FOUNDATIONS OF EDUCATION

EDUCATIONAL FOUNDATIONS

Introduction to the psychological, philosophical, sociological, and historical foundations of education as way to understand what education is, how education has become what it is, and to envision what education should be.

• MW 2:40 p.m.-3:55 p.m.
• TR 1:10 p.m.-2:25 p.m.
• Instructor: Nora M Gross
  Info
• Instructor: Fawziah Qadir
  Info
• 4 points

EDUC FOUNDATIONS - DISC

• F 10:10 a.m.-11 a.m.
• Instructor: Nora M Gross
  Info
• Instructor: Fawziah Qadir
  Info
• Instructor: Nora M Gross
  Info
• Instructor: Fawziah Qadir
  Info
• 0 points

INCLUSIVE APPROACHES TO TEACHING LITERAC

LITERACY: THEORY & PRACTI

This seminar engages students in an exploration of how schools prepare students to be literate across multiple subject areas. Engaging students with theory and practice, we will look at how students learn to read and write, considering approaches for literacy instruction from early childhood through adolescence. Understanding that schools are required to meet the needs of diverse learners, we will explore literacy instruction for K-12 students with special needs, multilingual learners, and students from diverse cultural backgrounds. This course requires 60 hours of clinical experience (fieldwork).

• T 9 a.m.-11:50 a.m.
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 4 points

EDUC POLICY: NYC & CLIMATE/COVID CRISIS

CONTEMPORARY ISSUES IN ED

This course is designed to provide students with a deeper understanding of the processes, players, and purposes of educational policy.  It asks us to consider and reconsider the ways that we generally conceptualize educational policy from idea to implementation. Rather than taking a content-specific approach where we might study different forms of educational policy, such as language policy, school choice, and special education, I have designed the course to think collectively and deeply about the long-arc of injustice, inequity, possibility, and resistance from historical redlining to the climate/covid crisis as well as the actors who create, revise, and sustain educational policy in formal and informal educational spaces. As we do this, we will be asking you to think about a particular content area and how we might reimagine the policies in this area as we face the multipronged crisis of a planet that is burning amidst a global pandemic. While much of the reading is centered in the United States, we encourage you to think broadly about the global impact that educational policy has on the lives of educators, families, and youth and how these policies have the power to both replicate and dismantle inequities in our world.

 

Learning Objectives


Students will understand how to critique and use both qualitative and quantitative methods in policy research and policy writing.

Students will be able to assess the strengths and limitations of different media sources, policy reports, academic scholarship, journalism articles, opinion pieces, documentary films, etc. and think critically about the media that they want to employ in their final project.

Students will generate a policy brief that outlines a policy problem and generates a research-based solution.

• R 10:10 a.m.-noon
• Instructor: Erika Kitzmiller
  CULPA: 1 h-index: 3 Info
• 4 points

Ethnographies of Youth Confinement, Cons

Youth Constraint & Resist

Being young can often mean being (or feeling) powerless, particularly within the large
institutions that structure youth’s lives. Couple this with experiences of marginalization due to
race, class, gender, or other social identities, and young people may experience profound
constraints in their choices or pathways. At the same time, youth – both individually and in
groups – often develop strategies to resist these sources of literal and figurative confinement to
seek out dignity, joy, and justice. Using sociological and ethnographic texts as our foundation,
this course will explore the way experiences of confinement and constraint show up in the lives
of young people, particularly as they move through educational institutions – and how youth
work to resist those forms of subordination.

In the first half of the semester, we will focus on policing and prisons and examine the ways
schools play a role in funneling youth into different forms of confinement. In the second half of
the semester, we will investigate college and college preparatory contexts in an effort to
understand the ways they may constrain opportunities by creating or foreclosing particular
pathways for students’ futures. Throughout the semester, we will emphasize the role of socially
constructed identity categories – race, gender, class, in particular, as well as the category of
youth itself – in these processes of confinement and constraint. We will also highlight youth and
community practices of resistance against these social and institutional forces. Along the way,
we will consider (and practice) the affordances and limitations of ethnography as a mode of
social research for studying confinement, constraint, and practices of resistance in educational
contexts.

