hegemony. Sophomore
standing and above.
Powell
ED 170-01 Critical Education Policy Studies
Wednesday 4:30-7:30PM
Explores a range of U.S. K-12 and interrelated policies through
critical theoretical lenses. Considers how policies reflect, reproduce, and
resist institutional and socio-cultural systems of powers. Attention paid to
relationship between educational policy and materialities of race, gender,
sexuality, sovereignty, immigration status, and language. Sophomore standing and
above.
Powell
ED 182-01 Technological Tools for Thinking and Learning
Tuesday 9:00-11:30AM
Explores the design and use of new tools to think with, including "hands on"
technological tools (software) and "heads in" theories and values to examine
tools suitable for a wide variety of age levels, settings, and topic areas.
Prerequisite: consent.
Bers
ED 192-06 Educational Design and Design-based Research
Monday 3:30-6:30PM
This course introduces students to design-based research, which
is an approach to studying learning “in the wild.” Paying special attention to
authentic contexts for learning, design-based research (DBR) was developed to
build theory through design conjectures, where tools, curricula, or environments
are designed, and iteratively refined, to explore questions of teaching and
learning. Designers build from theory to propose new kinds of tools,
arrangements, or materials that help discover new ideas about learning while
also providing new materials and activities that can be used by other
researchers and educators. In this course, we will explore the roots of DBR, the
centrality of theory, and trends in DBR over the few decades. We will workshop
designs, approaches to data collection, and ways of reporting findings to build
a foundation for your own work as designers and educators.
Gravel
ED 192-07 Engineering Education Design
Tuesday/Thursday 1:30-2:45PM
Research-based approaches to the design of complex engineering
learning experiences. Methodologies from the learning sciences. Characterization
of engineering cognition, problem-solving, epistemologies, and identities.
Considerations of diversity and inclusion in engineering education. Focus is on
engineering education at the postsecondary level. Emphasis on applications
through student projects. (Cross-listed with ME 171)
Wendell
ED 192-08 Project Citizen
Tuesday 6:00-9:00PM
Project Citizen is an introductory course for students to apply
a model of citizen action (Project Citizen) to analyze and influence a current public policy of
their choice and learn to use that model with students to promote active and informed citizenship.
(Cross-Listed with CVS 150)
Sklarwitz
ED 199-01: Field Experience in Education: Step Up Boston
Friday 8:30-11:30AM
Mental health is undeniably correlated to student development and learning. It
intersects with and affects interpersonal relationships, social-emotional
skills, school climate, and ultimately academic and behavioral outcomes for all
students. School psychologists play important roles in establishing and
maintaining strong mental health initiatives and programs in schools. The course
will provide students with a window into the field of school psychology and the
range of services the profession is designed to deliver. Students will have the
opportunity to discuss topics such as: school-based consultation, social skills,
current models for prevention and response to crisis, school safety, education
legislation, and the relationship between school diversity and education.
Pinto
Spring 2019 courses for Education students
Below are the courses offered for students enrolled in a
degree program in the Department of Education. Select courses below may allow
enrollment by consent. See notes in descriptions.
ED 102 Supervised Teaching in Middle and Secondary School
Tuesday 4:30-7:30PM
Supervised classroom practice in middle or secondary school teaching
with a weekly seminar. This course requires presence at the school for the
entire school day for a minimum of twelve consecutive weeks.
Prerequisite: Enrollment into Initial
Teacher Licensure program.
Redmond
ED 120-01 Practice of Teaching: History and Political
Science/Political Philosophy
Wednesday 4:30-8:00PM
Curriculum, materials, and principles of teaching for middle or secondary school
history, political science/political philosophy, and behavioral sciences.
Prerequisite: enrollment in Initial Teacher Licensure program or permission.
Cohen
EDS 122-01 Art Education with Special Population
Monday 5:30-8:30PM at the SMFA
Art Education with Special Populations considers the role of the art
educator with regard to visual culture and art making with special populations.
Attention focuses on learners with special needs. Exceptionalities in learning
and expressing are explored through current research in psychology, sociology
and anthropology. Field observations to art education sites that care for and
educate special populations will inform reflective discussion and curriculum
development. Solving issues of lesson adaptations to make art available to all
will be explored. A broad view of ability/disability will inform the art
educator's role in asking questions such as: What counts as art? Who counts as
artist? and What counts as knowledge? Prerequisite:
Open to all BFA students with priority registration given to BFA
students who intend to apply to the MAT program.
Furst
ED 123-01 Practice of Teaching: English
Wednesday 4:30-8:00PM
Curriculum, materials, and principles of teaching for middle or secondary school
English and Language Arts. Prerequisite: enrollment in Initial Teacher Licensure program or permission.
