The list below includes descriptions of all undergraduate and graduate courses offered by the Department of Education, though some courses may be taught more often than others. Descriptions for special topics seminars are updated each semester.
Visit the undergraduate and graduate pages for course requirements for specific programs. For up-to-date information on course offerings, schedules, room locations and registration, please visit the Student Information System (SIS).
ED 0001 School and Society. Role and purpose of schooling in the United States. Focus on the desegregation and resegregation of schools in the last fifty years; proposals for school reform.
ED 0010 Teaching and Learning in K-12 History and Social Studies. History and social studies education are often at the center of crucial debates about national identity and civic engagement. What are history and social studies as disciplines in K-12 schooling? How have they become what they are now? How is it decided what should be taught, why and how? What epistemological and curricular frameworks shape responses to these questions? And what does it mean for K-12 students to do history?
ED 0011 Observing Theory in Action. Examination of the current issues facing schools, such as teacher evaluation, equity in school finance, and high stakes testing. Focus on public schools in the metropolitan area. Students will spend one morning per week working in a local high school.
ED 0013 The Global Educator: Education in Post-Colonial Africa. 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.
ED 0014 Food and Schools. The story of food and schools, investigations into students' own school experiences as they relate to food and school; the history of food in U.S. schools; the ways by which school food is a battleground for many beliefs about school and society; and how some schools approach feeding students and teaching about nutrition and food. Field work will involve visits to local educational institutions.
ED 0015 Social-Emotional & Civic Leaning in Schools. (Cross-listed with CVS 46) 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.
ED 0016 Identities in Education. Examines intersectionality of student identities in United States schools using sociocultural, developmental, linguistic, and psychological frameworks. Explores multiple aspects of identity development including race, class, gender, religion, language, and culture, as shaped by historical and contemporary educational contexts through scholarly writing about education, historical documents, film, literature, and art.
(ED 0020) Seminar for Leaning Assistants in STEM. ** Available as of 09/01/2022. Addresses theories of learning and instruction; the nature of STEM disciplinary Practices and understandings; and diversity, equity, inclusion, and justice (DEIJ). Trains undergraduate Learning Assistants (LAs) to facilitate student learning. Prerequisites: Enrollment in the Tufts LA Program and permission of instructor.
ED 0034 Children, Nature, and Development of Earth Stewards. (Cross-listed as ENV 34, CVS 32, ED 34, and CSHD 234) Programs and methods being used around the world to connect children and teens to the natural world and nourish their development as earth stewards. Forest schools, wilderness programs, environmental education, urban gardening, children’s books related to earth stewardship, and teen protests for climate action. By permission of instructor, open to graduate students as CSHD 234
ED 0091 Special Topics. Educational problems of interest and value to the individual student investigated under the supervision of a member of the department.
ED 0092 Special Topics. Educational problems of interest and value to the individual student investigated under the supervision of a member of the department.
ED 0099 Field Experience in Education. Work in schools, museums, or alternative educational settings. Field placement and seminars devoted to the interaction process in learning settings and to materials and strategies for assisting learners.
ED 0101 Introduction to Teaching. A study of the aims, development, and practice of middle and high schools. Includes 75 hours of pre-practicum observation and participation in a school setting. Students seeking initial teacher licensure are required to take this course during the semester prior to supervised student teaching.
ED 0102 Supervised Teaching in the Middle and Secondary School. 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.
Recommendations: Permission of instructor. Admission to the initial teacher licensure program.
ED 0104 Supervised Teaching in the Elementary School. Seminar examining issues that relate to curriculum and teaching in urban elementary schools. Topics focus on constructivist theories of learning and development for children with diverse needs, interests, abilities , and educational and cultural backgrounds. Students in this course concurrently engage in a pre-practicum in local urban elementary schools.
ED 0110 History and Social Studies Curricula. Introduction to the differing perspectives influencing the history and political science/political philosophy curricula in middle and secondary education. Examination of the effective use of inquiry-based vs. content-oriented teaching, and exploration of the historical legacy of mainstream and alternative curriculum movements. Students will analyze definitions of multicultural education and ethnic studies as well as the content, tone, and form of the most widely used history and political science/political philosophy teaching materials, while developing their own perspectives on curriculum and ways to adapt these to diverse school settings.
ED 0111 Development of Knowledge and Reasoning in the Science Curriculum. Through interviews of students and readings from science education research, participants develop multiple perspectives on the development of scientific knowledge and reasoning, consider current teaching practices in middle and secondary school science, and design their own instructional plans.