LEARNING OBJECTIVES
Through this course, students will:

● Use a range of sociological, ethnographic, and multimodal texts to analyze youth’s
experiences of confinement, constraint, and resistance (expansively defined) and the
ways they play out in different institutional, educational, and social contexts.
● Explore the methodological approach of ethnography – its affordances, challenges, and
some of the major dilemmas in the field – and practice it by conducting a series of
scaffolded ethnographic projects.
● Write for multiple purposes, including exploratory and dialogic writing shared with peers

• W 10:10 a.m.-noon
• Instructor: Nora M Gross
  Info
• 4 points

GENDER, SEXUALITY, AND SCHOOL

GENDER SEXUALITY AND SCHOOL

Broadly, this course explores the relationship between gender, sexuality, and schooling across national contexts. We begin by considering theoretical perspectives, exploring the ways in which gender and sexuality have been studied and understood in the interdisciplinary field of education. Next, we consider the ways in which the subjective experience of gender and sexuality in schools is often overlooked or inadequately theorized. Exploring the ways that race, class, citizenship, religion and other categories of identity intersect with gender and sexuality, we give primacy to the contention that subjectivity is historically complex, and does not adhere to the analytically distinct identity categories we might try to impose on it.

• W 10:10 a.m.-noon
• Instructor: Ileana Jimenez
  Info
• 4 points

COMPLICATING CLASS: EDUCATION AND THE L

EDUCATION & LIMITS EQUITY

In this course, we start from the premise that a failure to understand what social class is and how social class matters in daily life stops us from having conversations about the possibilities and limitations of schooling and, as such, prevents us from doing what we can to improve the schooling experiences of poor and working-class students. Throughout the semester, we will work to “complicate class”, reconsidering what class is, why class matters, and how we can best think about the relationship between social class and schooling. You will develop a language for talking about class, considering the affordances and constraints of various conceptions of class. You will also leave with critical questions about the possibilities and limitations of relying on schools as a solution to social problems. Recognizing restraints, we will conclude by reflecting on how we might work toward creating more equitable learning environments for poor and working-class students.

• M 2:10 p.m.-4 p.m.
• Instructor: Rachel Throop
  CULPA: 1 Info
• 4 points

SEMINAR URBAN EDUCATION

This seminar serves as the capstone course for students pursuing the Education Studies minor/special concentration or the Urban Studies major/concentration with an Urban Education Specialization. The Seminar in Urban Education explores the historical, political and socio-cultural dynamics of urban education in the U.S. context. Over time, a range of social actors have intervened in the “problem” of urban education, attempting to reshape and reform urban schools. Others have disputed this “problem” focused approach, arguing that policy makers, teachers, and researchers should start from the strengths and capacities located in urban communities. Despite decades of wide ranging reform efforts, however, many urban schools still fail to provide their students with an adequate, equitable education. Seminar in Urban Education investigates this paradox by pursuing three central course questions: 1) How have various social actors tried to achieve equity in urban schools over time? 2) What are the range and variation of assets and challenges found in urban schools? and 3) Considering this history and context, what would effective reform in a global city like NYC look like? Students will engage these questions not only through course readings and seminar discussions, but through a 40-hour field placement in a New York City public school classroom, extra-curricular program, or other education based site.

• M 11 a.m.-12:50 p.m.
• Instructor: Rachel Throop
  CULPA: 1 Info
• 4 points

ARTS AND HUMANITIES IN THE CITY:CRITICAL

ARTS & HUMANITIES IN THE CITY

Using the theme of “Arts and Humanities in the City”, this seminar will build participants’ knowledge of critical literacy, digital storytelling methods, and ways to use New York City as a resource for teaching the Arts (Dance, Theatre, Music, and Visual Arts), Social Studies, and English Language Arts in grades K-12. Critical literacy is an approach to teaching and learning that focuses on developing students’ abilities to read, analyze, understand, question, and critique hidden perspectives and socially-constructed power relations embedded in what it means to be literate in a content area.

• T 2:10 p.m.-4 p.m.
• Instructor: Drew Chambers
  Info
• 4 points

SCIENCE IN THE CITY II

Prerequisites: the instructors permission. Open to Non-science majors, pre-service elementary students, and first-year students. Students investigate the science of learning, the Next Generation Science Standards, scientific inquiry and engineering design practices, and strategies to include families in fostering student achievement and persistence in science. Fieldwork required. Note: Students in the Childhood Urban Teaching Program may use this course as a pedagogical elective.

