(1-99) Primarily for Undergraduate Students

ED 10a Introduction to Teaching and Learning
[ ss ]

Open to all. Instructor permission required to enroll. Priority enrollment given to first year and Education students. Two credits of accompanying fieldwork are available for all students through ED 60a. This is required for students pursuing teacher licensure. Cannot be taken for credit by students who have previously taken ED 100a or ED 100b.

Examines classroom teaching, learning, curriculum, and assessment in the context of broader questions about the purposes and policies of schools and schooling. Through readings, analysis of video, and guided observations, students investigate classroom culture, student thinking, and curriculum standards. This introductory survey course gives a broad overview that provides a foundation for 100+ level courses in the Education Studies Teaching and Learning cluster. Usually offered every year.

ED 60a Education Supervised Fieldwork

Yields half-course credit. Open to all, but required for students pursuing teaching licensure.

This fieldwork course must be taken concurrently with an Education Studies course that specifically offers this option. Engaging in supervised fieldwork in a classroom or teaching and learning setting allows students to apply what they are learning in courses and apprentice themselves to experienced educators. This 2-credit course includes 90 hours that is a combination of fieldwork and assignments. Students generally spend 6-8 hours per week in a classroom setting. Usually offered every semester.

ED 75b Waltham Speaks: Multilingualism, Advocacy and Community
[ deis-us ss ]

Grounds community-engaged and service learning in Waltham within theoretical frameworks and practical skills from education and the social sciences. Educators (broadly speaking, in and beyond schools) integrate perspectives from history, policy, psychology, and sociology with teaching pedagogy. Through reflective, responsive, and empathetic learning, students will learn how English learner populations have shaped a community's organizations, schools, and identity. Waltham's school system and service organization leaders will teach students about their work in shaping a responsive and inclusive community. Through interviews, reflective essays, weekly discussions, and a semester-long service project, students will grow habits of mind and practical skills for work in education and beyond. Usually offered every year.

ED 89a Applied Learning Seminar and Internship
[ ss ]

Prerequisite: Instructor permission.

Education is a multidisciplinary field that brings together research, policy, and practice. This course offers a structured opportunity to apply classroom learning to self-directed, community based, or experiential learning. The seminar helps students locate their fieldwork in the broader context of other Education Studies coursework. It brings students together to learn from each other’s experiences in the field. Usually offered every year.

ED 92a Education Internship and Analysis

Usually offered every year.

ED 98a Individual Readings and Research in Education

Usually offered every year.

ED 98b Individual Readings and Research in Education

Yields half-course credit. Usually offered every year.

ED 99a Senior Thesis

Seniors who are candidates for degrees with honors in education studies must register for this course in their final semester and, under the direction of a faculty member, prepare an honors thesis on a suitable topic. Usually offered every semester.

ED 99b Senior Thesis

Prerequisite: Instructor permission. Students are expected to have completed ED 165a by the end of their junior year and prior to starting a senior thesis.

Seniors who are candidates for degrees with honors in education studies must register for this course in their final semester and, under the direction of a faculty member, prepare an honors thesis on a suitable topic. Usually offered every semester.

(100-199) For Both Undergraduate and Graduate Students

AMST/ED 120a History of Higher Education in the U.S.
[ deis-us ss ]

Explores the history of higher education in the United States from the nation's formation to the present. Readings outline the competing purposes Americans envisioned for colleges and universities, as well as student life, institutional access, and visions of the relationship between excellence and equity. The course explores patterns of inclusion and exclusion based on race, class, ethnicity, religion, and gender and how universities served as sites where class was produced and contested. Students explore the post-World War II democratization of American higher education, the politics of college admissions, and recent movements to make college more affordable. The course also raises questions about the power universities came to hold as centers of knowledge-making networks and universities as sites of political activism. Usually offered every third year.

AMST/ED 121a Education and Equity in Modern American History
[ deis-us ss ]

Focusing on educational inequities related to race, ethnicity, and socio-economic status, this course examines twentieth century American efforts to make schools more equal, and in the process to make the social, economic, and racial order more just and fair. The course focuses on the ways Americans have addressed three core questions: What is educational equity? What is the relationship between school desegregation and equalization? Can equal schools create an equal society? By exploring how Americans thought about and sought to institutionalize their answers to these questions, the course investigates the promise and pitfalls of treating schooling as an egalitarian tool. Usually offered every third year.

ED 101a Literacy, Literature, and Social Justice (Grades PK-6)
[ ss ]

Prerequisite: ED 10a, ED 100a, or ED 100b. Open to all, priority for Ed Studies and teacher licensure students. Two credits of accompanying fieldwork are available for all students through ED 60a. This is required for students pursuing licensure.

