Education (EDUC)

EDUC 1111. Education in the Community. 4 Hours.

Considers the unique contributions of community, family, and public schools to education in the United States today. Uses classroom and field-based activities to provide historical and social contexts of public education. Encourages students to reflect on their own prior education, to learn from persons active in the education community, and to consider their future roles as educators.

EDUC 1990. Elective. 1-4 Hours.

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

EDUC 2990. Elective. 1-4 Hours.

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

EDUC 3990. Elective. 1-4 Hours.

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

EDUC 4530. Race and Urban Education. 4 Hours.

Provides an intensive examination of racism in the United States and the implications of race on homophobia, sexism, and so on, with a focus on the context of urban education. Through the lenses of color, ethnicity, and class, explores questions and concepts that lie at the heart of our personal and professional interactions in the school, classroom, and the community. Students are expected to participate in class discussion and begin the personal exploration of their own feelings and experience with racism. Combines formal lectures with group and small-group discussions, fieldwork, and video presentation.

EDUC 4552. Inquiry in the Humanities and Social Sciences at the Elementary Level. 4 Hours.

Examines how teachers enhance children’s understanding of history and social studies as part of a coordinated approach to the humanities. The goal is for teachers to engage students actively in reading, writing, and speaking through approaches that develop critical skills and habits of mind in relation to issues of citizenship, community, social justice, and the pursuit of truth in an evolving world. Explores methodology and curriculum design, applicable within and beyond social studies/history and language arts/English. Graduate students are required to demonstrate advanced levels of study and research.

EDUC 4553. Inquiry in Math and Science at the Elementary Level. 4 Hours.

Designed to help students enhance their understanding of how children develop math, science, and technology knowledge and skills, and how the three areas are interconnected. Examines research into current issues influencing elementary school math, science, and technology. Emphasis is on strategies for planning and implementing an integrated lesson; equity, gender, and access issues; problem solving; state and national curriculum and assessment issues related to math, science, and technology education; and standards-based curriculum materials. Graduate students are required to demonstrate advanced levels of study and research.

EDUC 4570. Inclusion, Equity, and Diversity. 4 Hours.

Provides students with tools and understanding to address the range of learning needs of special education legislation, as well as the politics of who is identified and why. Examines students’ own attitudes about teaching children with learning disabilities, and develops skills and strategies for identifying and teaching. Graduate students are required to demonstrate advanced levels of study and research.

EDUC 4850. Teaching Practicum. 8 Hours.

Supervised 300-hour-minimum practicum situated within Boston Public School system that meets the requirements for Massachusetts State initial licensure. The teacher candidate is mentored by cooperating teachers and NU faculty to meet performance assessment of professional standards. Director of field placement approval required. Requires appropriate fieldwork, completion of education licensure courses, and passing scores on the Massachusetts Tests for Educator Licensure (MTEL).

EDUC 4851. Teaching Seminar. 4 Hours.

Integrates theoretical knowledge and practical understanding through a cycle of action and reflection. In conjunction with a teaching practicum, enables the teacher candidate to meet the professional standards for Massachusetts State initial licensure. Requires appropriate fieldwork and completion of education licensure courses.

EDUC 4947. Teaching Preparatory Lab 3. 0 Hours.

Provides field placement and performance assessment that complements an intermediate or advanced course taken concurrently by students in the School of Education. Requires admission to the School of Education.

EDUC 4990. Elective. 1-4 Hours.

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

EDUC 5503. Culture, Equity, Power, and Influence. 4 Hours.

Examines the broad construct of culture and explores how these characteristics impact personal identity, access to education, social mobility, power, and influence. Explores educational institutions as cultural systems and questions concepts at the heart of personal and professional interactions in teaching, learning, curriculum, and administration. Expects students to participate in reflective discussion and begin to explore their own feelings and experience with culture; to develop competencies spanning cultural and international boundaries; to prepare to be more effective in diverse settings; and to influence and advocate for systemic change.

EDUC 5504. Child and Adolescent Development, Learning, and Teaching. 4 Hours.

Surveys contemporary educational theory of human learning and accomplished teaching. Offers students an opportunity to develop a working understanding of teaching and learning as they occur in different types of schools and community settings. Investigates how children and adolescents learn, acquire knowledge, and make sense of their experience, as well as theories of teaching or pedagogy—how best to teach for understanding and learning achievement.

EDUC 5570. Inclusion, Equity, and Diversity. 4 Hours.

Addresses the range of learning needs of special education legislation, as well as the politics of who is identified and why. Examines students’ own attitudes about teaching children with learning disabilities. Offers students an opportunity to develop skills and strategies for identifying and teaching learning-disabled children. Requires graduate students to demonstrate advanced levels of study and research.