• F 10:10 a.m.-noon
• Instructor: Althea B Hoard
  Info
• 4 points

Computer Science in the City: Content &

Using the overarching theme of “Computer Science in the City,” this course will build participants’ knowledge of pedagogical methods for the teaching of computer science while exploring ways to use the City as a resource for teaching and learning. Course participants will have an opportunity to gain an understanding of concepts and practices appropriate for K-12 students as they explore the New York State Learning Standards. 

As we explore the multitude of opportunities for teaching computer science in New York City, we will also take into consideration the diversity of the students that course participants teach or are preparing to teach. We will examine the social and political contexts that learning and teaching happen in, and consider the implications of these contexts for different groups of students. As participants develop an understanding of what it means to be literate in computer science, they will explore ways to make computer science education more meaningful and accessible to all students by infusing it with students’ daily and cultural experiences. We will explore notions of social justice and the implications for teaching computer science for social justice by addressing barriers to engagement, persistence, and achievement in mathematics.

Working in teams to plan for Computer Science Enrichment lessons, participants will explore ways to teach computer science using a constructivist approach while being responsive to the demands of the NYS Next Generation Standards, Universal Design for Learning (UDL), growth mindsets, critiques of growth mindsets, and tenets of justice and caring. Participants will also have an opportunity to build positive computer science mindsets for themselves and for K-12 students as they engage in experiential learning, plan for Computer Science Enrichment sessions that incorporate ways to visualize and communicate computer science content and skills, and evaluate the efficacy of their planning and teaching in light of their students’ learning outcomes.

• T 4:10 p.m.-6 p.m.
• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• 4 points

STUDENT TEACHING/URBAN SCHOOLS

Prerequisites: completion of EDUC BC2052 or EDUC BC2062 and EDUC BC2055, with grades of B or better. NYCDOE Fingerprinting. Corequisites: EDUC BC3064. Enrollment limited. Supervised student teaching in elementary schools includes creating lesson plans, involving students in active learning, using cooperative methods, developmentally appropriate assessment, and meeting the needs of diverse learners in urban schools. Teaching skills developed through weekly individual and/or group supervision meetings (to be scheduled at the beginning of the semester), conferences, and portfolio design. Requires 100 hours of teaching at two different grade levels, full-time for one semester. Note: Students are only permitted to leave their student teaching placements early twice a week, once for EDUC BC3064 and one other day for one additional course having a start time of 2 pm or later. Students are only permitted to take one additional course while enrolled in EDUC BC3063 and EDUC BC3064.

• W 4:10 p.m.-6 p.m.
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 6 points

SECONDARY STU TCHNG URB SCHLS

Prerequisites: Completion of EDUC BC2052 or EDUC BC2062 and EDUC BC2055, with grades of B or better. NYCDOE Fingerprinting required. Corequisites: EDUC BC3064. Enrollment limited. Supervised student teaching in secondary schools includes creating lesson plans, involving students in active learning, using cooperative methods, developmentally appropriate assessment, and meeting the needs of diverse learners in urban schools. Teaching skills developed through weekly individual and/or group supervision meetings (to be scheduled at the beginning of the semester), conferences, and portfolio design. Requires 100 hours of teaching at two different grade levels, full-time for one semester. Note: Students are only permitted to leave their student teaching placements early twice a week, once for EDUC BC3064 and one other day for one additional course having a start time of 2 pm or later. Students are only permitted to take one additional course while enrolled in EDUC BC3064 and EDUC BC3065.

• W 4:10 p.m.-6 p.m.
• Instructor: Drew Chambers
  Info
• 6 points

Senior Research Seminar: Inquiry

SENIOR RESEARCH SEMINAR I

This is the second semester of a year-long senior capstone experience for Educational Studies majors. Over the course of the year, you will design and carry-out an inquiry project, and you will report on this project through an appropriate medium, for a specific purpose and audience.

• R 12:10 p.m.-2 p.m.
• Instructor: Erika Kitzmiller
  CULPA: 1 h-index: 3 Info
• 4 points

ARTS&HUMANITIES IN CITY FIELDWORK LAB

ARTS&HUMANITIES IN CITY L

• W 2:10 p.m.-6 p.m.
• F 8:30 a.m.-12:30 p.m.
• Instructor: Drew Chambers
  Info
• 0 points

SCI IN CITY II FIELDWORK LAB

• T 2:30 p.m.-6 p.m.
• R 2:30 p.m.-6 p.m.
• Instructor: Althea B Hoard
  Info
• 0 points

Computer Science in the City - Fieldwork

Comp. Science in the City

This is the fieldwork component for the proposed course described below.