ED 0112 Mathematics Learning Environment. Explores models of learning, reasoning, and understanding in mathematics through readings from education and cognitive science research, practical experience, and experimental interviews in the context of secondary, postsecondary, middle, and elementary curriculum.
ED 0113 Language Arts Curricula in the Middle and Secondary School. An examination of traditional and innovative curricula in the language arts from a developmental, linguistic perspective. Topics include language development of children and adolescents at home, in school, and in the larger community; history and structure of the English language and its dialects; current theories, practices, and problems of teaching reading, writing, usage, and vocabulary in middle and secondary schools.
ED 0114 Linguistic Approaches to Second-language Acquisition. (Cross-listed as GER 114, LING 114 and ML 114.) Exploration of models of language acquisition, reasoning, and understanding in teaching second languages through readings from linguistics, applied linguistics, cognitive science, and education. Students connect theory with practical experience from the context of elementary, middle, and high school levels.
ED 0116 Interdisciplinary Elementary Curriculum. (Cross-listed as CSHD 116.) This two-semester sequence of courses focuses on the curricula of language arts and social studies in the fall semester and on mathematics and science in the spring semester. Emphasis on the intersection between teacher knowledge and children's understanding of content and concepts.
ED 0117 Interdisciplinary Elementary Curriculum. This two-semester sequence of courses focuses on the curricula of language arts and social studies in the fall semester and on mathematics and science in the spring semester. Emphasis on the intersection between teacher knowledge and children's understanding of content and concepts.
ED 0118 Curriculum and Practices of Teaching in the Middle School. Introduction to the curricula and practices of teaching in middle school. Topics include integrated curriculum, team approaches to teaching, cooperative learning, and the development of curricula appropriate for students with diverse needs, interests, and abilities.
ED 0119 Development of Knowledge and Reasoning in Engineering. Exploration of topics of engineering and engineering education considering both historical and emerging perspectives. Design of instructional plans and example lessons to teach specific engineering and design concepts to K-12 students.
ED 0120 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 0121 Practice of Teaching: Science. Concurrent experiences teaching science in K-12 student teaching, university assistantships, or other instructional settings. Participants present video, transcripts, and student work from their teaching, primarily as data to study regarding their students’ thinking: How to recognize, interpret, and respond to students’ ideas and reasoning. Prerequisite: consent.
ED 0122 Practice of Teaching: Mathematics. Concurrent experiences teaching mathematics in K-12 student teaching, university assistantships, or other instructional settings. Participants present video, transcripts, and student work from their teaching, primarily as data to study regarding their students’ thinking: How to recognize, interpret, and respond to students’ ideas and reasoning. Prerequisite: consent.
ED 0123 Practice of Teaching: English. Curriculum, materials, and principles of teaching for middle or secondary school English and language arts.
ED 0124 Practices of Teaching Language Curriculum, materials, and principles of teaching world languages for elementary, middle, or secondary school.
ED 0125 Curriculum and Practice of Teaching: Latin and Classical Humanities. Curriculum, materials, and principles of teaching Latin and classical humanities for elementary, middle, or secondary school.
ED 0127 Practice of Teaching Elementary STEM. Concurrent experiences teaching STEM in elementary school student teaching settings. Participants present video, transcripts, and student work from their teaching, primarily as data to study regarding their students’ thinking: How to recognize, interpret, and respond to students’ ideas and reasoning. Prerequisite: consent.
ED 0128 The Foundations of Literacy. The role of literacies, multi-literacies, reading and writing instruction, and responding to students' developing dispositions as literate individuals in schools. Recommended for elementary STEM MAT students, English MAT students, and undergraduate students interested in exploring literacy and reading and writing instruction in schools.
ED 0129 Practice of Teaching Engineering and Design. Exploration of the teaching of engineering and design in the K-12 setting based on current education literature and with application to the issues faced by the student-teacher.
ED 0130 Human Development and Learning. (Cross-listed w/ EDO 230) Introduction to theories of human development and learning, with a particular focus on relevance to education. Investigation of constructivist and socio-cultural perspective. Experience with a fundamental methodology, the clinical interview.
ED 0140 Behavior Management in the Classroom. Theory, research, and practice of creating a positive classroom climate and working with challenging students. Introduction to practical and empirically derived classroom-based interventions intended to have beneficial effects on the academic, behavioral, social, and emotional functioning of children and adolescents. An iterative, problem-solving approach to intervention will be emphasized.
ED 0141 Seminar in Early and Elementary Education. (Cross-listed w/CSHD 170) 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.