Cohen
ED 124-01 Practice of Teaching: Languages
Wednesday 4:30-7:15PM
Curriculum, materials, and principles of teaching world languages for
elementary, middle, or secondary school. Prerequisite: enrollment in Initial Teacher Licensure program or permission.
Setnik
ED 125-01 Practice of Teaching: Latin and Classical Humanities
Wednesday 4:30-7:15PM
Curriculum, materials, and principles of teaching Latin and classical humanities
for elementary, middle, or secondary school. Prerequisite: enrollment in Initial Teacher Licensure program or permission.
Setnik
ED 140-01 Behavior Management in the Classroom
Wednesday 4:30-7:20PM
Theory, research, and practice of positive classroom climate and
working with challenging students. Students will be
introduced to practical and empirically derived classroom-based interventions
intended to have beneficial effects on the academic, behavioral, social, or
emotional functioning of children and adolescents. An iterative, problem-solving
approach to intervention will be emphasized.
Prerequisite: Enrollment in School
Psychology program. Downes
EDS 173-01 Student Teaching Art PreK-8
Wednesday 4:00-7:00PM at the SMFA
The course is designed to support student art teachers in their
practicum fulltime internship in a school art classroom for grades PK-8.
Emphasis is placed on developing the artist/researcher/teacher identity with a
critical view on the role of art education in visual culture and multicultural
education. The role of teaching philosophy, social justice issues, student voice
& activism, public school culture, and curriculum development are studied.
Strategies and organization for meeting state requirements to achieve teacher
licensure are offered through the standards presented in the state Dept of
Education's Pre-service Performance Assessment. Professional practices and
career launching strategies are explored. Lifelong learning as a community
leader in art education is modeled through an exhibit and gallery talk at the
culminating event, the Art Education Festival.
Prerequisite: enrollment in Art Education
M.A.T. program.
Barahal
EDS 174-01 Student Teaching Art 5-12
Wednesday 4:00-7:00PM at the SMFA
The course is designed to support student art teachers in their
practicum fulltime internship in a school art classroom for grades 5-12.
Emphasis is placed on developing the artist/researcher/teacher identity with a
critical view on the role of art education in visual culture and multicultural
education. The role of teaching philosophy, social justice issues, student voice
& activism, public school culture, and curriculum development are studied.
Strategies and organization for meeting state requirements to achieve teacher
licensure are offered through the standards presented in the state Dept of
Education's Pre-service Performance Assessment. Professional practices and
career launching strategies are explored. Lifelong learning as a community
leader in art education is modeled through an exhibit and gallery talk at the
culminating event, the Art Education Festival.
Prerequisite: enrollment in Art Education
M.A.T.
Furst
EDS 176-01 Art Education Curriculum PreK-8
Thursday 4:00-7:00PM at the SMFA
This course focuses on curriculum development for elementary and middle
school art programs. Emphasis is placed on lesson and unit plan writing,
curriculum design, and critical study of existing art curricula. Discussion
topics include: curriculum development for diverse student populations,
integration of art with other subjects, the application of national and state
standards to curriculum, evaluation criteria and procedures, and studies of
contemporary art and visual culture in art curricula. Instructional methods,
assessment strategies, art media, and technologies will be explored through
student projects and presentations.
Prerequisite: enrollment in Art Education M.A.T. or permission.
Bower-Basso
EDS 178-01 Art Education Curriculum 5-12
Tuesday 4:00-7:00PM at the SMFA
This course will guide students in formulating a standards-based
curriculum for a yearlong high school or middle school course. Methods and
examples will be reviewed, evaluated and discussed so students can compose their
own goals, objectives, units and lessons that reflect the National Standards and
the Massachusetts Frameworks. This course strives to help students understand
the definition, purpose, and variety of different curricula and the role of
curriculum in the art classroom. The course fosters the development of
sequential units, guided by enduring understandings and essential questions.
Lessons will reflect the knowledge and practice of differentiated instruction
and reflect a strong academic tradition and sensitivity to the developmental
growth and personal uniqueness of all learners. Multicultural education and
postmodernism will be included in curriculum perspectives. Written reflections
and presentations on curriculum ideas, and assessment revolving around the
facets of understanding are important components of the course. Guest speakers
will include former students who will share their teaching experiences as well
as an evaluator for the Advanced Placement program who will discuss the
requirements and assessment rubrics of the AP program.
Prerequisite: enrollment in Art Education M.A.T. or permission.