Focuses on principles and effective procedures for teaching reading strategies, writing process, and social studies in elementary classrooms. Students will study, practice, and reflect upon concepts in: writing development and assessment, reading comprehension strategies to meet needs of diverse learners, unit development via Understanding by Design pedagogy, and practice in teaching social studies in order to promote civic engagement and cultural awareness. Usually offered every year.

ED 101b Teaching Science and History for Social Change (Grades PK-6)
[ ss ]

Prerequisite: ED 10a, ED 100a, or ED 100b. Open to all, priority for Ed Studies and teacher licensure students. Two credits of accompanying fieldwork are available for all students through ED 60a. This is required for students pursuing licensure.

Focuses on principles and effective procedures for teaching elementary students inquiry-based science. Examines how art, creative drama, multicultural education, special education, and physical education affect teaching and learning. Usually offered every year.

ED 104a Pedagogy in the Disciplines: Teaching and Learning
[ ss ]

Prerequisite: ED 10a, ED 100a, or ED 100b. Open to all, priority for Ed Studies and teacher licensure students. Two credits of accompanying fieldwork are available for all students through ED 60a. This is required for students pursuing licensure.

Each year, this course focuses on the teaching of a specific discipline or subject area: English, History, Math, or Science. Subject area foci rotate every third year. Usually offered every fall semester.

ED 105a Structure, Concepts, and Best Practices in Mathematics: Elementary
[ ss ]

Prerequisite: ED 10a, ED 100a, or ED 100b. MATH 3a is recommended but not required. Open to all, priority for Ed Studies and teacher licensure students. Two credits of accompanying fieldwork are available for all students through ED 60a. This is required for students pursuing licensure.

Current research, strategies, and philosophies in and about the learning and teaching of mathematics in elementary classrooms. Emphasizes understanding the important math concepts, best practices, and class structures that all help to build a solid and positive learning experience for all students. Usually offered every year.

ED 110a Classroom Teaching Practicum

Prerequisites: Pre-practicum coursework and fieldwork at two different sites and advisor approval. Required for Massachusetts teaching license. Minimum 300 hours of supervised classroom teaching, assignments, and licensure documentation. Taken concurrently with ED89a, internship course and includes minimum 100 hours of full responsibility for classroom teaching.

Supervised teaching internship designed to help connect theory and practice. Students gradually build proficiency in teaching, adding responsibilities and skills over time. Students have guided opportunities to observe, plan, and teach core subjects, to manage classrooms, to get to know students and families, and to participate fully in the life of the school. Interns receive regular mentoring from school and university personnel. Usually offered every spring.

ED 114a Family Engagement in Schools
[ deis-us ss ]

Examines various conceptualizations for family engagement in U.S. schools and how a range of actors, entities, and conditions shape the experiences that families have in schools. This seminar course also analyzes key sociohistorical conditions that shape the reproduction and contestation of inequities for families in U.S. schools. Usually offered every year.

ED 125a Special Education, Teaching for Inclusion

Yields half-course credit. Open to all, priority for Ed Studies and teacher licensure students. Two credits of accompanying fieldwork are available for all students through ED 60a. This is required for students pursuing teacher licensure. May not be taken for credit by students who took ED 125f in prior years.

Participants in this course will explore characteristics of students with who have moderate disabilities and learn how these students' learning can be supported. Participants will be introduced to the laws, technologies, and school structures that pertain to special education. They will practice analyzing, preparing, implementing, and evaluating Individualized Education Plans (IEPs). Usually offered every year.

ED 144a Look Who’s Talking: Student Voice and Classroom Discourse

Open to all, priority for Ed Studies and teacher licensure students. Two credits of accompanying fieldwork are available for all students through ED 60a. This is required for students pursuing teacher licensure.

Teaching is about students, who they are, how they learn, and what they bring to the classroom, that is: their funds of knowledge. While traditional teaching uses a "banking model" in which teachers “deposit” information into students’ empty brains; this course reimagines what that bank would look like if students were the ones with the funds. In this course, participants practice classroom structures in which students, rather than teachers, do the bulk of the intellectual work. The course examines the small interactions in classrooms (micro) to understand big ideas about education (macro).

ED 145a Equity and Assessment

Open to all, priority for Ed Studies and teacher licensure students. Two credits of accompanying fieldwork are available for all students through ED 60a. This is required for students pursuing teacher licensure.

Explores how teachers can create classrooms in which students can feel engaged and empowered by assessment practices that “differentiate” to students’ strengths and build their skills. This course redefines and reimagines assessment, which too often is conflated with ‘testing’ and linked to educational inequity. The course explores how teachers can create collaborative, supportive classroom environments in which students feel emboldened to take academic risks that help them grow as learners.