ED 0142 Education of the Exceptional Child. (Cross-listed w/ EDO 242) Starting with a history of special education, 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 specific learning 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.
ED 0143 Approaches to 'Problem Behaviors' in Childhood. (Cross-listed as CSHD 192) Approaches that empower parents, teachers, and clinicians to manage and prevent children's challenging behaviors in ways that are sensitive to individual differences based on age, ethnicity, culture, and ability/disability.
ED 0144 Learning Disabilities. No description at this time.
ED 0145 Family-School Connections in a Global Society. (Cross-listed as CSHD 165 and CVS 132) The complex relationships between family and school systems, with a focus on urban communities, family-school connections and the role of socio-cultural diversity in establishing effective partnerships between families and schools. Examination of relevant theories, empirical studies, and case studies regarding family-school partnerships in education and implications for school policies and practices.
ED 0146 Introduction to Counseling Children and Adolescents. Theory and techniques of counseling children and adolescents. Overview of systems, behavioral, and psychodynamic approaches to remediating and preventing adjustments and learning problems. Planning and evaluation of individualized and group programs in schools, mental health centers, and residential facilities.
Recommendations: Work experience with children or adolescents and permission of instructor.
ED 0160 Post-Colonial Theories in Education. Examines a range of “post-colonial” theories in relation to sites of knowledge production and exchange, considering the colonial, post-colonial, or anti-colonial dimensions of race, Indigeneity, sexuality, and gender. Specific attention paid to the role of empire in contemporary state schooling across contexts
ED 0161 Anthropology and Sociology of Schooling. (Cross-listed w/DLS 205) 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 0162 Critical Histories of U.S. Education. (Cross-listed w/DLS 206) Considers the history of education within the borders of the United States as a struggle over access and resources, and as assertion of sovereignty or independence. Attention to reproduction of and resistance to hierarchies of class, race, gender, nation, and sexuality. Emphasizes the struggles of groups to gain access to or determine their own schooling in the 19th and 20th centuries.
ED 0163 Philosophies. (Cross-listed w/ CVS 116) 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.
ED 0164 Education for Peace and Justice. (Cross-listed as PJS 164 and CVS 182) Past and present efforts to use education for building a just and peaceful society. The advocacy of education in democratic societies, emphasizing the works of contemporary critical, antiracist, and feminist theorists. Peace pedagogies, curricula, and programs focused on social justice. Participation in a "mini-internship" focused on peace and social justice issues in an educational program.
ED 0165 Feminist and Gender Theories in Education. (cross-listed w/DLS 0207) Explores feminist and gender theoretical engagements in Educational Studies from the mid-20th Century forward. Considers disciplinary interventions, including philosophy, history, anthropology, and sociology. Curriculum, pedagogy, and policy as mechanisms of gendered knowledge production in the U.S.
ED 0166 Masculinities and U.S. Schooling. Considers questions of masculine gender production in U.S. schools through queer and feminist theoretical and empirical attention to pedagogy, curriculum, policy, and law.
ED 0167 Critical Race Theory. (Cross-listed as DLS 208, AMER 186, AFR 167, and CVS 11) Examines foundational writings of Critical Race Theory in Legal and Educational Studies, considering their application to educational questions including, but not limited to: political economies of schooling; governance; policy; curriculum; and, pedagogy. Junior standing or consent of instructor.
ED 0168 Pedagogies. (Cross-listed as DLS 234) Examines a range of pedagogical theories, traditions, and models, including: culturally relevant, critical, feminist, queer, and critical race. Explores the connections between and among culture, institutional structure, policy, and pedagogy through an emphasis on praxis.
Junior, Senior, Grad, or consent of instructor.
ED 0169 Radical Lesbian Thought. Considers radical lesbian knowledge production during the second half of the 20th century in the U.S. Specific attention paid to the emergence of educational and activist knowledge movements by tracing early epistolary and news-making endeavors as they gave way to the formation of collective knowledge production across literary, historical, and other disciplinary areas. Includes an in-depth focus on power along lines of race, class, and gender. Attention to archival research methodologies.
ED 0170 Critical Educational Policy Studies. (Cross-listed as DLS 263) 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.
ED 0171 Sociology of Education. (Cross-listed with SOC 104) Core ideas in the sociology of education. Focus on the role of education in reducing or exacerbating social inequality. Topics include persistence of racial and ethnic inequality in education, the role of education in social change, the cultural role of schools in shaping world view, and the influence of youth cultures and identities on student behaviors and achievement. Consideration of reform movements in education and their contribution to broader social change.