Bower-Basso
ED 192-02 Senior Capstone
Tuesday 1:30-4:00PM
All students complete a Capstone experience, which they design in
consultation with their advisors. This could involve teaching as a guest or
intern in K-12 schools, or as an undergraduate teaching assistant at Tufts; an
internship at a museum; developing educational materials; or research on
learning and teaching, independently or as part of a faculty member's project.
Prerequisite: Enrollment in Education
Major.
Beardsley
ED 221-01/02 First Year Seminar in School Psychology Practice
Thursday 11:30-1:15PM
This seminar will focus upon the integration of content knowledge and
skill development with student's initial observations of school based practice.
The development of culturally competent practice is emphasized.
Prerequisite: Enrollment in School
Psychology program.
Luz-Alterman
and Seaton
ED 223-01 MSTE Proseminar
Thursday 3:00-5:30PM
First and second year MSTE students are required to take an ongoing
Program Seminar (Proseminar). The course meets biweekly, is attended by
interested faculty and researchers and by all first and second year students,
focuses on issues of current interest, and constitutes a forum for outside
speakers, students and faculty in the program to present their ongoing research
and to discuss papers of outstanding relevance for those in the program.
Students in the more advanced years of the program will be invited to use the
proseminar as a forum to present and receive feedback on their dissertation work
at various points during its development.
Prerequisite: Enrollment in STEM Education program.
Brizuela
ED 232-01/02/03/04 Practicum in School Psychology
See SIS for section days/times
Supervised field experience focuses on professional practices including
assessment, consultation, counseling, informal assessment, and academic and
behavioral interventions. The school-based practicum is accompanied by a seminar
designed to provide students with additional supervision and didactic training.
The seminar focuses on implementation of problem solving models for identifying
and addressing students' academic and social/emotional/behavioral needs and on
supporting all aspects of professional practice, including participating in
effective site-based supervision. Students complete a minimum of 600 hours of
supervised field experience in a school setting during the year, and the
requirements of a weekly seminar. Students submit a portfolio and present their
work to members of the department as evidence of their growth and professional
development. Prerequisite: Enrollment in
School Psychology Program.
Rogers,
Trant,
Welch,
Roop
ED 236-01 School Based Mental Health
Thursday 1:20-4:20PM
A public health model emphasizing prevention in the broader context of
a comprehensive, coordinated continuum of interventions. Preventive
interventions encompassing areas such as social and emotional learning, health
and mental health promotion, wellness, positive school and classroom climate,
skills training, bullying, family-school partnering, trauma sensitivity, and
greater community involvement in schools as public institutions. Recognizing the
significant evidence that exists to support such interventions as critical for
academic success, this course will consider the challenges to effective
implementation of mental health services in schools.
Prerequisite: Enrollment in School Psychology program or consent.
Seaton
ED 243-01 Assessment of Cognitive Abilities
Tuesday 8:30-11:30AM
The purpose of this course is to provide knowledge and skill in the
area of cognitive and intellectual assessment. The course is designed to (a)
introduce students to the process of standardized intellectual assessment, (b)
develop skills for administering and critically evaluating the results of
standardized measures of cognitive and intellectual functioning, (c) evaluate
and integrate information obtained during the assessment process with other
sources of information about the child's learning and behavior, (d) communicate
assessment findings in both written and oral formats in a clear manner to a
variety of audiences, and (e) consider the role that cognitive and intellectual
functioning play in the classification and programming for students with
disabilities. Prerequisite: Enrollment in
School Psychology program.
Roop
ED 252-01 Group Dynamics in Educational Settings
Monday 4:30-7:30PM
The structure, functions, and dynamics of groups. Observation and
analysis of group structures and functions, interactions and dynamics of change
in groups, effects of the group on the individual, and effects of the individual
on the group. The class will be part of its own laboratory. (Cross-listed with
OTS 230-01 and UEP 294-13). Limited
Enrollment. Schwartzberg
ED 253-01 Biological Bases of Behavior and Learning in Educational
Settings
Tuesday 1:20-4:20PM
This course is a comprehensive consideration of topics in
neuropsychological research. Explore biological factors underlying learning
mechanisms, with particular attention to the neurobehavioral profiles of
childhood disorders and learning disabilities in educational settings.
Prerequisite: Enrollment in School
Psychology program.
Pinto
ED 256-01 School-Based Consultation
Thursday 8:30-11:30AM
The purpose of this course is to provide students with the knowledge
and skills necessary for a broad-based and pragmatic approach to collaborative
consultation and problem-solving within a school context. We will explore
collaborative consultative processes, drawing from current perspectives on
consultation practices and issues. The complex dynamics of the
consultant-consultee relationship as well as the evaluation of the process and
outcomes within a problem-solving model of consultation will be examined through
course readings, course consultation experiences, and a field-based
consultation. Prerequisite: Enrollment in
School Psychology program.