ED 150b Purpose and Politics of Education
[ deis-us ss wi ]

Focuses on the United States and introduces students to foundational questions in the interdisciplinary field of Education Studies. We explore competing goals Americans have held for K-12 and post-secondary education and ask how these visions have (or have not) influenced school, society, and educational policy. We pay particular attention to educational stratification; localism; segregation; privatization; and the relationship between schooling and equality. Usually offered every year.

ED 155b Education and Social Policy
[ oc ss ]

Examines the various functions that schools perform in a community, with special attention to the intended and unintended consequences of contemporary policies such as special education, desegregation, charter schools, and the standards/accountability movement. Usually offered every second year.

ED 161b Religious Education in America
[ hum oc ]

No principle stands more sacred in American public education than separation of Church and state. Public schools pride themselves as neutral playing fields when it comes to matters of religion. But this position belies a more complicated history. American public schools were initially founded by protestant leaders concerned with an influx of non-protestant immigrants during the middle of the 19th century. Indeed, despite lip service to ideas like separation of Church and state, American educational leaders long saw schools as a vehicle for promoting a Protestant inflected American culture. This course begins from the premise that American education and American religion have always existed in relationship. Religious groups have sometimes tried to use the public schools as vehicles to advance their religion, sometimes, they have created supplemental schools, and sometimes they have created whole parallel school systems. But in all cases, education and religion in American are intertwined. This course asks when education is religious and when religion is educational. It examines a series of case studies drawn from different faith communities including Judaism, Evangelical Christianity, Catholicism, and Islam. Usually offered every second year.

ED 163b Creativity and Caring
[ ss ]

Explores "creativity" and "caring," significant human capacities, and their relationship. Drawing on developmental and social psychology, we ask: How do they develop? What affects our being creative and caring? How can educators promote these? Usually offered every year.

ED 165a Reading (and Talking Back to) Research on Education
[ dl oc ss ]

Open to education studies majors only.

In this required capstone course for education studies majors, students will review quantitative and qualitative research through disciplinary lenses. Students pursue some topic of inquiry by either reviewing and synthesizing educational research, or conducting some empirical research. Usually offered every year.

ED 170a Race, Power, and Urban Education
[ deis-us oc ss wi ]

Examines the nature of urban schools, their links to the social and political context, and the perspectives of the people who inhabit them. Explores the historical development of urban schools; the social, economic, and personal hardships facing urban students; and challenges of urban school reform. Usually offered every year.

ED 172a Critical Race Theory and Education
[ ss ]

Explores racial stratification as it pertains to public education in the United States. Examining Critical Race Theory as a foundation, the readings and activities in this seminar will provide not only a background to the theory but will expose how the theory has and can be applied to educational disparities. The publications of legal scholars will serve as the anchor texts from which we will deepen our understanding of applications in the education field. Using an interdisciplinary approach, the course activities require a synthesis of scholarship beyond critique and toward intellectually creative manifestations. Special one-time offering, fall 2023.

ED 173b The Psychology of Love: Education for Close Relationships
[ ss ]

Students will be selected after the submission of a sample of writing on adult loving relationships.

What is love? How does it develop? How do psychologists study how people think, feel and behave in close relationships? These questions will guide our inquiry and inform our guiding question: how can we educate young people to better care for their friends, lovers and intimates? Usually offered every year.

ED 175a Teaching Multilingual Learners

Yields half-course credit. Open to all, priority for Ed Studies and teacher licensure students. Two credits of accompanying fieldwork are available for all students through ED 60a. This is required for students pursuing licensure. May not be taken for credit by students who took ED 175f in prior years.

Examines the intersection of culture and language and the process of second language acquisition. Participants will discuss specific issues confronting bilingual students, including testing, family involvement, and a variety of challenges facing children who enter the American elementary, middle or high schools. Though the study of cases, classrooms, and children, participants will observe, analyze, and reflect upon the teaching and learning of English Learners. Participants will analyze linguistic and cultural demands of lessons and become familiar with instructional strategies for teaching English Learners. Usually offered every year.

ED 175f Teaching Multilingual Learners

Yields half-course credit. Open to all, priority for Ed Studies and teacher licensure students. Two credits of accompanying fieldwork are available for all students through ED 60a. This is required for students pursuing licensure. May not be taken for credit by students who took ED 175a in prior years.