ED 0172 Creating Inclusive Learning Spaces. This course will provide an in-depth look at the experiences of marginalized students in K-12 schools and post-secondary schools as well as the institutional dynamics that shape those experiences. For the purpose of this course, the term marginalized identity will include, but is not limited, sexual minorities, transgender and gender non-conforming students, racial and ethnic minorities, students with undocumented status and religious minorities. Participants will be introduced to the topic through research, popular media, and case studies of institutions and individual students. Participants will then be guided through the macro, systems issues facing students with marginalized identities using an Activist-Change Framework to develop institution specific action plans. This course will be a combination of lecture, group work, and exploratory learning opportunities to foster a deeper understanding of the experiences of marginalized students and the action steps needed to create systems level change.
ED 0176 Internship. Guided experience in an approved educational setting with supervision. Each student is expected to work in an approved facility for at least 150 hours. Please contact the department for detailed information.
ED 0181 Curriculum Development. Analysis of curriculum and the ways it is shaped to fit diverse learning styles and educational levels. Emphasis is placed on the role of the teacher or education professional in planning and designing curriculum. Students will participate in a group project to create curricula related to a selected topic.
ED 0182 Technological Tools for Learning. (Cross-listed as CSHD 145.) 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 0183 Grammar and Writing for Teachers. The teaching and learning of grammar and writing in the context of research, classroom practice, diverse populations, and high-stakes testing. Topics include composition theory, writing in a variety of genres, the implementation of writing programs K-12, teaching grammar in the context of speaking and writing, teaching Standard Written English to students of color and bilingual students, and response and evaluation. A thorough review of English grammar appropriate for teachers K-12 is included.
ED 0184 Geography in the Curriculum. Study of five themes adopted by the National Geographic Alliance: location, place, relationships within place, movement, and regions. Examination of recently developed curriculum materials for teaching these themes.
ED 0185 Economics in the Social Studies Curriculum. Fundamental economic concepts that middle and high school history and social studies teachers are expected to understand and incorporate into their curriculum. Using examples from history, students study critical economic concepts, with special attention to state curriculum frameworks and expectations for educator licensure, as well as social studies curriculum development. An economics text, primary course documents, and current articles are used to analyze concepts and content. Students create a model curriculum unit using interactive pedagogies that employ the economic concepts they have learned.
ED 0186 Leadership in Community Service. Introduction to theories and practice of service. Development and integration of community service with academic curricula in schools. Students will analyze existing service programs and design and implement projects with schools, community centers, shelters, hospitals, and other service programs.
ED 0187 Teaching through Drama and Improvisation. (Cross-listed as TPS 140 and CSHD 187.) Review of the theory and practice of using drama in education. Aspects of dramatic expression, including dramatic play, improvisation, and story dramatization, as tools for extending the educational experiences of children and adolescents. Particularly suited for those interested in teaching preschool, elementary, middle, or secondary school.
ED 0188 Museums, Education, and Society. Social forces shape museums as educational venues of cultural identity, civic engagement, and lifelong learning. A paradigm shift from an inward focus on collections and scholarship to an outward focus on audiences, education, and community involvement is generating both new opportunities and controversies. Topics include evolution of museums, museum learning theory, audience engagement strategies, illicit trade and repatriation, interpretation battles, and museums as sites of conscience.
ED 0189 The Role of "Story" in Education. An examination of the role of narrative in education, including storytelling, autobiographical narrative, journaling, reflection on learning and on teaching practice, narrative theories, and the role of narrative in conference and in publication. Attention given to "story" as a way of relating to students K-12, as a means for teachers to make meaning of their practice, and for students to make sense of their learning and development. Readings include a variety of fiction and nonfiction, theories of narrative, and educational texts that use narrative as a tool of learning and reflection. Writing and sharing of writing.
ED 0191 Special Topics. Educational problems of interest and value to the individual student investigated under the supervision of a member of the department.
Recommendations: Open only to advanced students with permission of instructor.
ED 0192 Special Topics. Educational problems of interest and value to the individual student investigated under the supervision of a member of the department.
Recommendations: Open only to advanced students with permission of instructor.
ED 0193 Research Paper A. Research paper, capstone option for the undergraduate education major.
ED 0194 Research Paper B. Research paper, capstone option for the undergraduate education major.
ED 0195 Senior Honors Thesis A. Guided research on a topic that has been approved as a suitable subject for an undergraduate thesis. Two courses.