Using the overarching theme of “Computer Science in the City,” this course will build participants’ knowledge of pedagogical methods for the teaching of computer science while exploring ways to use the City as a resource for teaching and learning. Course participants will have an opportunity to gain an understanding of concepts and practices appropriate for K-12 students as they explore the New York State Learning Standards. 

As we explore the multitude of opportunities for teaching computer science in New York City, we will also take into consideration the diversity of the students that course participants teach or are preparing to teach. We will examine the social and political contexts that learning and teaching happen in, and consider the implications of these contexts for different groups of students. As participants develop an understanding of what it means to be literate in computer science, they will explore ways to make computer science education more meaningful and accessible to all students by infusing it with students’ daily and cultural experiences. We will explore notions of social justice and the implications for teaching computer science for social justice by addressing barriers to engagement, persistence, and achievement in mathematics.

Working in teams to plan for Computer Science Enrichment lessons, participants will explore ways to teach computer science using a constructivist approach while being responsive to the demands of the NYS Next Generation Standards, Universal Design for Learning (UDL), growth mindsets, critiques of growth mindsets, and tenets of justice and caring. Participants will also have an opportunity to build positive computer science mindsets for themselves and for K-12 students as they engage in experiential learning, plan for Computer Science Enrichment sessions that incorporate ways to visualize and communicate computer science content and skills, and evaluate the efficacy of their planning and teaching in light of their students’ learning outcomes.

• F 8:30 a.m.-12:30 p.m.
• W 2:10 p.m.-6 p.m.
• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• 0 points

EDUCATION IN A POLARIZED AND UNEQUAL SOC

EDU IN POLARIZED/UNEQUAL

The rise in political polarization and social inequality over the past few decades has challenged the ideals that public schools were founded on nearly two centuries ago. In the past few years, we have witnessed a surge in homophobic, racist, misogynist, and xenophobic rhetoric in our society and our schools. At the same time, teachers in classrooms across this country have been engaged in the difficult work of challenging oppression and injustice in their schools, communities, and nation. These teachers know that the future of our democracy is at stake. Using a historical and sociological framework, this course examines the past and present conditions that have led to political polarization, escalating inequality, and persistent injustice. It seeks to examine the lineage of racism, sexism, nativism, and imperialism on our nation and its schools and to consider the extent to which these challenges are uniquely American or part of a more global phenomenon. It offers an introduction to the deep current of American social, political, and economic culture that many argue has produced the challenges that our nation faces today: personal and political gain marred by intolerance, derived from wealth, and rooted in the history of segregation, sexism, and exploitation. Instead of seeing these challenges as separate entities, the course acknowledges the intersectional nature of power and politics. Students will consider how these conditions affect their roles as educators and the lives of the youth and families in their schools and communities. They will leave the course with a deeper appreciation and understanding of the historical and sociological antecedents that have contributed to polarization, inequity, and injustice around the globe.

• W 2:10 p.m.-4 p.m.
• Instructor: Erika Kitzmiller
  CULPA: 1 h-index: 3 Info
• 4 points

RACE. SPACE, URB SCHOOLS

Many people don’t think of themselves as having attended segregated schools. And yet, most of us went to schools attended primarily by people who looked very much like us. In fact, schools have become more segregated over the past 30 years, even as the country becomes increasingly multiracial. In this class, we will use public schools as an example to examine the role race plays in shaping urban spaces and institutions. We will begin by unpacking the concept of racialization, or the process by which a person, place, phenomenon, or characteristic becomes associated with a certain race. Then, we will explore the following questions: What are the connections between city schools and their local contexts? What does it mean to be a “neighborhood school”? How do changes in neighborhoods change schools? We will use ethnographies, narrative non-fiction, and educational research to explore these questions from a variety of perspectives. You will apply what you have learned to your own experiences and to current debates over urban policies and public schools. This course will extend your understanding of key anthropological and sociological perspectives on urban inequality in the United States, as well as introduce you to critical theory.

• R 4:10 p.m.-6 p.m.
• Instructor: Fawziah Qadir
  Info
• 3 points

INDEPENDENT STUDY

• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• Instructor: Erika Kitzmiller
  CULPA: 1 h-index: 3 Info
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• Instructor: Fawziah Qadir
  Info
• 1-4 points