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- Fall 2018
- Summer 2019


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).

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 & 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 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: consent. Cohen

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: consent. 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: consent. 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: consent. 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. Downes

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
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