This is a year-long course. Each semester counts as 4 credits towards a student’s credit load. Students will earn 8 credits at the end of the second semester.
ED 0196 Senior Honors Thesis B. Guided research on a topic that has been approved as a suitable subject for an undergraduate thesis. Two courses.
This is a year-long course. Each semester counts as 4 credits towards a student’s credit load. Students will earn 8 credits at the end of the second semester.
ED 0198 Field Studies Education. Participation in applied activities or in research or educational projects involving the development of programs and materials in schools and museums, or in other educational settings, such as those associated with clinical settings, media studios, or industry. In addition to the field experience, students are required to attend biweekly seminars devoted to the analysis of the theoretical and practical issues related to the fieldwork.
ED 0199 Field Studies in Education. Participation in applied activities or in research or educational projects involving the development of programs and materials in schools and museums, or in other educational settings, such as those associated with clinical settings, media studios, or industry. In addition to the field experience, students are required to attend biweekly seminars devoted to the analysis of the theoretical and practical issues related to the fieldwork.
ED 0201 Apprenticeship in Teaching. Supervised teaching of at least 400 hours in a school setting designed to offer advanced clinical experience to those wishing to meet the requirements for professional teacher licensure. Apprentices are expected to demonstrate an understanding of teaching practices and theory, knowledge of theories of learning, as well as mastery of content area knowledge and pedagogical content knowledge. Students are expected to participate in a weekly seminar.
Recommendations: Permission of instructor. Initial teacher licensure.
ED 0202 Apprenticeship in Teaching. Supervised teaching of at least 400 hours in a school setting designed to offer advanced clinical experience to those wishing to meet the requirements for professional teacher licensure. Apprentices are expected to demonstrate an understanding of teaching practices and theory, knowledge of theories of learning, as well as mastery of content area knowledge and pedagogical content knowledge. Students are expected to participate in a weekly seminar.
Recommendations: Permission of instructor. Initial teacher licensure.
ED 0205 Internship for Licensure. School practicum fulfilling the requirements of an internship of the Massachusetts regulations for licensure. One or two courses.
ED 0206 Seminar in Educational Psychology. No description at this time.
(ED 0207) Core Seminar: Reckoning in the Educational Commons ** Available as of 09/01/2022. This seminar is intended to help students in the Educational Studies Program develop their conceptual repertoire around issues of education, culture, and society, as well as the critical thinking, reading, and analytical skills necessary to thrive as scholar-activist-practitioners. Foregrounding inquiry as a stance in community, we tend to the “big questions” of education we bring based on our varied positionalities and experiences. As such, this seminar will be a fecund site to collaboratively explore what it means to do work in the field of educational studies in the current sociopolitical landscape. While we will examine traditional academic discourse and writing, we will also highlight alternative knowledge productions or epistemologies that have been largely occluded due to political projects mobilizing around hegemonic orientations, notably white supremacy. Together, we will work on writing as a method for inquiry and probing our embodied stories that mediate our understandings of self and Other.
Through analyses of a wide range of recommended texts, including our own, we will consider how scholars-activists-practitioners develop holistic and meaningful reading, writing, and research practices. We underscore the experiential and collegial nature of this seminar to think through the inherent intersubjectivity of our work. Students will work collaboratively and have opportunities to: (1) critically locate identities and articulate visions within the field of education; (2) explore academic writing, advocacy, and activism as complex social practices; (3) read and write in a variety of scholarly genres; (4) analyze and synthesize multiple perspectives on educational issues and educational research; (5) develop and support original contributions to the field; and (5) receive, interpret, and integrate feedback on writing and facilitations; (6) define and participate in a “community/wisdom of praxis.”
This seminar provides the formalized structure for students to cohere learning across their classes in the Educational Studies Program.
ED 0211 Experiencing Scientific Inquiry. The course consists of a science strand and a practice strand. In the science strand, students experience inquiry first-hand as they investigate a series of everyday phenomena. These investigations give them an opportunity to look closely at materials and objects around them, to observe phenomena that they may not have noticed before, and to develop a deep understanding of density as an intensive property of matter. Students consider and evaluate models of matter that describe and explain phenomena such as diffusion, compression, and thermal expansion at the microscopic level. The practice strand introduces a model of investigation. Students analyze their experiences in the course and use four video cases (Grades 2, 4, 5, and 8) to make their understanding of inquiry more explicit. The case studies provide opportunities to think about what children do when engaged in inquiry and what teachers do to support their learning. Course is a blended face to face and online course.