Examines the intersection of culture and language and the process of second language acquisition. Participants will discuss specific issues confronting bilingual students, including testing, family involvement, and a variety of challenges facing children who enter the American elementary, middle or high schools. Though the study of cases, classrooms, and children, participants will observe, analyze, and reflect upon the teaching and learning of English Learners. Participants will analyze linguistic and cultural demands of lessons and become familiar with instructional strategies for teaching English Learners. Usually offered every year.

ED 192a Education Internship and Analysis

Usually offered every year.

ED/HRNS 168a Summer Camp: The American Jewish Experience

How did American summer camps evolve? How did Jews appropriate this form for their communal needs? How did leadership develop and what are the pressing issues of today? These questions will be examined from historical, educational, and managerial perspectives. Usually offered every second year.

ED/NEJS 170b Inside Jewish Education: Language, Literacy, and Reading
[ hum ]

Combines autobiography, classroom videotapes, curriculum investigation and fieldwork to explore the purposes, practices and effects of contemporary Jewish education in its many forms and venues. Usually offered every other year.

(200 and above) Primarily for Graduate Students

ED 201a Power, Privilege, and Position in Schools

Open only to MAT students.

Explores philosophical, sociological, historical, and political contexts of schools in the United States, including legal issues and concerns, teaching concerns, and current issues and trends. Emphasizes curriculum theory and the link between the developing child and instruction. Usually offered every summer.

ED 202a Learning, Identity, and Development
[ ss wi ]

Open only to MAT students.

How do children learn? Topics in this survey course include models of learning, cognitive and social development, creativity, intelligence, character education, motivation, complex reasoning, and learning disabilities. Course methods include contemporary research analyses, case studies, group projects, short lectures, and class discussions.

ED 206a Special Education, Teaching for Inclusion II

Yields half-course credit.

Participants learn to design or modify curriculum, instructional materials, and general education classroom environments to facilitate a more successful learning experience for students who have moderate disabilities. They will become increasingly familiar with the range of services provided to these students. They will learn to administer, score and interpret tests, and compile diagnostic reports. This course builds on ED 205a. Usually offered every year.

ED 211a Classroom Teaching Practicum I

Open only to MAT students.

Supervised teaching internship designed to connect theory and practice. Students gradually build proficiency in teaching, adding responsibilities and skills over time. Students have guided opportunities to observe, plan, and teach core subjects, to manage classrooms, to get to know students and families, and to participate fully in the life of the school. Interns receive regular mentoring from school and university personnel. Topics include skills/content in classroom management, educator professionalization, teaching for social justice, and teaching students with moderate disabilities. Usually offered every fall.

ED 213a Supplemental Practicum Internship: Alternative Classroom Context

Open only to MAT students.

MAT students complete a five-week, full-time (5 days/week; 150 hour) mentored internship in a K-12 setting that differs from that of their full-year student-teaching internship placement. MATs teach, assist, and observe, per the mentor's direction and complete activities connected to the Massachusetts teaching standards: planning well-structured lessons, adjusting to practice, meeting diverse needs, creating a safe learning environment, supporting high expectations, and engaging in reflective practice. Usually offered every year.

ED 213b Supplemental Practicum Internship: ESL or Special Education

Yields six semester-hour credits. Open only to MAT students. Additional course fee applies.

Designed for students in the Master of Arts in Teaching Program who are considering applying for an additional teaching license in either 1) teaching students who have moderate disabilities (special education), or 2) teaching students who are English Learners (ESL). To supplement their full year student teaching internship (practicum), MATs complete a five week, full-time (5 days/week; approximately 150 hour) mentored internship in a k-12 classroom, tied to their additional license area. Students also attend workshops and complete assignments tied to the internship. Licensure is granted by the Massachusetts Department of Elementary and Secondary Education (DESE); see the DESE website for additional requirements including tests. Usually offered every year.

ED 214a Reflective Teaching Seminar I

Open only to MAT students.

A weekly seminar closely coordinated with the Field Internship ED 211A. Students explore and evaluate approaches to classroom organization and management, instructional planning, and assessment. They form habits of critical colleagueship and develop skills to study their teaching and their students' learning. Students also assemble a teaching portfolio that documents their learning in relation to program standards. Usually offered every fall.

ED 215a Reflective Teaching Seminar II

Open only to MAT students.

A weekly seminar closely coordinated with the Field Internship ED 212A. Students explore and evaluate approaches to classroom organization and management, instructional planning, and assessment. They form habits of critical colleagueship and develop skills to study their teaching and their students' learning. Students also assemble a teaching portfolio that documents their learning in relation to program standards. Usually offered every spring.

ED 216a Teacher Research I: Principles, Methods, and Design

Yields half-course credit.