Roop
ED 258-01/02/03 Internship in School Psychology
See SIS for section day/times
The year-long internship and seminar are designed to provide students
with an opportunity to integrate and apply their knowledge of school psychology
(a minimum of 1200 hours, of which at least 600 must be completed in a school
setting; the remaining hours may be completed in a clinical setting). Supervised
field experiences address all aspects of school psychology practice including
assessment, consultation, counseling, informal assessment, and academic and
behavioral interventions and program design in a multi-tiered system of support.
The internship is accompanied by a bi-weekly seminar focusing on legal, ethical,
and professional issues in the delivery of culturally responsive services within
a problem solving framework. Students submit a culminating portfolio and present
their work in an open forum. Prerequisite:
Education 231, 232, and enrollment in School Psychology program.
Vorkink,
Hall,
Carver
ED 275-01 Seminar in Advanced School Psychology Research
Thursday 1:20-4:20PM
Course provides an opportunity for students to propose and conduct a
research project within an area of interest. The course will take a
collaborative approach to addressing the various topics focusing on individuals,
groups or systems level school-based problems.
Prerequisite: ED 271 and enrollment in
School Psychology program.
Pinto
ED 281-01 Museum Education for K-12 Audiences
Wednesday 6:00-9:00PM
Museums offer school groups unique experiences that enhance classroom
learning and instill the skills of life-long learning. This course explores ways
in which museums create on and off-site programs for the K -12 community of
pupils, teachers and parents, as well as home-schooled students, scouts, and
other learning communities. Students will examine Common Core Standards and
other frameworks and will develop outcome-based curricula that make use of
museum resources. Partnerships with teachers and schools and professional
development programs for teachers will also be addressed. Guest speakers and
field trips connect classroom experience to current issues and practices in the
field. Prerequisites: ED/FAH/HIST0285 and ED0280 and enrollment in Museum
Studies or Museum Education program.
Young
ED 282-01 Proseminar in Museum Interpretation
Monday 6:00-9:00PM
All visitor experiences in museums are mediated by the choices museum
professionals make in the selection, interpretation, contextualization, and
presentation of collections in exhibitions and programs. Students will interpret
scholarship for a variety of audiences, examine strategies for interpreting
difficult topics, and consider interactives that stimulate meaning-making.
Students will also delve into strategies for facilitating community
conversations and sharing authority in the creation of exhibitions, programs and
projects. Because this is a seminar, a forum for discussion that prepares
students for the professional world, we may modify the topics to suit student
interests, needs, and expertise. Prerequisites: ED/FAH/HIST0285 and ED0280 and enrollment in Museum
Studies or Museum Education program.
Robinson
ED 284-01 Museum Practicum
125-hour museum internship gives students firsthand experience in
museum work. The student, in collaboration with the academic and site
supervisors, arranges the internship, following the protocol described in the
Museum Studies Internship Handbook. Students may not do internships where they
have worked or volunteered. (Cross-listed as FAH 289 and HIST 292).
Prerequisites: A minimum of three Museum
Studies courses, one of which must be FAH/HIST/ED0285, must be completed before
beginning the internship and enrollment in Museum Studies or Museum Education.
Iacobucci
ED 290-01 Qualifying Paper 1
ED 294-01 Research Paper
The paper is a one-semester research project that includes the study of
one topic or issue in education and one theory. Students are expected to
construct an original argument in the paper. The paper should reflect
comprehensive research and emerging expertise on the topic of study and in the
theoretical literature. The paper is advised by a faculty member agreed upon by
the student, the academic advisor, and the program director. The paper is
evaluated by the paper advisor.
ED 296-01 Thesis
Guided research on a topic that has been approved as a suitable subject
for a master's thesis. Two courses. Please see departmental website for specific
details.
ED 297-01/ 298-01 Dissertation/ Doctoral Dissertation
Guided research on a topic that has been approved as a suitable subject
for a doctoral dissertation. Please see departmental
website
for specific details.
ED 299-01 Qualifying Paper II
Details for Qualifying Papers are found on the STEM Education program
page.
ED 401-PT Masters Continuation PT
ED 402-FT Masters Continuation FT
ED 405-TA Grad Teaching Assistant
ED 406-RA Graduate Research Assistant
ED 501-PT Doctoral Continuation PT
ED 502-FT Doctoral Continuation FT
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