ED 0212 Experiencing and Teaching Scientific Inquiry. The course consists of a science strand and a practice strand. Heat and Temperature are often confused with each other, and in this course, participants work to disentangle these related but fundamentally different concepts. They use probes to measure temperature change as they explore heat transfer in the environment around them. They use computer software to explore and explain thermal phenomena using the particulate theory of matter that depends on thinking of matter as composed of microscopic atoms and molecules. The practice strand addresses formative assessment, that is, classroom assessments that inform instruction. In their study of assessment participants: (a) develop skills for eliciting and interpreting scientific ideas held by students; (b) become familiar with research about children's science ideas; and (c) consider possible strategies to encourage further development of students' scientific understanding. During the course participants maintain a log documenting the evolution of their practices in the clinical setting and of their understanding of assessment for learning. Based on their learning, participants set goals for incorporating new formative assessment strategies into their practices. Course is a blended face to face and online course.
ED 0213 Responsive Teaching in Science. The course consists of a science strand and a practice strand. In this course participants tackle a sustained inquiry of how Earth's temperature is maintained by the flow of energy from the sun. This is a story about energy and equilibrium: a semester-long investigation of the global energy balance of Earth. Participants work with scientific models, maps, satellite images, and quantitative data. In hands-on investigations, they use physical models, light probes, temperature probes and spectroscopes to investigate light and its interaction with matter. Building on work with assessment from the previous course, participants come to understand formative assessment as an integral part of the teaching-learning process that takes place at each stage of scientific inquiry. They also learn to enlist their students and school colleagues as partners in formative assessment in order to move student learning forward. Course is a blended face to face and online course.
Recommendations: Consent. Summer 12 week summer session.
ED 0214 Resource-based Models of Learning in STEM Disciplines. Research on learning, across STEM disciplines, social sciences and humanities, tends to focus on misconceptions and developmental limitations, barriers students must overcome. This seminar focuses on models of productive intellectual resources - aspects of students' knowledge, reasoning abilities, inclinations that are beginnings of expertise.
ED 0215 How to Be an Antiracist STEM Educator. This is a 2 SHU seminar/study group offered through the Department of Education, sponsored by the Center for STEM Diversity and the Institute for Research on Learning and Instruction. The title is a reference to Kendi (2019), and the work will focus on identifying racist and antiracist policies, practices, and ideas related to college STEM education. Recommended for Graduate students in STEM disciplines who have teaching assignments and/or may have future interests in becoming STEM faculty.
ED 0221 First Year Seminar in School Psychology Practice. This seminar will focus upon the integration of content knowledge and skill development during students' initial observations and field experiences of school based practice. The development of culturally responsive practice is emphasized.
ED 0222 MSTE Proseminar. 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.
ED 0223 MSTE Proseminar. 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.
ED 0224 Theory and Research in Elementary and Middle School Mathematics Education. Students will analyze and discuss theories and research results on the development and learning of mathematical concepts and representations in early childhood and in the elementary school years. Main content areas to be examined are number, number systems, and problems in the fields of additive and multiplicative structures. Theories and models will focus on biological, constructivist, and socio-cultural approaches to mathematical learning and development. Spring.
ED 0225 Theory and Research in Elementary and Middle School. Students will analyze and discuss theories and research results on the development and learning of mathematical concepts and representations in the elementary and middle school years. Main content areas to be examined are integers, fractions, ratio, proportion, functions, and algebra. Theories and models will focus on biological, constructivist, and socio-cultural approaches to mathematical learning and development.
ED 0230 Foundations of Learning, Cognition, and Academic Intervention. This course will explore theories of cognitive development and learning and their relevance to education and academic interventions. Readings will compare and contrast biological, environmental, constructivist, information processing, and socio-cultural approaches to the analysis of learning and cognition from infancy to adolescence. Specific attention is given to reading development. Students are invited to evaluate approaches to academic interventions in school settings and the diverse needs of learners. The main goal of this course is to develop an understanding of the questions: what is learning? How does learning occur? And what can adults do to scaffold a child's cognitive development and learning?
ED 0231 Practicum in School Psychology. 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. Two courses. Prerequisite: consent
ED 0232 Practicum in School Psychology. 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. Two courses. Prerequisite: consent
ED 0236 School-Based Mental Health. 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.
ED 0237 Common Factors in Counseling: Initial Interviewing, Relationship Building, and Basic Clinical Skills. This course will consider multiple perspectives as possible frameworks for an integrative model of counseling in schools, including multicultural, relational, eco-systemic, and problem solving. Student practice will focus upon listening, establishing therapeutic relationships, interviewing skills, and developing the core facilitative conditions for positive change.
