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