Students design and carry out a systematic investigation addressing a question or problem arising in their practice. Students explore principles and methods of classroom-based research and review examples of published teacher research. They formulate research questions, design a study, review relevant literature, and begin data collection. Usually offered every year.

ED 217a Teacher Research: Analysis and Publication

Yields half-course credit.

Students design and carry out a systematic investigation addressing a question or problem arising in their practice. Students complete their data collection and analysis and write up their findings to share with the public. At the conclusion of the program, students present their research to peers, colleagues, and the broader education community. Usually offered every year.

ED 221b Readings in Education

Usually offered every year.

ED 231a Elementary Teaching & Learning I

Introduces a series of courses focused on the principles and effective procedures for teaching in elementary school. Lays the groundwork for essential theory and practice in elementary teaching. Focuses on literacy development and the foundations of reading. Primarily for students beginning the Master of Arts in Teaching, Elementary Education.

ED 234a Elementary Teaching & Learning IV

Culmination of a series of courses focused on the principles and effective procedures for teaching in elementary school. Taken in conjunction with a full-time student-teaching internship. Participants will study, practice, and reflect on strategies to support diverse learners, including: integrating the arts and forming interdisciplinary connections. Primarily for students concluding the Master of Arts in Teaching, Elementary Education.

ED 241a Pedagogy in the Disciplines I

Open only to students in the Master of Arts in Teaching.

ED 243a Pedagogy in the Disciplines III

Open only to students in the Master of Arts in Teaching.

ED 243f Pedagogy in the Disciplines III

Open only to students in the Master of Arts in Teaching.

ED 245f Student Engagement and Equitable Assessment

This course continues the work on student engagement begun in ED 244. It explores how teachers can create classrooms in which students can feel engaged and empowered by assessment practices that “differentiate” to students’ strengths and build their skills. This course redefines and reimagines assessment, which too often is conflated with ‘testing’ and linked to educational inequity. The course explores how teachers can create collaborative, supportive classroom environments in which students feel emboldened to take academic risks that help them grow as learners. Taken in conjunction with ED 211 Classroom Teaching Practicum. Primarily for students pursuing the Massachusetts teaching license in secondary education, either through the MAT program or seniors in the Teacher Education minor.

ED 251 Leadership, Authority, and School Change

Yields three semester-hour credits.

Focuses on a developmental model of teacher development, instructional and institutional leadership in schools, modeling and building of professional learning communities, and reflections on the challenges and opportunities of teacher leadership. Usually offered every second year.

ED 253 Understanding and Improving Classroom Teaching and Learning

Yields three semester-hour credits.

Focuses on the theory and practice of becoming an instructional leader. Participants will experience and then practice key leadership skills which can support their work with individual teachers and with groups. Usually offered every year.

ED 256 Core Practices of Teacher Leadership

Prerequisites: ED 253 and ED 258. Yields three semester-hour credits.

Enables students to learn core practices to support their work as teacher leaders in their schools and to use a collaborative online space to gain feedback on their teacher leadership initiatives. Usually offered every year.

ED 258 School Organization, Culture, and Change

Yields three semester-hour credits. Enrollment limited to participants in the Teacher Leadership program.

Lays a conceptual and practical foundation for assuming responsibilities related to improving instruction as well as the overall functioning of the school as a learning environment for both teachers and students. Usually offered every year.

ED 259 Using Data to Drive School Change

Yields three semester-hour credits.

Strengthens students' understandings and skills related to curriculum and assessment and provides a collaborative online space for feedback and problem solving related to their teacher leader initiatives. Usually offered every second year.

ED 285 Action Research for Teacher Leaders

Yields three semester-hour credits. Enrollment limited to participants in the Teacher Leadership program.

Teacher leaders learn how to be practitioners who bring an inquiry stance to document efforts to strengthen teaching and learning in their schools. Masters students develop a research plan, review relevant literature, and collect and analyze data. Usually offered every year.

ED 286 Inquiry as Professional Development

Yields three semester-hour credits. Enrollment limited to participants in the Teacher Leadership program.

Enables teacher leaders to develop their inquiry stance so that they can find the best ways to foster teacher learning in service of student learning and asses the effects. Usually offered every year.

ED 291 Principles and Practices of Professional Development

Prerequisites: ED 253, ED 258 and ED 259. Corequisite: ED 251. Yields three semester-hour credits. Enrollment limited to participants in the Teacher Leadership program.

Examines the central focus of teacher leadership-- working with colleagues to improve the quality of instruction in schools. This course will deepen your skills as an observer of teaching and learning, a mentor to novice teachers, a practitioner of action research and a leader of professional learning. Usually offered every year.