ED 0238 Advanced Approaches to Counseling: Cognitive Behavioral and Family Systems. The fundamental assumptions of assessing cognition for intervention with internalizing and externalizing problems with an emphasis on rational emotive behavioral approaches as a unified model. Further, empirically supported cognitive behavioral intervention modules for depression, anxiety, anger/aggression, and trauma in school settings will be focused upon.
ED 0241 Foundations and Contemporary Practices in Psychoeducational Assessment. This course will address the individualized academic assessment of children in schools. Three main areas of study will be focused upon in the context of a problem-solving framework: a) measurement statistics and principles of test construction; b) formal assessment measures through a review of standardized achievement tests; c) other assessment tools including informal techniques, criterion-based measures, RTI, and CBM. Students will learn to administer and interpret results from commonly used standardized tests of achievement within an ecological context, and to communicate these results in oral and written form. The link between assessment and intervention will be emphasized.
ED 0243 Assessment of Cognitive Abilities. 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.
ED 0244 Assessment and Intervention for Learning Problems in the Classroom. This course will further students' knowledge of learning disabilities focusing upon assessment, classification, identification, collaboration, and intervention planning within a problem-solving framework. Through field-based case studies, students will: a) enhance their assessment and intervention planning skills for students with learning problems; b) compare traditional and RTI models of identification and intervention planning; c) consider student learning problems within the broader contexts of schools, communities, and local and national policies.
ED 0245 Social and Emotional Development in Childhood and Adolescence. This course explores human growth and development over the lifespan, critically examining the ways in which relationships, identity, culture, cognition, and human biology interact to shape an individual. Developmental issues, beginning with attachment in infancy, social and emotional development in childhood, identity in adolescence and young adulthood, and vocational growth in young adulthood, are discussed. Students will draw on psychological, sociological, educational, literary, and artistic perspectives to scaffold their understanding of human development.
ED 0246 Social, Emotional, and Behavioral Assessment. This course provides an introduction to social, emotional, and behavioral assessment in children and adolescents. By employing different theoretical perspectives on development and using a variety of methods, including structured and semi-structured interviews, informant and self-reports, direct observation, and narrative and graphic techniques, students will gain experience in the systematic analysis of social/emotional/behavioral problems of childhood in an ecological context. Using case histories we will develop a problem-solving approach to defining referral questions, selecting assessment methods, analyzing results, and designing and evaluating interventions resulting in a comprehensive evaluation report with clear recommendations for intervention.
ED 0248 Clinical Psychopathology through Film. Study of clinical disorders using descriptive/phenomenological and psychodynamic approaches. Characters from contemporary film serve as naturalistic examples of psychopathological processes, including schizophrenia, mood disorders, character disorders, and substance abuse. A course in personality and some clinical experience are preferred, but not required.
ED 0249 Social Justice in Schools. This course will focus on social constructs as psychological variables and as factors in human development. Focus on social justice, multicultural, and cross-cultural considerations with emphasis on theory, research, and practice in mental health service.
ED 0252 Group Dynamics in Educational Settings. 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. Limited enrollment.
ED 0253 Biological Bases of Behavior and Learning. 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.
ED 0254 Developmental Psychopathology in Educational Settings. An ecological, multicultural, and developmental approach to understanding, assessing, diagnosing, and developing interventions for childhood psychopathology.
ED 0255 Professional Practice, Ethics, and the Law in School Psychology. Contemporary roles and functions of the psychologist in schools within the historical, ethical, and legal framework of the profession. Particular emphasis on systems level change and educational policy.
ED 0256 School-based Consultation. 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.
ED 0257 Advanced Internship in School Psychology. 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. Two courses. Prerequisite: Education 231, 232, and consent.
ED 0258 Advanced Internship in School Psychology. 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. Two courses. Prerequisite: Education 231, 232, and consent.
ED 0260 Seminar on Educational Issues. Analysis and discussion of research and theory related to education. The seminar will provide students the opportunity to discuss with researchers and other professionals topics of major interest in the field of education.
ED 0261 Internship Agency Counseling. No description at this time.
ED 0270 Intermediate Statistics for Educational Research. Explore ideas and concepts necessary to read research in education and preparation for educational research. Emphasis on choice of statistical tests, understanding statistical results, and making decisions based on research.
Recommendations: Introductory course in statistics.
