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
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.
ED 0010-01 Teaching and Learning in History and Social Studies
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?
ED 0013-01 The Global Educator
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.
ED 0015-01 Social-Emotional & Civic Learning in Schools
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
ED 120-01 Practice of Teaching: History and Political Science/Political Philosophy
Curriculum, materials, and principles of teaching for middle or secondary school
history, political science/political philosophy, and behavioral sciences.
ED 123-01 Practice of Teaching: English
Curriculum, materials, and principles of teaching for middle or secondary school
English and Language Arts. Prerequisite: consent.
ED 124-01 Practice of Teaching: Languages
Curriculum, materials, and principles of teaching world languages for
elementary, middle, or secondary school. Prerequisite: consent.
ED 125-01 Practice of Teaching: Latin and Classical Humanities
Curriculum, materials, and principles of teaching Latin and classical humanities
for elementary, middle, or secondary school. Prerequisite: consent.
ED 140-01 Behavior Management in the Classroom
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
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).
ED 142-01 Education of the Exceptional Child
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
ED 161-01 Anthropology and Sociology of School
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.
ED 163-01 Philosophies
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.
ED 170-01 Critical Education Policy Studies
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
ED 182-01 Technological Tools for Thinking and Learning
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.
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
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)
ED 192-08 Project Citizen
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
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.