ED 294 Experiential Teacher Leadership Practicum

Prerequisites: ED 253 and ED 258. Corequisite: ED 256 or ED 259. Yields three semester-hour credits. Enrollment limited to participants in the Teacher Leadership program.

Enables teacher leaders, working with their coaches, to learn key skills and tools to support their teacher leader initiatives and the development of their new professional identity as a teacher leader. Usually offered every semester.

ED 298a Independent Study

ED/HRNS 390a Independent Study

ED/HRNS 391a Independent Study

Yields half-course credit.

ED/HRNS 391f Independent Study

Half-semester course. Yields half-course credit.

ED Digital Literacy

ED 165a Reading (and Talking Back to) Research on Education
[ dl oc ss ]

Open to education studies majors only.

In this required capstone course for education studies majors, students will review quantitative and qualitative research through disciplinary lenses. Students pursue some topic of inquiry by either reviewing and synthesizing educational research, or conducting some empirical research. Usually offered every year.

ED Oral Communication

ANTH 61b Language in American Life
[ deis-us oc ss ]

Examines both language-in-use and ideas about language varieties in the United States from an anthropological perspective. Explores how language-in-use emerges from and builds relationships, social hierarchies, professional authority, religious experience, dimensions of identity such as gender and race, and more. Usually offered every second year.

ED 155b Education and Social Policy
[ oc ss ]

Examines the various functions that schools perform in a community, with special attention to the intended and unintended consequences of contemporary policies such as special education, desegregation, charter schools, and the standards/accountability movement. Usually offered every second year.

ED 161b Religious Education in America
[ hum oc ]

No principle stands more sacred in American public education than separation of Church and state. Public schools pride themselves as neutral playing fields when it comes to matters of religion. But this position belies a more complicated history. American public schools were initially founded by protestant leaders concerned with an influx of non-protestant immigrants during the middle of the 19th century. Indeed, despite lip service to ideas like separation of Church and state, American educational leaders long saw schools as a vehicle for promoting a Protestant inflected American culture. This course begins from the premise that American education and American religion have always existed in relationship. Religious groups have sometimes tried to use the public schools as vehicles to advance their religion, sometimes, they have created supplemental schools, and sometimes they have created whole parallel school systems. But in all cases, education and religion in American are intertwined. This course asks when education is religious and when religion is educational. It examines a series of case studies drawn from different faith communities including Judaism, Evangelical Christianity, Catholicism, and Islam. Usually offered every second year.

ED 165a Reading (and Talking Back to) Research on Education
[ dl oc ss ]

Open to education studies majors only.

In this required capstone course for education studies majors, students will review quantitative and qualitative research through disciplinary lenses. Students pursue some topic of inquiry by either reviewing and synthesizing educational research, or conducting some empirical research. Usually offered every year.

ED 170a Race, Power, and Urban Education
[ deis-us oc ss wi ]

Examines the nature of urban schools, their links to the social and political context, and the perspectives of the people who inhabit them. Explores the historical development of urban schools; the social, economic, and personal hardships facing urban students; and challenges of urban school reform. Usually offered every year.

LING 197a Language Acquisition and Development
[ dl oc ss ]

Open to all students.

The central problem of first language acquisition is to explain what makes this formidable task possible. Students will learn about the acquisition and development of phonology, morphology, syntax, and semantics in child language. Additional topics to be covered include the brain and language development, experimental methods for evaluating the linguistic knowledge of children, second-language acquisition, bilingualism, and heritage language and heritage speakers.The overall goal is to arrive at a coherent picture of the language learning process. Usually offered every second year. 

PSYC 36b Adolescence and the Transition to Maturity
[ oc ss ]

Prerequisite: PSYC 10a.

Examines the core issues (identity, intimacy, sexuality, spirituality, etc.) that define development during adolescence and the transition to young adulthood. Heavy emphasis is placed on integrating research and theory in understanding adolescence and young adulthood. Usually offered every year.

THA 138b Creative Pedagogy
[ ca oc ]

Explores the individual discovery in human creativity and how this journey impacts the quality and inclusivity of teaching and learning both inside and outside of educational spaces. Students will dig into their own educational experiences and their relationship to creativity in this creativity-engaged space. Using the theoretical stages of creativity, students read research, reflect on their own experiences, try new creative endeavors, and engage in creative collaboration with others with the lens towards inspiring and supporting learning. Students are asked in the course to expand their own creative reach and risk-taking capabilities. Usually offered every second year.

ED Writing Intensive

ED 150b Purpose and Politics of Education
[ deis-us ss wi ]

Focuses on the United States and introduces students to foundational questions in the interdisciplinary field of Education Studies. We explore competing goals Americans have held for K-12 and post-secondary education and ask how these visions have (or have not) influenced school, society, and educational policy. We pay particular attention to educational stratification; localism; segregation; privatization; and the relationship between schooling and equality. Usually offered every year.