ED 0271 Methods of Educational Research. No description at this time.
ED 0272 Teachers as Researchers. To the qualitative and quantitative approaches used in the conduct of educational research, with particular emphasis on teacher-as-researcher and participant-observer methods of analysis. A research project is required.
ED 0273 Seminar in Research Methods. Analysis of advanced qualitative and quantitative approaches used in the conduct of educational research. Topics will vary according to the interests of the seminar leader and participants.
ED 0274 Methods of Educational Research (School Psychology). An introduction to research methods employed in conducting and understanding educational and psychological research. Topics will cover quantitative and qualitative methods in single-subject and small group designs.
ED 0275 Seminar in Advanced School Psychology Research. 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.
Recommendations: ED 271
ED 0276 Internship. Guided experience in an approved educational setting with supervision. Each student is expected to work in an approved facility for at least 150 hours over the course of one or two semesters. Please contact the department for detailed information.
ED 0280 Teaching and Learning in the Museum. An introduction to theories and practices of visitor engagement in the free-choice and life-long learning environments of museums. Students explore learning styles and characteristics of various audiences, including families, teens, people with disabilities, early learners and adults, and consider their motivations, expectations and needs when in museums. Using learning theories, knowledge of audience, and museum objects, students experiment with a variety of strategies to scaffold and assess engagement. Guest speakers and field trips connect classroom experience to current issues and practices in the field.
ED 0281 Museum Education for K – 12 Audiences. 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.
ED 0282 Proseminar in Museum Interpretation. 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
ED 0284 Museum Practicum. (Cross-listed as FAH 289 and HIST 292). 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. Prerequisites: A minimum of three Museum Studies courses, one of which must be FAH/HIST/ED0285, must be completed before beginning the internship.
ED 0285 Museums Today: Mission and Function. (Cross-listed as HIST 285 and FAH 285). Museums in America are changing inside and out. New demands and expectations from various audiences - visitors, community, schools, donors - are challenging the way they organize their staffs, shape collections, and create exhibitions and programs. This course is an overview of the operations of museums in the 21st century. Topics include governance, planning, collecting, exhibitions, programming, technology, and finances. The course also examines some of the current issues challenging the field, such as the treatment of disputed cultural property, working with communities, and dealing with controversy. Fall.
ED 0286 Museums and Digital Media. Technology-based museum initiatives encourage creative exploration, independent interpretation, and improved audience reach in an engaging and entertaining way. They enable museums to enrich the visitor’s experience while extending the boundaries of the institution to diverse and distant constituencies all over the world. This course engages students in exploring the pedagogical, technical, legal, and financial issues of using state-of-the-art media resources in museum audience interactions. Students examine the role of technology in the museum today and learn to critique digital resources, plan interactive projects, and even produce their own multimedia products.
ED 0287 Museum Evaluation. Evaluation of the museum experience has advanced understanding of visitors and how they engage with our collections. Evaluation serves as a tool to make informed decisions about exhibit design and programs, and it allows us to communicate our impact to others. Students will learn the fundamentals of museum evaluation, from engaging stakeholders to articulating outcomes, selecting appropriate data collection methods to reporting on results. The course focuses on modeling of evaluative thinking and practices while exposing students to technology to support evaluation. Given these contemporary times, students will also tackle discussions of ethics in evaluation and the role of cultural competence.
ED 0290 Qualifying Paper I. No description at this time.
ED 0291 Special Topics. Guided individual study of an approved topic. One course or one-half course as arranged.
ED 0292 Special Topics. Guided individual study of an approved topic. One course or one-half course as arranged.
ED 0293 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 0294 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 0295 Thesis. Guided research on a topic that has been approved as a suitable subject for a master's thesis. Two courses.
ED 0296 Thesis. Guided research on a topic that has been approved as a suitable subject for a master's thesis. Two courses.
ED 0297 Doctoral Dissertation. Guided research on a topic that has been approved as a suitable subject for a doctoral dissertation.
ED 0298 Doctoral Dissertation. Guided research on a topic that has been approved as a suitable subject for a doctoral dissertation.
ED 0299 Qualifying Paper II. No description at this time.
ED 0401 Masters Continuation. Part-time. No description at this time.
ED 0402 Masters Continuation. Full-time. No description at this time.
ED 0405 Grad Teaching Assistant. No description at this time.
ED 0406 Grad Teaching Assistant. No description at this time.
ED 0501 Doctoral Continuation - Part Time. No description at this time.
ED 0502 Doctoral Continuation - Full Time. No description at this time.