ED 170a Race, Power, and Urban Education
[ deis-us oc ss wi ]

Examines the nature of urban schools, their links to the social and political context, and the perspectives of the people who inhabit them. Explores the historical development of urban schools; the social, economic, and personal hardships facing urban students; and challenges of urban school reform. Usually offered every year.

ED 202a Learning, Identity, and Development
[ ss wi ]

Open only to MAT students.

How do children learn? Topics in this survey course include models of learning, cognitive and social development, creativity, intelligence, character education, motivation, complex reasoning, and learning disabilities. Course methods include contemporary research analyses, case studies, group projects, short lectures, and class discussions.

ED Education, Equality and Social Change

AAAS 170a Black Childhoods
[ deis-us ss ]

Explores historical experiences of growing up black in America. We will examine the role of race in shaping experiences and meanings of childhood from slavery to the present day, including studies of black girlhood and boyhood. Usually offered every second year.

AMST 150a The History of Childhood and Youth in America
[ ss ]

Examines history, cultural ideas, and policies about childhood and youth, as well as children's literature, television, and other media for children and youth. Includes an archival-based project on the student movement in the 1960s. Usually offered every second year.

AMST 180b Topics in the History of American Education
[ deis-us ss ]

Examines major themes in the history of American education, including the development of schools; changing ideas about education; the quest for equity and inclusion; the place of religion; the role of the media, and efforts at reform, privatization, and corporatization. Usually offered every second year.

AMST/ED 120a History of Higher Education in the U.S.
[ deis-us ss ]

Explores the history of higher education in the United States from the nation's formation to the present. Readings outline the competing purposes Americans envisioned for colleges and universities, as well as student life, institutional access, and visions of the relationship between excellence and equity. The course explores patterns of inclusion and exclusion based on race, class, ethnicity, religion, and gender and how universities served as sites where class was produced and contested. Students explore the post-World War II democratization of American higher education, the politics of college admissions, and recent movements to make college more affordable. The course also raises questions about the power universities came to hold as centers of knowledge-making networks and universities as sites of political activism. Usually offered every third year.

AMST/ED 121a Education and Equity in Modern American History
[ deis-us ss ]

Focusing on educational inequities related to race, ethnicity, and socio-economic status, this course examines twentieth century American efforts to make schools more equal, and in the process to make the social, economic, and racial order more just and fair. The course focuses on the ways Americans have addressed three core questions: What is educational equity? What is the relationship between school desegregation and equalization? Can equal schools create an equal society? By exploring how Americans thought about and sought to institutionalize their answers to these questions, the course investigates the promise and pitfalls of treating schooling as an egalitarian tool. Usually offered every third year.

AMST/LGLS 141b Juvenile Justice: From Cradle to Custody
[ deis-us djw ss ]

After an overview of the basics of juvenile justice in the United States, this course examines the realities and remedies for the cradle-to-prison pipeline, analyzing this pattern from the perspectives of law, society, and economics, tracing the child's experience along that path, and exploring creative public solutions. Usually offered every second year.

EBIO 33b Participatory Science: Bridging Science, Education, and Advocacy
[ sn ss ]

Citizen science (the public generation of science knowledge) from both a practical (through direct participation in research) and theoretical application will be explored as the basis for examining how research, scientific literacy, education, and advocacy projects are complementary. Usually offered every second year.

ECON 59b The Economics of Education
[ ss ]

Prerequisite: ECON 2a or ECON 10a.

An introduction to economic analysis of the education sector. Topics include the concept of human capital, private and social return on investment in education, cost-benefit analysis of special educational programs, and issues in the financing of education. Usually offered every second year.

ED 155b Education and Social Policy
[ oc ss ]

Examines the various functions that schools perform in a community, with special attention to the intended and unintended consequences of contemporary policies such as special education, desegregation, charter schools, and the standards/accountability movement. Usually offered every second year.

ED 161b Religious Education in America
[ hum oc ]

No principle stands more sacred in American public education than separation of Church and state. Public schools pride themselves as neutral playing fields when it comes to matters of religion. But this position belies a more complicated history. American public schools were initially founded by protestant leaders concerned with an influx of non-protestant immigrants during the middle of the 19th century. Indeed, despite lip service to ideas like separation of Church and state, American educational leaders long saw schools as a vehicle for promoting a Protestant inflected American culture. This course begins from the premise that American education and American religion have always existed in relationship. Religious groups have sometimes tried to use the public schools as vehicles to advance their religion, sometimes, they have created supplemental schools, and sometimes they have created whole parallel school systems. But in all cases, education and religion in American are intertwined. This course asks when education is religious and when religion is educational. It examines a series of case studies drawn from different faith communities including Judaism, Evangelical Christianity, Catholicism, and Islam. Usually offered every second year.

ED 170a Race, Power, and Urban Education
[ deis-us oc ss wi ]

Examines the nature of urban schools, their links to the social and political context, and the perspectives of the people who inhabit them. Explores the historical development of urban schools; the social, economic, and personal hardships facing urban students; and challenges of urban school reform. Usually offered every year.

ED 172a Critical Race Theory and Education
[ ss ]

Explores racial stratification as it pertains to public education in the United States. Examining Critical Race Theory as a foundation, the readings and activities in this seminar will provide not only a background to the theory but will expose how the theory has and can be applied to educational disparities. The publications of legal scholars will serve as the anchor texts from which we will deepen our understanding of applications in the education field. Using an interdisciplinary approach, the course activities require a synthesis of scholarship beyond critique and toward intellectually creative manifestations. Special one-time offering, fall 2023.

ED 175a Teaching Multilingual Learners

Yields half-course credit. Open to all, priority for Ed Studies and teacher licensure students. Two credits of accompanying fieldwork are available for all students through ED 60a. This is required for students pursuing licensure. May not be taken for credit by students who took ED 175f in prior years.

Examines the intersection of culture and language and the process of second language acquisition. Participants will discuss specific issues confronting bilingual students, including testing, family involvement, and a variety of challenges facing children who enter the American elementary, middle or high schools. Though the study of cases, classrooms, and children, participants will observe, analyze, and reflect upon the teaching and learning of English Learners. Participants will analyze linguistic and cultural demands of lessons and become familiar with instructional strategies for teaching English Learners. Usually offered every year.

ED 175f Teaching Multilingual Learners

Yields half-course credit. Open to all, priority for Ed Studies and teacher licensure students. Two credits of accompanying fieldwork are available for all students through ED 60a. This is required for students pursuing licensure. May not be taken for credit by students who took ED 175a in prior years.

Examines the intersection of culture and language and the process of second language acquisition. Participants will discuss specific issues confronting bilingual students, including testing, family involvement, and a variety of challenges facing children who enter the American elementary, middle or high schools. Though the study of cases, classrooms, and children, participants will observe, analyze, and reflect upon the teaching and learning of English Learners. Participants will analyze linguistic and cultural demands of lessons and become familiar with instructional strategies for teaching English Learners. Usually offered every year.

ENG 131b Decolonial Pedagogy
[ deis-us djw hum ]

Familiarizes students in the humanities, social sciences and public policy with an important strain of pedagogical theory, what Brazilian pedagogue Paulo Freire called 'education as the practice of freedom.' Topics will include diversity, equity and inclusion; embodied teaching and learning; authority, or the lack thereof; grading and assessment; and teaching reading and writing. Special one-time offering, fall 2020.

HSSP 192b Sociology of Disability
[ ss ]

In the latter half of the twentieth century, disability has emerged as an important social-political-economic-medical issue, with its own distinct history, characterized as a shift from "good will to civil rights." Traces that history and the way people with disabilities are seen and unseen, and see themselves. Usually offered every year.
Steve Gulley

LGLS 137a Knowledge and Punishment
[ hum ]

Embarks on a thought-provoking journey to deepen participants’ understanding of how laws and punishments intricately shape our learning processes and define societal acceptability. This course offers a comprehensive exploration of the legal frameworks that influence our educational systems, shedding light on the subtle ways in which consequences, whether doctrine or unintended, mold our perceptions of what is deemed appropriate. Special one-time offering, spring 2025.

SOC 104a Sociology of Education
[ deis-us ss ]

Examines the role of education in society, including pedagogy, school systems, teacher organizations, parental involvement, community contexts, as well as issues of class, race, and gender. Usually offered every third year.

SOC 113b Sociology of Race and Racism
[ deis-us ss ]

Provides an introduction to the study of race and racism and focuses on specific socio-historical issues surrounding racial inequality in the United States. A variety of media to examine topics such as the institutionalization of white privilege, the social construction of "otherness", racial formation processes, and racial segregation are used" Usually offered every third year.

WGS 151a The Social Politics of Sexual Education
[ deis-us ss ]

Covers the history and sociocultural politics of sexual education in the Global North with a strong focus on the U.S. Using queer, feminist, disability, and race theory, it examines what shapes "sex" and "education." Usually offered every third year.

ED Teaching and Learning In and Outside of Schools